grade 5 english language arts - richland parish school …richland.k12.la.us/documents/common core...

All Units, Activity 4, 20 Ways to Practice Spelling

Blackline Masters, ELA Grade 5 -1

Grade 5 English Language Arts

All Units, Activity 4, 20 Ways to Practice Spelling

Blackline Masters, ELA Grade 5 Page 1-2

20 WAYS TO PRACTICE SPELLING WORDS Week: ___________________________________ Choose one activity from each section below. Check off each item after you complete it. Turn in this sheet with your attached work.

Section One Section Two Section Three Spelling Skills…

_____Rainbow write your words. Write each letter of the word using different colors. _____Write word pyramids. Ex. f fu fun _____Write the vowels in one color and the consonants in another color. _____Write the dictionary pronunciation of each word. _____Divide the words into syllables using the dictionary to check. _____Alphabetize the words. _____Color code the portion of the word that matches this week’s spelling rule.

Have a little fun…

_____Write all of the words in a continuous line to form a picture or design. _____Scramble the letters of each word. Give them to a friend to solve. _____Solve a friend’s scrambled words. _____Make a word search on graph paper for a friend to solve. _____Solve a friend’s word search. _____Write the words in a code for a friend to solve. _____Solve a friend’s coded words. _____Use your words in WORD ART on your computer and print it.

Word meanings…

_____Write the dictionary definition for each word. _____Write a synonym for each word. Use a dictionary and thesaurus. _____Write an antonym for each word. Use a dictionary and thesaurus. _____Write a story using ALL words correctly. _____Write MEANINGFUL sentences with each word.

Unit 1, Activity 5, My Writing Inventory


My Writing Inventory

Name ___________________________ Date

Title

Timeframe (Check one) Genre/Purpose

Check the stages of the writing process completed. Short term Long term Pre-write Draft Revise Proofread Publish

Unit 1, Activity 7, Folktales Anticipation Guide


Name: ____________________ Date: __________________

Folktales Anticipation Guide Directions: After each statement, write “agree” or “disagree.” Then in the space provided, briefly explain your answer using examples from the displayed folktales. 1. Tall tales are based on facts. _________ Your reasons: 2. Legends are based on facts. __________ Your reasons: 3. Legends and tall tales tell of human wishes and needs. __________ Your reasons: 4. Tall tales contain some historical truth. Legends do not contain historical truth. _________ Your reasons: 5. Legends and tall tales have characters that are easily recognized as good or bad. _____ Your reasons: 7. Without legends countries would not know who their heroes were. ________ Your reasons: 8. Many people who are living today will become tomorrow’s legends. _________ Your reasons:

Unit 1, Activity 8, Exaggerated Storytelling Word Grid


Directions: Use the word grid to define exaggeration and suggest personal characteristics that could be exaggerated in storytelling. Exaggeration Overstatement Extravagance Elaboration Misrepresentation Stretch

of the imagination

humor

curiosity

strength

stature

Unit 1, Activity 11, Characteristics Summary Checklist


Name: ____________________________ Date: _________________ Directions: Use the following checklist to revise and edit your summary.

Part of Summary Characteristics Self Check Peer Check Intro states main idea Body— 1st paragraph describes tall tales and provides examples of each

of the following:

characters use of language

tone themes and cultural values

Body— 2nd paragraph describes legends and provides examples of each

of the following:

characters use of language

tone themes and cultural values

Conclusion includes one or more statements that unify main points and ideas

Unit 1, Activity 15, Steps in Process


Steps in Process Essay Graphic Organizer

1. Examine setting to see if it

begins in childhood of main character

6. Tell how the main character accomplishes great feats using strength and wits

2. Use colorful language that matches the setting and time period

5. Tell of historical events that allow main character to act or react supernaturally

3. Make sure main character uses exaggeration and humor to brag on self

4. Include famous people or places to better explain setting

Unit 1, Activity 18, Brochure Checklist


Directions: Place a check by each item that is included in your brochure. Give an example of each item. When you have finished the checklist, you will be able to see if any items are missing from your brochure. Go back and add the missing items to your brochure. Re-check your work and complete the checklist. I can find the following items in my brochure:

Check Mark

Item Example

Title of poem and author Title: Author:

Two or more defining characteristics of the poem

1st characteristic: 2nd characteristic: Additional characteristics:

