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Document Sample
GA TAPP Unit Plan
Teacher:
Course: English Language Arts
Grade Level: Sixth
Schedule (Regular or block?): Regular
Estimated time to teach unit: Two Weeks
School & System:
Date: June 2, 2008
Persuasive Writing
Which standards will be taught in this unit?
(Include the number and paste the entire standard)
1
ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the
reader, maintains a coherent focus throughout, and provides a satisfying closure. The student
ELA6W2 The student demonstrates competence in a variety of writing genres.
The student produces a multi-paragraph persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. States a clear position of a proposition or proposal.
c. Supports the position with organized and relevant evidence.
d. Excludes information and arguments that are irrelevant.
e. Creates an organizing structure appropriate to a specific purpose, audience, and
context.
f. Anticipates and addresses readers’ concerns and counter-arguments.
g. Provides a sense of closure to the writing.
h. Presents the essay to peers/classmates using oral presentation format.
2
Clarified Objective
What do you want students to know, be able to do, and understand at the end of this unit?
Students will UNDERSTAND THAT: Students will Students will
BE ABLE TO: KNOW:
What “big ideas” do you want your What will students DO that will lead them What do the students need to KNOW to
students to remember long term? to understanding? be able to do the DO things in the DO
(Critical Thinking Skills) column?
Students will understand that writing in Students will use the writing process to Students will know how to create an
standard English using proper grammar, essay following organized structure.
punctuation and sentence structure is brainstorm
important to school and business write, Students will know how to brainstorm
success. edit, the essay, write the essay, self edit the
revise essay, peer-edit the essay, revise the
Students will understand it is important and finalize essay, and finalize the essay.
to know how to write a proper letter or
essay, in a format that engages the a persuasive essay. Students will know how to write an
reader maintains focus and supports the essay with a focus on the persuasive
writer’s opinion or argument. Students will present their essay orally purpose, and a focus on the audience
using proper presentation mechanics
Students will understand that a including: appropriate eye contact and Students will know the meaning of
persuasive essay should persuade the proper English. persuasion and how and why we use
reader to accept the writer’s opinion. persuasive writing.
Student will maintain a focus on the
purpose, audience and conclusion of the Students will know how to identify the
persuasive essay. parts of speech and write proper
standard English sentences.including
Students will be able to apply rules of Grammar and Punctuation.
standard English grammar and
punctuation in writing letters and essays.
3
How will you know they learned the above?
Assessments:
Authentic Performance: Persuasive Essay; Constructed Response including various questions about the writing
process and persuasive writing. Specific assessments:
1. Student will keep a daily journal of the essay writing process. Student’s work will be assessed daily by checking completion of
word webs, t-charts, outlines, revising checklists, and drafts. The students will accumulate weekly homework grades through this
assessment.
2. During the revising process, students will work in stations and will rotate as needed for various parts of their revising as an
indicator of learning.
3. Students will receive a project grade over their final essay draft with the attached rubrics.
4. Students will be evaluated on oral presentation skills as an indicator of learning.
5. Students will receive a quiz grade for attaching the various elements of the writing process as stated on a checklist.
6. Informal observation of student participation in class will be an indicator of learning.
7. Vocabulary quizzes and vocabulary jeopardy will show knowledge words associated with persuasion (vocabulary words related to
persuasive essay writing)
Backwards Design
Step #1
Identifying Desired
Curriculum Map Outcomes
Unit EQ: What are the key components of my persuasive essay?
Unit Title & Concept: Persuasive Writing
Topic 1 Topic 2 Topic 3 Topic 4
Teacher-led discussion, Students will develop evidence Students work with partners to
to justify their positions in their revise and edit persuasive
Details: persuasive essays. essays.
“How writing a paper is like Details:
4
building a house.” When Students will complete various
building a house you need Details: worksheets that will guide the Details:
blueprints to organize your Students will bring in forms of writing process and offer Students will journal about
work, supplies to build, and persuasion in advertising they additional structure. what persuasive writing is.
tools to assist the process. In see outside of the classroom.
writing, your blueprint would Each student will complete a
be a rubric; your supplies are written portion explaining
ideas and information; and where he/she found the
your tools are the graphic advertisement, what is it trying
organizers, research, and to advertise, and how it tries to
revising techniques accomplish this.
