|
|
1
|
2
|
3
|
4
|
|
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Presentation Quality
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Speaker demonstrates
very little poise, vocal support, clarity of diction,
or confidence.
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Speaker demonstrates
some poise, vocal support, clarity of diction, and confidence.
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Speaker demonstrates
appropriate poise, vocal support, clarity of diction,
and confidence.
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Speaker demonstrates
developed poise, vocal support, clarity of diction,
and confidence.
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____
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Depth/Accuracy of
Information
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Information is extremely
basic. May come from only one high-quality resource
or several unreliable resources. Appropriate citations
are not given. Minimal explanation supports information.
|
Information is from
a variety of highly-qualified resources and contains
some details. Basic citations are given. Information
is more surface-level, with little depth.
|
Information is from
a variety of highly-qualified resources and contains
many details. Appropriate citations are given. In-depth
explanations are given to explain the work.
|
Information is from
a variety of highly-qualified resources and contains
above average details. Appropriate citations are given.
In-depth explanations are given to explain the work.
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____
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Inclusion of Creative/Engaging
Teaching Element
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Student has planned
some type of activity for their presentation. This activity
may lack depth, creativity or connection to the topic.
Student is not prepared with all materials for the creative
teaching element.
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Student has planned
a pre or post activity for their presentation. Student
is prepared with some materials for the creative teaching
element.
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Student has planned
a basic and relevant pre and post activity for their
presentation. Student is prepared with all materials
for the creative teaching element.
|
Student has planned
an engaging and relevant pre and post activity for their
presentation. Student is prepared with all materials
for the creative teaching element. Activities demonstrate
higher-level connections.
|
____
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|
Makes Connections
to the Unit as a Whole
|
Presentation or activity
make surface connections connections between topic and
unit as a whole. Presentation and activity might make
basic personal connections to the presenter or individual
classmates.
|
Presentation or activity
makes basic connections between topic and unit as a
whole. Presentation and activity might make personal
connections to the presenter or individual classmates.
|
Presentation and activity
both make connections between topic and unit as a whole.
Presentation and activity also make personal connections
to the presenter or individual classmates.
|
Presentation and activity
both make thoughtful, relevant, and well-developed connections
between topic and unit as a whole. Presentation and
activity also make personal connections to the presenter
and individual classmates.
|
____
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Includes Personal
Response
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Personal response is
incredibly basic, not explained. 2 sentences or less.
|
Personal response can
be inferred from the presentation but is not obvious
or is underdeveloped.
|
Personal response to
the topic is present in the presentation.
|
Thoughtful and well-developed
personal response to the topic is an obvious component
of the presentation.
|
____
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| |
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Total---->
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____
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