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4
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3
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2
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1
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PowerPoint Presentation
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10 or more slides are included. They are completed in a bulleted format with no more than 4 bullets per slide. Every slide has a picture and may even include a video.
A do now, exit ticket, and work cited slide is included.
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At least 10 slides are completed, but it is not in bullet formatting making it difficult to read OR it is missing some pictures making it less interesting.
A do now, exit ticket, and work cited slide is included.
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The PowerPoint is less than 10 slides AND it is not in bullet formatting making it difficult to read OR it is missing some pictures making it less interesting OR it is missing a do now, exit ticket, and work cited slide is included.
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The PowerPoint is not complete and is not in the correct format and is missing the do now, exit ticket, or work cited page.
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Lesson Components
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All 7 lesson components are included and effort was clearly put in to completing each component.
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All 7 lesson components are included but effort was lacking on one or more components.
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One or two lesson components are missing.
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Three or more lesson components are missing.
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Organization
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Students present information in logical, interesting sequence which audience can follow.
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Students present information in logical sequence which audience can follow.
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Audience has difficulty following presentation because students jump around.
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Audience cannot understand presentation because there is no sequence of information.
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Subject Knowledge
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Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration and are able to ask high order questions as well.
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Students are at ease with expected answers to all questions, but fail to elaborate.
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Students are uncomfortable with information and are able to answer only rudimentary questions.
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Students do not have grasp of information; students cannot answer questions about subject.
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Graphics
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Students’ graphics explain and reinforce screen text and presentation.
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Students’ graphics relate to text and presentation.
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Students occasionally use graphics that rarely support text and presentation.
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Students use superfluous graphics or no graphics.
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Mechanics
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Presentation has no misspellings or grammatical errors.
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Presentation has no more than two misspellings and/or grammatical errors.
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Presentation has three misspellings and/or grammatical errors.
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Students’ presentation has four or more spelling errors and/or grammatical errors.
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Eye Contact
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Students maintain eye contact with audience, seldom returning to notes.
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Students maintain eye contact most of the time but frequently return to notes.
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Students occasionally use eye contact, but still read most of report.
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Students read all of report with no eye contact.
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Articulation
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Students use a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
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Students’ voices are clear. Students pronounce most words correctly. Most audience members can hear presentation.
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Students’ voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation.
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Students mumble, incorrectly pronounce terms, and speaks too quietly for students in the back of class to hear.
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Group Cooperation
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All members work well together all of the time; assist others when needed.
Team is on task all of the time.
Does not need any teacher reminders.
Each member listens well to other members. Each member speaks in friendly and encouraging tones.
All members contribute equally, and some even contribute more than was required.
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Members work well together most of the time.
Team is on task most of the time. Does not need any teacher reminders.
All members listen to each other and speak to each other in equal amounts.
All members contribute equally.
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Members work well together some of the time. Some teacher intervention needed.
Team is on task some of the time. Needs teacher reminders.
Members need some teacher intervention to be able to listen to each other and speak to each other appropriately.
All members contribute, but some contribute more than others.
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Teacher intervention needed often to help group cooperate.
Team needs frequent teacher reminders to get on task.
Members need frequent teacher intervention to listen to each other and speak to each other appropriately.
One or more members do not contribute.
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