Lesson Plan EDUC 526 Unit Title: Short Story Grade Level: 9 Subject: English Objectives: Students will

be able to: Explore the elements of the short story Practice oral reading skills Work collaboratively on a variety of projects Develop their own writing skills in a variety of assignments Time Frame: 4 weeks Teacher: William Walters

Intelligences: Verbal Visual Kinesthetic Interpersonal Intrapersonal Naturalist Logical Musical Technologies in the unit: Computer CD Elmo Internet

YouTube Educreations Google Docs Google Hangout Prezi PowerPoint Mindmeister I Movie Podcast Photoshop (or Art App) ITunes or Pandora Content standards: CA- California Common Core Standards Subject: English Language Arts Grade: Grades Nine and Ten

Area: Reading Literature CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-Literacy.RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Area: Writing CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.9-10.1a Introd uce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.1b Devel op claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns.

CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.W.9-10.1d Establi sh and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.W.9-10.1e Provid e a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.2a Introd uce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.2b Devel op the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific

vocabulary to manage the complexity of the topic. CCSS.ELA-Literacy.W.9-10.2e Establi sh and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.W.9-10.2f Provid e a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.3a Engag e and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.9-10.3e Provid e a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of

the narrative. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) CCSS.ELA-Literacy.W.9-10.5 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. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 here.) CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.9-10.9a Apply grades 910 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material

in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]). CCSS.ELA-Literacy.W.9-10.9b Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning). CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Area: Speaking and Listening CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-Literacy.SL.9-10.1d Respo nd thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and

understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CCSS.ELA-Literacy.SL.9-10.3 Evaluat e a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 910 Language standards 1 and 3 here for specific expectations.)

Area: Language CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.* CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. CCSS.ELA-Literacy.L.9-10.2 Demonst rate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation. CCSS.ELA-Literacy.L.9-10.2c Spell correctly. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a

clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.9-10.4b Identif y and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. CCSS.ELA-Literacy.L.9-10.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.9-10.5a Interpre t figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. CCSS.ELA-Literacy.L.9-10.5b Analyz e nuances in the meaning of words with similar denotations. CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Technology standards: 1. Creativity and Innovation Students demonstrate creative thinking,

construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solveproblems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legaland ethical behavior.

Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, andproductivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Materials: (digital and non-digital) Computer Intelligences: Verbal, Interpersonal, Kinesthetic Intrapersonal, Naturalist, Visual, Musical, Logical Interpersonal, Kinesthetic, Naturalist Visual, Musical, Logical Naturalist

CD

Elmo

Internet

Verbal, Interpersonal, Kinesthetic. Intrapersonal Intrapersonal, Naturalist, Visual, Musical, Logical

Verbal, Intrapersonal,

YouTube

Musical Verbal, Visual

Educreations Google Docs Verbal, Interpersonal, Kinesthetic Intrapersonal, Naturalist, Musical, Logical Interpersonal Google Hangout Verbal, Visual Prezi Verbal, Visual, Logical, PowerPoint Intrapersonal

Mindmeister I Movie

Visual, Logical, Naturalist Visual, Musical, Interpersonal

Podcast

Verbal, Interpersonal

Photoshop (or Art App)

Visual, Verbal, Interpersonal

ITunes or Pandora Musical, Interpersonal

Procedures: (Technology in Red) Week 1

Intelligences:

Day 1:Introduction Students will watch a Youtube video http://www.youtube.com/watch? v=c6I24S72Jps that discusses the five elements of a short story. The teacher at this point should introduce the unit and help define for students a working definition of what a short story is. In small groups students should then compose their own lyrical rhyme based on the video that explores their own interpretation of the song as it pertains to the elements of a short story, and record it as a Podcast. For homework students should watch a popular sitcom of their choice online or on TV, and apply the short story elements as they view the show. Students should include their observations in their journals for discussion in class the next day. Day 2:The True Story of the Three Little Pigs Teacher should lead a class discussion on student findings with regards to their viewing of a sitcom from their homework, and how the shows they Verbal, Interpersonal, watched followed the five elements of storytelling. The teacher should then Intrapersonal, Visual, review elements of plot utilizing the cat ear on the Elmo projector. Logical Students will clarify and evaluate by doing a quick write in Google Docs on the importance of the five elements of plot. Students in small group will be given a copy of the short story The True Story of the Three Little Pigs. Students should read, discuss and then present to the class creating a cat ear on Educreations of the elements of plot from the short story. Day 3:Creating a Short Story Students will apply their knowledge of the elements of plot and conceptualize a digital story board using Educreations for their own short story. Students will assemble in groups of two or three and utilizing their Google Chrome Laptops they will create a short story by bouncing ideas off of each other. Students are encouraged to get up and move around when helping each other create dialogue for the story. Students will write their group short story in Google Docs. Verbal, Interpersonal, Kinesthetic , Visual, Musical, Logical Verbal, Interpersonal, Intrapersonal, Visual, Musical, Logical