Key Vocabulary: Key Vocabulary: Key Vocabulary: Key Vocabulary:
Persuasion, argue, negotiate,
opinion
5
B
S
Curriculum Map I
O
Unit EQ: What are the key components of my persuasive essay?
Unit Title & Concept: Persuasive Writing
Topic 1 Topic 2 Topic 3 Topic 4
Warm-up to lesson is Warm-up to lesson is Warm-up to lesson is Warm-up to lesson is
Daily Grammar Sponge. Daily Grammar Sponge. Daily Grammar Daily Grammar Sponge.
The student will correct a The student will correct a Sponge. The student The student will correct
persuasive sentence. 5-8 persuasive sentence. 5-8 will correct a a persuasive sentence.
minutes minutes persuasive sentence. 5- 5-8 minutes
8 minutes
Teacher-led discussion, Students will research and
15 minutes develop evidence to justify Writing a persuasive
their opinions in their The Writing Process essay.
Details: persuasive essays. Using a Graphic
“How writing a paper is Organizer. Details:
like building a house.” Details: Students work with
Students will bring in Details: partners to revise and
When building a house forms of persuasion in Students will complete edit persuasive essays.
you need blueprints to advertising and writing various graphic
organize your work, they see outside of the organizers and Students will journal
supplies to build, and classroom. Each student worksheets that will about what persuasive
tools to assist the process. will complete a written
guide the writing writing is.
In writing, your blueprint portion explaining where
would be a rubric; your he/she found the process and offer
supplies are ideas and advertisement, what is it additional structure. Students prepare and
information; and your trying to advertise, and present an oral
tools are the graphic how it tries to accomplish presentation of the final
organizers, research, and this. persuasive essay to the
revising techniques class.
Students will use an
outside source to defend
their viewpoint or opinion.
Key Vocabulary: Key Vocabulary: Key Vocabulary: Key Vocabulary:
Evidence, essay, edit Persuasion, argument, Grammar, punctuation,
brainstorm, defend, opinion, viewpoint, parts of speech, writing,
negotiating advertising, standard English
7
Authentic Culminating Assessment
Essential Question
Unit Essential Questions
What are the key components of a persuasive writing essay?
What are effective and ineffective arguments?
How do I experience persuasion in my everyday life?
Describe three strategies that are used in persuasive writing.
Present some of the fallacies that occur in persuasive writing.
Review is three ways to brainstorm for a writing assignment.
Discuss some of the tools you might need in your writing toolbox.?
How can you clean-up you’re writing through editing and revising?
Discuss methods and styles of presenting your essay using oral presentation skills.
Describe a famous oral presentation or speech you have admired.
Target Learning Goals
(What learning/understanding will your students be demonstrating? See Clarified Objective.)
Student Focused Paragraph Describing Culminating Activity
General Activity:
The student will write a persuasive essay based on the teacher selected topic. The student will demonstrate knowledge of the
basic structure of the persuasive essay while arguing his or her opinion. The essay will include detailed, descriptive writing,
correct punctuation and grammar, and clear concise writing throughout the piece.
Option 1:
You are writing an explanation of why you think that zoo animals should or should not be allowed to roam freely in the streets
of the city. Be sure you include plenty of details to persuade your audience that they should share your opinion.
Option 2:
The purpose of this assignment is to persuade your parents and/or guardian (you may work with one parent/guardian if you
prefer) to allow you to do something they do not want you to do.
The form of the assignment will be a 6 paragraph essay in the form of a one-page (minimum) letter to your parents in which
you attempt to win their permission.
Steps For Completing the Culminating Activity
1. Introduce topic and allow students to brainstorm ideas using a word web or T-chart.
2. Students take information on the word web/T-chart and begin organizing thoughts in an outline form.
3. Students will utilize thesis building and hook developing worksheets to further expand their introduction
portion of the outline form.
