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August 25 2015

IntégréTéléchargement
August 28 2015
Warm
Up
Write down three problems
colonist would face on
a trip to Mars.
Learning
Target
I can identify reasons for European
exploration and colonization of
North America by wringing a
persuasive advertisement.
Activity
1) Class discussion: Who would want
to go to Mars? Why?
2) Write down three reasons why
settlers would want to colonize North
America?
3) Class discussion: Why would some
one want to go to Plymouth or
Jamestown?
Closing
Question
Write a persuasive advertisement
encouraging settlers to colonize
Jamestown or Plymouth.
Grading Rubric
Academic
Vocabulary
•
•
•
•
Colonization
Democracy
Economic
Founded
Academic
Vocabulary
Idea
Development
Depth of
Thought
Use of
Language
Presentation
4
Writer demonstrates clear
understanding of assigned
academic vocabulary, using
it in context to develop
writing’s ideas.
The ideas are effective
because of specific and wellchosen details and
examples, adding substance
and interest to the writing.
Unique views are presented.
The writing expertly
presents insightful
connections to the real
world and/or attempts to
extend the prompt to new
learning.
Writer’s word choice and
sentences are purposeful,
varied, and well controlled,
enhancing the effectiveness
of the writing. Consistent
command of appropriate
grammar, spelling,
capitalization, and
punctuation are strengths.
3
2
1
Writer demonstrates
Writer correctly presents
Writer does not present
understanding of assigned assigned academic vocabulary
assigned academic
academic vocabulary and
but primarily as a definition. vocabulary or incorrectly
uses it appropriately in
uses it in context.
context.
The ideas are sufficient
Minimal ideas that reflect
Insubstantial ideas
because details and
little/no thoughtfulness. It is
because the writer’s
examples used are specific
superficial because the
response is not related
and appropriate, adding
details/examples are not
to the prompt and/or is
substance to the writing. appropriate or are too briefly or vague or confused. No
Response is original.
partially presented.
examples used to
develop ideas.
The writing presents a
The writing presents a
The writing does not
thoughtful response clearly simplistic response and does
attempt to go beyond
presenting ideas which
not attempt to present valid
definitions or presents
connect to the course
connections to the course
only a simplistic
and/or to the real world.
and/or to the real world.
response to the prompt.
Writer’s word choice is, for
the most part, clear and
specific. Sentences are
varied and adequately
controlled, contributing to
the effectiveness of the
writing. Adequate
command of appropriate
grammar, spelling,
capitalization and
punctuation.
Writer turns in neatly
Writer turn in assignment
presented assignment which
on time that is legible,
responds effectively to the
complete, and responds
task and exhibits care and
appropriately to the task.
effort to present learning.
Writer demonstrates partial
command of appropriate
sentence structures, grammar,
spelling, capitalization, and
punctuation. Conventions do
not prevent reader from
determining the writing’s
purpose or content.
Writer’s effectiveness is
significantly limited by
simplistic sentences and
little or no command of
appropriate grammar,
spelling, capitalization,
punctuation.
Writer turns in assignment that
is only partially complete,
messy/illegible, late, or does
not respond appropriately to
the task.
Writer fails to submit
the assignment.
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