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TIPS FOR TEACHERS / RUBRIC and SCORING TOOL FOR GROUP'S PERFORMANCE / MARYLAND LEARNING OUTCOMES AND INDICATORS TIPS
FOR TEACHERS 1. Students will
not be able to find evidence on the Web for a few references under the
various topics. Warn students that,
although nearly all the references can be checked for accuracy, some cannot
be found. Students will need to
base their judgment about the novel's accuracy on limited information. Discuss
this with students, and ask students to suggest other possible non-Web
sources that might have the needed information. 2. After you have
reviewed the task and process and considered your time constraints, you
may want to limit your group's topics to only two or three; you may want
to also omit Step 3, comparing characters' viewpoints or simply discuss
those viewpoints based on what students have learned from other instructional
sources. 3. If students are
puzzled by a reference's meaning, direct them back to the novel to check
the overall context of the quoted citation. The
reference page numbers are from the 21st Bantam paperback edition
of April Morning first copyrighted in 1961. This
is the edition most often found in schools. But
check your students' copies to make sure the pages are the same. 4. The graphic organizers
included in the WebQuest are only suggestions and can be omitted or modified
as needed. 5. The rubric is
designed to emphasize the content of the students' letters rather than
the form. This is because this task
may not allow students much time for revision and editing. If
the task is done in conjunction with language arts, or if more time is
allotted for revision and editing, the rubric score weights should be adjusted. Note:
Students should see the rubric before drafting their letters. RUBRIC AND SCORING
TOOL SCORING GROUP'S PERFORMANCE Possible score
points:12 Score point 12:
The writer/s state a
clear position with reason/s that support
that position. The writer/s use
evidence
from checking the accuracy of the novel to support their reasons. The
writer/s present their information a well organized fashion. The
writer/s uses language and information that fits the needs of the audience
who will be reading a newspaper letter to the editor. The
writer/s make language choices (vocabulary, sentence style) that
improve the appeal of the letter to a reader.
The writer/s state
a clear position with reason/s that support that position. 0 1 2 3 4 The writer/s use
evidence
from checking the accuracy of the novel to support their reasons. 0 1 2 3 4 The writer/s present
their information a well organized fashion. 0 1 2 The writer/s uses
language and information that fit the needs of the audience who
will be reading a newspaper letter to the editor. The
writer/s make language choices (vocabulary, sentence style) that
improve the appeal of the letter to a reader. 0 1 2
MARYLAND
LEARNING OUTCOMES AND INDICATORS Social Studies MLO
1Social
Studies Skills Language Arts
MLO 2 Writing: Students will demonstrate ability to write to persuade by selecting and organizing relevant information, establishing and argumentative purpose, and designing an appropriate strategy for an identified audience. INDICATORS: 1. Create an organizing structure that balances all aspects of the piece and make effective transitions between sentences and descriptions to unify key ideas and make the message or theme clear to the reader. 2. Write letters that address audience needs, stated purpose, and context in a clear and efficient manner and adhere to stated purposes. 7. Support all statements and claims with relevant anecdotes, descriptions, facts, statistics, and/or specific examples.
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