4. Students transfer the outline into paragraph format, checking along the way that they end up with six
paragraphs.
5. Students then begin the revising process by checking their own work. They will use revising techniques
such as updating original verbs with “vivid verbs,” and then will also begin Rainbow Revising.
6. Students write their second drafts with the updated verbs, and they ensure that they have different sentence
beginnings with the Rainbow Revising. If a color is not represented in the student’s second draft, then the
student must add the missing beginning type to an existing sentence or create a new sentence.
7. Once second drafts are updated, students begin the peer editing process. Students check for correct
spelling, proper use of grammar conventions, and organization and flow of ideas of their peers’ work.
8. Students will use their peers’ comments to finalize their third draft of the paper. Students may type or
handwrite the final draft in blue or black ink. If class is to type final essays, the teacher will provide
specific guidelines for format.
8
Students will present their essay to the class using the attached rubric as a guideline.
9
The Task/Activity:
Final Step: Unit Timeline
What are the most appropriate sequence of experiences, activities, lessons, and various assessments for this unit?
Use this calendar to construct your daily agenda.
Activating Sponge Activating Sponge Activating Activating
using Daily Grammar using Daily Grammar Sponge using Sponge using Daily
Practice and Writing Practice and Vocabulary Daily Grammar Grammar Practice
Journal Writing Journal Practice and and Vocabulary
Vocabulary Writing Journal
Introduce Students take Writing Journal
persuasive information on the Students transfer
writing as the word web/T-chart Students will the outline into
topic and allow and begin utilize thesis paragraph
students to organizing thoughts building and format, checking
brainstorm ideas in an outline form. hook along the way
using a word web developing that they end up
or T-chart. worksheets to with six
further expand paragraphs.
their
introduction
portion of the
outline form.
Activating Sponge Activating Sponge Activating Activating
using Daily Grammar using Daily Grammar Sponge using Sponge using Daily
Practice and Writing Practice and Vocabulary Daily Grammar Grammar Practice
Journal Writing Journal Practice and and Vocabulary
Vocabulary Writing Journal
Students then Students write their Writing Journal
begin the revising second drafts with CONTINUE
process by the updated verbs, Once second
checking their and they ensure that drafts are
own work. They they have different updated,
will use revising sentence beginnings students begin
techniques such with the Rainbow the peer editing
as updating Revising. process.
original verbs Students check
with “vivid for correct
verbs,” and then spelling, proper
will also begin use of grammar
Rainbow conventions,
Revising. and
organization
and flow of
ideas of their
peers’ work.
10
The Task/Activity:
Final Step: Unit Timeline
What are the most appropriate sequence of experiences, activities, lessons, and various assessments for this unit?
Use this calendar to construct your daily agenda.
Activating Activating Activating
Activating Sponge Sponge using Sponge using Sponge using
using Daily Grammar Daily Grammar Daily Grammar Daily Grammar
Practice and Writing Practice and Practice and Practice and
Journal Writing Journal Writing Journal Writing Journal
Students will use
Students will
their peers’ CONTINUE discuss
comments to presentation CONTINUE IF
finalize their third styles and read or NEEDED
draft of the paper. present their
Students may essay to the class.
type or handwrite
the final draft in
blue or black ink.
If class is to type
final essays, the
teacher will
provide specific
guidelines for
format.
Critical Thinking Skill(s) Included
From this unit our students will gain an understanding of the elements used to create effective
persuasion.
The Student will present a persuasive essay using oral presentation skills.
The writing skills that the students develop in this unit will translate to skills that will be used
effectively in public speaking and debate.
Students will be better equipped to be analytical consumers of media and advertisements.
