Should our capabilities

define who we are?

A thematic Unit on Disability
Awareness

Presented by Jessica R. Williams

On December 14 th , 2012 for AED 341

Table of Contents
Table of Contents2
Overview.....3
Summary...3
Topical Questions and Understandings.....4
Rationale...5
Project-Based Learning.6
Interdisciplinary justification....5
Respect for difference...5
Assessments..5
Text Set...7
Unit Plan Schedule10
Culminating Project Handout14
Culminating Project Rubric...17

Overview
Summary
This thematic unit on Disability Awareness will be driven by the essential
question, Should our capabilities define who we are? I want students to understand that
there is more to people than their physical and mental capabilities. I chose the text,
Butterfly Clues because it supports the essential question and understanding by providing
students with an interesting text that will support the unit through to the end. By the end
of the unit, students will have prepared a Culminating Project where they interviewed an
individual with a disability, conducted research on a subtopic relating to disabilities, and
created a presentation meant to bring awareness about disabilities to their student body.
All three phases of this Culminating project will reflect in their presentation.
The Text
The anchor text I chose for this unit plan is Butterfly Clues by Kate Ellison. The book is
about a young female by the name of Penelope who has mental disorders such as
Obsessive Compulsive Disorder, Hoarding, and Kleptomania. She learns to utilize her
disorders to help her solve a murder of a young female. I chose this text because the main
theme of the book is about living with a disability and learning to over come adversity
that the disability entails. The main character learns to benefit from such disadvantages to
change her life and those around her. Another reason why I chose this book because
students can relate to it because of the many ideas that pertain to young adults such as
coping with death, risky behavior, difficult family life, fitting in, and homelessness.
Essential Understanding
(Students will understand that) There is more to people than their physical and mental
capabilities. An individuals potential goes beyond what society expects of them. We
should look beyond an individuals capability and never underestimate the determination
and perseverance of their character. People who are differently abled are limited not by
their disability, but by the inequities and discrimination (intentional and unintentional) by
people who are unaware of the difficulty they face on a daily basis.
Essential Question
Should our capabilities define who we are?
Performance Task
Students will interview people in the community who are differently abled. With the
results of their interview and data collected from research, students will create a
presentation and present it to the student body, bringing about awareness of the trials and
tribulations that differently abled people face throughout their lives.


Topical Essential Questions

Topical Essential Understandings

How do the authors define a disability?

Each author shares their definition of

disability and compares it to the common
ideas our society define a disability as.

How do these stories persuade you to think

about how society sees people of
disabilities?

The authors offer many different points of

view to give the reader a wide view of the
topic and they challenge the reader to
evaluate what they previously thought
about disabilities and the people who have
them.

Overarching Essential Questions

Should ones physical capabilities define
who they are as a person?

Should a disability be seen as a

disadvantage?

Overarching Essential Questions

The characters in the novel show the reader
how they think of themselves and how they
comprehend the notion of being differently
abled. They invite the reader to evaluate
how we use our language to define
ourselves and other people based on our
abilities.
The authors of the texts for this unit
explain how they view their disabilities and
they ask the reader to empathize with them
and invite the reader to question what we
consider to be a disadvantage. One of the
main themes in all the texts is how we all
have disadvantages that should unify us
instead of setting us apart.

Rationale
Administrators
This unit is teaching students to implement different types of texts in their understanding
of the essential question by fortifying their reading, writing, comprehension, and listening
skills. This unit plan incorporates over thirteen different common core standards that
cover all the necessary fields of English Language Arts. Students will learn the necessary
skills needed to be successful in high stakes assessment. Students who participate in this
unit will know how to write for an authentic audience, improve their writing through the
development of a presentation, and know to effectively use multiple sources to enhance
their persuasive writing.
Students
This unit appeals to students because it allows them to choose from a wide range of
topics that still connect to the main theme of the unit plan. Students have the freedom to
create a presentation that is personalized. Most importantly, this unit invites students to
express their perspectives on the topic and they have the opportunity to share their
opinions with their student body. Students gain a sense of appreciation and value for
those who are differently abled and face great difficulty in their lives. Students acquire a
sense of voice that they can employ in their future endeavors.
Your Colleagues/practitioners of critical pedagogy/empowering education
This unit will also allow students to be aware of the power they have and how to
effectively articulate that power to bring awareness to others. They will able to explore
and discuss the issue of disabilities and have the opportunity to advise people in their
community to do the same. This unit empowers students to take what they learn inside
the classroom and apply it to real life for a greater purpose. The Culminating Project that
students will complete connects what they are learning directly to taking action with the
sole purpose of creating change in their community.