Two or more connections between the poem and the identified folktale

1st connection: 2nd connection: Additional connections:

Reasons for reading the type of poetry 1st reason: 2nd reason:

Reasons for reading folktales 1st reason: 2nd reason:

A concluding statement Statement:

Unit 2, Activity 4, Anticipation Guide

Blackline Masters, English Language Arts, Grade 2 Page 2-1

Anticipation Guide

Before Agree Disagree

Statement and Evidence

After Agree Disagree

1. (Teacher may insert applicable statements) Evidence:

2. Evidence:

3. Evidence:

4. Evidence:

5. Evidence:

Unit 2, Activity 5, Student Project Assessment


Name______________________________________Date_______________

Points

earned Comments

1. Project accurately portrays the story and includes a GLE focus such as story elements, retelling or main idea.

(8 possible points)

2. Project shows a high level of understanding.

(6 possible points)

3. Project is well organized with a discernible beginning, middle, and conclusion.

(5 possible points)

4. Group members worked cooperatively. (3 possible points)

5. Student uses appropriate eye contact and voice quality when presenting.

(3 possible points)

Total (25 points)

Name______________________________________Date_______________

Points

earned Comments

1. Project accurately portrays the story and includes a GLE focus such as story elements, retelling or main idea.

(8 possible points)

2. Project shows a high level of understanding.

(6 possible points)

3. Project is well organized with a discernible beginning, middle, and conclusion.

(5 possible points)

4. Group members worked cooperatively. (3 possible points)

5. Student uses appropriate eye contact and voice quality when presenting.

(3 possible points)

Total (25 points)

Unit 2, Activity 9, Let’s Solve It


Name_______________________________________ Date________________________

Points earned

Comments

1. Student can identify the problem in the text.

(5 points possible)

2. Student can identify the solution in the text.

(5 points possible)

3. Student can come up with 2 or more alternative solutions.

(5 points possible)

4. Each alternative solution makes sense. (5 points possible)

5. Student can give text-based evidence to explain why the alternative solutions are possible.

(5 points possible)

Total (25 points) Name_______________________________________Date________________________

Points earned

Comments

1. Student can identify the problem in the text.

(5 points possible)

2. Student can identify the solution in the text.

(5 points possible)

3. Student can come up with 2 or more alternative solutions.

(5 points possible)

4. Each alternative solution makes sense. (5 points possible)

5. Student can give text-based evidence to explain why the alternative solutions are possible.

(5 points possible)

Total (25 points)

Unit 2, Activity 11, Who, What, Where, When, Why, and How?


Name _____________________________ Date_________________________ Write the title of your book in the center oval. Think about your book and write the answer for each question in the appropriate box.

edHelper.com

Unit 2, Activity 12, Character Graphic Organizer


Name_____________________________ Date_____________________ Character 1 Character 2

Unit 3, Activity 2, Vocabulary Self-Awareness Chart


Name ___________________________________________ Date ___________________

Word + √ -- What I Think What I Learned

Unit 3, Activity 7, Story Parts


Name___________________________ Date_________________ Book Title_______________________________ Story Parts and Elements Notes Beginning:

• setting

• characters introduced

Middle: • characters developed

• problem

End: • solutions

Use the back of this paper to write a brief paragraph about your favorite part of this book/story.

Unit 3, Activity 11, How To


Name _____________________________________ Date _________________________

HOW TO First: Next: Then: Last:

Unit 3, Activity 11, Descriptive Graphic Organizer


Name__________________________________ Date ____________________-

Unit 3, Activity 11, Narrative Checklist


Name__________________________ Date_________________

Check to be sure the following parts are included in your narrative writing:

1) Characters _____ 2) Setting _____ 3) Problem/ Conflict _____ 4) Events _____ 5) Solution _____

Name__________________________ Date_________________

Check to be sure the following parts are included in your narrative writing:

1) Characters _____ 2) Setting _____ 3) Problem/ Conflict _____ 4) Events _____

5) Solution _____

Unit 3, Activity 12 Friendly Letter


Heading _____________________________ _____________________________ ______________________________

Dear ________________ Greeting Body ________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Closing Your friend, Signature _______________________________

Unit 3, Activity 13, Accordion Paragraph Organizer


Name ______________________________________ Date ___________________

Accordion Paragraph Organizer Title _________________________________ Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion

