21st Century Student Outcomes - New Providence … · New Providence School District 21. st Century Skills ‐ Resource Guide 21st Century Student Outcomes (represented by the rainbow)

New Providence School District 21st Century Skills‐ Resource Guide 21st Century Student Outcomes (represented by the rainbow) are the knowledge, skills, and expertise students should master to succeed in work and life in the 21st century. These skills are separated into in the following elements:

LEARNING AND INNOVATION SKILLS INFORMATION, MEDIA/TECHNOLOGY SKILLS LIFE AND CAREER SKILLS CORE SUBJECTS AND 21st CENTURY THEMES (Links to student outcomes as defined by the Partnership for 21st Century Skills)

Links below are to UbD unit materials and rubrics in the areas of Learning and Innovation Skills, Information, Media and Technology Skills, and Life andCareer Skills, and should be incorporated into classroom instruction with the mastery of Core Subjects and 21st Century Themes

Links to UbD Planning Documents

LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

INFORMATION LITERACY MEDIA LITERACY ICT LITERACY

LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF‐DIRECTION SOCIAL AND CROSS‐CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY

Links to 21st Century Skills Rubrics

CORE SUBJECTS ENGLISH, READING OR LANGUAGE ARTS WORLD LANGUAGES ARTS MATHEMATICS ECONOMICS SCIENCE GEOGRAPHY HISTORY GOVERNMENT AND CIVICS

21st CENTURY THEMES GLOBAL AWARENESS FINANCIAL, ECONOMIC, BUSINESS AND ENTREPRENEURIAL LITERACY CIVIC LITERACY HEALTH LITERACY ENVIRONMENTAL LITERACY

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http://www.corestandards.org/the-standards/english-language-arts-standards

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_WorldLang.aspx

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Visual.aspx

http://www.corestandards.org/the-standards/mathematics

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx




https://www13.state.nj.us/NJCCCS/ContentAreaTableView_21st.aspx




https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Health.aspx

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx

Partnership for 21st Century Learning – Student Outcomes LEARNING AND INNOVATION SKILLS

Document Links Home Page Student Outcomes Rubrics

CREATIVITY AND INNOVATION (Link to UbD materials) Think Creatively

• Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas • View failure as an opportunity to learn; understand that creativity and innovation is a long‐term, cyclical process of small successes and frequent mistakes

Implement Innovations • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

CRITICAL THINKING AND PROBLEM SOLVING (Link to UbD materials) Reason Effectively

• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Use Systems Thinking

• Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems Make Judgments and Decisions

• Effectively analyze and evaluate evidence, arguments, claims and beliefs • Analyze and evaluate major alternative points of view • Synthesize and make connections between information and arguments • Interpret information and draw conclusions based on the best analysis • Reflect critically on learning experiences and processes

Solve Problems • Solve different kinds of non‐familiar problems in both conventional and innovative ways • Identify and ask significant questions that clarify various points of view and lead to better solutions

COMMUNICATION AND COLLABORATION Communicate Clearly ‐ Written Language Oral Language (Link to UbD materials)

• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact • Communicate effectively in diverse environments (including multi‐lingual)

Collaborate with Others (Link to UbD materials) • Demonstrate ability to work effectively and respectfully with diverse teams • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

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INFORMATION, MEDIA, AND TECHNOLOGY SKILLS INFORMATION LITERACY Access and Evaluate Information (Link to UbD materials)

• Access information efficiently (time) and effectively (sources) • Evaluate information critically and competently

Use and Manage Information (Link to UbD materials) • Use information accurately and creatively for the issue or problem at hand • Manage the flow of information from a wide variety of sources • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

MEDIA LITERACY Analyze Media (Link to UbD materials)

• Understand both how and why media messages are constructed, and for what purposes • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs And behaviors • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media

Create Media Products (Link to UbD materials) • Understand and utilize the most appropriate media creation tools, characteristics and conventions • Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi‐cultural environments

ICT (Information, Communications and Technology) LITERACY Apply Technology Effectively (Link to UbD materials)

• Use technology as a tool to research, organize, evaluate and communicate information • Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY (Link to UbD materials) Adapt to Change

• Adapt to varied roles, jobs responsibilities, schedules and contexts • Work effectively in a climate of ambiguity and changing priorities

Be Flexible • Incorporate feedback effectively • Deal positively with praise, setbacks and criticism • Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi‐cultural environments

INITIATIVE AND SELF‐DIRECTION (Link to UbD materials) Manage Goals and Time

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• Set goals with tangible and intangible success criteria • Balance tactical (short‐term) and strategic (long‐term) goals • Utilize time and manage workload efficiently

Work Independently • Monitor, define, prioritize and complete tasks without direct oversight

Be Self‐directed Learners • Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise • Demonstrate initiative to advance skill levels towards a professional level • Demonstrate commitment to learning as a lifelong process • Reflect critically on past experiences in order to inform future progress

SOCIAL AND CROSS‐CULTURAL SKILLS (Link to UbD materials) Interact Effectively with Others

• Know when it is appropriate to listen and when to speak • Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds • Respond open‐mindedly to different ideas and values • Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

PRODUCTIVITY AND ACCOUNTABILITY (Link to UbD materials) Manage Projects

• Set and meet goals, even in the face of obstacles and competing pressures • Prioritize, plan and manage work to achieve the intended result

Produce Results • Demonstrate additional attributes associated with producing high quality products including the abilities to: Work positively and ethically, Manage time and projects effectively, Multi‐task, Participate actively, as well as be reliable and punctual, Present oneself professionally and with proper etiquette, Collaborate and cooperate effectively with teams, Respect and appreciate team diversity, and Be accountable for results

LEADERSHIP AND RESPONSIBILITY (Link to UbD materials) Guide and Lead Others

• Use interpersonal and problem‐solving skills to influence and guide others toward a goal • Leverage strengths of others to accomplish a common goal • Inspire others to reach their very best via example and selflessness • Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others • Act responsibly with the interests of the larger community in mind

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RUBRICS FOR 21ST CENTURY LEARNERS

LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION (Link to UbD materials) • Questioning information • Adaptability • Imagine diverse perspectives • Drawing conclusions/design products • Evaluation • Risk factor

CRITICAL THINKING AND PROBLEM SOLVING (Link to UbD materials)

• Analyze information • Organize information • Synthesize information

COMMUNICATION (Link to UbD materials) COMMUNICATION SKILLS – PRODUCT ASSESSMENT Written Communication • Written Language – General • Cause and Effect Essay • Compare/Contrast Essay • Editorial • Persuasive Writing • Reflective Essay • Research Report • Thesis Paper • Citation and Documentation (plagiarism) Oral Communication • Oral Language – General • Debate • Interview • Oral Presentation Supported by Media Content

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• Informative Speech • Persuasive Speech Document Links

Home Page Student Outcomes Rubrics

• Listening Skills COLLABORATION (Link to UbD materials)

• Dialog for understanding • Respect for diversity • Teamwork • Initiative and focus

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

• INFORMATION LITERACY (Link to UbD materials) • Formulate a thesis • Identify and access information resources • Evaluate information • Citation and Documentation Skills (plagiarism) • Citation and Documentation Format

MEDIA LITERACY (Link to UbD materials) • Analyze Media Message

ICT LITERACY (Link to UbD materials) • Blogs • Data and Graphing • Desktop Publishing • Excel • Graphic Organizers • Movie Maker • Multimedia Presentation • Photostory • Podcast • Video Project

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• Virtual Simulation • Webquest • Wiki • Word Processing

LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY (Link to UbD materials) INITIATIVE AND SELF‐DIRECTION (Link to UbD materials) SOCIAL AND CROSS‐CULTURAL SKILLS (Link to UbD materials) PRODUCTIVITY AND ACCOUNTABILITY (Link to UbD materials) LEADERSHIP AND RESPONSIBILITY (Link to UbD materials) • Self‐Assessment‐‐Monitor Inquiry Process • Self‐Assessment –Productivity and Growth • Self‐Assessment—Use of Assistance • Self‐Assessment for Research Project • Decision Making • Ethical Considerations • Leadership • Global Awareness

http://www.sdst.org/shs/library/resrub.html

Information Literacy Skills for the 21st Century Learner

P21 LEARNING AND INNOVATION SKILLS: Critical Thinking and Problem Solving P21 IMT SKILLS: Information Literacy – Access and evaluate information P21 LIFE AND CAREER SKILLS: Flexibility and Adaptability

I. Inquiry Skills Enduring Understandings

A. The inquiry process involves the use of multiple literacies: textual, digital, visual and technological. B. The inquiry process requires the ability to locate, select, evaluate and use information appropriately and effectively.

Essential Questions 1. How do I develop and refine a range of questions to frame the search for new understanding? 2. In what formats is information available? 3. How do I locate and select information sources? 4. How do I choose what technology tools to use and when Is it appropriate to use them in the inquiry process? 5. How do I know what to believe from what I hear, read, and see in the information sources I find? 6. By what criteria do I evaluate information in selected sources? 7. How do I determine the authority of an information source?

Big Idea: Inquiry involves using prior knowledge and new information that is both accurate and relevant to answer questions and solve problems.

Indicators: Building upon skills gained in preceding grades… The seventh or eighth grade student will be able to: • Formulate questions/problems based upon key ideas or areas of focus about a topic. • Analyze state and support what is already known, observed or experienced and determine what

information is needed to support the investigation and answer the questions. • Revise or refine the question or problem as needed to arrive at a manageable topic. The ninth or tenth grade student will be able to: • With guidance, use an inquiry‐based process for expanding content knowledge, connecting academic

learning with the real world, and pursuing personal interests. • Read background information to discover the key components of the problem or question. • Identify keywords or synonyms to use in further research. • Develop and refine the topic, problem, or question to arrive at a worthy and manageable topic. • Formulate questions to collect the needed information to validate or contest a hypothesis or thesis

statement. • Refine questions to provide a framework for the inquiry and to fulfill the purpose of the research.

