Students will read stories to the class and in their groups using appropriate “story teller’s voice” in order to help convey meaning and keep the audience engaged.
3.5-4.0
2.5-3.0
1.5-2.0
Task-Specific Rubric- Standard 1.1
 Analyze and present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the story and identify relevant themes.
 Make excellent strategic use of a “story teller’s voice” in presentations to exceptionally
enhance understanding of the story.
 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the story and identify themes
 Make strategic use of a “story teller’s voice” in presentations to enhance understanding of
the story.
 Present superficial information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the story and identify themes
 Make limited use of “story teller’s voice” in presentations to enhance understanding of the story.
Students share their scary stories in groups and decide on the best one to read to the class.
Task-Specific Rubric- Standard 1.2
3.5-4.0
Work consistently with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.
2.5-3.0 Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
1.5-2.0 Work intermittently with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.

(3.1)
Students will generate a story of their own incorporating themes from the novel Frankenstein and other gothic horror.
3.5-
4.0
2.5-
3.0
1.5-
2.0
Task-Specific Rubric- Standard 3.1
Use a wide range of elaboration technique to establish and express point of view and theme; the student incorporates at least one gothic element and theme in the story
Create an exceptionally clear and coherent, logically consistent structure appropriate to gothic literature
Analyze and develop context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme related to the
Frankenstein novel.
Use a range of elaboration technique to establish and express point of view and theme; the student incorprates at least one gothic element and theme in the story
Create a clear and coherent, logically consistent structure appropriate to gothic literature
Develop context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme related to the novel
Use a limited range of elaboration technique to establish and express point of view and theme; the student attempts to incorporate gothic elements and themes but it is difficult to identify.
Create a minimally clear and coherent, logically consistent structure appropriate to gotic literature
Does not clearly identify context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme
(3.3) Standard English conventions effectively communicate to targeted audiences and purposes
Students will generate a story of their own incorporating themes from the novel Frankenstein and other gothic horror.
3.5-4.0
Task-Specific Rubric- Standard 3.3
Consistently follow the conventions of standard English to write varied, strong, correct, complete sentences
Consistently and deliberately manipulate the conventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose
2.5-3.0
1.5-2.0
Follow the conventions of standard English to write varied, strong, correct, complete sentences
Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose
Sometimes follow the conventions of standard English to write varied, strong, correct, complete sentences
Sometimes manipulate the conventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose

0.5-1.0  Does not meet the standard