© Pearson Education, Inc., or its affiliates. All rights reserved.performance-based assessment
Content Use of Media Presentation Techniques3Introduction engages the viewer
in a compelling way.
Strong evidence from the texts
supports the claim.The speaker’s face is centered in
the frame, and the focus is clear.
The camera does not waver, and
the sound is completely audible.The speaker sounds interested
and knowledgeable.
The speaker varies tone and
volume to maintain interest.
The speaker addresses the
audience through the camera.2The introduction establishes a
claim.
Some evidence from the texts
supports the claim.The speaker’s face is mostly
centered, and the focus is usually
clear.
The camera rarely wavers, and
the sound is mostly audible.The speaker sounds fairly
interested and somewhat
knowledgeable.
The speaker sometimes varies
tone and volume, but may be
inconsistent.
The speaker occasionally
connects with the audience
through the camera.1Introduction does not clearly
state a claim.
Evidence from the texts is lacking
or is not obviously linked to a
claim.The speaker’s face is not
centered, and the picture may be
out of focus.
The camera often wavers, and
the sound may be inaudible at
times.The speaker seems uninterested
by or unfamiliar with the topic.
The speaker speaks in a
monotone or at a low volume.
The speaker rarely looks up at
the camera.Part 2
speaking and Listening: tV commentaryAssignment
After completing your response to literature, present your ideas as a TV
commentary that might appear on a talk show about books and literature.
Have a classmate video record your presentation to share with the class.Follow these steps to develop your TV commentary.
• Highlight the parts of your argument that you think will best suit your
audience and purpose. Weave those details into a short, lively script.
• Have a partner set up a video camera and record your commentary. Do
a trial run to be sure your face is centered in the frame and that the
microphone adequately captures your voice.
• Practice your delivery, looking up from your writing to engage with your
audience through the camera.
• Vary your tone and volume to stress the points you find most important.Review the Rubric The criteria by which your TV commentary will be
evaluated appear in the rubric below. Review the criteria before delivering
your analysis to ensure that you are prepared. StandardS
Speaking and Listening
Present information, findings, and
supporting evidence, conveying a
clear and distinct perspective, such
that listeners can follow the line of
reasoning, alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are appropriate
to purpose, audience, and a range of
formal and informal tasks.410 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_U_PAS.indd 410 20/03/16 3:39 AMASSESSING
DIGITAL PERSPECTIVES
Preparing for the Assignment Show the class examples of an
engaging TV commentary. After viewing the examples, have
students discuss whether they found the commentary engaging and
why. To help them integrate this information and prepare for their
own presentations, have them rate one of these examples using the
TV Commentary Rubric. Discuss their ratings, as well as the reasons
for them.Speaking and Listening:
TV Commentary
Students should annotate their written argument
in preparation for the oral presentation, marking
the important elements (claim, reasons, evidence,
and counterclaims) as well as details and
examples from the readings.
Remind students that the effectiveness of an
oral argument relies on how well the speaker
establishes credibility with his or her audience.
If a speaker comes across as confident and
authoritative, it will be easier for the audience to
give credence to the speaker’s presentation.
Review the Rubric As you review the TV
Commentary Rubric with students, remind them
that it is a valuable tool that can help them plan
their presentation. They should strive to include
all of the criteria required to achieve a score of- Draw their attention to some of the subtle
differences between scores of 2 and 3.
410 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
LIT17_TE12_U03_PAS.indd 410 4/9/16 11:29 AM