Summative+Assessment+(Bartley)

Summative Assessment: The Hunger Games Dining out with //The Hunger Games//

To demonstrate your understanding of //The Hunger Games//, you will complete a series of projects that require you to think about the themes we have discussed in class in context with what we have read.

__Main Course: you **must** complete this!__ OR __Side Dishes: choose **2** of these.__ __Dessert: you **must** complete this!__ __A La Carte: you may choose one or more of these.__ A la carte items will give you extra credit depending on the time spent on the project, the effort put into the project, and the quality of the work.
 * __Draft due:__ _. __Final Draft Due:__ ___**
 * Write a paper about what you think the major theme of the book is. You may draw from class discussion that we have had during the unit. You MUST use quotes from the book to back up your thoughts. The paper must be 2-3 pages and use proper MLA citation. (see me for help with citation)
 * Create a visual representation of what you believe the major theme of the book is. You must write an accompanying paper of one page explaining what the theme is and using quotes from the book to back up your thoughts.
 * First Side Dish Due: __Second Side Dish Due:__**
 * Choose a scene from the book and rewrite it from another character’s perspective, such as Gale, Peeta, a viewer of the Games, etc.
 * Work with a group of 2-4 people to act out a scene from the book. You must create a physical script to turn in. The scene should be 3-4 minutes long, and everyone in your group should have a role. Keep in mind that in some parts of the book there is not much dialogue, so you are encouraged to make some up as long as it would actually happen in the book.
 * Draw a map of what you think the arena looks like. Find 2-3 passages in the book that justify your map decisions and submit them on a separate sheet of paper.
 * Create a timeline of events in the story. Then, chose which event you find the most important and write 1-2 paragraphs
 * Imagine you are a worker in the Capitol in charge of creating footage to play from this year’s game. What scenes would you chose? Why? Chose 3-4 scenes and write an explanation for each.
 * Expand one of your journal entries from the unit to at least 2 pages. Make sure to include textual evidence to back up what you are saying!
 * Due: _**
 * Write a letter to me telling me whether or not you think I should teach this novel next year. Use this assignment to reflect about what you have learned throughout this unit. Some ideas to get your thinking started:
 * What is valuable (or invaluable) to learn in this novel?
 * Why should I teach (or not teach) this novel?
 * What can students gain from this?
 * Is this novel fun to read? Can you relate it to your life?
 * Are the themes relevant to today’s society?
 * The letter must be 2-3 pages long, double spaced, and typed, using a standard, 12pt font.
 * Due: __**
 * Create an advertisement to entice people to watch the Games. Include artwork, and at least TWO reasons to watch the games.
 * Find a literary device that is used in the book, and create an overhead to teach the class about this device.
 * Create a Venn Diagram comparing Katniss to another Tribute BESIDES Peeta. Include their skills in the arena, information in the district, and personality traits in your comparison.
 * Create a soundtrack to the Hunger Games. There should be 6 or more “tracks” on your soundtrack, meaning that you must pick AT LEAST 6 events that are important to the theme of the novel.

Summative Assessment Rubric
 * Main Course and Dessert Rubric**
 * Category || 5 || 3 || 1 ||
 * Voice || The voice throughout the paper is consistent and appropriate for the audience. || The voice is not consistently strong throughout the paper and could use some work. || The voice is not strong and there is no clear audience to the paper. ||
 * Ideas || The ideas are original and do not just mimic class discussion. There is evidence of higher-level critical thinking. A theme is chosen and strongly supported with relevant quotes from the text. || The ideas are mostly original but could use some work. There is evidence of some higher level thinking. There is a theme chosen but the support needs work. Quotes are mostly relevant. || The ideas only mimic class discussion. There is little-to-no evidence of higher level thinking and application. The theme chosen is irrelevant, and the quotes used to support it are irrelevant as well. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. ||
 * Organization || Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. || Some details are not in a logical or expected order, and this distracts the reader. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Sentence Fluency || All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. || Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. || The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. ||
 * Conventions || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 2-3 errors that distract the reader from the content. || The writer makes more than 5 errors that distract the reader from the content. ||
 * Requirements || All requirements are met: 2-3 pages in length, proper citations are used, quotes are used and are relevant. || Most requirements are met. The paper falls short in length OR citation OR quotes. || Few requirements are met. ||
 * Side Dish Rubric:**
 * || 5 || 3 || 1 ||
 * Content || The content of the project is appropriate, well thought-out, and demonstrates a real understanding of the text and/or themes. || The content is mostly appropriate, and could use some work in fully thinking things out. Doesn’t demonstrate a full understanding of the text and/or themes. || The content is not appropriate and not thought out. There is no real demonstration of the text and/or themes. ||
 * Presentation || The project is neat and presented in a clean, organized manner. || The project is mostly neat but could use some work in being clean and organized. || The project is sloppy and not neat or organized. ||
 * Application || The project demonstrates that the student has a grasp of class discussion and is able to apply that knowledge in an appropriate fashion. || Student needs to work on applying what they have learned to the project. || The project shows no evidence that the student has applied knowledge from class. ||