Jamie's+Assessments

I decided to have two final assessments for my unit: one is a formal paper which directly attacks the big question (though it also includes room for some moderate personal narration) and the other is more of a 'for fun' scene where students are asked to act out a scene from Hamlet. Though this assignment is fun, it has the students become engaged with the text while converting it to a modern understanding.

Each are included (with a rubric and checklist respectively) in the attached word document:








 * For my first paper, I wanted it to be a 'formal' sort of assignment that still allows for creativity, freedom, and personal flair (I'm trying to make my 'movie' project as well as class discussions showcase this a bit more). I changed my description in order to accommodate different learning styles, though I still wanted to make sure the final assessment is a writing project that is of a relatively significant length.**


 * I actually got rid of the intro/body/conclusion requirement for my rubric because, in all honesty, I think that linear kind of model for writing may not be necessary to produce a good paper. I tried to elaborate a bit on what makes organization good, but I feel like my descriptions may be a bit open-ended and up for argument and subjective interpretation (this is what a few of my other teaching classes warned me about- never leave anything up to interpretation, never have any objectives or goals that aren’t measurable, etc.)**
 * Does that translate well to English class? I don’t exactly think so.. but it seems to be the norm.**


 * Heck no… I do not want to be counting errors for the rest of my life, and I don’t want my students to be afraid of me for being the “grammar commander”. I know from personal experiences taking literature classes here at Bloomsburg that the ideas are what matter.**


 * Some other changes are noted in the comments section of the Word document.**