|
|
1
|
2
|
3
|
4
|
|
|
Organization
|
Audience cannot understand
presentation because there is no sequence of information
|
Audience has difficulty
following presentation because student jumps around
|
Student presents information
in logical sequence which audience can follow
|
Student present information
in logical, interesting sequence which audience can
follow
|
____
|
|
Visuals
|
Student used no visuals;
or visuals of low quality
|
Student occasional
used visuals that rarely supported themes
|
Visuals relate to text
and presentation but are not interesting
|
Student used visuals
to reinforce screen text and presentation
|
____
|
|
Mechanics
|
Student's presentation
had four or more spelling errors and/or grammatical
errors.
|
Presentation had three
misspellings and/or grammatical errors.
|
Presentation has no
more than two misspellings and/or grammatical errors
|
Presentation has no
misspellings or grammatical errors.
|
____
|
|
Music
|
Student doesn't use
music to help support presentations or themes; Bad quality
|
Student used music
but was unrelated to presentations
|
Student used music
related to presentation but had bad quality
|
Student used music
that helped audience understand themes and presentation.
|
____
|
|
Content Knowledge
|
Presentation shows
student does not have content knowledge about the characters
or the themes
|
Presentation shows
student is uncomfortable with information
|
Presentation shows
student understands certain facts about the book but
fails to elaborate
|
Student demonstrated
full knowledge with elaborations.
|
____
|
| |
|
|
|
Total---->
|
____
|