|
|
|
|
|
|
|
|
Presentation has twelve slides, including title and reference slides. Presentation is between 7 and 10 minutes long.
|
Presentation may not have twelve slides, but does include title and reference slides. Presentation is 6 minutes long.
|
Presentation has 8-10 slides, may be missing title slide but does include reference slide. Presentation is 5 minutes long.
|
Presentation has less than 8 slides, may be missing title slide but does include reference slide. Presentation is 4 minutes or less OR more than 11 minutes long.
|
|
|
Student has thoroughly explored, analyzed, and explained 3-5 aspects of a culture, making connections among those areas.
|
Student has thoroughly explored, analyzed, and explained at least 3 aspects of a culture.
|
Student has thoroughly explored and explained 3 aspects of a culture.
|
Student has explored and attempted to explain 3 aspects of a culture.
|
|
|
Presentation contains 2 or more appropriate graphics that enhance the quality of the presentation and add to the audience's understanding.
|
Presentation contains 2 appropriate graphics that enhance the quality of the presentation.
|
Presentation contains 2 appropriate graphics.
|
Presentation contains less than 2 graphics. Graphics may not be appropriate.
|
|
|
Information is very organized, focused, and easy to follow with a logical progression of ideas.
|
Information is organized, focused, and easy to follow.
|
Information may be organized but may lack focus and be difficult to follow.
|
Information is not organized, lacks focus, and is difficult to follow.
|
|
|
All sources meet evaluation requirements of accuracy, authority, objectivity, currency, and coverage.
|
All sources meet at least 4 of the 5 evaluation criteria.
|
Most sources meet at least 4 of the 5 evaluation criteria.
|
Sources lack evaluation and fall short of meeting necessary criteria.
|
|
|
Font formats (e.g., color, bold, italics, size) have been carefully planned to enhance readability and content. Background does not detract from text or other graphics. Choice of background is consistent from slide to slide and is appropriate for the topic.
|
Font formats have been carefully planned to enhance readability. Background does not detract from text or other graphics. Choice of background is consistent from slide to slide.
|
Font formatting has been carefully planned to complement the content. It may be a little hard to read. Background does not detract from text or other graphics.
|
Font formatting makes it very difficult to read the material. Background makes it difficult to see text or competes with other graphics on the page.
|
|
|
Uses vivid diction and a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience's vocabulary, explaining potentially unfamiliar words.
|
Uses a varied vocabulary that is appropriate for the audience and explains most potentially unfamiliar words.
|
Uses a varied vocabulary that is occasionally a little too simple for the audience. Attempts to explain some potentially unfamiliar words.
|
The vocabulary was not varied OR was routinely inappropriate for the intended audience. Does not explain potentially unfamiliar words.
|
|
|
Student speaks loudly and is easily heard. Makes eye contact throughout the presentation with all sections of the audience. Discusses subject matter rather than reading directly from slides.
|
Student speaks loudly. Makes eye contact most of the time and with most of the audience. Discusses subject matter and only occasionally reads directly from slides.
|
Student may be difficult to hear sometimes. Sometimes makes eye contact. May discuss subject matter but often reads directly from slides.
|
Student is often difficult to hear or understand. Does not look at people during the presentation. Reads directly from slides.
|
|
|
All sources (information and graphics) are accurately documented in MLA format.
|
All sources (information and graphics) are accurately documented, but a few are not in MLA format.
|
All sources (information and graphics) are accurately documented, but many are not in MLA format.
|
Some sources are not accurately documented.
|
|
|
Listens intently. Does not make distracting noises or movements. Engages in supportive behaviors, such as asking questions and applauding.
|
Listens intently. Engages in supportive behaviors, such as applauding.
|
Sometimes does not appear to be listening but is not distracting.
|
Sometimes does not appear to be listening and has distracting noises or movements.
|