Project-Based Learning
Interdisciplinary Justification
Students learn a variety of concepts from this unit that they can apply to other subjects
and other aspects of their lives. The issue of disabilities crosses into fields like science,
history, psychology, and music. The fact that many disabilities are physical can relate to
science, specifically biology and why people develop physical disabilities. Mental
disabilities can be transferable into psychologically because it has to do with
development and the many factors that can influence that. This unit also focuses on music
through incorporating songs into lessons and comparing it to the essential questions as
well as the other texts included in the unit. This unit also encourages students to apply
what they learn in the classroom during this unit outside the classroom to their
environment and the people they interact with. Students gain confidence and the ability to
discuss serious issues and they are better equipped to have points of view acknowledged
as credible and well composed.
Respect for difference
This unit involves class discussions where students express their opinions and
perspectives. Through these discussions, the class as a whole has the opportunity to
address any intolerance whether it is intentional or unintentional. The unit offers the
opportunity to converse respectfully about differences and how they contribute the
knowledge shared in the classroom and the attitude students have throughout the unit.
Also, the fact that the theme of the unit is disability awareness requires that the classroom
be a space of inclusion and acceptance of all individuals and their perspectives.
Assessments
The unit offers multiple forms of assessment throughout its durations. Each assessment is
included in the unit for a specific purpose. There are quizzes to ensure that students are
doing the necessary reading. Their writing journals are an assessment of not only of the
application of the writing skills they learn but also a way of determining their
understanding of the essential questions of the unit. The Great Debate writing assignment
evaluates how well the students grasp the techniques used to write persuasively. Class
discussions are an assessment of their comprehension of the main ideas concerning the
essential understanding. To assess their Culminating Project, students write assessments
for themselves as well as each other. They will also be assessed of the content of their
presentation by submitting a written paper containing content.

Text Set
Ellison, Kate. The Butterfly Clues. New York: Egmont USA, 2012. Print.
Genre - Book
General Overview
The novel is about a young female named Penelope who has multiple anxiety
disorders. She goes through life with Obsessive Compulsive Disorder, Hoarding, and
Kleptomania. Her disorders draw her to a murder mystery that pushes her into a new
world of danger and excitement. She embraces her disorders as they assist Penelope, as
she gets closer to the true identity of the killer. She learns how to accept her disabilities
and does what no one cared to do, bring a killer to justice.
Relation to Essential Question
Butterfly Clues is a text that displays the main character as a heroine who also is
differently abled. The fact that the novel welcomes the reader into the mind of a teenager
who has anxiety disorders and ticks forces the reader to think like the main character.
Common criticisms about the book say that it s is annoying and even frustrating to read
the constant ticks but the author did this purposefully to best depict what it is like to be
annoyed and frustrated having a disability.
"Ramones I Wanna Be Sedated Lyrics." I Wanna Be Sedated Lyrics. ELyrics.net, n.d.
Web. 02 Dec. 2012. <http://www.elyrics.net/read/r/ramones-lyrics/i-wanna-be-sedatedlyrics.html>.
Genre - Music
General Overview
The song I Wanna Be Sedated by The Ramones talks about how
difficult it is to have Obsessive Compulsive Disorder and how frustrating it is to
not have control over ones thoughts or actions. It is a catchy rock song that most
people know but few notice the idea of how difficult life is living with a mental
disorder.
Relation to Essential Question
This song relates to the Essential Question because it invites the audience
to consider how hard it must be to have a mental disorder that the only relief
would be sedation. It is a creative way to encourage students to empathize with
the singer and to critically think about how crippling it may feel to have a
disability.

