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Checkmate - Chess in the Classroom | Educational Chess Activites for Students

Checkmate

Evaluation:

Group Rubric

Task

1

2

3

4

Works cooperatively in a group setting:

Routinely shares useful ideas as a group and in classroom discussion. Group members consistently work cohesively and contribute a lot of effort.

Group members usually provide useful ideas when participating in the group and in classroom discussion. This a strong group that tries hard. Group works well cooperatively most of the time.

A satisfactory group that does what is required. Group comes up with some useful ideas. Group members works cooperatively some of the time.

Rarely provides useful ideas when participating in the group and in classroom discussion. Group members may refuse to participate.

Demonstrates ability to locate information both on and offline and note taking skills:

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.   Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Demonstrates ability to interpret and create a time line.

Successfully reads and interprets all of the information read in documents. Is able to answer all questions by reading documents. Successfully places dates in sequential order. Events and dates are correctly placed on a timeline using the Timeliner application. Reads and interprets much of the information read in documents. Is able to answer most of the questions by reading documents without teacher assistance. Places dates in sequential order. Events and dates are correctly placed on a timeline using the Timeliner application. Reads and interprets some of the information read in documents without teacher assistance. Is able to answer some of the questions by reading documents. Places dates in sequential order. Events and dates are correctly placed on a timeline using the Timeliner application. Needs much to reads and interpret information in documents. Is not able to answer questions by reading documents. Places dates in sequential order. Events and dates are incorrectly placed on a timeline. Has difficulty using the Timeliner application.

Prepares and presents a written report.

All topics are addressed and all questions answered. Information clearly relates to the main topic. It includes several supporting details and/or examples. Information is very organized with well-constructed paragraphs. Understands the meaning of and is able to use all vocabulary words in context. All topics are addressed and most questions answered. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information is organized with well-constructed paragraphs. Understands the meaning of and is able to use most vocabulary words in context. All topics are addressed, and many questions answered. Information clearly relates to the main topic. No details and/or examples are given. Information is organized, but paragraphs are not well-constructed. Understands the meaning of and is able to use many vocabulary words in context. One or more topics or questions were not addressed. Information has little or nothing to do with the main topic. The information appears to be disorganized. Does not understand the meaning of and fails to use vocabulary words correctly in context.

Presents an oral report.

Group members speak clearly and distinctly all (100-95%) the time, and mispronounce no words. Students are able to accurately answer almost all questions posed by classmates about the topic. Group members speak clearly and distinctly all (100-95%) the time, but mispronounce one word. Students are able to accurately answer most questions posed by classmates about the topic. Group members speak clearly and distinctly most (94-85%) of the time. Mispronounce no more than one word. Students are able to accurately answer a few questions posed by classmates about the topic. Group members often mumble or can not be understood OR mispronounce more than one word. Students are unable to accurately answer questions posed by classmates about the topic.

Understands what life was like in medieval times.

Is able to describe in much detail what life in medieval times were like. Can fully explain the relationship between chess pieces and how they portray medieval life. Can relate chess pieces to what part of medieval life they represent . Is able to describe what life in medieval times were like. Can explain the relationship between chess pieces and how they portray medieval life. Can relate chess pieces to what part of medieval life they represent . Is able to describe some aspects of life in medieval times. Can see the relationship between chess pieces and how they portray medieval life but cannot explain clearly. Can relate chess pieces to what part of medieval life they represent . Is not able to describe what life in medieval times were like. Can not explain or understand the relationship between chess pieces and how they portray medieval life. Can relate some chess pieces to what part of medieval life they represent .

Writes a skit or play.

Play is related to the assigned topic and allows the reader to understand much more about the topic. Group devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the play wonderful. Group demonstrates a complete understanding of the elements of a play and incorporates all of the elements. There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking.   Most of the play is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Group devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Group demonstrates a good understanding of the elements of a play and incorporates many of the elements. There is too much dialogue in this story, but it is always clear which character is speaking.   Play is related to the assigned topic, but a reader does not learn much about the topic. Group devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Group somewhat demonstrates an understanding of the elements of a play and incorporates some of the elements. There is not quite enough dialogue in this story, but it is always clear which character is speaking. No attempt has been made to relate the play to the assigned topic. Group devotes little time and effort to the writing process. Doesn't seem to care. Group does not demonstrate an understanding of the elements of a play and fails to incorporates these elements. It is not clear which character is speaking.

Acts out a skit or play.

Facial expressions and body language generate a strong interest and enthusiasm about the play in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the play in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in play being presented.

Note: Many of the rating descriptions are taken from Rubistar.

In addition to using rubrics, students in this unit may be evaluated based on teacher observation of students playing chess, doing research, working in cooperative groups, and planning their skits. Assessments may also be done by interviewing students as they play and work. Of course, tests related to chess rules, history, and medieval life may be given.

 

 

 

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