6.+RAFT+-+Examples+and+Support

=__**Sample of "Rafts" Objectives:**__= = = = = = = = = = = = = = = = = = =
 * =As a rapper, write a song to your peers condemning river pollution.=
 * =As a catfish, write an editorial to an industry demanding clean water.=
 * =As "Ole Man River," write a sermon to boaters condemning the dumping of beer cans in the river.=
 * =As an eagle, write an essay to "Mother Nature" lamenting the quality of the diet provided by the river.=
 * =As the spirit of a deceased Indian, write a chant to future citizens decrying the desecration of the ancient Indian burial grounds.=
 * =As a student, write a play for younger children explaining hunting on the river.=
 * =Write a panel discussion involving a river character from the past, an industrialist from the present, and a mother from the future.=
 * =As a fish, write a magazine article for //Field and Stream//, describing the influence of a factory along the river.=
 * =As a nature lover, write a sonnet to fellow environmentalists professing your awe-inspired feelings at the sight of a blue heron.=

=__**Examples (**__, [])= =1) Come Aboard a Raft= =This site contains several different writing examples from students using the RAFT writing strategy. Each writing example has a row above it that indicates the Role, Audience, Format, Topic and Strong Verb used.= =2) Language Arts Activities= =This site demonstrates using a RAFT to have students write about energy use in transportation. Students are provided a list of Roles, Audiences, Formats, and Topics from which they may choose for their writing assignment.= =3) Raft Writing Interactive= =This site uses technology to assist with RAFT writing assignments. It provides an interactive template for students to type in possible Roles, Audiences, Formats, and Topics.=

=__// **RAFTS Rubric** //__= =//(Role, Audience, Format, Topic, Strong verb)//=
 * || **1** || **2** || **3** || **4** ||
 * Accuracy || The information provided in RAFTS is very incomplete and/or has major anachronisms. || The information provided in RAFTS has some small inaccuracies, omissions or anachronisms. || The information provided in RAFTS is accurate but could use more support or specific details related to subject or time period. || Information & details in RAFTS are always accurate and properly reflect information, ideas and themes related to the subject and time period. ||
 * Perspective** || Viewpoint or ideas are sketchy and not drawn from time period. RAFTS does not show insight into how characters feel or act during the event(s). || Viewpoint or ideas reflect current concerns rather than time period. RAFTS does not show insight into how characters feel during the event(s). || RAFTS maintains a reasonably consistent point of view and includes ideas relevant to role and time period played. Character’s feelings about the event(s) are evident. || RAFTS maintains clear, consistent point of view, tone and ideas relevant to role and time period played. Ideas and information always tied to role and audience of time. Characters are insightfully shown. ||
 * Focus** || RAFTS wanders from topic; focus cannot be seen or has many side comments. || Central topic and purpose of RAFTS can be seen, but focus is inconsistent. || RAFTS stays largely on topic; its ideas are mostly supported. || RAFTS stays on topic, consistently maintains form or type; details and information are included and directly support the purpose. ||
 * Use of**
 * Class Time** || Class time used to disrupt others. Class resources are not or inappropriately used. || Class time and resources used to do work for other classes and/or chat with friends. || Class time used mostly effectively to research the era and create coherent stories. || Class time used efficiently and appropriately to research the era and create interesting, well written, stories; extra effort or involvement beyond class. ||
 * Presentation** || Writing is unclear and has gaps or confusions. Essay is marred by numerous errors, which disrupt reader’s understanding. || Writing wanders or is somewhat repetitious. Essay contains several sentence errors and mechanical mistakes that may interfere with clarity of ideas. Audience is irritated by errors. || Writing is clear and direct. Essay contains some fragments, run-ons or other errors; occasional mechanical mistakes. Audience is informed. || Writing is fluent and interesting. Essay contains few or no fragments or run-on sentences; rare errors or mechanical mistakes result from risk-taking. It engages and informs audience. ||
 * Use of**
 * Class Time** || Class time used to disrupt others. Class resources are not or inappropriately used. || Class time and resources used to do work for other classes and/or chat with friends. || Class time used mostly effectively to research the era and create coherent stories. || Class time used efficiently and appropriately to research the era and create interesting, well written, stories; extra effort or involvement beyond class. ||
 * Presentation** || Writing is unclear and has gaps or confusions. Essay is marred by numerous errors, which disrupt reader’s understanding. || Writing wanders or is somewhat repetitious. Essay contains several sentence errors and mechanical mistakes that may interfere with clarity of ideas. Audience is irritated by errors. || Writing is clear and direct. Essay contains some fragments, run-ons or other errors; occasional mechanical mistakes. Audience is informed. || Writing is fluent and interesting. Essay contains few or no fragments or run-on sentences; rare errors or mechanical mistakes result from risk-taking. It engages and informs audience. ||
 * Presentation** || Writing is unclear and has gaps or confusions. Essay is marred by numerous errors, which disrupt reader’s understanding. || Writing wanders or is somewhat repetitious. Essay contains several sentence errors and mechanical mistakes that may interfere with clarity of ideas. Audience is irritated by errors. || Writing is clear and direct. Essay contains some fragments, run-ons or other errors; occasional mechanical mistakes. Audience is informed. || Writing is fluent and interesting. Essay contains few or no fragments or run-on sentences; rare errors or mechanical mistakes result from risk-taking. It engages and informs audience. ||