Reeves, Christopher D. Still Me. N.p.: Random House, 1998. 259-61. Print.
Genre Book Passage
General Overview
The book Still Me is an autobiography of Christopher Reeves who became
a quadriplegic hen he was thrown from his horse during a riding competition. His
book, Still Me is about his experiences before and after the accident.
Relation to Essential Question
His insight on his trials and tribulations relates to the Essential Question
that even though he was differently abled, he didnt allow that to be a
disadvantage and he used his disability as a way to touch many peoples lives
through his writings. His perspective is unique because he once played a
superhero is the famous film Superman and then he was confined to a wheelchair
where he had to start his life again.
"Tamara's Opus" Prod. Whitehouse. Perf. Joshua Bennett. Joshua Bennett Performs at
the White House Poetry Jam. YouTube, 02 Nov. 2009. Web. 02 Dec. 2012.
<http://www.youtube.com/watch?v=_U5BwD8zOeM>.
Genre - Video
General Overview
The video is of Joshua Bennett who performed Tamaras Opus at the
White House Poetry Jam. The poetry he performed is about his sister, Tamara,
who is deaf and how he is disappointed in himself for not doing all that he could
to connect with her due to the communication barriers between them. He
dedicated the poem to his sister as an apology.
Relation to Essential Question
I chose this video because it is modern, powerful, and emotional. Since the
poem is written from the perspective of Joshua Bennett, it adds to the diversity of
points of view and invites readers to empathize with him and consider what it
would be like to have a sibling who is deaf. It is a unique perspective relating to
disability and it is a secondary account of someone who has one. It relates to the
essential question in the sense that it shows the beauty that differently abled
people experience because they see the world differently they do. They embrace
events and sensations that we often take for granted and overlook.
"The Who - My Generation Lyrics." The Who - My Generation Lyrics. Lyrics007.com,
07 Oct. 2012. Web. 02 Dec. 2012.
<http://www.lyrics007.com/The%20Who%20Lyrics/My%20Generation%20Lyrics.html
>.

Genre - Music
General Overview
The song, My Generation by The Who has a lyrical element that
portrays the singer in the song as having a stuttering problem. This song offers an
artistic and lyrical perspective on speech impairments such as stuttering.
Relation to Essential Question
This song will be used as an example of how to invoke thought about
disabilities in a way that will appeal to a large audience. It relates to the essential
question because the song is about using ones disability to their advantage
artistically instead of letting the disability define who they are as an artist. This
song can also be linked to the anchor text due to the main idea of the song. The
main character faces discrimination because of her age just like what the song
My Generation talks about.

Unit Plan Schedule

Week One
Monday What stood out to you about the gallery walk? What emotions did the gallery
walk invoke from you?
- Introduction of Unit
- Have students brainstorm about what they think the word disability means. What
ideas come to mind and how they would define the term.
Tuesday
- Have students share their reflections and discuss the gallery walk as a class.
- Introduce the writing journal and its purpose in this unit.
Wednesday What stood out to you about this passage? How does Christopher Reeves see
himself?
- Introduce the passage from Still Me.
- Explain context of the passage such as the author and the history behind the topic.
- Read the passage aloud and have students listen and take notes in their writing journals.
- Have students work silently on a quiz of ten questions.
Thursday
- Introduction of Culminating Project
- Overview and expectations for the project
- An example of a possible outcome of the project
Friday
- Class Collectively brainstorm ideas relating to the Culminating Project
Week Two
Monday (1-22) What do you immediately notice about Lo? Take down three quotes that
stood out to you during your reading. Why did you choose these quotes?
- Do an anticipatory Quiz on the anchor text
- Introduce the anchor text
- Explain the context of the novel such as the author, criticisms of the book, the setting
and circumstances surrounding the plot.
- Start reading the book aloud in class.
Tuesday (23-33) Lo suffers from obsessive-compulsive disorder (OCD), which forces
her to do these odd behaviors. Based on what you learn, do you believe this statement is
true for Lo? Explain your answer.
- Quick discussion on Butterfly Clues.
- Introduction to research portion of culminating project
- What sources are legitimate and applicable to culminating project
- Where to find valuable information and what sources are credible
- In Class time to begin research
Wednesday (34-46) How do you think someone like Lo who has obsessive compulsive
disorder views events like prom? Do you think she wants to go? What do you think
would happen if she went? Would her disorders hamper her opportunity of having a good
time?

