| Teacher Page |
Background Information:
1. Communication Arts 1 - Speaking and
writing standard English
(including grammar, usage, punctuation, spelling, capitalization)
2. Communication Arts 5 - Comprehending and evaluating the content and
artistic
aspects of oral and visual presentations
3. Communication Arts 6 - Participating in formal and informal
presentations
and discussions of issues and ideas
4.
Science Goal 1:2 - Conduct research to answer questions and evaluate
information and ideas
5. Science Goal 1:4 - Use technological tools and other resources to
locate,
select,
and organize information
6. Science Goal 2:1 - Plan and make written, oral and visual
presentations for
a variety
of purposes and audiences
7. Science Goal 2:4 - Present perceptions and ideas regarding works of
art,
humanities
and sciences
8. Science Goal 2:5 - Perform or produce works in the fine and
practical arts
9. Science Goal 3:1 - Identify problems and define their scope and
elements
10.Science Goal 3:6 - Examine problems and proposed solutions from
multiple
perspectives
11. Science Goal 4:6 - Identify tasks that require a coordinated effort
and work with others to complete
those tasks
Grading Robric for Poster of Tourist Map:
|
Category |
4 |
3 |
2 |
1 |
|
Require Elements |
The poster
includes all required elements as well as
any
additional
information. |
All required
elements
are included on the poster. |
All but 1 of the
required elements are included on the poster. |
Several required
elements were missing. |
|
Content -Accuracy |
At least 5
accurate
facts are displayed on the poster |
At
least 4 accurate facts are displayed on the poster. |
3 accurate facts
are
displayed on the poster. |
Less than 3
accurate
facts are displayed on the poster. |
|
Use of Class Time |
Uses time well
during
each class period. Focuses on getting the project done. |
Uses time well
during
each class period. Usually focuses on getting the project done. |
Uses some of the
time
well during each class period. There was some focuses on getting the
project done. |
Did not use
class time
to focus on the project. |
|
Attractiveness |
The poster is
exceptionally attractive in terms of design, layout, and neatness. |
The poster is
attractive in terms of design, layout and neatness. |
The poster is
acceptably attractive though it may be a bit messy. |
The poster is
distractingly messy or very poorly designed. It is not attractive. |
|
Grammar |
There are no
grammatical mistakes on the poster. |
There is 1
grammatical
mistake on the poster. |
There are 2
grammatical mistakes on the poster. |
There are more
than 2
grammatical mistakes on the poster. |
|
Total: |
20 |
15 |
10 |
5 |
|
Category |
4 |
3 |
2 |
1 |
|
Writing-Grammar |
There are no
grammatical mistakes in the brochure. |
There are no
grammatical mistakes in the brochure after feedback from presentation. |
There are 1-2
grammatical mistakes in the brochure even after feedback from
presentation. |
There are
several grammatical mistakes in the brochure even after feedback from
presentation. |
|
Writing-Organization |
Each section in
the brochure has a clear beginning, middle, and end. |
Almost all
sections of the brochure have a clear beginning, middle and end. |
Some sections of
the brochure have a clear beginning, middle and end. |
Less than half
of the sections of the brochure have a clear beginning, middle, and end. |
|
Spelling &
Proofreading |
No spelling
errors remain after one person other than the typist reads and corrects
the brochure. |
No more than
1 spelling error remains after one person other than the typist reads
and corrects the brochure. |
No more than 3
spelling errors remain after one person other than the typist reads and
corrects the brochure. |
Several spelling
errors in the brochure. |
|
Attractiveness
& Organization |
The brochure has
exceptionally attractive formatting and well-organized information. |
The brochure has
attractive formatting and well-organized information. |
The brochure has
well-organized information. |
The brochure’s
formatting and organizations of material are confusing to the reader. |
|
Graphics/Pictures |
Graphics go well
with the text and there is a good balance of text and graphics. |
Graphics go well
with the text, but there are so many that they distract from the text. |
Graphics go well
with the text, but there are too few and the brochure seems
“text-heavy.” |
Graphics do not
go with the accompanying text or appear to be randomly chosen. |
|
Total: |
20 |
15 |
10 |
5 |