CURRENT EVENT RUBRIC
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The rubric provides criteria for evaluating a current event presentation on a 20 point scale. It evaluates students based on their two-column notes, written summary, oral presentation skills, and timely submission of their chosen article. Strong performances include comprehensive notes, a complete multi-sentence summary with transitions and main ideas in phrases, an easy to understand presentation offering an opinion on the article and why it was chosen.
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The response provides a comprehensive summary of the document in 3 sentences:
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Here are revised versions without unnecessary words:
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Chapter Summary Rubric Your assignment is to write a summary ove
Chapter Summary Rubric
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Category
5-4
3
2
1-0
Identifies
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Student lists at all of the main points of the chapter and identifies the evidence, conjecture supporting the main points of the chapter.
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Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
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The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
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The response provides a comprehensive summary of the document in 3 sentences:
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Student presented a PowerPoint presentation on an assigned topic. Based on the rubric, the presentation was well organized with major points fully supported by arguments, ideas, and data. The slides used large, easy to read fonts with good contrast between text and background. Each slide contained one relevant high-quality image to help explain the content. Sources were properly cited in a bibliography. The student used the slides as prompts to narrate the presentation and answered all questions clearly about the subject.
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The rubric assesses student work on a jigsaw activity across four criteria:
1) Accuracy of information presented, ranging from mostly inaccurate to accurate and demonstrating clear understanding.
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3) Ability to teach assigned topic to group members, ranging from communicating very little to presenting all main ideas clearly.
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The document provides instructions for a career presentation assignment. Students must create a 5-7 minute PowerPoint presentation with at least 10 slides to present on January 18, 2010. The presentation should include information about a particular career, the typical career path, an interview, and the student's personal reaction. It will be graded based on criteria such as button navigation, background, graphics, sounds, originality, formatting, accuracy, spelling/grammar, sequencing, effectiveness, and inclusion of the required elements. Failure to present on the due date could result in failing the quarter.
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The document provides instructions for a class assignment on Charles Dickens. Students are asked to:
1) Complete a questionnaire about Dickens' life and works.
2) Create a PowerPoint presentation with key facts about Dickens' life, his most famous works, and the Victorian era.
3) Write a 100-120 word biography of Dickens in a word processing program.
Resources on Dickens' life, works, and the Victorian era are provided to help students complete the assignment. The assignment will be evaluated based on criteria like attractiveness, content, organization, and originality of the PowerPoint and biography.
Chapter Summary Rubric Your assignment is to write a summary ove
Chapter Summary Rubric
Your assignment is to write a summary over one chapter from the book Why We Get Sick: the new science of Darwinian Medicine by R. Neese and G.Williams
Due Date
Sunday evenings at or before 6pm
Summary Requirements
A good summary accurately describes the main point(s) and important details of the chapter. Look at the section headings and use them to organize your summary.
In order to be accurate and concise the writer must be thoroughly familiar with the original work. If too long, a summary may be paraphrasing the original work, but if too short, important details may be left out. Paraphrasing is not allowed nor is using quotations from the text itself. Think 500 words, no more.
Hints
· Read and reread chapter as many times as necessary to gain a full understanding of the chapter.
· Opinions are unnecessary. For example, “I thought the part about radioactivity was really interesting” is largely irrelevant.
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· Always use present tense to discuss the chapter and facts from the chapter.
· When referring to the chapter always capitalize the title and place it in quotation marks. Do not use italics.
· In summarizing, identify the main ideas and supporting information.
· Is the main idea conjecture or is there direct evidence for it from the literature?
· How many ideas are presented in the chapter, are all of these present in your summary.
· If examples are given supporting the author’s hypotheses or conjecture, are they mentioned in your summary?
· Explain what the examples illustrate.
· Identify the recurring theme in the chapters. All told, is the author’s thesis credible? Is the evidence or conjecture sufficient to support their thesis.
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· If you had to summarize what was covered in the chapter to your Grandmother, what points would you highlight and what evidence/conjecture would you mention?
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Chapter Summary Rubric
Category
5-4
3
2
1-0
Identifies
Important
Information
Student lists at all of the main points of the chapter and identifies the evidence, conjecture supporting the main points of the chapter.
The student lists some of the main points, but only a few are main ideas while the others are not.
The student has only 1 main point and highlights unimportant points.
The student cannot identify important information with accuracy.
Summarization
Student uses paragraphs in their own words to describe clearly what all ...
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The document provides instructions for a career presentation assignment. Students must create a 5-7 minute PowerPoint presentation with at least 10 slides to present on January 18, 2010. The presentation should include information about a particular career, the typical career path, an interview, and the student's personal reaction to the career. A grading rubric is provided that evaluates elements like buttons/navigation, backgrounds, graphics, sounds, originality, formatting, accuracy, spelling/grammar, sequencing, effectiveness, and inclusion of the required elements.
