Day One:
Day Two:
Day Three:
Day Four - Day Six:
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CATEGORY
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4
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3
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2
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1
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Speaks Clearly
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Speaks clearly and distinctly all (100-95%) the time, and mispronounces no
words.
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Speaks clearly and distinctly all (100-95%) the time, but mispronounces
one word.
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Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no
more than one word.
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Often mumbles or can not be understood OR mispronounces more than one
word.
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Volume
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Volume is loud enough to be heard by all audience members throughout the
presentation.
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Volume is loud enough to be heard by all audience members at least 90% of
the time.
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Volume is loud enough to be heard by all audience members at least 80% of
the time.
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Volume often too soft to be heard by all audience members.
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Uses Complete Sentences
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Always (99-100% of time) speaks in complete sentences.
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Mostly (80-98%) speaks in complete sentences.
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Sometimes (70-80%) speaks in complete sentences.
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Rarely speaks in complete sentences.
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Vocabulary
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Uses vocabulary appropriate for the audience. Extends audience vocabulary
by defining words that might be new to most of the audience.
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Uses vocabulary appropriate for the audience. Includes 1-2 words that
might be new to most of the audience, but does not define them.
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Uses vocabulary appropriate for the audience. Does not include any
vocabulary that might be new to the audience.
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Uses several (5 or more) words or phrases that are not understood by the
audience.
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Posture and Eye Contact
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Stands up straight, looks relaxed and confident. Establishes eye contact
with everyone in the room during the presentation.
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Stands up straight and establishes eye contact with everyone in the room
during the presentation.
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Sometimes stands up straight and establishes eye contact.
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Slouches and/or does not look at people during the presentation
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________________________________________________________________________________________________________________
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CATEGORY
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4
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3
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2
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1
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Preparedness
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Student is completely prepared and has obviously rehearsed.
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Student seems pretty prepared but might have needed a couple more
rehearsals.
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The student is somewhat prepared, but it is clear that rehearsal was
lacking.
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Student does not seem at all prepared to present.
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Content
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Shows a full understanding of the topic.
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Shows a good understanding of the topic.
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Shows a good understanding of parts of the topic.
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Does not seem to understand the topic very well.
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Comprehension
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Student is able to accurately answer almost all questions posed by
classmates about the topic.
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Student is able to accurately answer most questions posed by classmates
about the topic.
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Student is able to accurately answer a few questions posed by classmates
about the topic.
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Student is unable to accurately answer questions posed by classmates about
the topic.
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Props
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Student uses several props (could include costume) that show considerable
work/creativity and which make the presentation better.
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Student uses 1 prop that shows considerable work/creativity and which make
the presentation better.
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Student uses 1 prop which makes the presentation better.
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The student uses no props OR the props chosen detract from the
presentation
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______________________________________________________________________________________________________________
World History:
Key Idea 3:
Study of the major social, political
and
cultural contributions in world history which involves learning about
the important roles and contributions of individuals and groups.
• analyze the roles and contributions of individuals and groups to social,
political, economic and cultural practices and activities.
• explain the dynamics of cultural change and how interactions between and among
cultures has affected various cultural groups throughout the world.
• examine the social/cultural, political and economic norms and
values of Western and other world cultures.
Key
Idea 4:
The skills of historical analysis include the
ability to investigate differing and competing interpretations of the theories
of history; hypothesize about why interpretations change over time; explain the
importance of historical evidence, and understand the concepts of change and
continuity over time.
• identify historical problems, pose
analytical questions or hypotheses, research analytical questions or test
hypotheses, formulate conclusions or generalizations, raise new questions or
issues for further investigation.
• interpret and analyze documents and artifacts related to significant developments and events in world history.
• plan and organize historical research projects related to regional or global interdependence.
• analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts (Taken from National Standards for World History).
Economics:• analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources.
• define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems.
• understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits.
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maintained in accordance with Shenendehowa's web publishing guidelines by
Miss Conway and
Mr. Vaccaro