Unit 3, General Assessments, LEAP Writing Rubric


Louisiana Educational Assessment Program English Language Arts Achievement Level Descriptors: Grade 4

Achievement Level Descriptors

Advanced

Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • understand what they read, make generalizations, and extend meanings by

integrating personal experiences and other reading experiences; • explain the author’s intent and purpose; • identify literary devices such as figurative language; and • research topics by selecting and evaluating information in a variety of

sources. In the area of writing, students • express analytical, critical, and/or creative thinking in response to a writing

task; • develop responses with sharply focused central ideas, cohesive organization,

and thorough elaboration; • demonstrate awareness of the intended audience through use of creative

language and sentence structure and strong personal style or voice; and • demonstrate consistent command of spelling, grammar, punctuation, and

capitalization.

Mastery

Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • demonstrate overall understanding of what they read; • extend ideas in texts by making connections to their own experiences,

making inferences, and drawing conclusions; • identify an author’s intent and purpose; • research topics by selecting and evaluating information in a variety of

sources. In the area of writing, students • express analytical, critical and/or creative thinking in response to a writing

task; • develop a response with a focused central idea through use of logical

organization and sufficient elaboration; • demonstrate an awareness of the intended audience through use of

appropriate language and sentence structure and personal style or voice; and • demonstrate reasonable command of spelling, grammar, punctuation, and

capitalization.

Basic

Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • demonstrate some understanding of what they read; • make obvious connections between information and their personal experiences; • extend ideas in the text by making simple inferences; and • research topics by locating information in a variety of sources.

Unit 3, General Assessments, LEAP Writing Rubric


In the area of writing, students • express some critical or creative thinking in response to a writing task; • develop responses with central ideas supported with some organization and elaborated with a few supporting details; • demonstrate audience awareness through use of general vocabulary, some sentence variety, and some evidence of personal style or voice; and • make errors in spelling, grammar, punctuation, and capitalization that interfere with communication to the reader.

Approaching Basic

Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • demonstrate partial understanding of what they read; • make limited connections between texts and their own personal experiences; • identify obvious meanings in texts and make limited or simple inferences; and • research topics by locating information in commonly used resources. In the area of writing, students • demonstrate a limited response to a writing task; • develop responses with vague or weak central ideas, weak organization, and few or limited details; • demonstrate limited audience awareness through use of simple or inappropriate vocabulary, simple sentences, and little to no evidence of personal style or voice; and • demonstrate inconsistent or little command of spelling, grammar, capitalization, and punctuation.

Unsatisfactory

Students scoring at this level generally have not demonstrated the fundamental knowledge and skills needed for the next level of schooling. In the areas of reading and use of resources, students at this level have not exhibited the ability to • demonstrate an understanding of overall meaning of what they read; • make connections between information in texts and their own experiences; • identify obvious meaning in texts; or • locate information in commonly used resources. In the area of writing, students at this level have not exhibited the ability to • develop an appropriate response to a writing task; • focus on a central idea and demonstrate observable organization and supporting details; • demonstrate audience awareness through use of appropriate vocabulary and sentence structure and personal style or voice; or • demonstrate acceptable command of spelling, grammar, capitalization, and punctuation.

Unit 3, General Assessments, Student Writing


Name________________________ Date_________________

The student does the following: Comments Points

earned uses capital letters when needed

(3 points possible)

uses ending punctuation such as periods, question marks, and exclamation marks correctly

(3 points possible)

uses complete sentences

(5 points possible)

uses nouns and pronouns correctly

(5 points possible)

uses correct verb tense

(5 points possible)

uses a variety of descriptive words including adjectives and adverbs

(5 points possible)

uses appropriate handwriting for this time of year

(4 points possible)

Total

Unit #, Activity #, Title of BLM (type this information on the first line below the header box if you do not know how to create different headers on different pages)


Name ___________________________________________ Date ___________________



Blackline Masters, English Language Arts, Grade 2 Page 4- 1

Name ___________________________________________ Date __________________

Vocabulary Self-Awareness Chart

Word + √ -- Example Definition

Unit 4, Activity 3, Writing Rubric


Name_______________________________ ___ Date_________________

The student Points

earned Comments

uses capital letters when needed. (3 points possible)

uses ending punctuation such as periods, question marks, and exclamation marks correctly.