Affixes
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The document provides rubrics for assessing student presentations and research. The presentation rubric evaluates delivery, meeting requirements, content, and originality. A well-rehearsed delivery that holds attention scores highest. The research rubric examines quality of information, sourcing, mechanics, and diagrams. Providing detailed information with proper citations and accurate diagrams receives the top scores.
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The document rates a presentation on various criteria from 20 to 5, with 20 being the highest score. It evaluates categories like background, subject, content accuracy, spelling and grammar, effectiveness, and the presenter. An effective presentation would score between 15-20, with a score of 10 still being adequate. A score below 10 would need improvements in areas like missing elements, inaccuracies, lack of organization or presence. The presentation scored here meets most criteria for use in an actual educational environment. It also included a discussion of using online teaching tools in classrooms.
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
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Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
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This document contains scoring rubrics and categories for evaluating various classroom activities in a Methods course. It includes rubrics for activities such as role plays, writing letters, debates, making magazines, oral presentations, and designing menus. Each rubric has 4 categories (4 being the highest score, 1 being the lowest) to assess different elements of the activities, such as use of props, grammar, organization, comprehension, and adherence to requirements. The document provides teachers with a way to systematically evaluate student performance across multiple interactive activities.
Similar to CURRENT EVENT RUBRIC (20)
Brenda Guyer Honors Chapter 22 wwi personal interest activity rubric update...
Brenda Guyer Honors Chapter 22 wwi personal interest activity rubric update...
Chapter Summary Rubric Your assignment is to write a summary ove
Chapter Summary Rubric Your assignment is to write a summary ove
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Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
More from MsAquilini
Day 36
The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
Day 36
The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
Day 36
The economists on Frontline said that President Bush's fiscal policy led to problems and the recession. They believed that tax cuts and spending increases under Bush led to growing budget deficits, which contributed to the recession. The document then provides notes on estimating GDP, including definitions of GDP, how it is calculated using the expenditure and income approaches, and what is included in national income accounts.
Day 35
The document provides examples and definitions related to different types of unemployment (structural, cyclical, frictional, seasonal) and inflation (types, sources, impacts). It defines inflation as an increase in prices, and describes how inflation reduces the value of money. It identifies demand-pull and cost-push inflation as two sources of inflation, and notes inflation creates problems when unexpected.
Day 34
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as being laid off or their employer going out of business.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They can only receive benefits for a limited time period of 6 months to incentivize finding new work and not rely on benefits long-term.
For example, I would provide benefits to John who worked at a factory for 10 years but was laid off when the plant closed. However, I would not provide benefits to Sally who quit her job as a receptionist because she did not like her
Day 34
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as due to layoffs or business closures rather than being fired for cause.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They must have a valid work history, having been steadily employed for at least 6 months to a year prior to losing their job to qualify.
For example, John who worked at a factory for 3 years but was laid off last month due to the plant closing would qualify for benefits because he lost his job through no fault of his own. However, Susan who quit
Day 34
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as being laid off or their employer going out of business.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They can only receive benefits for a limited time period of 6 months to incentivize finding new work and not rely on benefits long-term.
For example, John who worked at a factory for 10 years should receive benefits after being laid off when the factory closed down. However, Steve who quit his job after 2 months to follow his dream of becoming a musician should not be eligible for
Unit 4 day one
The document outlines an agenda that includes: 1) writing a reflection on a field trip to the Federal Reserve, 2) taking two-column notes and writing a summary on business cycles, and 3) creating a quiz and graphic organizer on the business cycle with a partner. The objectives are to distinguish the two phases of the business cycle and different types of economic indicators.
Le febvre aqulini shark tank
This document outlines the steps for a business plan project where students will create a business proposal to pitch to investors. There are 5 main components: 1) Designing a business card and logo. 2) Creating a letterhead and introductory business letter. 3) Developing two advertisements using formats like radio, brochure, etc. 4) Writing a company plan addressing the business idea, target consumers, competition, promotion strategy, jobs, and financing. 5) Presenting the full business proposal to "sharks" in an 8-10 minute pitch and being prepared to answer questions. The goal is to convince the investors to support the proposed business venture.
Business project
The document outlines the requirements for a business project that students must complete during their Unit 3 economics class. Students are tasked with researching a local business to learn about how it operates and contributes to the local economy. The project requires students to provide information on the business owner, type of business, products/services, history, facilities, employees, community involvement, competitors and future goals. Students must present this information on a poster with their name and sources cited. The project is due on January 3rd and will be graded based on a rubric assessing content, analysis, synthesis and competency.
Day 23
The document discusses several factors that impact a worker's wages including differences in training, education, experience, abilities, geographic location, and potential discrimination. It also discusses the historical role of labor unions in protecting workers' rights and outlines key laws like the Wagner Act that protect the right to unionize and the Taft-Harley Act that allowed right-to-work laws. The document then explains concepts like collective bargaining and binding arbitration between unions and employers.