A. Formulate a thesis, question(s) or problem(s)

The eleventh or twelfth grade student will be able to: • Systematically use an inquiry‐based process to deepen content knowledge, connect academic learning


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with the real world, pursue personal interests, and investigate opportunities for personal growth. • Recognize that the purpose of the inquiry determines the type of questions and the type of information

required (for example, an historical purpose may require taking a position and defending it. • Explore general information sources to increase familiarity with the topic or question. • Review the initial information needed to develop, clarify, revise, or refine questions. • Explore problems or questions for which there are multiple answers or no “best” answer. The seventh or eighth grade student will be able to: • Understand the library’s organization scheme and what main topics are included in each section. • Select a variety of credible sources, including print, electronic, and human, to locate information. • Implement key‐word search strategies in print resources and key word or simple and/or/not (Boolean)

searches in the online catalog, encyclopedias, databases, and selected Internet search engines to locate information.

• Differentiate between primary and secondary sources and use as appropriate. • Use the organizational structure, text features and illustrations of print, database or Internet website

resources to locate information to answer questions. The ninth or tenth grade student will be able to: • Identify and prioritize possible sources of information based on specific information needs. • Use specialized print and digital reference materials to find specific and in‐depth information. • Use both primary and secondary sources effectively. • Use a range of electronic resources efficiently, applying a variety of search and evaluation strategies.

B. Identify and access information resources

The eleventh or twelfth grade student will be able to: • Use various search systems to retrieve information in a variety of formats. • Identify and use both primary and secondary sources as appropriate. • Seek and use a variety of specialized sources available from libraries (including inter‐library loans), the

Web and the community. • Select the most appropriate technologies to access and retrieve the needed information • Describe criteria used to make resource decisions and choices. The seventh or eighth grade student will be able to: • Skim/scan to locate information that is appropriate to age and ability level. • Identify facts and details that support main ideas. • Distinguish between fact and opinion. • Interpret information taken from maps, graphs, charts, and other visuals. • Evaluate and select information based on usefulness, currency, accuracy, authority and point of view.

C. Evaluate information resources

The ninth or tenth grade student will be able to: • Recognize that knowledge can be organized into disciplines that influence the way information is

presented and use the understanding to effectively access information.

• Evaluate sources based on criteria such as copyright date, authority of author or publisher, depth of coverage, and relevance to research questions.

• Evaluate information from a variety of social or cultural contexts, based on currency, accuracy, authority, and point of view.

The eleventh or twelfth grade student will be able to: • Identify the value of and differences among potential resources in a variety of formats. • Evaluate historical information for validity of interpretations, and scientific information for accuracy

and reliability of data. • Recognize the social, cultural, or other context within which the information was created and explain

the impact of context on interpreting the information. • Use consciously selected criteria to determine whether the information contradicts or verifies

information from other sources. • Investigate multiple sides of issues and evaluate them carefully, particularly on controversial or

culturally based topics.


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P21 LEARNING AND INNOVATION SKILLS: Critical Thinking and Problem Solving P21 IMT SKILLS: Information Literacy – Use and Manage Information

II. Critical Thinking Skills Enduring Understandings

A. The inquiry process requires the use of critical thinking skills to draw conclusions, make informed decisions, apply knowledge to new situations, and B. It is important to seek and understand diverse perspectives on topic of inquiry. C. Learning is enhanced by opportunities to share and interpret information with others.

Essential Questions 1. How do I determine point of view and bias in an information source? 2. What technology or other information tools are available to help me organize the information I find so it is useful? 3. Does the information I have found reflect diverse perspectives on the topic? 4. With whom might I collaborate to broaden and deepen my understanding of the topic of inquiry? 5. What skills and tools do I have available to create a product that expresses conclusions drawn, new understandings, new knowledge or ideas for further investigation?

Big Idea: Critical thinking is used to analyze, organize and synthesize information in order to create new knowledge and understanding.

Indicators: Building upon skills gained in preceding grades… The seventh or eighth grade student will be able to: • Assess the importance of ideas by comparing their treatment across texts. • Seek more than one point of view by using diverse sources and be able to explain the effect of different

perspectives on the information.

• Recognize when facts from two different sources conflict and seek additional sources to verify accuracy.

• Recognize that information has a social or cultural context.

• Use both facts and opinions responsibly by identifying and verifying them. • Review prior knowledge and reflect on how ideas change with more information.

A. Analyze Information

The ninth or tenth grade student will be able to: • Critically examine and analyze relevant information from a variety of sources to discover relationships

and patterns among ideas • Identify main, supporting, and conflicting information using multiple sources to support interpretation

or point of view. • If a discrepancy in points of view is discovered, continue research until it is resolved.


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• Make and explain inferences about main ideas. • Recognize multiple causes for same issues or events. • Identify presence of bias and explain the effect on the information presented.

• Counter the effect of bias on the accuracy and reliability of information by actively pursuing a balanced perspective.

• Draw clear and appropriate conclusions supported by evidence and examples. The eleventh or twelfth grade student will be able to: • Analyze how tone and choice of language impact content in a range of media. • Analyze how composition and placement of visual images influence the message. • Analyze initial synthesis of findings and construct new hypothesis or generalizations if warranted. • Analyze the structure and logic of supporting arguments or methods. • Analyze information for prejudice, deception, or manipulation. • Investigate different viewpoints encountered, and determine whether and how to incorporate or reject

these viewpoints. • Compensate for the effect of point of view and bias by seeking alternative perspectives The seventh or eighth grade student will be able to: • Use various note‐taking strategies and paraphrase or summarize information in various formats. • Use common organizational patterns (chronological order, main idea with supporting ideas) to make

sense of the information in a way that is appropriate for the assignment or question. • Combine and categorize information by using an outline or semantic web to show connections among

ideas. • Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate

concepts and convey ideas. The ninth or tenth grade student will be able to: • Take notes to summarize or paraphrase information using one or more note‐taking strategies. • Use appropriate organization patterns (chronological order, cause and effect, compare/contrast) to

capture point of view and draw conclusions. • Categorize information to develop a schema or mind map to express the big idea and the relationships

among supporting ideas. • Use web‐based and other technology tools to show connections and patterns in the ideas and

information collected.

B. Organize Information

The eleventh or twelfth grade student will be able to: • Organize information, deciding the structure based on the relationships among ideas and general

patterns discovered. • Restate concepts in their own words and select appropriate data accurately. • Employ organizational and presentation structures using various formats to achieve purpose and clarify

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meaning • Build a conceptual framework that synthesizes ideas gathered from multiple sources presented in

various formats and integrates new information and with previous information or knowledge. • Display important connections among ideas by using common productivity tools to categorize and

analyze information. The seventh or eighth grade student will be able to: • Identify main ideas and find supporting examples, definitions, and details. • Draw conclusions based on explicit or implied information. • Present conclusions so that main ideas are clearly stated and supported by evidence. • Use relevant ideas and details to show insight into people, events, knowledge and personal

background. • Identify connections to the curriculum and the real world. • Create products that show the application of knowledge to real‐world situations or issues The ninth or tenth grade student will be able to: • Combine ideas and information to develop and demonstrate new understanding. • Apply strategies for making personal and real world connections with information. • Identify and apply common utility programs, online environments or other collaborative tools to

facilitate design and development of materials, models, publications, and presentations that enhance communication of new understandings to an audience.

• Edit for correctness, completeness and cite all sources using MLA format.

C. Synthesize Information

The eleventh or twelfth grade student will be able to: • Combine ideas and information and inferences to draw conclusions and create meaning. • Develop own points of view and present different perspectives with evidence that supports each. • Consider all relevant and accurate information before using it to make decisions. • Apply strategies for making personal and real world connections with information. • Use the most appropriate format to clearly communicate ideas to targeted audiences. • Evaluate for correctness, completeness and cite sources of all ideas and direct quotes using MLA

format.

P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration – Collaborate with others P21 LIFE AND CAREER SKILLS: Social and Cross‐cultural Skills – Interact effectively with others and work effectively with others in diverse teams.

III. Collaboration Skills

Enduring Understandings A. Learning is enhanced by opportunities to share and interpret information with others. B. Cooperation, collaboration and teamwork in the inquiry process are part of effective participation in a learning community. C. Social responsibility is demonstrated by contributing questions and ideas during group discussions.

Essential Questions 1. How can we use technology and other information tools to organize and display knowledge and understandings in ways others can view, use and assess it? 2. What is the value of collaboration in the inquiry process? 3. How do we transfer knowledge in order to contribute to the exchange of ideas in the local and global learning community?

Big Idea: Effective collaboration improves and expands the understanding of information.

Indicators: Building upon skills gained in preceding grades… The seventh or eighth grade student will be able to: • Share information, ideas and opinions with others by discussion and listening. • Ask questions of others in a group to elicit their information and opinions. • Listen respectfully and when appropriate, offer information, ideas and opinions in group discussions. • Use a variety of media and formats to create and edit products that communicate syntheses of

information and ideas. The ninth or tenth grade student will be able to: • Present and support conclusions to answer the questions or problem. • Actively seek ideas and opinions from others. • Listen respectfully to the opinions of others and modify own opinions when appropriate. • Accurately describe or summarize ideas of others and respond appropriately. • Use the most appropriate format, tone, and language to communicate ideas and points of view clearly

to different audiences.

A. Dialog for understanding

The eleventh or twelfth grade student will be able to: • Present original conclusions effectively and complex ideas with clarity and authority. • Engage in conversations and debate by offering relevant information most of the time. • Actively seek the opinions of others and create a group environment in which all participants’ ideas are

shared and valued. • Bring groups to consensus of opinion after all voices have been heard. • Challenge the thinking of groups to move them toward better decision making. • Develop personal views on a topic or issue by taking into account documented evidence and views


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expressed by others, and by pursuing additional and divergent information. B. Respect for diversity

The seventh or eighth grade student will be able to:

• Engage in conversations and debate by offering relevant information some of the time. • Exercise the right to express ideas freely and responsibly and respect the right of others to do the

same. • State own opinions respectfully with evidence to back them up. • Solicit and listen respectfully to ideas and opinions of others and modify own opinions when

appropriate. • Recognize the benefits of differing viewpoints for expanding understanding.