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Culminating Assessment Rubric
7th Grade Scores 5 4.5 4 3.5 3 TOTAL
Actual GA Writing 5 4 3 2 1
Assessment Scores
Consistent focus on Consistent Generally Limited focus Lack of focus on
topic and purpose; focus on topic consistent focus on topic and assigned topic
supporting ideas fully and purpose; on topic and purpose; and purpose;
elaborated and supporting purpose; most supporting absence of
relevant; uses genre- ideas supporting ideas ideas vague, supporting ideas;
appropriate developed and developed / general, and/or lacks a sense of
Ideas strategies relevant; relevant; response undeveloped; completeness;
response generally response does response
appropriate to appropriate to not show genre inappropriate to
assigned genre genre awareness genre
X2
Introduction Logical Generally clear Organizing No evidence of
engages; conclusion sequencing of sequence of strategy organizing
provides closure; ideas across ideas; introduction generally strategy; unclear
effective and various parts of paper; is clear and formulaic; sequence of
transitions used; introduction conclusion minimal ideas; lacks
transitions extend sets stage; provides closure; evidence of introduction and/or
beyond use of conclusion related ideas sequencing; conclusion; lack of
transitional phrases ends piece generally grouped may lack or use transitions
Organization and words without in paragraphs ineffective
repetition; transitions link introduction or
logical grouping parts of the paper conclusion;
of ideas in limited use of
paragraphs; transitions X1
varied
transitions used
Carefully crafted Language and Language and Language and Language and
phrases and tone consistent tone generally tone are tone are flat; word
sentences create with purpose; consistent with uneven; word choice is
sustained tone; word choice purpose; word choice is simple inaccurate or
varied, precise, and precise and choice generally and ordinary; confusing; no
engaging language; engaging; engaging; voice inconsistent apparent voice;
Style extensive variety of consistent and clear and voice; little lack of sentence
sentence structure, distinctive appropriate; some variation in variety
length, and voice; variation in sentence
beginnings sentences vary sentence length structure and
in length and and structure length X1
structure
Clear and correct Correct s/c/x Sentences Simple Frequent
s/c/x sentences with sentences with generally correct; sentences fragments and
correct end correct end some errors in c/x formed run-ons; end
punctuation; variety punctuation; sentences; correctly; end punctuation
of subordination and correct usage occasional run- punctuation incorrect or
coordination with few errors; ons or fragments; missing or lacking; frequent
strategies; correct correct generally correct incorrect; and severe errors
usage and mechanics with usage and frequent errors in usage and
Conventions mechanics in variety few errors; mechanics; few in mechanics mechanics; errors
of contexts; errors generally errors interfere and usage; interfere with or
infrequent (if any) minor and do with meaning errors interfere obscure meaning
errors not interfere with meaning X1
with meaning
Teacher Comments: Total
25
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Launch Activity
(…for entire unit!)
How will you create interest? (Hook)
How will you link knowledge? (Link)
(This may be the activating strategy from a lesson or a lesson itself…)
When creating your lessons, consider some best strategies/practices: (not all-inclusive) Student-centered
Teacher Modeled
Collaborative Groups or Pairs
Differentiated Activities
Experiential
Expressive
Guided Practice
Visible Daily Agenda
Social
Technology Usage
Summarizing
Visible Essential Question
Challenging
Graphic Organization
Cloze Method
Vocabulary Reinforcement
Reflective
Authentic
Media Center Use
Literature Circles
Structured Review
Project Options
Activating Lessons will include:
- Writing in a daily journal about the progress made on the essay.
- A walk around survey to gather information for the persuasive essay
- Carousel Discussion of techniques using persuasion in advertising, writing,
speaking. Students will bring in examples of persuasive advertising and writing.
- Brainstorming ideas for persuading someone using an essay format.
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- Daily Grammar Practice Sponge to reinforce proper grammar, punctuation and
sentence structure.
14
- New Learning/Acquisition Lesson Plan
(New knowledge/information or skills)
Subject:
(Grade level/Content)
QCC(s/GPS: Include only those that apply to this lesson
ELA6W2 The student demonstrates competence in a variety of writing genres.
The student produces a multi-paragraph persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
Learning Goal(s): (What do you want them to know and/or do?)
Develop audience appropriate attention getting persuasive sentences.
