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. |