10

- Quick discussion of Butterfly Clues

- Continuation of In Class Research
Thursday (47-60) How does Lo feel about school? What does she assume that people
think of her? Give quotes from the book to support your response.
- Continuation of In Class Research
- How to credit and cite properly
- How to write an Annotated Bibliography
Friday (61-80) What has Lo stolen so far in the novel? Why do you think this is
important to the plot?
- Continuation of In Class Research
- I Wanna Be Sedated Song
- How does the significance of this song? How does it relate to the anchor text? Quick
discussion
Week Three
Monday (81-92) What is kleptomania? Do you think it is a disability? Why or why not?
- Annotated Bibliographies are due.
- Quiz on required reading (to ensure that students are reading)
Tuesday (93-106) What is kleptomania? Do you think it is a disability? Why or why not?
Wednesday (107-122) If you were Lo, how would you go about interviewing people
about the murder of the dead girl? What persuasive techniques could you use to get
people to talk about it?
- Butterfly Clues Discussion
- From the responses written the night before, what are some techniques Lo uses to
interview people about the dead girl?
- What proper preparation is needed for the interview portion of the culminating project.
Thursday (123-136) How does Los obsessive compulsive disorders hinder her ability to
solve the murder of the dead girl? Give supporting details in your answer.
- Tamaras Opus Video
- Discussion of Tamaras Opus. What was the importance of the poem being told by
Joshua Bennett? How has his perspective contributed to how we view disabilities?
- Continuation of interview preparation.
- How to maintain professionalism before, during, and after the interview.
- How to create a rapport with the individual being interviewed
Friday (137-146) How does Los father react to her ticks? How do you think Los
father feel about his daughters disorder?
- Discussion on Butterfly Clues.
- What are the similarities between Butterfly Clues and Tamaras Opus? What are the
similarities and differences in how the authors convey their message about disabilities?
Week Four
Monday (147-158) Why do you think the author manipulated the story so that Lo would
have to apply to be a stripper?
- Introduction to writing for an authentic audience. The class will be used as the
authentic audience for practice.
- Students will learn to identify the audience(s)

11

Tuesday (159-174) On page 173 Flynt asks Lo if her obsession with Sapphire is just a
way to avoid dealing with your own shit. What do you think?
- Students will write a brief paper persuading their audience to take their side in the
argument, Should a disability be seen as a disadvantage?
- They will learn to write based on what they think their audience already knows about
the topic.
Wednesday (175-190) On page 181, Lo is scared that if she does not complete one of her
ticks, her family in result may be in danger. Do you ever feel like you have to do a task or
something bad will happen?
- Discussion on Butterfly Clues. Should a disability be seen as a disadvantage?
- The Great Debate! Student will have to persuade their classmates on the question while
practicing persuasive techniques.
- Students will learn to be conscious on language being used
Thursday (191-202) What do you think of the scene where Lo steals the elderly
womans umbrella? What would you have done if you a witness? How would you react?
- Quiz on required reading (to ensure that students are reading)
- Students will reflect on the techniques used the day before in the debate.
- As a class students will brainstorm how to grab the attention of your audience
Friday (203-218) Several times throughout the book Lo reveals that she would like to be
normal. What do you think Lo considers to be normal? In what ways
does her life now differ from her normal ideal?
- My Generation Song
- Discussion
Week Five
Monday (219-226) What is the significance of the scene with Jeremy? What does that
say about Los perception of herself in society?
- Interviews are due
- Introduction to the organization of the presentation
- What presentation format is suitable for the culminating project
- Students will begin working on their presentations in class.
Tuesday (227-238) What other compulsive disorder does the author reveal that Lo has?
Why does Lo do this behavior? What do you think of it?
- Quiz on required reading (to ensure that students are reading)
- Continuation of working on presentations in class.
- How to organize information so that it is effective
- How to captivate, motivate, and educate the audience
Wednesday (239-248) How would you feel if you lived with someone who hoarded all
kinds of miscellaneous stuff?
- Quick discussion on Butterfly Clues
- Continuation of working on presentations in class.
- How to captivate, motivate, and educate the audience
Thursday (249-262) What do you think Los fathers reaction to his discovery of her
room says about his feelings towards her OCD?
- Continuation of working on presentations in class.

12

Friday (263-278) With all the tap-tap-bananas and the counting in the book, does it get
annoying? Do you skip over those lines? Why do you think the author put so many
moments of Los ticks in the book?
Week Six
Monday (279-296) How has Los obsessive compulsive disorder help her catch the dead
girls killer? Give quotes to support your response.
- Presentations are due.
- Introduction to Public Speaking Skills
- Students will study body language. What would Los body language look like? D o you
have nervous ticks that you do when speaking publically?
Tuesday (297-310) What if the story was told with Lo not having any of her compulsive
behaviors? Would the novel turned out the same way? Why or why not? Use quotes in
your explanation.
- Writing portion of presentation due.
- Continuation of public speaking skills
- Students will practice techniques on how to keep composure
Wednesday (310-acknowledgements) How does the author use the character, Lo, to
portray OCD? Is it an accurate portrayal? Why or why not? Use textual support in your
response.
- Students will become familiar with their content by sharing a brief dialogue of their
responses from their writing journals assigned the night before.
Thursday How do this novel persuade you to think about how society sees people of
disabilities?
- Wrap of anchor text
- Continuation of public speaking skills
- Students will learn about Audience Awareness. How should successfully connect and
interact with your audience?
Friday
- Continuation of public speaking skills
- Students will learn how to prepare for the unexpected (technology failure)
Week 7
Monday
- Students will rehearse their presentations for the class
- Students who are not presenting will do assessments for their peers.
Tuesday
- Students will rehearse their presentations for the class
- Students who are not presenting will do assessments for their peers.
Wednesday
- Students will display their presentations to their student body.
Thursday
- Self-Assessments on presentations.
- Self-Assessments on Writing Journal.
Friday
Wrap up of Unit