The ninth or tenth grade student will be able to: • Consider documented evidence and other people’s views on a particular topic or issue in developing

personal opinions. • Recognize the benefits of differing viewpoints for expanding understanding • Encourage participation in sharing of information so that all voices within the learning community are

heard by eliciting responses to questions, and inviting the expression of divergent opinions. • Actively preserve the rights of others to express ideas freely. • Respect and help groups find and incorporate diverse ideas. • Engage in conversations and debate by offering relevant information often.

The eleventh or twelfth grade student will be able to: • Create safe zones where different viewpoints can be expressed without fear of disrespect or outright

dismissal. • Respect and help groups find and incorporate diverse ideas. • Draw out and respond to the different interests and perspectives of group members. • Encourage participation in sharing of information so that all voices within the learning community are

heard by eliciting responses to questions, and inviting the expression of divergent opinions. • Resist censorship of ideas and resources. • Willingly accept diverse points of views and ideas and carefully analyze them.

C. Teamwork

The seventh or eighth grade student will be able to: • Encourage team members to share ideas and opinions. • Participate in problem‐solving process with group. Create products that show the application of

knowledge to real‐world situations or issues. • Use interactive technology tools to exchange data collected, collaborate to design products or solve

problems and learn curricular content. • Develop a product with peers that can be shared with others in written, oral or digital format and can

challenge other students to answer questions or give opinions adding to the content. • Assume different roles in a team to complete tasks assigned.

The ninth or tenth grade student will be able to:

• Demonstrate teamwork by working with others to select, organize, and integrate information and ideas from a variety of sources and formats.

• Offer appropriate information to help groups deliberate and reach decisions together. • Track the changes of opinion that result from exposure to different ideas and bring groups to

consensus of opinion after all voices have been heard. • Help to organize and integrate contributions of all group members into products. • Use interactive technology tools, and social networking tools to share learning, solve problems, and collaboratively design products with peers, experts, and other audiences. • Assume different roles in a team to complete tasks and achieve goals. The eleventh or twelfth grade student will be able to: • Collaborate locally and remotely with peers, experts, and others to collect, produce, and share

information • Work with others to solve problems and make decisions on issues, topics, and themes being

investigated. • Model social skills and character traits that advance a team’s ability to identify issues and problems,

and to work together on solutions and products. • Help to organize and integrate contributions of all group members into products. • Seek consensus from a group, when appropriate to achieve a stronger product. • Take on different roles and tasks in a team to complete tasks and achieve goals. • Help to leverage strengths of others to accomplish a common goal. • Use interactive technology tools and websites to collaboratively design products and solve problems

with peers, experts, and other audiences.


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P21 IMT SKILLS: Information Literacy – Use and manage information P21 LIFE AND CAREER SKILLS: Leadership and Responsibility – Be responsible to others

IV. Citation and Documentation Skills Enduring Understandings

A. Information, in its varied formats and contexts, must be gathered and used in an ethical manner. B. Ethical use of any form of information includes crediting the original source whenever it is used as a part of a new product of learning, whether that be print, digital or visual in nature.

Essential Questions 1. What is plagiarism and why is it wrong? 2. What are the copyright and intellectual property rights of creators and producers? 3. How do I responsibly use the intellectual property of others? 4. Why is it important to cite the sources I use to gather information? 5. How do I use information to create new ideas and express them in my own words?

Big idea: Ethical research requires correct citation and documentation of information. Indicators: Building upon skills gained in preceding grades….

The seventh or eighth grade student will be able to: • Respect the guidelines for responsible and ethical use of all information resources. • Understand that authors and illustrators own their writings and art, and it is against the law to copy

their work. • Avoids plagiarism by paraphrasing information or noting direct quotes with in‐text citations. The ninth or tenth grade student will be able to: • Practice responsible and ethical use of information resources, both in a library and online. • Understand what constitutes plagiarism and refrain from representing others’ work as their own. • Abide by copyright guidelines for use of material not in the public domain. • Legally obtain, store, and disseminate text, data, images, or sounds. • Maintain safe behavior when accessing websites and refrain from downloading copyrighted material if

it has not been purchased. • Utilize Noodletools Notecards or other research tracking system to tie notes, quotations, graphics, etc.

to sources of information.

A. Understand copyright and plagiarism

The eleventh or twelfth grade student will be able to: • Practice responsible and ethical use of information resources, both in a library and online. • Understand what constitutes plagiarism and refrain from representing others’ work as one’s own. • Abide by copyright guidelines for use of material not in the public domain. • Legally obtain, store, and disseminate text, data, images, or sounds.


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• Maintain safe behavior when accessing websites and refrain from downloading copyrighted material if it has not been purchased.

• Utilize Noodletools Notecards or other research tracking system to tie notes, quotations, graphics, etc. to sources of information.

The seventh or eighth grade student will be able to: • Document quotations and cite sources using correct bibliographic format. • Utilize Noodletools to create a bibliography in MLA format. • Credit all sources (print, media, digital) properly using MLA format. The ninth or tenth grade student will be able to: • Practice responsible and ethical use of information resources, both in a library and online. • Understand what constitutes plagiarism and refrain from representing others’ work as their own. • Abide by copyright guidelines for use of material not in the public domain. • Legally obtain, store, and disseminate text, data, images, or sounds. • Maintain safe behavior when accessing websites and refrain from downloading copyrighted material if

it has not been purchased. Utilize Noodletools Notecards or other research tracking system to tie notes, quotations, graphics, etc. to sources of information.

B. Utilize correct source citation style

The eleventh or twelfth grade student will be able to: • Demonstrate understanding of intellectual property rights by giving credit for all quotes, and by citing

them properly in notes, a bibliography, or works cited. • Utilize Noodletools to create a bibliography or works cited in MLA format. • Credit all sources of information (print, media, digital) properly using MLA format


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P21 LIFE AND CAREER SKILLS: Initiative and Self‐Direction, Productivity and Accountability

V. Self‐Assessment Skills

Enduring Understandings A. The inquiry process requires self‐assessment through personal monitoring and feedback from others to assess for gaps or weakness in information‐seeking strategies. B. Information and technology literacy skills are important tools for lifelong personal learning, for success in the workplace and for participation in a democratic and global society. C. Learning is enhanced by opportunities to share and interpret information with others.

Essential Questions 1. Are there additional information sources I could use to close gaps, deepen coverage or broaden perspective on my topic? 2. How could I improve my use of time, resources and tools to be more efficient? 3. What are my strengths and weaknesses when I work in a community of learners? 4. In what ways could I use diverse or divergent perspective and opinions to improve the inquiry process? 5. What methods could I use to express my own ideas more effectively? 6. When should I seek feedback and/or help from the librarian, teachers and peers in the inquiry process?

Big Idea: Self‐Assessment throughout the inquiry process improves use of information skills and resources. Indicators: Building upon skills gained in preceding grades….

The seventh or eighth grade student will be able to: • With guidelines, manage time needed to complete inquiry assignment.

• Organize information and monitor for gaps or weakness. • Periodically reflect on process, progress and assess for completeness and timeliness and adjust for

weaknesses in either time management or gaps in information. The ninth or tenth grade student will be able to: • Assess own work and establish revision strategies for themselves. • Manage time needed to complete inquiry assignment. • Monitor gathered information for gaps or weakness. • Adjust for gaps in information or poor time management. • Reflect on systematic process, and assess for completeness of investigation.

A. Monitor inquiry process

The eleventh or twelfth grade student will be able to: • Develop a detailed research plan that includes estimates of time needed for inquiry process. • Self‐monitor use of time given to complete inquiry assignment. • Monitor gathered information for gaps or weakness. • Adjust for gaps in information or poor time management. • Reflect on systematic process, and assess for completeness of investigation.


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• Conclude an inquiry‐based research process by sharing new understandings and reflecting on the learning.

The seventh or eighth grade student will be able to: • Reflect on inquiry process to assess effectiveness of research strategies and efficiency of time

management. Recognize aspects of inquiry process that need improvement. • Evaluate learning product for content and quality. • Assess strengths and weaknesses in working with others. • Recognize topics for further inquiry. The ninth or tenth grade student will be able to: • Set high and clear standards for work and develop criteria for self‐assessment or use established

criteria (rubrics, checklists). • Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and

demonstrations of respect for other viewpoints. • Assess the processes by which learning was achieved in order to revise strategies and learn more

effectively in the future. • Assess the quality and effectiveness of the learning product. • Conclude an inquiry‐based research process by sharing new understandings and reflecting on the

learning.

B. Productivity and growth

The eleventh or twelfth grade student will be able to: • Set high and clear standards for work and develop criteria for self‐assessment or use established

criteria (rubrics, checklists). • Identify their own strengths, assess their own inquiry processes and products, and set goals for

improvement. • Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and

demonstrations of respect for other viewpoints. • Assess the processes by which learning was achieved in order to revise strategies and learn more

effectively in the future. • Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions

when evidence support that change, and seeking information about new ideas encountered through academic or personal experiences.


• Seek appropriate help from teacher and librarian in inquiry process. • Seek appropriate help from teacher, librarian and peers in production process. • Use interaction and feedback from teacher, librarian and peers to improve understanding and

productivity.

C. Use of assistance

The ninth or tenth grade student will be able to:

• Use interaction with and feedback from teacher, librarian and peers to guide own inquiry process. • Seek appropriate help from teacher, librarian and peers in production process, when needed. • Use interaction and feedback from teacher, librarian and peers to improve understanding and

productivity. The eleventh or twelfth grade student will be able to:

• Use interaction with and feedback from teacher, librarian and peers to guide own inquiry process. • Seek appropriate help from teacher, librarian and peers in production process, when needed. • Use interaction and feedback from teacher, librarian and peers to improve understanding and

productivity.


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P21 LEARNING AND INNOVATION SKILLS: Creativity and Innovation

VI. Creative Thinking and Innovation Skills Enduring Understandings

1. Creativity is the process of having original ideas that have value in any area of knowledge. 2. Innovation is the result of a process that involves critical thinking, imaginative insight and fresh perspective. 3. Risk‐taking and self‐evaluation are an integral part of creativity and innovation.

Essential Questions 1. How can I use knowledge, along with information, technology and communication skills I have in the creative process? 2. In what ways are my information, communication and technology skills an integral part of the innovation process? 3. How do I assess risk factors and self‐evaluate as I develop creativity and innovation skills?