(3 points possible)

writes complete sentences. (5 points possible)

uses nouns and pronouns correctly. (5 points possible)

uses correct verb tense. (5 points possible)

uses a variety of descriptive language including adjectives and adverbs.

(5 points possible)

uses appropriate handwriting for this time of year.

(4 points possible)

Total (30 possible)

Unit 4, Activity 4, Directed-Learning-Thinking Activity (DL-TA)


Name ________________________________________ Date __________________

Directed-Learning-Thinking Activity (DL-TA) Science Textbook Table of Contents

Section Title Page # Prediction

Unit 4, Activity 4, Science Vocabulary Self-Awareness Chart


Name __________________________________________ Date ___________________

Science Vocabulary Self-Awareness Chart for Glossary Practice

Word + √ -- Example Definition

Unit 4, Activity 6, Thesaurus Practice


Name ____________________________________________ Date ______________________

Thesaurus Practice

Old Word New Words twinkle

little

star

wonder

up

above

world

high

diamond

sky

Unit 4, Activity 7, Encyclopedia Rubric


Name________________________________ Date_________________ Points

earned Comments

1. The information presented is an accurate description of the topic chosen. (5 possible points)

2. The project is neat and well organized. (5 possible points)

3. The volume and page number of the encyclopedia are written on the project.

(2 possible points)

Total (12 possible) Name________________________________ Date_________________ Points

earned Comments




(2 possible points)

Total (12 possible) Name________________________________ Date_________________ Points

earned Comments




(2 possible points)

Total (12 possible)

Unit 4, Activity 9, Computer Checklist


Write in the date of assessment followed by a plus (+) if student has mastered the task and a minus (–) if he/she is not.

Student Name Use of mouse or keypad

Ability to access the Internet

Typing accuracy when typing URL address

Ability to effectively use a search engine such as Google

Effective use of software such as Kidspiration®

or Kid Pix®

Unit 4, Activity 11, Cause and Effect


Name _____________________________________________ Date ____________________

CAUSE AND EFFECT

CAUSE EFFECT #1 EFFECT #2 EFFECT #3 EFFECT #4 EFFECT #5 EFFECT #6

Unit 4, Activity 12, Split-Page Notes


Name ________________________________________ Date _______________________

SPLIT PAGE NOTES Question #1 Source:

Page # _____ Key Words: Summary Notes:

Question #2 Source: Page # _____ Key Words: Summary Notes:

Question #3 Source: Page # _____ Key Words: Summary Notes:

Unit 4, Activity 12, Accordion Fold Organizer


Name ____________________________________ Date ___________________

Title: ___________________________ Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion

Unit 4, Activity 13, KWL


Name____________________________________ Date _____________ Topic____________________________________

K What do I already know?

W What do I want to learn?

L What have I learned?



Name________________________________________________Date_______________ Research Project Title_________________________________

Points earned Comments 1. The information is written with a good beginning, middle and end.

(5 points possible)

2. The sentences make sense and fit together to explain the topic adequately.

(5 points possible)

3. The student uses descriptive language effectively in the composition.

(5 points possible)

4. The computer was used effectively to enhance the presentation.

(5 possible points)

Total (20 possible) Name________________________________________________Date_______________ Research Project Title_________________________________

Points earned Comments 1. The information is written with a good beginning, middle and end.

(5 points possible)

2. The sentences make sense and fit together to explain the topic adequately.

(5 points possible)

3. The student uses descriptive language effectively in the composition.

(5 points possible)

4. The computer was used effectively to enhance the presentation.

(5 possible points)

Total (20 possible)



Vocabulary Self-Awareness Chart

Name ___________________________________________ Date ___________________


Unit 5, Activity 4, Mother Goose Rhymes Chart


Mother Goose Rhymes Chart Name ___________________________________________ Date _____________

Nursery Rhyme AABB ABAB ABCB Baa Baa Black Sheep Georgie Porgie Hey Diddle Diddle Humpty Dumpty Jack and Jill Jack Be Nimble Jack Sprat Little Bo Peep Little Boy Blue Little Jack Horner Little Miss Muffet Mary had a Little Lamb Mary Mary Quite Contrary Old King Cole Old Mother Hubbard Peter Peter Pumpkin Eater Simple Simon Sing a Song of Sixpence There was an Old Woman Wee Willie Winkie

Unit 5, Activity 4, Mother Goose Rhymes Chart


Name_________________________ Date__________________

Criteria The student

Points earned

Comments

1. Writes at least 5 logically sequenced sentences focused on a single topic.

(8 possible points)

2. Writes complete, coherent sentences that make sense.

(2 possible points)

3. Spells many high frequency words correctly using learned spelling strategies. Any inventive spelling can easily be read by others.

