In an earlier post, I described a character evolution timeline project that I assigned my students to measure their level of effort in spending more than 30 days reading The Plot Against America by Philip Roth. These projects were graded on effort and earned either 95, 85, or 75 points. Late work was given 59 points.
Exemplary Effort – First Place Entries
This entry was well-thought out with thoughtful analysis of the quotes
This entry had nice art production values, but the author did not explain what the quotes meant.
Excellent Work – Second Place Efforts.
There is a substantial amount of text being analyzed on this entry. It looks like this author spent a fair amount of time thinking about the novel before beginning this project.
This entry spent too much time coloring the art and not enough time explaining what the quotes meant. I like that the page numbers were cited. This author did more than ten events.
This entry devoted a lot of space to the emoticons. I’d like to see more analysis of the text, but the layout and content make this a solid second-tier effort.
Need to see more effort – The Bottom Third
This entry does not look like the author spent much time thinking about the book, or selecting quotes. There was no attempt to explain what the quotes meant.
I understand that my students are taking five other classes and have homework and projects in each of them, however, these last two entries do not represent high school work.
Out of 173 students, 31 got As (18%), 19 got Bs (11%), 37 got Cs (21%), and 85 students (49%) did not turn in timelines. Eight students received zeros for copying each other’s work. It is better to get a low grade for poor work than to lose all of the points for cheating. I expect more effort on your semester-end Holocaust projects.