Essential Question for this lesson:
What are some words and phrases that help to persuade others of your viewpoint?
Activate Learning:
(Word Maps, Brainstorming Word Splash, etc)
Brainstorming ideas for persuading someone using an essay format. Use t-chart.
Teaching Strategies: Describe teacher/student activities here
(Keep in mind: Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic
Organizers, Mnemonics, etc)
Use your words and phrases in a graphic organizer depicting negotiation and persuasion.
Use a graphic organizer to show how writing is like building a house. Draw picture boxes.
Brainstorm in writing the essay draft using the Who, What Why, Where, How and When graphic
organizer.
Peer editing of essay draft using the cloze procedure.
Vocabulary is taught through Hot Seats for activation and daily journal writing as well as
vocabulary jeopardy each Friday.
15
Questioning: Include Questions using Bloom’s Taxonomy—label with Level
of Learning (Knowledge, Understanding, Application, etc)
Bloom’s Level Question
1. Knowledge: Describe strategies used in persuasive writing.
2. Identify standard English format in your peer’s essays.
3. Develop the main idea of the persuasive essay.
4. Analysis: Predict what the outcome or impact of the persuasive essay
will be on the reader.
5. Analysis: Debate during your oral presenting using your persuasive
essay.
Summarizing: (Used as informal ‘assessment’—Answers EQ—TOD, 3-2-1, etc…How will you
know they learned what you wanted them to learn in the lesson? Can they answer the EQ?)
Students will be able to draw conclusions from the persuasive essay and defend their
position/opinion using evidence
16
Critical Thinking/ Extending/Refining Lesson Plan
(What are you going to have your students do with their new knowledge/skills?
that they learned in the acquisition lessons?)
Subject:
(Grade level/Course)
QCC(s)/GPS: Include only those that apply to this lesson.
ELA6W2 The student demonstrates competence in a variety of writing genres.
The student produces a multi-paragraph persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
Write and present orally a multi-paragraph persuasive essay.
Learning Goal(s): (What will they do with the knowledge or skills?) (Compare/Contrast, Classify,
Induction, Deduction, Error Analysis, Constructing Support, Abstracting, Analyze Perspectives)
Write a multi-paragraph persuasive essay.
Essential Question: for this lesson only
Discuss methods and styles of presenting your essay using oral presentation skills.
Describe a famous oral presentation or speech you have admired seeing.
Beginning:
(Review, mini-lesson, etc)
Students will bring to class ads and documents that show persuasive language.
Middle: Student Centered!!!
(Critical Thinking: Compare/Contrast, Classify, Induction, Deduction, Error Analysis, Constructing Support, Abstracting,
Analyze Perspectives)
Students edit and revise the essay using peer editing.
Questioning: Include Questions using Bloom’s Taxonomy—label with Level
of Learning (Knowledge, Understanding, Application, etc)
Bloom’s Level Question
1. Knowledge: Debate the benefit of persuasive writing.
2. Analysis: Identify persuasive advertising copy.
3. Analysis: Identify persuasive presentations or speeches.
4. Evaluate: Edit and finalize the essay.
5. Evaluate: Defend your position and opinion in the essay and in
17
your oral presentation.
End/Sharing/Summarizing: (Whole group or small group)
Present the final essay in an oral presentation to the class.
Differentiation Component
Remember to identify your differentiation component. Provide evidence of planning for
differentiation of content, process or product to meet the varied needs/strengths/interest of your
students.
Differentiating Strategies (3-4 strategies; describe how you will group students. Include
brief descriptions of how your objective is reached using the strategy.)
Activating: Discuss types of advertising you feel made a great impact on you or caused you or
buy a product.
Independent Study
Project: Persuasive ad copy
Flow chart
Topic
Criteria
Timeline
Research
Journal
Prepare Presentation
Each group will discuss each presentation and evaluate prior to teacher presentation.
Formative assessment is utilized throughout the unit and clearly
informs instruction
At least 5 examples:
1. Review and grade the student’s daily journal for content and writing mechanics.
2. Peer editing using rubrics for evaluation and divided into diverse groups with varying
knowledge levels to share the evaluations.