Day 4: Creating a Short Story Continued/Point of View Stations will be created for students to move around as they proofread two other groups short stories and leave notes with regards to their thoughts on the stories. Students will then evaluate and summarize point of view after watching the Youtube video http://www.youtube.com/watch? v=sOVMM60Sm2c. Students should place their findings in their journals. Students will construct a two paragraph story in Google Docs integrating their knowledge of first person point of view by writing about their first day of high school.

Verbal, Interpersonal, Kinesthetic, Intrapersonal, Visual, Logical

Day 5:Point of View Continued To illustrate POV students will role play and analyze what they think their favorite actor or actress sees at a red carpet event. Students should create a small IMovie were that actor or actress is being interviewed about their thoughts. The students should then share their movies to the class. Students utilizing the ELMO projector will clarify and communicate sentences that support the different points of view. For homework students will then list pronouns (at least three) and classify them with regards to point of view. Students should place their findings in Google Docs. Week 2 Day 6:Figurative Language Students will view Powerpoint presentation http://www.ereadingworksheets.com/figurative-language-worksheets/howto-identify-figurative-language.ppt and in small groups breakdown (share/pair) why figurative language is important in stories. Students will construct a Mindmeister map that compares and contrasts figurative and literal language by giving examples. Students will share their maps to the class. Day 7:Figurative Language Stations will be set up with different books at each station. Students will be given 15 minutes at each station before moving to the next. Students should verify two examples of figurative language from each book they read and place it in Google Docs. Day 8:The Gift of the Magi Students will write their thoughts using Google Docs on the question One must be poor to understand the luxury of giving. After the reading of the short story The Gift of the Magi on CD students will indentify key elements of plot and share their thoughts to the class. Students should create an analogy of life based on the short story The Gift of the Magi. Students should write their analogy in Google Docs. Day 9:The Gift of the Magi Students will work independently and outline their thoughts based on their reading of The Gift of the Magi. using Mindmeister to create a map on theme in preparation for their Jane Schaffer paragraph. Students should find two examples of theme when creating the map with branches that support theme with quotes from the story. Day 10:Jane Schaffer Paragraph In small groups students will utilize the internet and collaborate on the Intrapersonal, Visual, Logical Verbal, Intrapersonal, Visual, Logical Verbal, Interpersonal, Kinesthetic Intrapersonal, Naturalist, Visual, Logical

Interpersonal, Kinesthetic Intrapersonal, Visual, Logical

Interpersonal, Intrapersonal, Naturalist, Visual, Logical

most effective way to write a Jane Schaffer paragraph. The teacher should Verbal, Interpersonal, then support student findings by given a clear example of the Jane Schaffer Intrapersonal, Visual, paragraph. Students will then write a Jane Schaffer paragraph on the Logical prompt In the short story The Gift of the Magi how does the author convey his message of theme. Students should type their papers in Google Docs. Week 3 Day 11: Jane Schaffer Paragraph/The Lady or the Tiger? In groups of two via Google Docs students should assess their partners paragraphs to ensure that all the necessary elements are in the paragraph. Students should begin the reading of the short story The Lady or the Tiger on CD. While reading the short story students should be instructed to visualize the kingdom and the arena from the story. After the reading students will be asked to come to the front of the room and act out key moments that they recall from the story. For homework students should elaborate about the arena by finding examples from the internet that illustrate what the arena look liked. Students should post their findings in Google Docs. Day 12:The Lady or the Tiger? Debate In groups students will develop a debate for either the lady or the tiger based on the short story The Lady or the Tiger? Students should be instructed this will be an oral debate backed with a visual of a Prezi. In groups student should use www.mindmeister.com to formulate their thoughts by connecting specific examples from the story to either the lady or the tiger. For homework via Google Hangout students will allocate who will be doing the speaking and who will be creating the Prezi for the Lady or the Tiger? debate. Day 13:The Lady or the Tiger? Debate Students will work on debate preparations. Verbal, Interpersonal, Kinesthetic, Visual, Logical Verbal, Interpersonal, Kinesthetic, Visual, Logical Verbal, Interpersonal, Kinesthetic Intrapersonal, Visual