13

Handouts
Culminating Project Handout
If an individual cannot speak, does that mean
they have nothing to say?

WHO ARE YOU?

Imagine that you are a social advocate for people with disabilities. It is your mission to
bring awareness to your school community about what it is like to have a disability. For
this project, you will undertake such roles as interviewer, researcher, and presenter.
TASK!
Your Task is to construct a presentation where you will share with your audience your
findings from research, and an interview with a differently abled community member.
WHAT DO YOU NEED?
Pick a topic that peaks your interest! You will need to find data so that you are
knowledgeable about the topic. (mental disabilities, physical disabilities, accessibility,
financial aspect of disabilities, stereotypes of people with disabilities, daily routine, etc.)
Do you know someone in your community that is differently abled? You will need to
obtain information from a primary source in the form of an interview to get a clear
perspective of whom you are speaking on behalf of. (family member, neighbor, friend,
coworker, etc.)
Practice! Practice! Practice! You will need to develop your presentation skills and how
you want to persuade your audience in order to bring awareness about your topic. (speak
to your family and friends and ask for feedback, ask yourself who cares? and argue
your cause using that prompt, etc.)
WHAT SHOULD YOUR PRESENTATION LOOK LIKE?
Who are you presenting to? Your Performance needs to be well written, organized, and
appropriate for your target audience.

14

Know your stuff! Your presentation must include factual information that you gathered
through research, elements from the person you interviewed, and how well prepared you
are to present.
Be prepared for some awesome feedback! Your work will be judged by how well you
implement the skills you learned in class in your presentation. You and your peers will
also judge you by doing personal and peer evaluations.
Make this project your OWN! Include your own style in the presentation by using
different fonts, backgrounds, and slide transitions. Use pictures, clips, quotes, and other
media to enhance your presentation.
ASSESSMENT!
You will be assessed on your presentation skills as well as the organization and content
of your presentation. The first part of the assessment is that your peers will evaluate a
rehearsal of your presentation so that you can use the feedback for the actual
presentation. The second part of the assessment is a two-page summary of the
information used in your presentation.
THIS ASSIGNMENT WILL HELP YOU
- Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. a. Develop factual, interpretive, and evaluative questions for
further exploration of the topic.
- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of
interest to formulate an argument.
- Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and
analysis of content.
- Adapt voice, awareness of audience, and use of language to accommodate a variety of
cultural contexts.
- Explore topics dealing with different cultures and world viewpoints.
- Seek to understand other perspectives and cultures and communicate effectively with
audiences or individuals from varied backgrounds
- Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
English when indicated or appropriate.
MOST IMPORTANT OBJECTIVE

15

Be creative! Use what you know and what you are passionate about in this project. Use
your talents, share what you have learned from the texts we have read and have fun with
this project!

16

Culminating Project Rubric

Generalization

CLARITY
COHESION
THESIS
ENLIGHTENME
NT
ON TOPIC

SUPPORT:
DEVELOPM
ENT
RELEVANC
E
CONTROL

GLBOAL
ORGANIZATION
/
COHESION
CONTROL
TRANSITION

VOICE
AUDIENCE/PUR
POSE/TONE
SENTENCE
VARIETY
USAGE

Quality

Meaning: the
extent to
which the
response
exhibits sound
understanding,
interpretation,
and
analysis of the
task
and text(s)

Development: the
extent to which
ideas
are elaborated
using
specific and
relevant
evidence from the
text(s)

Organization: the
extent to which
the
response exhibits
direction, shape,
and
coherence

Language Use:
the
extent to which
the
response reveals
an
awareness of
audience
and purpose
through

6
Responses at this
level:
- The task was fully
completed
- The presentation
was fully developed.
- It is clear that the
presenter understands
the topic and the data
used in the
presentation.

5
Responses at
this level:
- The task was
completed
- The
presentation
was developed
- The presenter
understands the
topic and data.