3. Individualized Study Project: final essay and oral presentation.
4. Graphic organizers.
5. Identification and Debate of persuasive techniques in writing and presenting.
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Learning Unit Assessment
Component Distinguished Proficient Basic Unsatisfactory
Content Content is aligned with GPS Generally clear alignment Lacks clarity in alignment Missing key
and is exceptionally clear. with GPS objectives with with QCC/GPS objectives and components.
Learning activities directly most learning activities and most learning activities and/or
related to student attainment assessments directly related to the assessments directly
of standards. Organized attainment of standards. related to students’ attainment
around a substantive concept Content is organized around a of the standards Content is
and learning very clearly leads concept and is partially organized around a concept
to an understanding of the developed in the learning but is incomplete in the
concept. Objectives are activities. Objectives are development of the learning
clarified to thoroughly and clarified to partially articulate activities. Objectives are
completely articulate understandings stated as clarified to partially articulate
understandings sated as generalizations, knowledge understandings stated as
generalizations, knowledge, and skills. generalizations, knowledge
and skills. and skills
Essential Questions clearly and Questions generally Questions inaccurately Missing key
accurately communicate the communicate the learning communicate the learning components.
Question learning objectives, provide objectives and are only objectives, and are somewhat
the central focus, and inspire somewhat interesting. interesting with little
student interest. connection to the learning
objectives.
Assessment The product or performance The product or performance The product or performance Missing key
task is very clearly written to task is generally written to task is not written to provide components.
provide the opportunity for provide the opportunity for the opportunity for authentic
completely authentic work and completely authentic work and work and occasionally
clearly assesses the unit partially assesses the unit assesses the unit objectives.
objectives. The scoring rubric objectives. The scoring rubric
thoroughly describes the partially describes the
dimensions, criteria, and dimensions, criteria, and
levels of quality. Formative levels of quality. Formative
assessment used consistently assessment used partially
throughout the unit. throughout the unit.
Acquisition Implements all of the key Lesson uses most of the key Lesson uses some of the key Missing key
components: Activating components: Activating components or does not use components.
Lesson strategies, collaborative pairs, strategies, distributed guided strategies effectively.
graphic organizers and practice, collaborative pairs,
summarizing strategies. graphic organizers and
summarizing strategies.
Extending/ Lesson is thoroughly Lesson is substantially Lesson is partially developed, Missing key
developed, highly engaging, developed, generally somewhat engaging, and/or components.
Refining and effectively include higher engaging, and primarily does not use strategies
Lesson level thinking skills such as includes higher level thinking effectively.
compare/contrast, induction, skills such as
decision-making, etc. compare/contrast, induction,
requiring students to decision-making, etc.
demonstrate their knowledge. requiring students to
demonstrate their knowledge.
Graphic Creatively and effective use of Effective use of graphic Graphic organizers are Missing key
graphic organizers which organizers that enable students present, but not effective for components.
Organizers enable students to comprehend to comprehend and visualize increasing student
and visualize information. information. Organizers comprehension and/or long-
Organizers provide structure provide some structure for term memory.
for long and short-term long and short-term memory.
memory and produce learning
effects that are substantial.
