Independent Term Project (10%)

All components due May 1st by 9 PM

Students will complete an Independent Term Project for their chosen focus (Reading, Writing, or Speaking).
Students previously chose their topic but are welcome to discuss any changes with me in the first week of
the term. Changes will not be guaranteed.
Reading
Students will select any reading material of their choice, but the reading material MUST be level
appropriate, per the diagnostic assessment in Term 2 (no exceptions!) If students do not select and read
level-appropriate material, they will not receive any credit. Students will schedule three reading conferences
with Ms. Zart throughout the term and need to come prepared to discuss their reading. Students must select
reading material and schedule all conferences by March 11th. Conferences must be completed by May 1st.
Conferences cannot be within 1 week (7 days) of each other. Each reading conference will have equal
weight and will be graded on the following rubric:
4
Advanced
Re-tells all important
elements in sequence and
in detail. Is able to answer
questions in specific
manner, using text.
Opinion is detailed and
makes connection to text
and reader.

3
Proficient
Re-tell may leave out one
thing or may be spotty. Is
able to answer teacher
questions in a general
manner.
Opinion is general and has
some back-up.

2
Partially Proficient
Re-tell is heavily
scaffolded by teacher. May
go blank on teacher
questions, or has to search
for answers.
Teacher must search for
opinion.

1
Unsatisfactory
Has no idea how to re-tell
in response to teacher
prompt. Has no clue in
response to teacher
questions.
Unable to form coherent
and informed opinion.

Reading Strategies (35%)

((connections,
visualization, questions,
inferring, & synthesizing)

Reader gives detailed

reasoning behind strategy
use, using explicit
examples from text
through think-aloud.

Readers strategy use is

limited or vague.

Readers strategy use is

nonexistent.

Reading Completion

Reader read and completed

reading strategies
(approximately 20-30
minutes per day) a
committed amount for the
time period between
conferences.

Reader gives detailed

explanation of strategy use,
using some samples from
the text. Is unable to think
through some parts of
strategy use.
Reader read and completed
reading strategies
(approximately 20-30
minutes per day) a
reasonable amount for the
time period between
conferences.

Raeder seems to have

skipped a small amount of
reading or reading
strategies (approximately
20-30 minutes per day) for
the time period between
conferences.

Reader skipped several

reading or reading strategy
times (approximately 2030 minutes per day) in the
time period between
conferences.

Comprehension (25%)

Opinion of Reading (30%)

Assesses Standards: RL.11-12.4, RL.11-12.7, and RI.11-12.4 (varies based on student project)
Writing
Students will plan and write an essay, short story, etc. of their choice. Students should focus on improving
their score on the identified 6 Traits Writing Rubric lines, and utilizing the strategies that you have
researched throughout the term. Students must schedule a conference for their draft by March 11th. The
draft is due via Google Drive least 24 hours prior to the scheduled conference. The draft and final
project must be between 3-4 pages double-spaced.
1st Draft: 20% (Graded on 6-Traits Rubric)
Conference: 20%
Final Product: 60%
Assesses Standards: W.11-12.10 and various writing standards (depends on student project)

Speaking
Plan your own presentation (5- 6 minutes long) based on any topic of your choice. Students must schedule a
conference for their draft presentation by March 11th. You must come to the conference prepared to

present your presentation and bring any planned visual aids to your conference (which are
REQUIRED.) The final presentation must be presented to an audience of 6 or more people, but can be
presented in or outside of class. It outside of class, you must have a video of the speech also showing the
number of attendees. If inside of class, you must notify Ms. Zart and schedule a time to present. You must
find a relevant audience for your topic, not just presenting to whoever is convenient. Focus on improving
your score on the identified rubric lines. The speech will be weighted toward the rubric lines that you are to
focus on this term.
Draft Presentation (Graded on Oral Presentation Rubric): 20%
Conference: 20%
Final Presentation (Graded on Oral Presentation Rubric): 60%
Oral Presentation Rubric
Trait
Eye Contact

4
Advanced

3
Proficient
Nonverbal Skills

2
Partially Proficient

1
Unsatisfactory

Holds attention of entire

audience with the use of direct
eye contact, seldom looking at
notes.
Movements seem fluid and
help the audience visualize.
Displays relaxed, selfconfident nature about self,
with no mistakes.

Consistent use of direct eye

contact with audience, but still
returns to notes.

Displayed minimal eye

contact with audience, while
reading mostly from the notes.

No eye contact with audience,

as entire report is read from
notes.

Made movements or gestures

that enhances articulation.
Makes minor mistakes, but
quickly recovers from them;
displays little or no tension.

Very little movement or

descriptive gestures.
Displays mild tension; has
trouble recovering from
mistakes.

No movement or descriptive
gestures.
Tension and nervousness is
obvious; has trouble
recovering from mistakes.

Demonstrates a strong,
positive feeling about topic
during entire presentation.
Uses a clear voice and correct,
precise pronunciation of terms
so that all audience members
can hear presentation.

Occasionally shows positive

feelings about topic.

Shows some negativity toward

topic presented.

Shows absolutely no interest

in topic presented.

Voice is clear. Pronounces

most words correctly. Most
audience members can hear
presentation.

Voice is low. Speaker

incorrectly pronounces terms.
Audience members have
difficulty hearing presentation.

Speaker mumbles, incorrectly

pronounces terms, and speaks
too quietly for a majority of
audience to hear.

Organization

Presents information in
logical, interesting sequence
which audience can follow.

Presents information in logical

sequence which audience can
follow.

Audience cannot understand

presentation because there is
no sequence of information.

Visual Aids

Include interesting and

relevant visual aids that
enhance the presentation.
Visual aids have no spelling or
grammatical errors.

Include visual aids that clarify

the presentation.

Audience has difficulty

following presentation
because speaker jumps
around.
Includes visual aids that do
not clarify the presentation.
Visual aids have three
misspellings and/or
grammatical errors.
Is within 30 seconds of the 5-6
minute time limit.
Presents to an audience that is
barely relevant to the material
and is 6 or more people.

Speakers presentation has

four or more spelling and/or
grammatical errors.
Is more than 30 seconds
outside of the 5-6 minute time
limit.
Audience is not relevant to the
material at all; less than 6
people in the audience.

Body
Language
Poise

Verbal Skills
Enthusiasm

Elocution

Content

Mechanics

Time Limit

Falls within the 5-6 minute

time limit.

Visual aids have no more than

two misspellings and/or
grammatical errors.
Is within 15 seconds of the 5-6
minute time limit.

Appropriate
Audience

Presents to audience that is

relevant to the material
presented and is 6 or more
people.

Presents to audience that is

tangentially relevant to the
material and is 6 or more
people.

Assesses Standards: SL.11-12.2, SL.11-12.4, SL.11-12.5, and SL.11-12.6

Does not utilize visual aids.