Day 8 ccp
The document outlines the agenda for an economics class which includes finishing a research mini project, discussing government assessments, and reviewing for a test on Friday. Students are also reminded that project presentations are due on Thursday.
Day 8 acc
The document outlines the agenda for a class which includes a quick sharing activity, finishing a research mini project, learning about government assessments, and reviewing for a test on Friday. Students also have a project presentation due on Thursday.
Comic rubric
This document provides a rubric for assessing a supply and demand comic assignment. The rubric evaluates students on content, analysis, synthesis, and demonstrating competency. For strong performance, the comic would use in-depth content terms and facts to effectively answer the essential question. It would include a logical analysis and use most key terms in an effective structure. The illustration would demonstrate an effective grasp of the target competency. Proficient and basic performance are also described.
Supply and demand pp
This document provides an agenda and learning objectives for a lesson on supply and demand. It begins with having students identify an opportunity cost from their weekend. The agenda then lists reviewing a DO NOW, taking supply and demand notes, and creating a cartoon demonstrating how natural disasters or holidays affect product prices. Key concepts defined include demand, quantity demanded, supply, quantity supplied, the laws of demand and supply, equilibrium, excess supply, and excess demand.
Production possibilites frontier
The production possibilities frontier (PPF) is a model that shows the maximum output combinations of two goods an economy can produce while efficiently using its limited resources. It assumes an economy can produce two goods using two factors of production and shows the trade-offs involved in making one good versus the other. Points inside the PPF curve represent attainable combinations but resources are not being fully utilized, while points outside are unattainable given the resources.
Day 4
This document provides an agenda and learning objectives for an economics lesson. It includes a DO NOW asking students to define scarcity and discuss its importance. The agenda has 5 items: 1) DO NOW, 2) Review notes and an article, 3) Take notes on economic systems, 4) Learn about scarcity and opportunity cost, 5) Complete a factors of production chart. It lists 3 learning objectives: 1) Identify factors of production, 2) Explain scarcity's role in trade-offs and opportunity cost, 3) Give examples of opportunity cost from their own lives.
Factors of production
This document outlines the key factors of production: land/natural resources which refer to the natural resources used to produce goods and services, labor which is the human effort and skills that contribute to production, capital which consists of manufactured goods used to produce other goods and services, and entrepreneur which is someone who combines the other factors of production and takes the risk to organize a business to produce goods or services.
What is opportunity cost
Opportunity cost refers to the potential benefits that are forgone when choosing one alternative over another. For example, if someone chooses to attend college instead of entering the workforce, their opportunity cost includes the salary, experience, and savings they could have earned. Additionally, if a company chooses to spend money on expanding its factory, the opportunity cost is the profits that could have been earned by investing that money elsewhere instead.
Day 3
1. Students are to complete questions from a hurricane Sandy article, take two-column notes from their civics books on specific pages, and answer selected questions from the notes.
2. Students will create a crossword puzzle in partners using economic terms.
3. The teacher reminds students to keep assigned work in their binders and that some assignments can be done with partners while others need to be individual work.
More from MsAquilini (20)
CURRENT EVENT RUBRIC
- 1. Current Event Rubric POSSIBLE POINTS: 20 Strong- 5 Proficient- 4/3 Basic- 2 Weak- 1 Two Column Notes Notes list all the main ideas Notes list most of the main Notes list only some of the Notes list very few of the of the article in the left hand ideas of the article in the left main ideas of the article in main ideas. The main ideas column. Details for all of hand column. Details for the left hand column. Some are supported on the right main ideas are filled in on most of the main ideas are details for the main ideas hand side with little to no the right hand side. filled in on the right hand are filled in on the right detail. side. hand side. Summary Summary is complete. It Summary is mostly Summary is missing some Summary is missing most includes an introductory complete. Summary elements. Summary may be elements. Summary does sentence and transition includes an introductory missing an introductory not include introductory words. The main ideas of sentence and transition sentence or transition sentence or transition the article are written in words. Most of the main words. Summary is missing words. Summary is missing phrase form. ideas of the article are some main ideas or main most main ideas or main written in phrase form. ideas are not written in ideas are not written in phrase form. phrase form. Presentation Student is easy to hear and Student is mostly easy to Student is somewhat easy to Student is difficult to hear understand. Student hear and understand. hear and understand. and understand. Student summarizes article and Student summarizes the Student summary is summary is missing offers his/her opinion on article and summary is somewhat complete. elements. Student needs to the piece. Student includes mostly complete. Student Student needs to be be prompted to offer explanation of why he/she offers his/her opinion on prompted to offer opinion opinion on the piece and an chose the article. the piece and an on the piece and an explanation for why he/she explanation of why he/she explanation for why he/she chose the piece. chose the article. chose the piece. Article/ Broadcast Article is attached (if from a Article/ URL is late by one Article/ URL is late by two Article is not attached or attached newspaper) or URL is day. days. URL is not given. written down on two- column notes.