Christmas Memory

Christmas Memory Unit

Themes: Importance of family and traditions

Value of Friendship

Literature: Truman Capote's "A Christmas Memory"

Descriptive Writing Assessment parent note:

Christmas Memory 2004

Dear Parent/s,

On November 15^thour Language Arts class will begin a major writing assignment. It is an important part of our district writing assessment. As part of the assignment, students will be asked to interview someone at least as old as their parents—it could be their parent—about that person’s most memorable Christmas or Christmas memories. The interview assignment will be given over the Thanksgiving weekend and is due on November 29th. Without the interview, your child will not be able to begin the writing assignment on that Monday. I would appreciate your help in seeing that this interview assignment is ready on Monday November 29th.

Thank you for your support, Mrs. Miller

970-3249 kmiller@waukesha.k12.wi.us

Writing Assignment: Interview someone at least as old as your parents--it could be a parent--about his or her most memorable Christmas or Christmas memories as a child. Write a 1st person descriptive narrative using your interview notes. Write as though you are the person you interviewed. Final copy should be 2-3 typed doubled- spaced pages/ honors: 5-7 typed, double-spaced pages.

Decorated cover is a significant part of this grade.

The interview is due the Monday after Thanksgiving break. The cover is due that Friday, and the final draft of the paper is due the Monday of the following week. Please see calendar for specific dates.

No Excuse Words:

morning incense

Christmas Santa

ornament light

mistletoe gravy

grandma/pa reindeer

all right cinnamon

cocoa delicious

dessert altar

dinner present

night minutes

dinner memorable

breakfast a lot

aunt

holiday

Merry

decorated

beginning

Rubric Check-off

Descriptive Writing Rubric Check-off for a Christmas Memory

¨ Place/event is clearly identified in the 1^st paragraph

¨ Paper is well organized and easy to follow

¨ Used 1^st person narration—“I”

¨ Used all the sensory details—check ones used

-Sight

-Sound

-Smell

-Taste

-Touch

¨ Sensory details help reader to form a vivid picture

¨ Used at least 1 semi-colon (;) in a compound sentence

¨ Used its/it’s correctly—must use at least one time

¨ Used your/you’re correctly—must use at least one time

¨ Used precise words from word bank provided

¨ Used at least one simile—comparison using “like” or “as”

¨ Used a metaphor-- ex: The river slithered along carving its way through the forest.

¨ Showed the feeling/mood of the place/event

¨ Used complete sentences

¨ All paragraphs are at least 3 sentences long

¨ Indent the beginning of each new paragraph

¨ Wrote on one side of paper

¨ Left a 1 inch margin on all sides

¨ Skipped line after title

¨ Interesting title

¨ Word processed (size 12 font); double space lines or written in blue or black ink

¨ Numbered all pages after the first page

¨ Decorated cover

Scoring Guide: Regular Classes

Scoring Guide Honors Classes

Category

Advanced Proficient

Proficient

Basic

Content

Title is a “headline” title.

All 5 senses are included.

Supporting details and examples are vividly developed.

A variety of transitions are used well for paragraph unity and coherence.

Topic sentences are clearly worded and attention grabbing for the topic of the paragraph.

Five or more sensory ideas are made within the body of the essay.

Used 2-3 similes and 1 or more metaphors throughout the essay.

Who, what, when, where & why are all clearly and effectively addressed.

Title is interesting.

3-4 senses are included.

Supporting details and examples are clearly developed.

Some transitions are used for paragraph unity and coherence.

Topic sentences are clearly worded and introduce the topic only.

Three sensory ideas are made within the body of the essay.

Used 1-2 metaphors or similes throughout the essay.

Who, what, when, where & why are all addressed

Title is a yawner!

Only 1 or 2 senses are included.

Assumes reader knows details; examples are not fully developed.

Transitions are used occasionally; unity and coherence are hindered.

Topic sentences are confusing or do not address the subject of the paragraph.

Three or fewer sensory ideas are made within the body of essay.

Did not use a metaphor or simile.

1 or more of the 5-W’s is missing.

Structure Introduction

The topic statement is a clearly expressed as an original, unique, attention grabber.

The body paragraphs are introduced according to the story’s sequence and are written with active verbs and concrete nouns to create vivid pictures.

Dialogue is used correctly and effectively in the story,

The topic statement is expressed clearly.

The body paragraphs follow the sequence of the essay. Some active verbs and concrete nouns create vivid pictures.

Dialogue is used in the story—1 or more errors in format.

Topic statement is not present or unclear.

The body paragraphs are not clearly or fully introduced. Sequencing is awkward.

Few if any active verbs and concrete nouns used.

No dialogue used.

Conclusion

The body paragraphs are concluded with unique and creative endings.

The body paragraphs conclude in logical order.

The body paragraphs are concluded incompletely or out of sequence.

Strong, vivid, creative concluding paragraph.

Content is concluded; there are no new ideas presented.

Strong, vivid, concluding paragraph.

Content is concluded. There are no new ideas presented

Content is not concluded. New ideas are presented.

STYLE VOICE

Uses 1^st person point of view.

Uses words in concise, unique, and creative manner.

Uses active voice a majority of the time.

Vocabulary used is at grade level or above.

Uses 1^st person point of view.

Uses words in a concise, precise, and correct manner.

Uses active and passive voice almost equally.

Grade level vocabulary is used.

Point of view is confusing.

Words are used incorrectly, imprecisely, and not concisely.

Passive voice is used a majority of the time.

Grade level or below vocabulary is used.

Mechanics Usage

Errors in capitalization are not present.

Errors in mechanics are few and do not interfere with message.

Errors in usage are few and do not interfere with the message.

A variety of sentence structures and sentence patterns are used to make the writing interesting and lively.

Errors in capitalization are few.

Errors in mechanics are present but do not interfere with the message.

Errors in usage are present but do not interfere with the message.

A variety of sentence structures and sentence patterns are used.

Too many errors in capitalization are present.

Errors in mechanics interfere with the message.

Errors in usage are many and interfere with the message.

Sentence structures and patterns are not varied.

Adapted from P. Church

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