4
Responses at
this level:
- The task was,
for the most
part, completed
- The
presentation,
for the most
part was
developed
- The presenter
understands
most of the
topic and data
used.

- The
presentation
has highly
relevant
information
from literature,
research, and
the interview
conducted.
- The ideas
and evidence
were well
chosen and
contributed to
the success of
the presenters
proposal.
- The presentation
flowed very well and
it was very easy to
follow along.
- The presenter
carefully assembled
their presentation so
that it was well
organized and the
direction was clear.

- The
presentation has
relevant
information
from the
literature,
research, and
the interview
conducted.
- The ideas and
evidence were
chosen and it
helped the
presenters
proposal.

- The
presentation has
relevant
information
from two out of
three available
sources.
- The ideas and
evidence
somewhat
relate to the
presentation.

- The
presentation
flowed well and
was easy to
follow.
- The presenter
assembled their
presentation so
that is was
organized and
the direction
was clear.

- The
presentation
flowed and it
was somewhat
easy to follow.
- The presenter
assembled their
presentation so
that is was
somewhat
organized and
the direction
was clear.

- The language
implemented is
sophisticated and
highly professional.
- Vocabulary is used
correctly.
- The tone is serious.
Sentence variety
and formatting is
well structured.

- The language
implemented is
well chosen and
professional.
- The tone is
serious.
- Sentence
variety is
lacking but the
formatting is

- The language
implemented
was chosen but
is not as
professional as
expected.
- Sentence
variety is
lacking and the
formatting is

17

3
Responses
at this level:
- The task
was
completed
but needed
improvement
The
presentation
was
underdevelo
ped.
- The
presenter
understands
somewhat
about the
topic and
data used.
- The
presentation
was
somewhat
relevant
information
from one or
two available
sources.
- The
evidence
doesnt
relate well
with the
presentation.

2
Responses
at this level:
- The task
was not
completed.
- The
presentation
was highly
underdevelo
ped .
- The
presenter did
not know
their topic
and data
well.

1
Responses
at this level:
- The task
was not
attempted
- There was
no
presentation.
- The
presenter did
not present
because they
did not know
anything
about their
topic.

- The
presentation
was not
relevant.
- There was
no use of
sources.
- The
evidence
does not
relate to the
presentation.

- There was
no
presentation.
- There was
no
information.
- There was
no evidence
and the
presenter did
not present.

- The
presentation
was out of
order but for
the most part
the audience
could follow.
- The
presenter
assembled
the
presentation
improperly
so it was
organized for
some of the
parts.
- The
language
was poorly
chosen and is
highly
informal.
- There is
not variety in
sentences.
- The

- The
presentation
did not flow
and it was
difficult to
follow.
- The
presenter did
not assemble
their
presentation
properly and
the direction
was unclear
even for the
presenter.

- There was
no
presentation
- The
presenter did
not have a
cohesive
presentation
to perform
and so there
was a
complete
lack of
control,
cohesion,
and
transition.
- The
presenter did
not consider
any moves as
far as
language and
how to speak
to an
audience.
-The

- The
language
was not
considered in
this
presentation.
- There is no
variety in
sentences or
languages.

effective use of
words,
sentence
structure,
and sentence
variety
CONVENTIONS

Conventions: the
extent to which
the
response exhibits
conventional
spelling,
punctuation,
paragraphing,
capitalization,
grammar, and
usage

- The presentation
was well edited for
errors.
- The information is
well organized into
paragraphs with
proper punctuation.
- The grammar is
correct throughout
the whole
presentation.

well structured.

structured.

formatting is
somewhat
structured.

- There is no
format of the
structure.

presentation
reflects the
lack of
consciousnes
s concerning
language.

- The
presentation
was edited for
errors.
- The
information is
organized with
proper
punctuation.
- The grammar
is correct
throughout
most of the
presentation.

- The
presentation
was for errors
but some were
missed.
- The
information is
organized and
there is, for the
most part,
punctuation.
- The grammar
is mostly
correctly
through most of
the
presentation.

- The
presentation
has a few
errors.
- The
information
is not very
organized
and the
paragraphs
are not
broken
down.
- Grammar
is not correct
throughout
the
presentation.

- There are
many errors.
- The
information
is not
organized at
all.
- There are
no breaks for
paragraphs.
- There is no
proper
grammar in
the
presentation
and it is hard
to read what
it says.

- The
presentation
has no
sentences
and is
unorganized
without any
punctuation,
grammar,
spelling, and
paragraphing
.

18