Big Idea: Informed risk‐taking supports creativity and innovation. Indicators: Building upon skills gained in preceding grades…

The seventh or eighth grade student will be able to: • With guidance, display initiative and engagement by posing questions and finding answers that go

beyond the assignment. • With prompting demonstrate adaptability by changing focus, questions, resources or strategies when

necessary to achieve success. • With prompting and assistance, employ a critical stance in drawing conclusions by demonstrating that

the pattern of evidence from data gathered leads to a decision or conclusion. The ninth and tenth grade student will be able to: • Display initiative and engagement by posing questions and investigating the answers beyond the

collection of superficial facts. • Require little assistance to demonstrate adaptability by changing inquiry focus, questions, resources or

strategies when necessary to achieve success. • Continue an inquiry‐based research process by contributing questions and ideas during group

discussions and applying critical‐thinking skills to information and knowledge in order to construct new understandings, and draw conclusions.

• With minimal prompting, employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence from data gathered leads to a decision or conclusion.

A. Question

The eleventh or twelfth grade student will be able to: • Display initiative and engagement by posing questions at both the factual and high levels of thinking

with minimal prompting from the teacher. • Independently demonstrate adaptability by changing inquiry focus, questions, resources or strategies

when necessary to achieve success.


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• Continue an inquiry‐based research process by contributing questions and ideas during group discussions and applying critical‐thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

• Independently employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence from a wide range of data leads to a decision or conclusion.

The seventh or eighth grade student will be able to: • Occasionally, demonstrate curiosity and motivation by seeking information from multiple perspectives

to answer personal questions and interests that display a willingness to go beyond academic requirements.

• When prompted, use given strategies to draw conclusions from information and apply knowledge to curricular areas, real‐world situations.

• Collaborate with others to exchange ideas, consider diverse and global perspectives, develop new understandings, make decisions and solve problems.

The ninth or tenth grade student will be able to: • Often demonstrate curiosity and motivation by seeking information from multiple perspectives to

answer personal questions and interests that display a willingness to go beyond academic requirements.

• Use given strategies to draw conclusions from information and apply knowledge to curricular areas, real‐world situations, and further investigations.

• Collaborate with others to exchange ideas, consider diverse perspectives, develop new understandings, make decisions and solve problems.

B. Imagine

The eleventh or twelfth grade student will be able to: • Consistently demonstrate curiosity and motivation by seeking information from multiple perspectives

to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.

• Maintain openness to new ideas by considering divergent opinions or alternate scenarios, changing opinions or conclusions when evidence support the change, and seeking information about new ideas encountered by academic or personal experiences.

• Devise strategies to draw conclusions from information and apply knowledge to curricular areas, real‐world situations, and further investigations.

• Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

• Collaborate with others to exchange ideas, consider diverse and global perspectives, develop new understandings, make decisions and solve problems.

C. Create

The seventh or eighth grade student will be able to: • Use communication skills, media, visual literacy, and technology skills to organize information and

prepare creative learning products that express ideas in a variety of formats.

• Create products that relate to authentic, real‐world contexts. • With guidance, solve problems in a way that displays consideration of diverse perspectives. The ninth or tenth grade student will be able to: • Use communication skills, media, visual literacy, and technology skills to organize information and

create products that that clearly and coherently display new ideas and understandings. • Create products that demonstrate critical thinking and apply to authentic, real‐world contexts. • When prompted, solve problems in a way that displays informed consideration of diverse and global

perspectives. The eleventh or twelfth grade student will be able to: • Use communication skills, media, visual literacy, and technology skills to organize information and

create products that that clearly and coherently display new ideas and understandings in ways that others can view, use and assess.

• Use technology skills with locally available and web‐based interactive presentation and production tools to enhance creativity in effectively organizing and communicating information.

• Create electronic learning spaces by collecting and organizing links to information sources and allow collaborative work to share new ideas and create new understandings.

• Create products that have the quality and applicability to be presented and utilized beyond the learning community.

• Collaboratively solve problems in a way that displays informed consideration of diverse and global perspectives.


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Communication Skills for the 21st Century Learner

P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration – Written language P21 IMT SKILLS: Information Literacy – Access and evaluate information

NJCCC Standard 3.1 Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. Enduring Understandings

• Understanding a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.

• Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.

• Researchers gather and critique information from different sources for specific purposes.

Essential Questions • How does understanding a text’s structure help the reader

better understand its meaning? • How do readers construct meaning from text? • Why conduct research?

Big Idea: The ability to read a variety of texts requires independence Indicators: Building upon skills gained in previous grades…

The seventh and eighth grade student will be able to: • Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of

contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. • Develop an understanding of the organizational structure of printed material (e.g. chronological,

sequential, procedural text).

A. Concepts About Print/Text

The ninth through twelfth grade student will be able to: • Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table

of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. • Identify interrelationships between and among ideas and concepts within a text, such as cause‐and‐

effect relationships.

B. Phonological Awareness

No additional indicators, grades 7 through 12.

C. Decoding and Word Recognition

The seventh or eight grade student will be able to:

• Distinguish among the spellings of homophones (e.g. cite, site, sight). • Apply spelling rules and syllabication that aid in correct spelling.


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• Continue to use structural analysis and context analysis to decode new words.

The ninth through twelfth grade student will be able to:

• Decode new words using structural and context analysis.


• Apply self‐correcting strategies automatically to decode and gain meaning from print both orally and silently.

• Reread informational text for clarity. • Read grade‐level text orally with high accuracy and appropriate pacing, intonation, and expression. • Read increasingly difficult texts silently with comprehension and fluency. • Adjust reading rate in response to the type of text and level of difficulty (e.g. recreational reading vs.

informational reading).

D. Fluency


• Read developmentally appropriate materials at an independent level with accuracy and speed. • Read a variety of genres and types of text with fluency and comprehension.

The seventh or eight grade student will be able to:

• Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

• Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).

E. Reading Strategies (before, during, and after reading)


• Assess, and apply reading strategies that are effective for a variety of texts (e.g., previewing, generating questions, visualizing, monitoring, summarizing, evaluating).

• Use a variety of graphic organizers with various text types for memory retention and monitoring comprehension.

• Analyze the ways in which a text’s organizational structure supports or confounds its meaning or

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purpose.

F. Vocabulary and Concept Development

The seventh or eighth grade student will be able to...

• Develop an extended vocabulary through both listening and independent reading. • Clarify word meanings through the use of a word’s definition, example, restatement, or contrast. • Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using

the dictionary, thesaurus, glossary, and technology resources. • Explain relationships between and among words including connotation/denotation,

antonyms/synonyms, and words with multiple meanings.


• Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.

• Use knowledge of root words to understand new words. • Apply reading vocabulary in different content areas. • Define words, including nuances in meanings, using context such as definition, example, restatement,

or contrast.

G. Comprehension Skills and Response to Text


• Speculate about text by generating literal and inferential questions. • Distinguish between essential and nonessential information. • Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic

texts. • Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and

elements of nonfiction and providing support from the text as evidence of understanding. • Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and

poetry. • Compare and contrast the perspectives of authors in a variety of interdisciplinary works. • Interpret text ideas through journal writing, discussion, and enactment. • Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make

judgments about the importance of such documents. •

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The ninth through twelfth grade student will be able to...

• Identify, describe, evaluate, and synthesize the central ideas in informational texts. • Distinguish between essential and nonessential information, identifying the use of proper references

and propaganda techniques where present. • Differentiate between fact and opinion by using complete and accurate information, coherent

arguments, and points of view. • Analyze how an author's use of words creates tone and mood, and how choice of words advances the

theme or purpose of the work. • Demonstrate familiarity with everyday texts such as job and college applications, W‐2 forms, and

contracts. • Read, comprehend, and be able to follow information gained from technical and instructional manuals

(e.g., how‐to books, computer manuals, or instructional manuals). • Recognize the use or abuse of ambiguity, contradiction, paradox, irony, incongruities, overstatement

and understatement in text and explain their effect on the reader. • Analyze the use of credible references. • Distinguish between a summary and a critique. • Summarize informational and technical texts and explain the visual components that support them. • Evaluate informational and technical texts for clarity, simplicity and coherence and for the

appropriateness of graphic and visual appeal. • Identify false premises in an argument. • Analyze foundational U.S. documents for their historical and literary significance and how they reflect a

common and shared American Culture (e.g., The Declaration of Independence, The Preamble of the U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from Birmingham Jail”).

H. Inquiry and Research

The seventh or eighth grade student will know and be able to...

• Produce written and oral work that demonstrates comprehension of informational materials. • Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its

authors. • Collect materials for a portfolio that reflect possible career choices. • Self‐select materials appropriately related to a research project.

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The ninth through twelfth grade student will be able to...

• Select appropriate electronic media for research and evaluate the quality of the information received. • Develop increased ability to critically select works to support a research topic. • Read and critically analyze a variety of works, including books and other print materials (e.g.,

periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

• Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

• Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns

• Produce written and oral work that demonstrates synthesis of multiple informational and technical sources.

• Produce written and oral work that demonstrates drawing conclusions based on evidence from informational and technical text.


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LEARNING AND INNOVATION SKILLS: Communication and Collaboration – Written Language NJCCC Standard 3.2 Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Enduring Understandings

• Good writers develop and refine their ideas for thinking,

learning, communicating, and aesthetic expression. • Good writers use a repertoire of strategies that enables them

to vary form and style, in order to write for different purposes, audiences, and contexts.

• Rules, conventions of language, help readers understand what is being communicated.

• A writer selects a form based on audience and purpose.

Essential Questions

• How do good writers express themselves? • How does process shape the writer’s product? • How do writers develop a well written product? • How do rules of language affect communication? • Why does a writer choose a particular form of writing?

Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes. Indicators: Building on skills learned in previous grades…

The seventh or eighth grade student will be able to…

• Write multi‐paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.

• Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology‐assisted processes).

• Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.

• Demonstrate understanding of a scoring rubric to improve and evaluate writing. • Compose, revise, edit, and publish writing using appropriate word processing software. • Reflect on own writing, noting strengths and setting goals for improvement.