Day 14:The Lady or the Tiger? Debate Students will meet for last minute preparations for the oral debate. Students Verbal, Interpersonal, Kinesthetic , Visual, will give their oral debates along supported with their Prezi presentations Logical

Day 15:The Scarlet Ibis Students will read The Scarlet Ibis on CD. Students while reading the Verbal, Interpersonal,

short story The Scarlet Ibis will need to predict how they think the story Kinesthetic , Visual, will end. Students will be asked to get up and move around the room to Logical different partners as they express their feelings and thoughts about the short story. The teacher will put a timer on the projector giving the students three minutes with each partner. For homework students will collect examples of figurative language and symbolism and record their findings in Google Docs. Week 4 Day 16:The Scarlet Ibis Students along with the teacher should review The Scarlet Ibis, and they should evaluate the characters behavior in the story and make judgments on their behavior. Evaluations should be placed in Google Docs. Students will analyze symbolism in the short story The Scarlet Ibis and design two pictures in Photoshop or an art app of their choice depicting a representation of a symbol from the story. Day 17:The Scarlet Ibis In groups of two students should complete a worksheet by composing their answers in Google docs on The Scarlet Ibis. Verbal, Interpersonal, Visual, Logical Verbal, Interpersonal, Intrapersonal, Naturalist, Visual, Logical

Day 18:The Most Dangerous Game Students will read the story The Most Dangerous Game on CD and after the story they will calculate an escape plan for the stories main character. Thoughts should be placed in their journals. Students will then breakdown and classify five elements of figurative language in the short story. Students should record answers in Google Docs. For homework students should evaluate and figure out how figurative language effects mood in the short story The Most Dangerous Game. Students should record their thoughts on a Podcast. Day 19:The Cask of Amontillado Students will listen to the short story The Cask of Amontillado on CD and observe Poes dark imagery in his words. Students will create a movie trailer utilizing IMovie by stringing pictures together advertising the short story The Cask of Amontillado. Students will need to incorporate a song in their movie trailer that conveys the mood for the short story The Cask of Amontillado. Day 20: Short Story Review Verbal, Interpersonal, Kinesthetic Intrapersonal, Visual, Musical Verbal, Interpersonal, Kinesthetic Intrapersonal, Naturalist, Visual, Logical

For review students will incorporate what they have learned with regards to elements of short story, elements of plot, and comprehension of the stories by playing a game called trash ball. Teacher will use the computer to generate questions. Day 21: Short Story Test Students will take a short story unit exam consisting of 100 questions. One point should be deducted per wrong answer.

Verbal, Interpersonal, Kinesthetic, Visual, Logical

Intrapersonal, Visual, Logical

Product: The Lady or the Tiger Debate

Intelligences: Verbal, Interpersonal, Kinesthetic, Visual, Logical Intrapersonal, Naturalist, Visual, Logical Verbal, Interpersonal, Kinesthetic, Visual, Logical Verbal, Interpersonal, Kinesthetic, Visual, Logical Verbal, Interpersonal, Musical Interpersonal, Intrapersonal, Naturalist, Visual, Logical

Jane Schaffer Paragraph

Digital Story

IMovie Soundtrack/Podcast

Google Docs (Journals/Quick writes)

Assessment (quantitative rubric):

Class Debate : Oral Debate rubric

CATEGORY 4 3 2 Statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Information presented in the debate was clear but with two inaccurate statements. Main arguments were difficult to understand. Counter-arguments contained more than one inaccuracy. Not all counter- arguments were cited with evidence. 1 Statements, responses and/or body language were consistently not respectful.

Respect for Other All statements, Statements and Team body language, and responses were responses were respectful and used respectful and were appropriate in appropriate language, but once language. or twice body language was not. Information All information presented in the debate was clear, accurate and thorough. Teams clearly stated their main argument. Information presented in the debate was clear but with one inaccurate statement.

Information had more than two inaccuracies OR was usually not clear. Audience was unable to recognize main argument. Counter-arguments were not accurate and/or relevant and cited no evidence.

Rebuttal

All counterarguments were accurate, relevant and strong. All counter-arguments cited evidence. Every major point was well supported with relevant facts, statistics and/or examples.

Counter-arguments contained one inaccuracy. Counterarguments cited evidence. Major points were adequately supported with one or two relevant facts, statistics and/or examples being inaccurate. Two arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Use of Facts/Statistics

Major points were Every point was adequately not supported. supported with three or more relevant fact, statistic and/or example being inaccurate. One argument was Arguments were clearly tied to an not clearly tied to idea (premise) but an idea (premise). the organizations on all other arguments were not clear or logical.

Organization

All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.