Overview

In this performance assessment, students will read the novel, Monster by Walter Dean Meyers, and then watch the Netflix film adaptation of the original novel (alternatives to Monster could include Soldier Boy or A Long Walk to Water paired with The Good Lie, The Hunger Games, Divergent, Harry Potter, Tuck Everlasting, etc. Choose a book that has a direct film adaptation or a similar film. The graphic novel version of Monster can also be used). Once they have completed these steps, students will write an analytical essay or prepare a presentation to discuss how the presentation of the main character in each version of the story impacts the viewer/reader’s belief in his guilt or innocence (if selecting a different novel/film combination, you can change your final question to reflect what makes sense for your students and combination). 

Students can write in any word processing software and/or create a presentation in any software. However, all final products must be submitted as a PDF to ensure they can be uploaded for evaluation. 

To complete this performance assessment, students must first read the novel. The novel is very short and, if not read prior to using this assessment, it can be completed during five days of in-class work on this assessment. However, it is suggested that this performance assessment be used in a longer unit using the novel Monster. This assessment can also be adapted for other novels to film stories. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

A. Reading Literature

Students can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts.

A3

Students can analyze multiple interpretations of a story, drama, or poem (recorded, live, poetic reading. etc.) of a piece, evaluating how each version interprets the message.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Focus/Organization
  • Partially addresses the expectations of the prompt. 
  • Introduces and establishes a claim, but parts of the essay shift and do not connect to the claim, or a claim and/or opposing claims are not fully established.
  • Creates a basic organizational structure to group the ideas, reasons, and/or supporting information. 
  • A basic conclusion which restates the claim or is a general summary of the information is used, or the conclusion does not support the claim and/or reasons. 
No exemplars at this time.
  • Addresses the expectations of the prompt. 
  • Introduces and establishes a precise claim, distinguishing it from alternate or opposing claims, and coherently maintains a claim throughout the essay.
  • Creates an organizational structure that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. 
  • Provides a concluding statement or section that follows the claim and reasons and supports the argument presented. 
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt. 
  • Clearly introduces and establishes a precise credible claim, distinguishes and explains alternate or opposing claims, and coherently maintains the claim in an insightful manner. 
  • Creates a clear and thorough organizational structure that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Provides a concluding statement or section that follows from and clearly supports the information and explanation of implications or significance of the topic.
No exemplars at this time.

Development/Comprehension
  • Develops claim(s) and counterclaims fairly, supports claim(s) and counterclaim with valid reasons and sufficient relevant evidence from credible and accurate sources while pointing out the implicit strengths and limitations of both considering the audience’s knowledge and concerns. 
  • Provides a clear and insightful explanation and analysis of the evidence demonstrating a thorough understanding of the topic or texts. 
No exemplars at this time.
  • Develops claim(s) and counterclaims fairly, supports claim(s) and counterclaim with valid reasons and sufficient relevant evidence from credible and accurate sources while pointing out the strengths and limitations of both considering the audience’s knowledge and concerns.
  • Provides an explanation and analysis of the evidence to demonstrate substantive understanding of the topic or texts. 
No exemplars at this time.
  • Develops a relationship between a claim and counterclaims with weak reasoning or insufficient evidence; strengths and limitations are not fully developed.
  • Provides a weak explanation and/or analysis of the evidence demonstrating minimal understanding of the topic or text(s). 
     
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information. 
  • Uses basic transitions to link sections of the text and to show a relationship between the claim, counterclaims, reasons, and evidence. 
  • Uses inconsistent grammar and conventions which detract from the quality of the essay. 
  • Uses ineffective sentence structures creating an informal style and tone.
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and complex ideas and concepts. 
  • Uses varied transitional words, phrases, and clauses to link major sections of the text, create cohesion between claims and reasons, reasons and evidence, and claims and counterclaims. 
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability. 
  • Uses correct and varied sentence structures and precise vocabulary to establish a formal style and objective tone.  
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information. 
  • Uses sophisticated and varied transitional words, phrases, and clauses to create cohesion, clarify the relationship among the complex ideas, concepts, and link to the major sections of the text. 
  • Uses advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay.
  • Uses advanced and varied sentence structures to establish a formal style and objective tone. 
No exemplars at this time.

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