Alternative Assessment Assignment

Ms. Vlieger
th
9 Grade English Honors

Overview
You have finally reached the end of the Industrial unit! You have read Charles
Dickens Hard Times, Upton Sinclairs The Jungle, and various other excerpts and
articles surrounding the topic of industrialization in the United States. We now have
a grasp on what it meant to be a member of society during that time and everything
that civilians to CEOs went through during industrialization. For this assignment, you
will be composing a creative writing piece in a format of your choosing that
demonstrates your command of your learning over the semester as well as extra
research you will be doing to complete the assessment.
Objective
The goal of this assignment is to tell whether you were able to understand what it
truly meant to live as a member of society during those times, particularly the
Industrial Resolution. Your piece should reflect not only your learning over the
semester, but it should also show evidence of further research done to create a fully
formed creative writing piece. Instead of writing a standard essay, this assessment
should be an opportunity to really explore your innovation and creativity in a nontraditional sense. Let the creative juices flow!
Expectations and Guidelines
As mentioned before, this assessment will be a creative writing piece. It can take
the form of a short story, letter, news article, or excerpt from a novel. If you choose
to do a chapter or an excerpt from a novel, you do not have to write the whole
novel. If you wish to write in a different form, please conference with me or email
me to propose your writing piece. Your piece should be written from the point of
view of someone who lived during that time. Who it is will be completely up to you.
You may choose a child laborer, a big wig from a match company, or even a wife of
someone who works in a factory. Remember all the people we read about during the
unit and consider writing from one of their perspectives if you cant think of anyone
else.

Keep in mind that whatever your perspective you are choosing to write from should
match the form. For example, a child laborer might not be writing a news article on
something from the revolution. More likely, he might have a diary entry or would
have his own short story. As for documenting your sources, you do not need to add
taglines or put any information from the actual source into your paper. The research
will be used as a tool to help you learn more about the point of view you will be
writing from, and your piece should prove that you did the necessary research to
learn more about the person youre writing from.

Here is everything your piece should have:

1. Minimum of two pages
2. At least three research components: You must have at least two outside
sources that you have used to develop your piece. The resources must be
credible reputable.
3. An annotated bibliography page listing the research you included as well as
any information that you incorporated over this course (use me as the source
on the annotated bibliography if you used anything from my lessons during
the unit.) Note: You may not use me more than once for a resource for
your paper.
4. Creativity! This will be a component that is graded on the final rubric, so feel
free to explore your ingenuity and push the boundaries on this paper.
Due Dates and Checkpoints
November 12st: Who and what are you writing? Have an idea of what form you will
be writing in and what perspective you will be writing from. (This will be a journal
check.)
November 15th: First draft of your creative writing piece
November 18th: Workshop with your peers
November 21st: Final draft due with a copy of the rubric attached
Standards aligned with the assessment:

Analyze a particular point of view or cultural experience reflected in a work of

literature from outside the United States, drawing on a wide reading of world
literature. (CCSS: RL.9-10.6)

Evaluate clarity and accuracy of information through close text study and
investigation via other sources

Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event
sequences. (CCSS: W.9-10.3)
Use a variety of techniques to sequence

events so that they build on one another to create a coherent whole. (CCSS:
W.9-10.3c)

Write literary and narrative texts using a range of poetic techniques,

figurative language, and graphic elements to engage or entertain the
intended audience

Refine the expression of voice and tone in a text by selecting and using
appropriate vocabulary, sentence structure, and sentence organization

Review and revise ideas and development in substantive ways to improve the
depth of ideas and vividness of supporting details

Explain strengths and weaknesses of own writing and the writing of others
using criteria (e.g., checklists, scoring guides)

Revise ideas and structure to improve depth of information and logic of

organization

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology's
capacity to link to other information and to display information flexibly and
dynamically.
Integrate information from different sources to research and complete a
project
Judge the usefulness of information based on relevance to purpose, source,
objectivity, copyright date, cultural and world perspective (such as editorials),
and support the decision

Creative Writing in the Industrial Revolution

Student Name:

CATEGORY

________________________________________

Weig 5-4

4-3

3-2

2-1

ht
Organizatio
n

Creative writing
piece has flow and
organization. No
writing feels out of
place or
disjunctive.

Creative writing
piece has decent
flow and
organization.
Minimal bits of the
writing feels out of
place or
disjunctive.

Creative writing
piece has little
flow and
organization. A
lot writing feels
out of place or
disjunctive.

Creative writing
piece has no
flow and no
organization.
Writing feels out
of place and
disjunctive.

Sources

All sources (from

research or
lectures) are
accurately
documented in the
desired format.

All sources (from

research and
lectures) are
accurately
documented, but a
few are not in the
desired format.

Most sources
(from research
and lectures)
are
documented,
but a few are
not in the
desired format.

One or fewer of
the sources is
documented,
and it is not in
the desired
format.

First Draft

.5

Detailed draft is
neatly presented
and includes all
required
information.

Draft includes all

required
information and is
legible.

Draft includes
most required
information and
is legible.

Draft is missing
required
information and
is difficult to
read.

2
Research
Components

Successfully uses
internet links and
online articles to
find information
and navigates
within these sites
easily without
assistance.

Usually able to use

internet links and
online articles to
find information
and navigates
within these sites
easily without
assistance.

Occasionally
able to use
internet links
and online
articles to find
information and
navigates within
these sites
easily without
assistance.

Needs
assistance or
supervision to
use internet
links and online
articles and/or
to navigate
within these
sites.

Creativity

Writing is creative
and accurately
reflects someone\'s
perspective during
those times.

Writing is creative
and accurately
reflects someone\'s
perspective during
those times for the
most part.

Writing is
somewhat
creative and
reflects
someone\'s
perspective
during those
times.

Writing is
minimally
creative and
does not
necessarily
reflect
someone\'s
perspective
during those
times.

Grammar

.5

Piece is error-free
of grammar and
spelling mistakes
unless done in a
distinctly
purposeful manner.

Piece is relatively
error-free of
grammar and
spelling mistakes
unless done in a
distinctly
purposeful manner.

Piece has
multiple
grammar and
spelling
mistakes, or it is
mostly unclear
that they were
done in a
purposeful
manner.

Piece is riddled
with grammar
and spelling
mistakes and it
is unclear
whether it was
done in a
purposeful
manner.

2
Annotated
Bibliography

Annotated
Bibliography is
done thoroughly
with at least three
research
components.

Total Points

45

Annotated
Bibliography is
done thoroughly
with at least three
research
components.

Annotated
Bibliography is
only done
somewhat
thoroughly with
less than three
components.

Annotated
Bibliography is
incomplete with
less than three
research
components.