A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

• The ninth through twelfth grade student will be able to… • Use strategies such as graphic organizers and outlines to plan and write drafts according to the

intended message, audience, and purpose for writing. • Define and narrow a problem or research topic. • Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought,


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sophisticated word choice and sentence variety, and subtlety of meaning. • Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. • Review and edit work for spelling, usage, clarity, and fluency. • Use the computer and word‐processing software to compose, revise, edit, and publish a piece. • Use a scoring rubric to evaluate and improve own writing and the writing of others.

The seventh or eighth grade student will be able to…

• Write reports and subject‐appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page.

• Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue‐based.

B. Writing as a Product (resulting in a formal product or publication)

The ninth through twelfth grade student will be able to…

• Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

• Write multi‐paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause‐effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

• Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.

• Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.

• Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

• Provide compelling openings and strong closure to written pieces. • Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures,

computer‐generated presentation). • Use the responses of others to review content, organization, and usage for publication. • Write sentences of varying length and complexity using precise vocabulary to convey intended

meaning.



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The seventh or eighth grade student will be able to

• Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

• Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.

• Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.

• Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas.

• Use transition words to reinforce a logical progression of ideas. • Edit writing for correct grammar, usage, capitalization, punctuation, and spelling. • Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or

internet/software resources to edit written work. • Write legibly in manuscript or cursive to meet district standards.

C. Mechanics, Spelling, and Handwriting


• Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

• Demonstrate a well‐developed knowledge of English syntax to express ideas in a lively and effective personal style.

• Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

• Use transition words to reinforce a logical progression of ideas. • Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing. • Use knowledge of Standard English conventions to edit own writing and the writing of others for

correctness. • Create a multi‐page document using word processing software that demonstrates the ability to

format, edit, and print.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

The seventh or eighth grade student will be able

• Gather, select, and organize information appropriate to a topic, task, and audience. • Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative,

expository, persuasive, poetic, and everyday/ workplace or technical writing). • Write responses to literature and develop insights into interpretations by connecting to personal

experiences and referring to textual information. • Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that

relate clear, coherent events or situations through the use of specific details. • Use primary and secondary sources to understand the value of each when writing a research

report. • Write reports based on research and include citations, quotations, and works consulted page. • Explore the central idea or theme of an informational reading and support analysis with details

from the article and personal experiences. • Demonstrate writing clarity and supportive evidence when answering open‐ended and essay

questions across the curriculum. • State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details

to support the position, and citing sources when appropriate. • Present evidence when writing persuasive essays, examples, and justification to support

arguments. • Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to

effectively present a topic, point of view, or argument. • Develop the use of a personal style and voice effectively to support the purpose and engage the

audience of a piece of writing. • Review scoring criteria of relevant rubrics.

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• Employ the most effective writing formats and strategies for the purpose and audience. • Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis

essay) that: o Develops a thesis; o Creates an organizing structure appropriate to purpose, audience and context; o Includes relevant information and excludes extraneous information; o Makes valid inferences; o Supports judgments with relevant and substantial evidence and well‐chosen details; o Provides a coherent conclusion.

• Apply all copyright laws to information used in written work. • When writing, employ structures to support the reader, such as transition words, chronology,

hierarchy or sequence, and forms, such as headings and subtitles. • Compile and synthesize information for everyday and workplace purposes, such as job

applications, resumes, business letters, and college applications and written proposals. • Demonstrate personal style and voice effectively to support the purpose and engage the audience

of a piece of writing.

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P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration – Oral Language NJCCC Standard 3.3 Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.


• Oral discussion helps to build connections to others and create opportunities for learning.

• Questioning and contributing help speakers convey their message, explore issues and clarify their thinking.

• A speaker’s choice of words and style set a tone and define the message.

• A speaker selects a form and organizational pattern based on the audience and purpose.

Essential Questions • How can discussion increase our knowledge and

understand of an idea? • When is it appropriate to ask questions? How do

speakers express their thoughts and feelings? • How does the choice of words affect the message? • How does a speaker communicate so others will listen

and understand the message?

Big Idea: Oral language is a tool for communicating Indicators: Building on skills learned in previous grades…


• Support a position, acknowledging opposing views. • Present ideas and opinions spontaneously in response to a topic or other speakers. • Apply rules for cooperative or whole class debate on a controversial issue. • Define group roles using consensus to ensure task is understood and completed. • Participate in an informal debate (e.g., small group discussion). • Participate in class discussions appropriately.

D. Discussion (small group and whole class)


• Support a position integrating multiple perspectives. • Support, modify, or refute a position in small or large‐group discussions. • Assume leadership roles in student‐directed discussions, projects, and forums. • Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the

next stage

B. Questioning (Inquiry) and Contributing





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• Paraphrase others’ comments to clarify viewpoints. • Question to clarify others’ opinions. • Talk with others to identify and explore issues and problems. • Integrate relevant information regarding issues and problems from group discussions and interviews

for reports, issues, projects, debates, and oral presentations. • Solve a problem or understand a task through group cooperation.


• Ask prepared and follow‐up questions in interviews and other discussions. • Extend peer contributions by elaboration and illustration. • Analyze, evaluate, and modify group processes. • Respond to audience questions by providing clarification, illustration, definition, and elaboration. • Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore

a question and consider perspectives). • Paraphrase comments presented orally by others to clarify viewpoints. • Give and follow spoken instructions to perform specific tasks to answer questions or to solve

problems.


• Paraphrase, illustrate, clarify, and/or expand on a topic or idea. • Develop and use advanced vocabulary related to a topic. • Use language that stimulates an audience’s interest. • Incorporate varied sentence structure and correct grammar.

C. Word Choice


• Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written communications.

• Improve word choice by focusing on rhetorical devices (e.g., parallelism, allusion).

D. Oral Presentation The seventh or eighth grade student will be able to:

• Use writing to prompt discussion and enhance planning of formal and informal presentations. • Use visual aids, media, and/or technology to support oral communication.

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• Give oral presentations to different audiences for various purposes. • Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions

and inquiries. • Incorporate peer feedback and teacher suggestions for revisions in content, organization, and

delivery. • Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye

contact for effective presentations. • Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others. • Read aloud with fluency.


• Speak for a variety of purposes (e.g., persuasion, information, entertainment, personal expression). • Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition,

transitional words). • Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation,

articulation) when speaking. • Edit drafts of speeches independently and in peer discussions. • Modify oral communications through sensing audience confusion, and make impromptu revisions in

oral presentation (e.g., summarizing, restating, adding illustrations/details). • Use a rubric to self‐assess and improve oral presentations.

Document Links


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P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration – Oral Language

NJCCC Standard 3.4 Listening: All students will listen actively to information from a variety of sources in a

variety of situations Enduring Understandings

Listening is the process of receiving, constructing mean from, and responding to spoken and/non verbal messages Effective listeners are able to interpret and evaluate increasingly complex messages.

Essential Questions Can one hear and not listen? How does a listener understand a message?

Big idea: Listening is an active process to gain understanding. Indicators: Building on skills learned in ….


• Demonstrate active listening behaviors in a variety of situations (e.g., one‐on‐one or small group). • Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy. • Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify

the speaker’s message. • Recognize persuasive techniques and credibility in oral communication. • Listen to determine a speaker's purpose, attitude, and perspective. • Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery

techniques, content, visual aids, body language, and facial expressions.

A. Active Listening


• Discuss, analyze and extend ideas heard orally. • Distinguish emotive from persuasive oral rhetoric. • Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments,

and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.

• Identify and define unfamiliar vocabulary through context in oral communications. • Analyze how a speaker’s word choice and nonverbal cues reveal purpose, attitude, and perspective.


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• Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives. • Exhibit proficiency in integrating oral reading with listening, writing, and viewing. • Critique information heard or viewed. • Critique oral presentations using agreed‐upon criteria for evaluation (e.g., rubric). • Ask probing questions to elicit information, including evidence to support the speaker’s claims and

conclusions. • Paraphrase a speaker’s purpose and point of view. • Make inferences based on an oral report or presentation.

B. Listening Comprehension


• Summarize, make judgments, and evaluate the content and delivery of oral presentations. • Evaluate the credibility of a speaker. • Determine when propaganda and argument are used in oral forms. • Listen and respond appropriately to a debate. • Follow oral directions to perform specific tasks to answer questions or solve problems. • Paraphrase information presented orally by others. • Analyze the ways in which the style and structure of a speech supports or confuses its meaning or

purpose.

P21 LEARNING AND INNOVATION SKILLS: Critical Thinking and Problem Solving P21 INFORMATION, MEDIA AND TECHNOLOGY SKILLS: Information Literacy

– Access and evaluate information, and manage information ‐ Media Literacy – Analyze media

NJCCC Standard 3.5 Viewing and Media Literacy: All students will access, view, evaluate and respond to print, nonprint, and electronic texts and resources.


People experience the same media message differently. Media have embedded values ad points of view. Media choice is affected by personal experience and a sense of need.

Essential Questions Media have embedded values ad points of view.

What’s the media message? What values, lifestyles, and points of view are represented in, or omitted from media messages? What affects media choice?

Big Idea: A media literate person can evaluate how words, images, and sounds influence a message Indicators: Building on skills learned in previous grades…


• Respond to and evaluate the use of illustrations to support text. • Analyze aspects of print and electronic texts that support the author's point of view, opinion, or

attitude. • Use graphs, charts, and diagrams to report data. • Distinguish between factual and fictional visual representations . • Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how

they contribute to communication. • Distinguish different points of view in media texts.

A. Constructing Meaning


• Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

• Identify and evaluate how a media product expresses the values of the culture that produced it. • Identify and select media forms appropriate for the viewer’s purpose. • Examine the commonalities and conflicts between the visual and print messages (e.g., humor, irony, or

metaphor) and recognize how words, sounds, and images are used to convey the intended messages.


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• Understand that creators of both print media and electronic media have a purpose and target audience for their work.

• Evaluate media messages for credibility. • Explore and interpret various messages found in advertisements and other texts. • Interpret verbal and nonverbal messages reflected in personal interactions with others. • Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids

understanding • Develop criteria/rubric to judge the effectiveness of visual and verbal presentations. • Compare and contrast media sources. • Understand the uses of technology (e.g., the Internet for research).

