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Rob Belprez

MLA Argumentative Research Paper - Common Core - 0 views

www.essaytagger.com/rubric

mla research rubric essaytagger common core

shared by Rob Belprez on 20 Dec 13 - No Cached
  • Rob Belprez on 20 Dec 13
     
    It's a work in progress, and my first go at making one, but here's an essaytagger.com Common Core compatible rubric for ELA 11-12 Argumentative writing
Todd Finley

Overview of Bob Broad's Dynamic Criteria Mapping (2005) - 3 views

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diigo criteria mapping dynamic assessment

shared by Todd Finley on 16 Nov 09 - Cached
  • Todd Finley on 16 Nov 09
     
    [DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this
Andrew Spinali

http://parcconline.org/sites/parcc/files/Grade%206-11%20ELA%20Expanded%20%20Rubric%20FO... - 0 views

parcconline.org/...ND%20NARRATIVE%20WRITING_0.pdf

shared by Andrew Spinali on 20 May 13 - No Cached
    • Andrew Spinali
      Andrew Spinali on 20 May 13
       
      Rubric for PARCC writing assessments. 
Ms. Nicholson

Africa: Names And Nations Of Note | Free Lesson Plans | Teachers | Digital textbooks an... - 0 views

www.discoveryeducation.com/...-names-and-nations-of-note.cfm

world literature african history background links discussion questions 9-12 high school free lesson lesson plans plans africa resources south

shared by Ms. Nicholson on 16 Jul 13 - No Cached
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      Look at the names in Things Fall Apart.  
  • Now divide the class into groups of four, and have each group select an African nation to investigate. Explain that each group will be creating a poster on its country. The poster should be divided into four sections, with a small map of the country (with the capital labeled) in the center. The group will be responsible for creating the map, but each member of the group will provide information for each of the four sections: Name origin and information Colonization information Current data and statistics Significant historical events
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      Regions of Nigeria for Things Fall Apart. Regions in South Africa for Cry, the Beloved Country.
  • ...9 more annotations...
  • Each student should research the information for his or her section and complete the poster. Use the evaluation rubric to clarify your expectations before the students begin working.
  • Discuss and define some of the factors involved in colonization. Why do people colonize other places? 2. Throughout history, colonization has had both positive and negative effects. Consider and discuss these in light of the countries you have studied.
  • What are some of the problems that could arise for a country after it achieves independence? What are some of the consequences and responsibilities resulting from independence?
  • What should the role of the United Nations be in supporting and including nations that have achieved independence in the latter part of the 20th century? 7. Compare colonization in Africa with colonization in other parts of the world.
  • Spotlight on Africa Have students imagine they are producers for a news show called This Week in Africa . Ask the students to follow news about Africa for one week and develop a 30-second spot of about 60 to 75 words. Have them "present" their spots to the class. Africa Online provides an effective daily resource for this information (see Internet sites under Materials). After their presentations, categorize major news stories according to whether they show positive or negative aspects of the influence of the nations' colonial pasts.
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      CCSS Speaking and Listening, Writing, Nonfiction texts.
  • Education, Intrigue, and Enjoyment! Ask your students to create travel brochures inviting other high school students to join an expedition to an African country. Explain that their brochures must be interesting and informative to both students and parents. Students should highlight geographic, cultural, educational, and entertainment features this expedition would offer.
  •    imperialism
  •    ethnocentric
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