Page 97 - SpringBoard_ELA_CA_Smapler_Flipbook

Creating a biographical embedded
presentation
aSSeSSmeNT 2
SCOrING GUIDE
Scoring
Exemplary
Proficient
Emerging
Ideas
Criteria
The presentation
• clearly describes in detail the subject’s
character and personal history and includes specific examples of the choices, actions, and words that made him or her a great leader
• shows extensive evidence of research conducted
• maintains focus
on the main points of the summary
and effectively communicates to the intended audience.
The presentation:
• describes the
subject’s character and personal history and includes examples of the choices, actions, and/or words that made him or her a great leader
• contains evidence of research conducted
• focuses on the main
points and clearly communicates to the intended audience.
The presentation
• contains little
information
and neglects to make clear what distinguishes the subject as a great leader
• contains minimal evidence of research conducted.
Incomplete
The presentation
• provides no clear
sense of what distinguishes the subject as a great leader
• contains no evidence of research conducted.
Structure
The presentation
• uses well-chosen and
relevant visuals with explanatory captions, and includes
photos, tables, and/ or charts created
and interpreted by
students
• shows collaborative
group work to present the project, using all members effectively
• contains a precise annotated bibliography, a well- written summary
of relevant source information, and a description of how each source was evaluated and assisted the research.
The presentation
• uses a variety of relevant visuals
created or interpreted
by the students
• shows collaborative
group work to present the project with equal division of work
• contains an annotated bibliography of sources with few errors, a summary of source information, and a description
of how each source was evaluated
and assisted the research.
The presentation
• contains few visuals
or visuals that are not
clear in their purpose
• shows that the
group did not work collaboratively to present the project
• may be missing sources or have incorrect citations (multiple errors in conventions and/ or spelling), a minimal summary of the information contained in the source, and/or
an inadequate description of how each source assisted the research.
The presentation
• may be lacking
visuals
• shows little or no
collaboration among
group members
• is missing sources or has numerous errors
in citations, a minimal or no summary of
the information contained in sources, and/or no description of how each source assisted the research.
SL.7.4: Present claims and findings (e.g., M 9781457304637_TCB_LA_SE_L7_U3_P4.indd 245
argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CA
Unit 3 • Choices and Consequences
245
eMBeDDeD aSSeSSMenT 2 continued
6 Rehearsing and Presenting: Set a deadline for projects to be ready for peer evaluation. On this day, put each research group with at least one other group to present, respond, and reflect on their projects. Remind them to revisit the Scoring Guide
to be sure they have met specific criteria.
7 On the due date, have the audience members take notes on the graphic organizer provided.
8 After each presentation, call on individuals to respond, comment, or ask questions. After each group answers the questions, encourage the class to applaud each of the presentations.
cOMMOn cOre STaTe STanDarDS
SL.7.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify informa13t/i0o4/1n5 .2:38 PM
Additional Standards Addressed:
W.7.5, W.7.7, SL.7.1a, SL.7.1c, SL.7.1d, SL.7.2
Unit 3 • Choices and Consequences 245
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.