B. Visual and Verbal Messages


• Analyze media for stereotyping (e.g., gender, ethnicity). • Analyze visual techniques used in a media message for a particular audience and evaluate their

effectiveness. • Analyze the effects of media presentations and the techniques to create them. • Compare and contrast how the techniques of three or more media sources affect the message.


• Express and justify preferences for media choices. • Choose the most appropriate media for a presentation. • Use a rubric to evaluate the content of media presentations. • Examine and evaluate effects of media on the family, home, and school.

C. Living with Media


• Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

• Identify and discuss the political, economic, and social influences on news media. • Identify and critique the forms, techniques (e.g., propaganda) and technologies used in various media

messages and performances. • Create media presentations and written reports using multi‐media resources using effective images,

text, graphics, music and/or sound effects that present a distinctive point of view on a topic.


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Technology Skills for the 21st Century Learner P21 LEARNING AND INNOVATION SKILLS: Creativity and Innovation, Communication and Collaboration P21 INFORMATION, MEDIA, AND TECHNOLOGY SKILLS: Information Literacy – Access and evaluate information

Media Literacy ‐ Create Media Products P21 LIFE AND CAREER SKILLS: Leadership and Responsibility – Be responsible to others

Standard 8.1 Computer and Information Literacy ‐ All students will use computer applications to gather and organize information and to solve problems

Enduring Understandings Strand A. Basic Computer Skills and Tools

• Technology is a constantly changing and requires continuous learning of new skills.

• Selection of technology should be based on personal and/or career assessment.

Strand B. Application of Productivity Tools • A tool is only as good as the person using it. • Technology use can have a positive or negative impact on

both users and those affected by their use.

Essential Questions Strand A. Basic Computer Skills and Tools

• In a world of constant change, what skills should we learn? • How do I choose which technological tools to use and when it

is appropriate to use them? Strand B. Application of Productivity Tools

• How can I transfer what I know to new technological situations and experiences?

• What are my responsibilities for using technology? What constitutes misuse and how can it best be prevented?

Big Idea: A computer is an adaptable tool for organizing information and solving problems that facilitates lifelong learning. Indicators: Building upon skills gained in preceding grades…

The seventh and eighth grade student will know and be able to…. • Demonstrate knowledge and appropriate use of operations and related applications. • Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using

advanced features of a word processing program. • Plan and create a simple database, define fields, input data, and produce a report using sort and query. • Create a multimedia presentation including sound and images. • Generate a spreadsheet to calculate, graph, and present information. • Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve

problems.

A. Technology Operations and Concepts

The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. The ninth through twelfth grade student will know and be able to….

• Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results.

• Produce and edit a multi‐page document for a commercial or professional audience using desktop publishing and/or graphics software.

• Participate in online courses, learning communities, social networks, or virtual worlds and recognize them


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as resources for lifelong learning. • Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which

together reflect personal and academic interests, achievements, and career aspirations. The seventh and eighth grade student will know and be able to…. • Synthesize and publish information about a local or global issue or event on a collaborative, web‐based

service (e.g. blogs, vodcasts, podcasts)

B. Creativity and Innovation The use of digital tools and media‐rich resources enhances creativity and the construction of knowledge.

The ninth through twelfth grade student will know and be able to…. • Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more

content areas or a real world situation.

The seventh and eighth grade student will know and be able to…. • Participate in an online learning community with learners from other countries to understand their

perspectives on a global problem or issue, and propose possible solutions.

C. Communication and Collaboration

Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

The ninth through twelfth grade student will know and be able to…. • Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers

and experts, and present ideas for feedback in an online community.

The seventh and eighth grade student will know and be able to…. • Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber

ethics. • Summarize the application of fair use and Creative Commons guidelines. • Demonstrate how information on a controversial issue may be biased.

D. Digital Citizenship

The ninth through twelfth grade student will know and be able to…. • Evaluate policies on unauthorized electronic access (i.e., hacking) and disclosure and on dissemination of

personal information. • Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. • Compare and contrast international government policies on filters for censorship. • Explain the impact of cyber crimes on society. The seventh and eighth grade student will know and be able to…. • Gather and analyze findings using data collection technology to produce a possible solution for a content‐

related or real‐world problem.

E. Research and Information Literacy

The ninth through twelfth grade student will know and be able to…. • Develop a systematic plan of investigation with peers and experts from other countries to produce an

innovative solution to a state, national, or worldwide problem or issue.

• Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field.


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NJCCC Standard 8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

Enduring Understandings Strand A. Nature and Impact of Technology

• Technology evolves at an ever accelerating pace based on the needs and wants of society and is influenced by cultural, political and environmental values and constraints.

Strand B. Design Process and Impact Assessment • Technological outcomes have the potential for

anticipated and unanticipated positive and negative results.

• The design process is fundamental to technology and engineering.

Essential Questions Strand A. Nature and Impact of Technology Can we control the pace at which technology is created? Should we, even if we can? Strand B. Design Process and Impact Assessment

• How does technology extend human capabilities? • What are the positive and negative consequences of

technology? • When are the most sophisticated tools required and when

are the simplest tools best?

Big Idea: Technological literacy skills enable learners to adapt to a rapidly changing, man‐made world by using problem solving to generate solutions from the conceptual stage to the final product.

Indicators: Building upon skills gained in preceding grades… The seventh and eighth grade student will know and be able to…. • Technology products and systems impact every aspect of the world in which we live. • Explain the impact of globalization on the development of a technological system over time.

A. Nature of Technology: Creativity and Innovation

The ninth through twelfth grade student will know and be able to…. • Design and create a technology product or system that improves the quality of life and identify trade‐

offs, risks, and benefits. • The design process is a systemic approach to solving problems. • Design and create a product that addresses a real‐world problem using the design process and working

with specific criteria and constraints. • Identify the design constraints and trade‐offs involved in designing a prototype (i.e., how the prototype

might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation.

• Solve a science‐based design challenge and build a prototype using science and math principles throughout the design process.

•

B. Design: Critical Thinking, Problem Solving, and Decision‐Making

The ninth through twelfth grade student will know and be able to…. • Design and create a product that maximizes conservation and sustainability of a scarce resource, using

the design process and entrepreneurial skills throughout the design process.

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• Design and create a prototype for solving a global problem, documenting how the proposed design features affect the feasibility of the prototype through the use of engineering, drawing, and other technical methods of illustration.

• Analyze the full costs, benefits, trade‐offs, and risks related to the use of technologies in a potential career path.

The seventh and eighth grade student will know and be able to…. • Knowledge and understanding of human, cultural, and societal values are fundamental when designing

technology systems and products in the global society. • Explain the need for patents and the process of registering one. • Compare and contrast current and past incidences of ethical and unethical use of labor in the United

States or another country and present results in a media‐rich presentation. • Follow steps of the writing/creation process: pre‐writing, drafting, revising, editing and publishing.

C. Technological Citizenship, Ethics, and Society

The ninth through twelfth grade student will know and be able to…. • Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a

web‐based publication that elicits further comment and analysis. • Evaluate ethical considerations regarding the sustainability of resources that are used for the design,

creation, and maintenance of a chosen product. • Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen

product and suggest potential modifications to address the negative impacts. The seventh and eighth grade student will know and be able to…. • Information‐literacy skills, research, data analysis, and prediction provide the basis for the effective

design of technology systems. • Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product

that impacts communities in the United States and/or other countries.

D. Research and Information Fluency

The ninth through twelfth grade student will know and be able to…. • Reverse‐engineer a product to assist in designing a more eco‐friendly version, using an analysis of

trends and data about renewable and sustainable materials to guide your work. The seventh and eighth grade student will know and be able to…. • Digital tools facilitate local and global communication and collaboration in designing products and

systems. • Work in collaboration with peers and experts in the field to develop a product using the design process,

data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.

E. Communication and Collaboration

The ninth through twelfth grade student will know and be able to…. • Use the design process to devise a technological product or system that addresses a global issue, and

provide documentation through drawings, data, and materials, taking the relevant cultural

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perspectives into account throughout the design and development process. The seventh and eighth grade student will know and be able to…. • Technological products and systems are created through the application and appropriate use of

technological resources. • Explain the impact of resource selection and processing in the development of a common technological

product or system. • Explain how the resources and processes used in the production of a current technological product can

be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy.

F. Resources for a Technological World

The ninth through twelfth grade student will know and be able to…. • Determine and use the appropriate application of resources in the design, development, and creation

of a technological product or system. • Explain how material science impacts the quality of products. • Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD

software) in the creation of a technological product or system. The seventh and eighth grade student will know and be able to…. • The designed world is the product of a design process that provides the means to convert resources

into products and systems. • Explain why human‐designed systems, products, and environments need to be constantly monitored,

maintained, and improved. • Explain the interdependence of a subsystem that operates as part of a system.

Strand G. The Designed World

The ninth through twelfth grade student will know and be able to…. • Analyze the interactions among various technologies and collaborate to create a product or system

demonstrating their interactivity.

New Jersey Core Curriculum Content Standard 9 P21 LEARNING AND INNOVATION SKILLS: Critical Thinking and Problem Solving P21 LIFE AND CAREER SKILLS: Social and Cross‐Cultural Skills Content Area 21st‐Century Life and Careers

Standard 9.1 21st‐Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem‐solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Strand A. Critical Thinking and Problem Solving end of grade

Content Statement

CPI #

Cumulative Progress Indicator (CPI)

9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.

9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.4 Use data accessed on the Web to inform solutions to problems and the

decision‐making process.

4 The ability to recognize a problem and apply critical thinking and problem‐solving skills to solve the problem is a lifelong skill that develops over time.

9.1.4.A.5 Apply critical thinking and problem‐solving skills in classroom and family settings.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem‐solving skills.

9.1.8.A.2 Implement problem‐solving strategies to solve a problem in school or the community.

9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country.

8 The ability to recognize a problem and apply critical thinking and problem‐solving skills to solve the problem is a lifelong skill that develops over time.

9.1.8.A.4 Design and implement a project management plan using one or more problem‐solving strategies.