(2 possible points)

4. Uses capital letters for the beginning words of sentences, “I,” and proper nouns.

(3 possible points)

5. Uses correct common ending punctuation such as periods, exclamation marks, and question marks.

(3 possible points)

6. Uses upper and lower case letters correctly and uses adequate spacing between words.

(2 possible points)

7. Uses descriptive language appropriately and in a variety of ways.

(2 possible points)

8. Begins with an opening (topic) sentence. (1 possible point)

9. Uses an ending sentence that expresses some observation, opinion, or feeling related to the topic.

(1 possible point)

10. Uses transitional words to show the sequence of events.

(1 possible point)

Total Score (25)

Unit 5, Activity 6, Split-Page Notes for Figurative Language


Name ________________________________________ Date _______________________

Split-page Notes for Figurative Language Figure of Speech: Example: Source: Simile:

Metaphor:

Personification:

Alliteration:

Unit 5, Activity 9 and Activity 10, Read With Rhyme Rubric


Read the Rhyme Rubric

Name___________________________ Date____________________ The student-written poem Points

earned Comments:

1. Focuses on one student-selected topic. (5 points possible)

2. Reflects requirements for the chosen type of poem.

(5 points possible)

3. Has a title related to the topic of the poem.

(2 points possible)

4. Uses descriptive language effectively. (5 points possible)

5. Observes the rhythmic pattern of the selected type of poem when read aloud.

(3 points possible)

Total (20 possible)

Read the Rhyme Rubric

Name___________________________ Date____________________ The student-written poem Points

earned Comments:

1. Focuses on one student-selected topic. (5 points possible)

2. Reflects requirements for the chosen type of poem.

(5 points possible)

3. Has a title related to the topic of the poem.

(2 points possible)

4. Uses descriptive language effectively. (5 points possible)

5. Observes the rhythmic pattern of the selected type of poem when read aloud.

(3 points possible)

Total (20 possible)



Name ___________________________________________ Date ___________________



Blackline Masters, English Language Arts, Grade 2 Page 6-2 Louisiana Comprehensive Curriculum, Revised 2011

Writing Rubric Name_________________________ Date__________________

Criteria Points earned

Comments

1. Writes at least 5 logically sequenced sentences focused on a single topic. (8 possible points)

2. Writes complete, coherent sentences that make sense. (2 possible points)

3. Spells many high frequency words correctly using learned spelling strategies. Any inventive spelling can easily be read by others. (2 possible points)

4. Uses capital letters for the beginning words of sentences, “I,” and proper nouns. (3 possible points)

5. Uses correct common ending punctuation such as periods, exclamation marks, and question marks. (3 possible points)

6. Uses upper and lower case letters correctly and uses adequate spacing between words. (2 possible points)

7. Uses descriptive language appropriately and in a variety of ways. (2 possible points)


9. Uses an ending sentence that expresses some observation, opinion, or feeling related to the topic. (1 possible point)

10. Uses transitional words to show the sequence of events. (1 possible point)

Total Score (25 possible)

Unit 6, Activity 4, Fiction or Nonfiction BLM


Name______________________________________ Date_____________

Book Title Fiction Nonfiction

Name______________________________________ Date_____________

Book Title Fiction Nonfiction

Unit 6, Activity 5, Can You Find It?


Name ______________________________________ Date __________________

Organizational Aid Can You Find It? Yes No Table of Contents Index Glossary Map Graph Table

Name ______________________________________ Date __________________

Organizational Aid Can You Find It? Yes No Table of Contents Index Glossary Map Graph Table

Unit 6, Activity 5, Venn Diagram: Fiction and Nonfiction


Name ______________________________________________ Date ___________________

Nonfiction Fiction

Unit 6, Activity 7, Accordion Paragraph


Accordion Paragraph

Name ______________________________________ Date ___________________ Title _________________________________

Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion



Nonfiction Writing Rubric Name_____________________________________________ Date ________