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Persuasive Essay Rubric
Student_________________ Date____________ Class_____________
Evaluated by____________________ Total Points__________
Actual GA 5 4 3 2 1 Tota
Writing l
Assessment
Scores
Consistent focus Consistent Generally Limited Lack of focus
on topic and focus on consistent focus on on assigned
purpose; topic and focus on topic topic and topic and
supporting ideas purpose; and purpose; purpose; purpose;
fully elaborated supporting most supporting absence of
and relevant; ideas supporting ideas vague, supporting
Ideas uses genre- developed ideas general, ideas; lacks a
appropriate and relevant; developed / and/or sense of
strategies response relevant; undeveloped completeness;
appropriate response ; response response
to assigned generally does not inappropriate X2
genre appropriate to show genre to genre
genre awareness
Introduction Logical Generally clear Organizing No evidence of
engages; sequencing sequence of strategy organizing
conclusion of ideas ideas; generally strategy;
provides closure; across parts introduction is formulaic; unclear
effective and of paper; clear and minimal sequence of
various introduction conclusion evidence of ideas; lacks
transitions used; sets stage; provides sequencing; introduction
transitions conclusion closure; may lack or and/or
Organizati extend beyond ends piece related ideas use conclusion;
use of without generally ineffective lack of
on transitional repetition; grouped in introduction transitions
phrases and logical paragraphs or
words grouping of transitions link conclusion; X1
ideas in parts of the limited use
paragraphs; paper of transitions
varied
transitions
used
Carefully crafted Language Language and Language Language and
phrases and and tone tone generally and tone are tone are flat;
sentences create consistent consistent with uneven; word choice is
sustained tone; with purpose; word word choice inaccurate or
varied, precise, purpose; choice is simple confusing; no
and engaging word choice generally and apparent
Style language; precise and engaging; ordinary; voice; lack of
extensive variety engaging; voice clear and inconsistent sentence
of sentence consistent appropriate; voice; little variety
structure, length, and some variation variation in
and beginnings distinctive in sentence sentence X1
voice; length and structure
sentences structure and length
vary in
length and
structure
Clear and correct Correct s/c/x Sentences Simple Frequent
s/c/x sentences sentences generally sentences fragments and
with correct end with correct correct; some formed run-ons; end
punctuation; end errors in c/x correctly; punctuation
20
variety of punctuation; sentences; end incorrect or
subordination correct occasional run- punctuation lacking;
Mechanic and coordination
strategies;
usage with
few errors;
ons or
fragments;
missing or
incorrect;
frequent and
severe errors
s and correct usage correct generally frequent in usage and
and mechanics in mechanics correct usage errors in mechanics;
Conventio variety of with few and mechanics errors interfere
contexts; errors; errors mechanics; and usage; with or obscure X1
ns infrequent (if any) generally few errors errors meaning
errors minor and interfere with interfere with
do not meaning meaning
interfere with
meaning
Teacher Comments: Total
25
21
Presentation Rubric
Student_________________ Date____________ Class_____________
Evaluated by____________________ Total Points__________
Evaluating Student Presentations
1 2 3 4 Total
Difficult to Difficulty following Information in
Information in
understand presentation; logical, interesting
Organization presentation; poor student jumps logical sequence;
sequence;
easy to follow.
sequence. around. audience can
follow easily.
Student does not Student
Student is
have good Student is at demonstrates full
uncomfortable with
understanding of ease and knowledge by
Subject questions, and is
information; answers all answering all class
Knowledge student cannot able to answer
questions, but questions with
only rudimentary
answer questions fails to elaborate. explanations and
questions.
about subject. elaboration.
Student Student's graphics
Student uses Student's
occasionally uses explain and
superfluous graphics relate to
Graphics graphics or no
graphics that rarely
text and
reinforce screen
support text and text and
graphics presentation.
presentation. presentation.
Student's Presentation has Presentation has
Presentation has
presentation has three misspellings no more than two
no misspellings or
four or more and/or misspellings
Mechanics spelling and/or grammatical and/or
grammatical
errors.
grammatical errors. grammatical
errors. errors.
Student
Student
maintains eye Student maintains
Delivery/Eye Student reads occasionally uses
contact most of eye contact with
notes/report with eye contact, but
Contact the time but audience, seldom
no eye contact. still reads most of
frequently returns returning to notes.
notes/report.
to notes.
Student mumbles, Student's voice is Student's voice is Student uses a
incorrectly low. Student clear. Student clear voice and
Elocution pronounces terms, incorrectly pronounces most correct, precise
and speaks too pronounces terms. words correctly. pronunciation of
quietly for students Audience Most audience terms so that all
22
in the back of members have members can audience
class to hear. difficulty hearing hear members can hear
presentation. presentation. presentation.
Total Points:
23
