You will be presenting this campaign to Miss O'Connell and your classmates. We will become the overseers of the games and will vote (silently on paper) for our top three favorite Districts to host the games. (This vote will NOT affect your grade on this WebQuest.) The winning District from each class will be displayed for an entire quarter.
The remaining task requirements are due from each student on ______________________. Any projects or papers handed in late will be deducted points (3 points each day from the final grade).
You will recieve four grades for this WebQuest: 1 grade for your propaganda campaign which will be doubled (Task #3), 1 grade for your "day-in-a-life" essay" (Task #2), and 1 grade for your final essay (Task #4).
Rubrics for Evaluating WebQuest:
- Propaganda Campaign
3 | 2 | 1 | 0 | |
PRESENTATION Media type | Students create an original, accurate and interesting product that adequately addresses the issue. | Students create an accurate product that adequately addresses the issue. | Students create an accurate product but it does not adequately address the issue. | The product is not accurate. |
MAIN POINTS | Well developed main points. Supporting examples are concrete and detailed. The narrative is developed with a consistent and effective point-of-view, showing the story in detail. | Majority of main points are related to the thesis, but one may lack details. The narrative shows events from the author's point of view using some details. | Main points are present. The narrative shows the events, but may lack details. | Poor development of ideas. The narrative is undeveloped, and tells rather than shows, the story. |
ORGANIZATION Structure | Logical progression of ideas with a clear structure that enhances the thesis. | Logical progression of ideas. | Organization is clear. | No discernable organization. |
STYLE Sentence flow, variety Diction | Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. | Writing is clear and sentences have varied structure. Diction is consistent. | Writing is clear, but sentences may lack variety. Diction is appropriate. | Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction. |
INTERNET RESEARCH SKILLS | Students include 3 or more high-quality examples or pieces of data to support their campaign. | Students include at least 2 high-quality examples or pieces of data to support their campaign. | Students include at least 1 high-quality example or piece of data to support their campaign. | Students include no high-quality examples or pieces of data to support their campaign. |
Introduction/Conclusion _______ Main Points _______ Organization _______ Style _______ Mechanics _______ Total Points ______ = grade of ______ | Grade Equivalent (15 points maximum): A = 13 - 15 points B = 10 - 12 points C = 7 - 9 points D = 4 - 6 points F = 0 - 3 |
- Essay Rubric
3 | 2 | 1 | 0 | |
INTRODUCTION STATEMENT CONCLUSION | Well-developed introduction engages the reader and creates interest. Contains background information. Conclusion effectively wraps up and goes beyond restating the thesis. | Introduction creates interest. Conclusion effectively summarizes topics. | Introduction adequately explains the background, but may lack detail. . Conclusion is recognizable and ties up almost all loose ends. | Background details are a random collection of information, unclear, or not related to the topic. Conclusion does not summarize main points. |
MAIN POINTS | Well developed main points directly related to the thesis. Supporting examples are concrete and detailed. The narrative is developed with a consistent and effective point-of-view, showing the story in detail. | Majority of main points are related to the thesis, but one may lack details. The narrative shows events from the author's point of view using some details. | Main points are present. The narrative shows the events, but may lack details. | Poor development of ideas. The narrative is undeveloped, and tells rather than shows, the story. |
ORGANIZATION Structure Transitions | Logical progression of ideas with a clear structure that enhances the thesis. Transitions are mature and graceful. | Logical progression of ideas. Transitions are present equally throughout essay. | Organization is clear. Transitions are present. | No discernable organization. Transitions are not present. |
STYLE Sentence flow, variety Diction | Writing is smooth, skillful, coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. | Writing is clear and sentences have varied structure. Diction is consistent. | Writing is clear, but sentences may lack variety. Diction is appropriate. | Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction. |
MECHANICS Spelling, punctuation, capitalization | Punctuation, spelling, capitalization are correct. No errors. | Punctuation, spelling, capitalization are generally correct, with few errors. (1-2) | A few errors in punctuation, spelling, capitalization. (3-4) | Distracting errors in punctuation, spelling, capitalization. |
Introduction/Conclusion _______ Main Points _______ Organization _______ Style _______ Mechanics _______ Total Points ______ = grade of ______ | Grade Equivalent (15 points maximum): A = 13 - 15 points B = 10 - 12 points C = 7 - 9 points D = 4 - 6 points F = 0 - 3 |