9.1.12.A.1 Apply critical thinking and problem‐solving strategies during structured learning experiences.

The ability to recognize a problem and apply critical thinking and problem‐solving skills to solve the problem is a lifelong skill that develops over time.

9.1.12.A.2 Participate in online strategy and planning sessions for course‐based, school‐based, or outside projects.

9.1.12.A.3 Assess how a variety of problem‐solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries.

12

Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross‐cultural teams in face‐to‐face and virtual environments. 9.1.12.A.4 Justify problem‐solving strategies used in the development of a particular

innovative product or practice in the United States and in another country.


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P21 LEARNING AND INNOVATION SKILLS: Creativity and Innovation, Critical Thinking and Problem

Solving, Communication and Collaboration P21 IMT SKILLS: Information Literacy –Access, evaluate, use and manage information P21 LIFE AND CAREER SKILLS: Productivity and accountability Content Area 21st‐Century Life and Careers


Strand B. Creativity and Innovation end of grade

Content Statement

CPI #


4 Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving.

9.1.4.B.1

Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

9.1.8.B.1 Use multiple points of view to create alternative solutions. 8

Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.

9.1.8.B.2

Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross‐cultural, gender‐specific, generational), and determine how the data can best be used to design multiple solutions.

9.1.12.B.1

Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

9.1.12.B.2 Create and respond to a feedback loop when problem solving.

12

Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.

9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem‐solving strategies during structured learning experiences, service learning, or volunteering.

Document Links


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P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration P21 LIFE AND CAREER SKILLS: Flexibility and Adaptability, Social and Cross Cultural Skills, Productivity and Accountability, Leadership and Responsibility Content Area 21st‐Century Life and Careers


Strand C. Collaboration, Teamwork, and Leadership end of grade

Content Statement

CPI #


4 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.

9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play).

9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.

Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building

strategies for carrying out different tasks, assignments, and projects.

8

Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.

9.1.8.C.3 Model leadership skills during classroom and extra‐curricular activities.

Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.

9.1.12.C.1 Enlist input from experts in the field, community members, and other stakeholders to design a service‐learning activity that addresses a local, national, or worldwide need.

9.1.12.C.2 Analyze the common traits of effective state, national, or international leaders.

9.1.12.C.3 Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin.

9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences.

12

Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.

9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project.


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P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration P21 LIFE AND CAREER SKILLS: Flexibility and Adaptability, Social and Cross‐Cultural Skills Content Area 21st‐Century Life and Careers


Strand D. Cross‐Cultural Understanding and Interpersonal Communication end of grade

Content Statement

CPI #


9.1.4.D.1 Use effective oral and written communication in face‐to‐face and online interactions and when presenting to an audience.

Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.

4

Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.

9.1.4.D.3 Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.

9.1.8.D.1 Employ appropriate conflict resolution strategies. Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.

9.1.8.D.2 Demonstrate the ability to understand inferences.

9.1.8.D.3 Use effective communication skills in face‐to‐face and online interactions with peers and adults from home and from diverse cultures.

9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding.

8

Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.

9.1.8.D.5 Justify the need for greater cross‐cultural understanding due to globalization.

9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context.

9.1.12.D.2 Determine the immediate and long‐term effects of cross‐cultural misconceptions or misunderstandings resulting from past or current international issues or events.

12 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.

9.1.12.D.3 Explain why the ability to communicate in another language in an appropriate cultural context is a valuable 21st‐century skill.

P21 LEARNING AND INNOVATION SKILLS: Communication and Collaboration

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P21 IMT SKILLS: Information Literacy – Access and evaluate information Media Literacy – Analyze Media P21 LIFE AND CAREER SKILLS: Social and Cross‐Cultural Skills Content Area 21st‐Century Life and Careers


Strand E. Communication and Media Fluency end of grade

Content Statement

CPI #


9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings. 9.1.4.E.2 Demonstrate effective communication using digital media during

classroom activities.

Digital media are 21st‐century tools used for local and global communication.

9.1.4.E.3 Distinguish how digital media are used by individuals, groups, and organizations for varying purposes.

4

There are ethical and unethical uses of communication and media.

9.1.4.E.4 Explain why some uses of media are unethical.

9.1.8.E.1 Explain how technology has strengthened the role of digital media in the global society.

9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering cultural, political, and other societal messages.


9.1.8.E.3 Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as a whole.

9.1.8.E.4 Determine the undesired consequences of unethical uses of media.

8

There are ethical and unethical uses of communication and media. 9.1.8.E.5 Compare and contrast ways governments regulate media advertising to

protect children and adults in the United States and in other countries. 9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to

cultural, gender, and age diversity, using various digital media outlets. 9.1.12.E.2 Generate digital media campaigns in support of or opposing a current

political, social, or economic issue. 9.1.12.E.3 Design a digital communication system to alert other countries in the

event of a natural disaster.


9.1.12.E.4 Predict the impact of emerging media technologies on international business and globalization.

12

There are ethical and unethical uses of communication and media.

9.1.12.E.5 Compare laws governing the unethical use of media in different countries.

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P21 LIFE AND CAREER SKILLS: Productivity and Accountability, Leadership and Responsibility Content Area 21st‐Century Life and Careers Standard 9.1 21st‐Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem‐solving

skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Strand F. Accountability, Productivity, and Ethics end of grade

Content Statement

CPI #


9.1.4.F.1 Explain the meaning of productivity and accountability, and describe situations in which productivity and accountability are important in the home, school, and community.

The nature of the 21st‐century workplace has shifted, demanding greater individual accountability, productivity, and collaboration.

9.1.4.F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra‐curricular activities.

4

Ethical behaviors support human rights and dignity in all aspects of life.

9.1.4.F.3 Explain the importance of understanding and following rules in family, classroom, and community settings.


9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom.

9.1.8.F.2 Explain how rules, laws, and safety practices protect individual rights in the global workplace.

8


9.1.8.F.3 Relate the use of new technologies at home, in the workplace, and in other settings to incidences of ethical and/or unethical behavior.


9.1.12.F.1 Explain the impact of current and emerging technological advances on the demand for increased and new types of accountability and productivity in the global workplace.

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

9.1.12.F.3 Defend the need for intellectual property rights, workers’ rights, and workplace safety regulations in the United States and abroad.

9.1.12.F.4 Explain the impact of computer hacking on products and services. 9.1.12.F.5 Formulate an opinion regarding a current workplace or societal/ethical issue

based on research.

12


9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.

Student Outcomes Rubrics

Document Links Home Page


Communication Product Rubrics UbD Unit Design – Written Communication

• Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

General Written Language Rubric – This rubric can be added to the set for any of the learning products below. Note: Standard English conventions include the following: spelling, punctuation, capitalization, manuscript form, sentence and paragraph structure, grammar, usage, and diction.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Standard English‐

language conventions are used appropriately for this grade level.

Minimal use of standard English‐language conventions confuses readers.

Inconsistent use of standard English‐language conventions disrupts readers’ comprehension.

Standard English‐language conventions are used appropriately, with few problems.

Standard English‐language conventions are consistently used appropriately for this grade level.

Specific PRODUCT rubrics follow below

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Compare/Contrast Essay

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Purpose &

Supporting Details are clear

The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete.

The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that is not relevant to the comparison/contrast.

The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison/contrast.

The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison/contrast.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Organization &

Structure follows a consistent order.

Many details are not in a logical or expected order. There is little sense that the writing is organized

The paper breaks the information into whole‐to‐whole, similarities ‐to‐differences, or point‐by‐point structure, but some information is in the wrong section. Some details are not in a logical or expected order, and this distracts the reader.

The paper breaks the information into whole‐to‐whole, similarities ‐to‐differences, or point‐by‐point structure but does not follow a consistent order when discussing the comparison/contrast

The paper breaks the information into whole‐to‐whole, similarities ‐to‐differences, or point‐by‐point structure. It follows a consistent order when discussing the comparison/contrast

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 The conclusion is

effective and logical.

The conclusion is missing, contradictory, or repetitive.

A conclusion is present but may be weak or repetitive.

The conclusion brings the writing to a close; following a generally logical progression of ideas.

The conclusion effectively ends the writing with a clincher statement.

UbD Unit Design

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Cause and Effect Essay

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10

Introduction clearly states the focus of the essay

The introduction lacks a thesis statement, or the statement, is misleading or unclear.

The introduction contains a thesis statement, but the statement is unclear, or inadequate.

The introduction contains a thesis statement..

The introduction contains a clearly articulated thesis statement..

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Purpose & Supporting

Details are clear The purpose is not clear; causes and effects are illogical or missing.

The purpose is not always obvious; causes and effects are not entirely clear or logical.

Overall purpose is generally clear; most causes and effects are logical.

The overall purpose is clear; causes and effects are logical.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 The conclusion is

effective and logical. The conclusion is missing, contradictory, or repetitive.

A conclusion is present but may be weak or repetitive.

The conclusion brings the writing to a close; following a generally logical progression of ideas.

The conclusion effectively ends the writing with a clincher statement.


UbD Unit Design • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

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Editorial

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Introduction gives

background information.

Background information is missing or is irrelevant.

Introduction includes very limited background information, which is of little value to readers.

Introduction includes partial background information explains some of the issue’s basic points.

Introduction includes solid background Information explains basic points of the issue.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Opinion statement

is clear. Opinion statement is missing.

Opinion statement vaguely states an opinion.

Opinion statement identifies an issue, but opinion is unclear.

Opinion statement clearly states an opinion about issue.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Reasons and

evidence support opinion.

Reasons and evidence do not support the opinion or are missing.

Few reasons or little evidence supports the opinion

Most reasons and evidence are relevant, support the opinion.

All reasons and evidenceare relevant and support the opinion.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Conclusion

restates opinion and gives call to action.

Restatement of opinion is missing. Omits call to action.

Conclusion hints at opinion. Vaguely hints at possible action..

Conclusion clearly but loosely restates opinion. Calls readers to imprecisely suggested action.

Conclusion clearly and freshly restates opinion. Calls readers to action, telling them exactly what to do.

UbD Unit Design – Written Communication

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Persuasive Writing

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Introduction and

background information Introduction ignores readers and omits necessary background information.

