Questions for Self Reflection
We will be asking our students the following questions throughout the seven week process.
Some questions will be asked during whole group meetings, while others will be asked in written self reflections.

Curricular Issues
What is the message you are communicating to your audience?
What is the purpose of your project?

 

Time Frame
What factors helped your group stay on schedule?
What changes did you make along the way?
What problems and successes did your group face this week?
In what ways did your classmates and teacher give you suggestions on how to improve your project?
Do you wish that you had been given more time to work on this project? What else would you have done?

Student Direction
How did you select the information to include?
How did your teacher or your classmates help?

Multimedia
Which types of special effects did you include? (e.g. graphics, animation, sound effects, voice recordings?)
Do your special effects relate to the message of your project?
What media problems did you encounter?

Audience
Who is your audience?
How did you choose information and media to capture your audience's attention?

Collaboration
How did your group decide who would do each job?
How did the whole team contribute to this project?
How did you resolve problems within your team?

Assessment
What did you learn during this project? (e.g., about concepts, media, teamwork)
What will you do differently during your next multimedia project?

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Collaboration Rubric

 
Excellent
Good
Satisfactory
Needs Improvement

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares with, and supports the efforts of others Often listens to, shares with, and supports the efforts of others, but sometimes are not a good team member. Rarely listens to, shares with, and supports the efforts of others.
Contributions Routinely provides useful ideas when participating in group and in classroom discussions. Contributes a lot of effort Usually provides useful ideas when participating in the group and in classroom discussions. Good group member and tries hard Sometimes provides useful ideas when participating in the group and in classroom discussions. Does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. Does not participate in group work.
Focus on the task Consistently stays focused on the task and what needs to be done. Focuses on the task and what needs to be done most of the time. Other group members can count on the person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes remind this person to stay on task. Rarely focuses on the task and what needs to be done. Lets others do the work.

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.
Content of Work
(Upper Grade)

 
Excellent
Good
Satisfactory
Needs Improvement
Summary Section

Accurately identified the main problem and how it was resolved.


Thoughtfully analyzed how the relationships of main characters contribute to the plot of the story.

Accurately identified the main problem, but does not necessarily explain the resolution.

Analyze how the relationships of main characters contribute to the plot of the story.

Identified a problem that occurs in the story, but does not necessarily explain the resolution.

Compare/contrast the main characters of the story, and briefly correlate plot to characters.

Failed to identify the main problem and/or failed to explain how it was resolved.

Identify main characters of the story.

Connection to the Real World

Accurately identified the theme of the book. Sites several relevant examples.

Thoughtfully correlates the theme to real world events.

Identified the theme of the book, and sites at least one relevant example.


Correlates the theme to real world events.

 

Identified the theme of the book, but does not site any examples from the text.


Attempts to correlate the theme to real world events.

Failed to identify the theme of the book.


Fails to correlate the theme to real world events.


Personal Recommendation
Identifies high and low points of book. Site several concrete & descriptive examples to support opinion.
Thoughtfully reflects on the book. Frequently justifies opinion by referencing text and/or personal experience.
Identifies high and low points of book. Sites at least one concrete & descriptive example to support opinion
Reflects on the book. Justifies opinion by referencing text and/or personal experience.
Identifies high and low points of book. Sites examples to support opinion
Reflects on the book. Rarely justifies opinion by referencing text and/or personal experience.
Fails to identify high and low points of book. Does not site examples to support opinion
Reflects on the book. Fails to justify opinion by referencing text and/or personal experience.

Multimedia Component
PowerPoint project is dynamic & creative. Thoughtful use of graphics, sound effects, color, and animation. PowerPoint project is dynamic & creative. Some thoughtful use of graphics, sound effects, color, and animation PowerPoint project is complete, but basic. Use of graphics, sound effects, color, and animation PowerPoint project is incomplete. Inappropriate use of graphics, sound effects, color, and animation.

Storyboards
Storyboards are thorough and completed by scheduled due date. Storyboards are completed by scheduled due date Storyboards are completed after due date. Storyboards are incomplete.
Storyboards
Conventions & Quality of Writing
Little to no spelling or grammatical errors. Writing is engaging and organized Little to no spelling or grammatical errors. Writing is mostly engaging and organized Some spelling and grammatical errors. Writing is somewhat engaging and organized Many spelling or grammatical errors. Writing is not engaging nor organized

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.Presentation Rubric

 

  Excellent Good Satisfactory Needs
Improvement
Preparedness Has obviously rehearsed and is completely prepared. Appears to be prepared, but needs a few more rehearsals Somewhat prepared, but it is clear that rehearsal was lacking. Is not at all prepared to present.
Speaks Clearly Speaks clearly and distinctly all of the time (95-100%) and mispronounces no words. Speaks clearly and distinctly all of the time (95-100%) but mispronounces one word. Speaks clearly and distinctly most of the time (85-94%). Mispronounces one word. Cannot be understood and often mumbles
OR
Mispronounces more than one word.
Comprehension Able to accurately answer all questions posed by classmates and teacher about topic. Able to accurately answer most questions posed by classmates and teacher about topic. Able to accurately answer few questions posed by classmates and teacher about topic. Unable to accurately answer questions posed by classmates and teacher about topic.

Posture &
Eye Contact
Looks relaxed, stands up straight and is confident.
Establishes eye contact with the audience during presentation.
Stands up straight and establishes eye contact with the audience during presentation. Sometimes stands up straight and establishes eye contact with audience. Slouches or does not look at audience during presentation.
Volume Volume is heard by all audience members throughout presentation. Volume is loud enough to be heard by all audience members at least 90% of the time Volume is loud enough to be heard by all audience members at least 80% of the time. Volume is often too soft to be heard
by all audience members.

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Content Rubric
(Primary)

  Excellent Good Satisfactory Needs
Improvement
Setting & Characters Describes setting and characters in detail. Identifies genre of book Describes setting & characters in minor detail. Identifies setting and characters using
1-2 words.
Does not identify setting, characters, nor genre.

Sequence of Events
Using 4-5 sentences for each section, student clearly describes in detail the story’s sequence of events Using 3-4 sentences for each section, student describes the story’s sequence of events. Using 1-2 sentences for each section, student describes the story’s sequence of events. Student only uses 1 sentence per section to describe sequence of events.
Story Board Writing on story board is neatly written and without errors. Sequence of events is clear. Writing on story board has 1-2 errors but is neatly written Sequence of events is clear. Writing on storyboard has 3 or more errors. Handwriting is slightly difficult to read. Sequence of events is clear. Writing on story board has 3 or more errors . Handwriting is difficult to read. Sequence of events is unclear.
Personal Recommendation Identifies high and low points of book and why or why not they would recommend it to someone else.
Justifies opinion by referencing text to personal experience
Identifies high and low points of book.
Justifies opinion by referencing text to personal experience
Identifies only high OR low point of book. Fails to identify high and low points of book.
Multimedia Component PowerPoint project is dynamic & creative. Thoughtful use of graphics, sound effects, color, and animation. PowerPoint project is dynamic & creative. Some thoughtful use of graphics, sound effects and color. PowerPoint project is complete, but basic. Use of graphics and color only. PowerPoint project is incomplete. Inappropriate use of graphics, sound effects, color, and animation.
Conventions and Quality of Writing Little to no spelling or grammatical errors. Writing is engaging and organized Little to no spelling or grammatical errors. Writing is mostly engaging and organized Some spelling and grammatical errors. Writing is somewhat engaging and organized. Many spelling or grammatical errors. Writing is not engaging nor organized

 

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