Natasha Szala English 10B

Fall 2016 - Unit 8 Assessment of New & Review Standards: RL -9, L-1, SL-4, SL-5, W-6

English 10B Musical Allusions Presentation Assessment

Prompt for Unit 8 Musical Allusions Presentation Assessment: Choose a specific song
that contains at least one literary allusion and provide your teacher with a copy of the
complete lyrics for approval.
Example Song:
Next, develop a multimedia presentation to share your song and literary
allusion(s). Please provide detailed explanations of how your song contains
allusions
1. Get your song / lyrics approved by your teacher (provide your teacher the
name of the song, artist/band, and complete copy of lyrics)
2. Once your song is approved, begin working on your presentation:
a. Provide the song, artist/band, and lyrics (print a copy of the lyrics
for your peers and teacher).
b. Identify the literary allusion(s) in the song lyrics
c. Identify where the allusion(s) are derived and EXPLAIN the
connection in detail.
______ Presentation Slide Content (RL9): Include: Title page, Song Title and
Artist/Band, Song Lyrics, Identified Allusion(s), Explanation of
Allusion(s), Works Cited page.
______ Presentation Slide Organization & Transitions: Address content and
details in logical order
______ MLA Format, Voice, & Style:
Include necessary in-text (parenthetical) and Works Cited (bibliographic)
citations; Use an academic (semiformal) voice and style
______ English Grammar & Mechanics (L1): Proofread to avoid mechanical
errors.
______ Use of Technology (W6, SL5) : Make sure to include visuals to make
your presentation interesting and engaging to your audience; Use slide
transitions and animations to make the presentation more interesting;
Consider using an appropriate/teacher-approved audio clip or audio-visual
music video clip
______ Presentation Delivery (SL5, SL4) :
Practice your presentation for timing (roughly 5 minutes) and to build
confidence. Make eye-contact, speak clearly, and project.

Natasha Szala English 10B

Fall 2016 - Unit 8 Assessment of New & Review Standards: RL -9, L-1, SL-4, SL-5, W-6
Name: _______________________________

CCSS
RL-9

CCSS
L-1

CCSS
SL-4

Student can analyze how

the author uses an
allusion from source
material and transforms it
in their own writing;
student can compare and
contrast theme across the
source text and alluded
text.

Student can identify the

allusion and source text
but shows very little
ability to explain the
connection.

Student can identify

allusions in a text and
explain their
interpretation or
significance; can attach
theme or topic to the
allusion the second
author has developed.

Student shows little to no

command of the
conventions of standard
English grammar and
usage when speaking;
does not understand
parallel structure; uses
limited phrases and
clauses to attempt to add
variety and interest in
presentations.

Student demonstrates
limited command of the
conventions of standard
English grammar and
usage when speaking;
understands parallel
structure, but struggles to
use it correctly; uses
limited phrases and
clauses to attempt to add
variety and interest in
presentations.

Student can demonstrate

Student demonstrates
command of the
advanced command of
conventions of standard
academic English
English grammar and
grammar and usage when
usage when speaking;
speaking; incorporates
can use parallel structure;
advanced sentence
uses various phrases and
structure into
clauses to add variety and
presentations to enhance
interest and convey
meaning and deepen
specific meanings in
understanding.
presentations.

Student presents
information, finding, and
supporting evidence with
some loss of clarity or
logic; develops
information with some
loss of the clarity
regarding how and why
things were organized in
the manner they were.

Student proficiently
presents information,
findings, and supporting
evidence clearly,
concisely, and logically;
allows listeners to follow
the line of reasoning;
develops information so
that organization,
development, substance,
and style are appropriate
to purpose, audience, and
task.

Student presents
information, finding, and
supporting evidence with
little to no clarity or
logic; lacks development
of information regarding
how and why things were
organized in the manner
they were.

In addition to
MASTERY, student can
fluidly synthesizing
themes across texts and
apply conclusions
that reveal original
connections.

Student Creates fluid,

thoughtful, and logical
presentations which are
designed specifically to
reach an audience for a
particular purpose or
task.

Natasha Szala English 10B

Fall 2016 - Unit 8 Assessment of New & Review Standards: RL -9, L-1, SL-4, SL-5, W-6

CCSS
SL-5

CCSS
W-6

Student presents
information with little to
no clarity or logic; lacks
development of digital
media.

Student determines the

purpose for his/her
presentation,
distinguishes elements in
the presentation that are
most important, and
makes use of digital
media (textual, graphic,
audio-visual, and
interactive elements)
with some loss of clarity
or logic

Student proficiently
presents determines the
purpose for his/her
presentation,
distinguishes elements in
the presentation that are
most important, and
makes strategic use of
digital media (textual,
graphic, audio-visual,
and interactive elements)

Student thoughtfully and

logically determines the
purpose for his/her
presentation,
distinguishes elements in
the presentation that are
most important, and
makes strategic use of
digital media (textual,
graphic, audio-visual,
and interactive elements)

Student does not utilize

technology to produce,
publish, and update
writing projects; loss of
clarity or logic.

Student uses some

technology, including the
internet to produce,
publish, and update
writing projects, taking
advantage of
technologys capacity to
link to other information
and to display
information with some
loss of clarity or logic.

Student proficiently uses

technology, including the
internet to produce,
publish, and update
writing projects, taking
advantage of
technologys capacity to
link to other information
and to display
information flexibly and
dynamically.

Student thoughtfully and

logically uses technology,
including the internet to
produce, publish, and
update writing projects,
taking advantage of
technologys capacity to
link to other information
and to display
information flexibly and
dynamically.

Comments:
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