The students Points earned Comments 1. Writes at least 2 logically sequenced paragraphs focused on a single topic. (8 possible points)

2. Writes factual information. (5 possible points)

3. Uses logical title and any subtitles and stays focused on the topic. (5 possible points)

4. Includes at least 2 forms of graphic aids; such as a picture, graph, table, or map. (4 possible points)



7. Uses capital letters for the beginning words of sentences, “I,” and proper nouns. Uses correct common ending punctuation such as periods, exclamation marks, and question marks. (4 possible points)

Total (30 possible)



Writing Rubric

Name_________________________ Date__________________

Criteria Points earned

Comments

1. Writes at least 5 logically sequenced sentences focused on a single topic. (8 possible points)



4. Uses capital letters for the beginning words of sentences, “I,” and proper nouns. (3 possible points)

5. Uses correct common ending punctuation such as periods, exclamation marks, and question marks. (3 possible points)

6. Uses upper and lower case letters correctly and uses adequate spacing between words. (2 possible points)

7. Uses descriptive language appropriately and in a variety of ways. (2 possible points)


9. Uses an ending sentence that expresses some observation, opinion, or feeling related to the topic. (1 possible point)

10. Uses transitional words to show the sequence of events. (1 possible point)

Total Score (25 possible)

Unit 7, Activity 4, Make a Timeline


Make a Timeline

Name ______________________________________________ Date __________________ A timeline is a way to organize important events and the dates the events took place. Make a timeline of your life. Start by listing the years in which the following events took place.

• I was born on __________________________________________ • I took my first steps on ___________________________________ • The years my brother(s) and/or sister(s) were born:

____________ ____________ ___________ ____________ • My first day of kindergarten ______________________________ • My first day of first grade ________________________________ • I lost my first tooth ______________________________________ • I learned to ride my bike _________________________________ • I learned to read ________________________________________ • I started second grade ____________________________________

Using the information above, write the date of each event below the timeline and the name of the event above the timeline: ----------------------------------------------------------------------------------------------------

Unit 7, Activity 4, All about Me Rubric


All about Me Rubric

Name______________________________________ Date______________

Points earned

Comments

1. The student writes one or more focused paragraphs about himself/herself. (5 points possible)

2. Sentences are well constructed and fit together. (5 points possible)

3. The student effectively uses words that show the passage of time. (5 points possible)

4. The student makes use of good descriptive language. (5 points possible)

5. All spelling is correct because of editing. (2 points possible)

6. All punctuation is correct because of editing. (2 points possible)

7. The student uses appropriate handwriting for this time of year. (1 point possible)

Total (25 possible)

Unit 7, Activity 4, Accordion Paragraph


Accordion Paragraph

Name ______________________________________ Date ___________________ Title _________________________________ Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion

Unit 7, Activity 5, Biography Organizer


Biography Organizer

Name _________________________________________________ Date _______________

Who is the subject of your biography? When was this person born? Is this person still living? If not, when did this person die? Where was this person born? Where did he/she spend most of their life? What did this person do to make them famous? Would you like to be like this person? Why? From your reading, can you suggest ways that life for your person would be the same or different if he/she were alive today? How might technology make his/her life simpler or more difficult?

Unit 7, Activity 7, Interview Web


Interview Web

Name__________________________________ Date ________________

Childhood

Hobbies Job

Name of person being

interviewed

Family


Biography Presentation Rubric Name_____________________________________ Date_____________ Name of Person in the Biography________________________________ Points

earned Comments

1. The presentation is well organized with a clear beginning, middle and ending. (5 points possible)

2. At least two visual aids are used during the presentation.

(5 points possible)

3. The student adjusts tone and volume when speaking during the presentation. (5 points possible)

4. The student uses good eye contact with the audience during the presentation.

(5 points possible)

Total (20 possible)

Biography Presentation Rubric Name_____________________________________ Date_____________ Name of Person in the Biography________________________________ Points

earned Comments

1. The presentation is well organized with a clear beginning, middle and ending. (5 points possible)

2. At least two visual aids are used during the presentation.

(5 points possible)

3. The student adjusts tone and volume when speaking during the presentation. (5 points possible)

4. The student uses good eye contact with the audience during the presentation.

(5 points possible)

(20 possible)

grade 5 english language arts - richland parish school …richland.k12.la.us/documents/common core...

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