Introduction acknowledges readers but does not engage their interest and gives insufficient or irrelevant background information.

Introduction effectively grabs readers’ attention by asking a question, relating an anecdote, or presenting a startling statistic., and gives some background information relevant to the issue.

Introduction effectively grabs readers’ attention by asking a question, relating an anecdote, or presenting a startling statistic, and gives relevant background information that clarifies the issue.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Thesis statement

Introduction omits thesis statement.

Thesis statement in introduction is weak or not specific to the issue.

Thesis statement in introduction is somewhat general.

Thesis statement in introduction clearly states the position on issue.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Supporting evidence* and

reasoning. *facts, examples, expert opinions, analogies, case studies, anecdotes

Evidence /reasoning supporting the thesis statement are not included, or are irrelevant or illogical.

Little relevant evidence and/or limited logical reasoning support the thesis statement.

Some relevant evidence and logical reasons support thesis statement. But are not fully developed.

Strong, relevant evidence and logical reasoning clearly support the thesis statement.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Conclusion and call to

action. Restatement of thesis is missing. Conclusion omits a call to action.

Thesis is loosely restated. Conclusion vaguely hints at action to be taken.

Thesis is simply restated. Conclusion suggests possible action to be taken.

Thesis is clearly and freshly restated. Conclusion calls readers to action, telling them exactly what to do to


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Reflective Essay

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Introduction captures

attention, provides background information and hints at significance of experience.

Introduction is dull and uninteresting and background information is missing. Significance of experience is absent.

Introduction only partially gains readers’ attention and provides little background information. Significance of experience is difficult to discern.

Introduction takes readers’ interests into account. and provides a general context for the experience. Explicitly states significance of experience instead of hinting at it.

Introduction engages readers’ attention and background information establishes a specific context for the experience. Hints at significance of experience.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Body of essay includes

descriptive and narrative details. Order of events is clear.

Descriptive/narrative details are missing and order of events is confusing.

Descriptive /narrative details are general or sparse. Order makes Connections between events difficult to determine.

Descriptive/narrative details describe a fairly complete picture. Order of events is generally clear and makes sense.

Ample descriptive/ narrative details bring the experience to life and convince readers of its significance. Order of events is clear and logical.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Conclusion makes

significance of experience clear and connects it to life in general.

Omits the significance of the experience and there is no connection to life in general.

Vaguely hints at the significance of the experience and does not connect it to life in general.

Includes general suggestion of the experience’s significance and makes loose connection between the experience and life in general.

Includes an explicit statement of the experience’s significance and directly connects the specific experience to life in general.


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Research Report (for Research/Inquiry Process Rubrics see Information Literacy Section)

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Introduction provides an

overview and draws readers into the research.

Introduction is uninteresting or missing.

Introduction merely states the topic without accounting for readers’ interest.

Introduction provides brief overview of topic and draws some readers into the research with relevant opener.

Introduction provides concise overview and quickly draws readers into the research with a quotation or interesting detail.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Main and supporting ideas

related to the topic are in logical order and include facts and details from primary and secondary sources.

Main and supporting ideas are not identifiable, unrelated to topic or poorly organized. Few facts or details from the research are presented.

One main idea related to topic, little evidence or poor organization of supporting ideas. Minimal inclusion of facts and details from secondary sources.

A few well‐organized main ideas related to the topic, but more could be included. Supported by facts and details from a few secondary and primary sources.

Several logically organized and clearly developed main ideas are supported by facts and details from a variety and balance of reliable primary and secondary sources.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Paper includes

summaries, paraphrases, and direct quotations.

Paper is largely composed of direct quotations, or it is impossible to determine what is directly quoted.

Paper includes summaries, paraphrases, and direct quotations, but it mostly has a single type of information.

Paper includes summaries, paraphrases, and direct quotations, although they are not always used suitably.

Paper effectively and appropriately includes a balance of summaries, paraphrases, and direct quotations.


and summarizes the main points.

Conclusion is missing, and paper ends abruptly.

Conclusion is weak and does not refer to main points.

Conclusion exactly restates main points.

Conclusion freshly and succinctly summarizes the main points.

UbD Unit Design – Written Communication • Big Ideas, Enduring Understandings and Essential Questions Document Links


• Grade Level Benchmark Indicators

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Thesis Paper (for Research/Inquiry Process Rubrics, see Information Literacy Section)

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Introduction gives

an overview of the research and states the thesis.

Introduction lacks an overview of the research and the thesis.

Introduction gives a sketchy overview of the research, and the thesis merely names the topic.

Introduction gives an overview of the research and states an imprecise thesis.

Introduction gives a concise overview of the research and states the topic and a general conclusion.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Main and supporting ideas

related to the topic are in logical order and include facts and details from primary and secondary sources.

Main and supporting ideas are not identifiable, unrelated to topic or poorly organized. Few facts or details from the research are presented.

One main idea related to topic, little evidence or poor organization of supporting ideas. Minimal inclusion of facts and details from secondary sources.

A few well‐organized main ideas related to the topic, but more could be included. Supported by facts and details from a few secondary and primary sources.

Several logically organized and clearly developed main ideas are supported by facts and details from a variety and balance of reliable primary and secondary sources.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Paper includes

summaries, paraphrases, and direct quotations.

Paper is largely composed of direct quotations, or it is impossible to determine what is directly quoted.

Paper includes summaries, paraphrases, and direct quotations, but it mostly has a single type of information.

Paper includes summaries, paraphrases, and direct quotations, although they are not always used suitably.

Paper effectively and appropriately includes a balance of summaries, paraphrases, and direct quotations.


restates the thesis and summarizes the main points.

Conclusion is missing, and paper ends abruptly.

Conclusion exactly restates or only hints at thesis and does not summarize main points.

Conclusion restates the thesis and summarizes some main points.

Conclusion clearly and freshly restates the thesis and succinctly summarizes the main points.


UbD Unit Design – Written Communication • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

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Citation and Documentation Skills and Format Rubrics

Novice Apprentice Practitioner Expert Citation and Documentation Skills 1‐2 3‐5 6‐8 9‐10

A. Understand copyright and plagiarism B. Utilize correct source citation style

Student does not understand guidelines for responsible and ethical use of all information resources, including plagiarism, and requires sustained guidance in citation and documentation tasks.

Student has limited understanding of the guidelines for responsible and ethical use of all information resources, including plagiarism, and requires guidance on most of the citation and documentation tasks.

Student understands most guidelines for responsible and ethical use of all information resources, including plagiarism, and requires minimal guidance to perform citation and documentation tasks.

Student understands guidelines for responsible and ethical use of all information resources, including plagiarism citation and documentation process and performs most citation and documentation tasks independently.

Citation and Documentation Format

Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Sources are cited in correct MLA format.

Neither textual citations nor a Works Cited list is included.

A few sources are correctly cited, but most citations are incomplete or incorrect.

Sources are correctly cited and included in a Works Cited list, with few errors or omissions.

Sources are clearly and correctly cited and included in a Works Cited list.

UbD Unit Design – Citation and Documentation Document Links



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II. Oral Communication Product Assessment Rubrics General Oral Language Rubric – this rubric may be added to any of the assessment rubrics below.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Standard spoken

English is used appropriately for this grade level.

Minimal use of standard English confuses the listener.

Inconsistent use of standard English jars the listener.

Standard English is used appropriately for this grade level, with minor exceptions.

Standard English is used appropriately for this grade level throughout the speech.


UbD Unit Design –Oral Language • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

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Informative Speech Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Interesting introduction captures the audience’s attention

No clear opening. Audience is unsure of the topic/theme.

Opening orients the audience to the topic/theme but is not engaging.

Clear opening that orients audience to topic/theme.

Engaging opening that orients the audience to the topic/theme.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Main ideas are logically

organized and supported by evidence that clarifies major points of information.

Main ideas are unclear and unsupported by evidence.

Main ideas are identifiable, but vague. Evidence supports at least one major point of the speech.

Main ideas are organized and supported by evidence that clarifies some of the major points

Main ideas are logically organized and all are supported by evidence that clarifies major point of information.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Visual resources

help explain important points

Visual resources are omitted, irrelevant to the topic, and/or confusing.

Visual resources are distracting and do not help explain important points.

Visual resources, including graphics, are appropriate, but some details of the visuals are not clear.

Visual resources, including graphics, clearly explain important points.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Delivery techniques (rate,

volume, pitch, tone) help the audience understand the information and hold their attention.

Delivery techniques are used so inappropriately that they confuse the audience.

Delivery techniques are intermittently or inappropriately use, distracting the audience.

Delivery techniques help the audience understand most of the information and hold their attention.

Effective delivery techniques help the audience understand the information and hold their attention.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Conclusion is effective

No clear conclusion. The speech just seems to stop.

There is some restatement of the main theme and major supporting points.

Clear restatement of main theme and major supporting points.

Creative restatement of main theme and major supporting points.

UbD Unit Design –Oral Language Document Links



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Persuasive Speech

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Introduction includes a

thesis statement that Identifies the issue and speaker’s position.

Introduction lacks thesis statement.

Introduction includes a thesis statement on a broad topic but does not indicate speaker’s position.

Introduction includes a thesis statement that identifies the issue and speaker’s position but is somewhat general.

Introduction includes a thesis statement that clearly identifies the specific issue and states the speaker’s position.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Reasons and evidence

(facts, details, examples) that develop support for the thesis are in a logical order of importance.

Reasons and support are in random order and do not build support for the thesis.

Reasons and evidence are in a discernible order ,but fail to build support for thesis.

Most reasons and evidence support the thesis and most are given in a logical order of importance.

All reasons and evidence develop support for the thesis and are in a logical order of importance.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Speech addresses

concerns and counterarguments of the audience at appropriate points in the speech.

Speech does not mention main concerns /counterarguments of the audience.

Speech addresses at least one main concern/counterargument of the audience at the end of the speech.

Speech addresses at least one main concern/ counterargument of the audience at an appropriate point in speech.

Speech clearly and effectively addresses audience’s main concerns and counterarguments, at appropriate points in speech.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Conclusion summarizes

thesis with reasons to support or act as appropriate to issue and audience.

Formal conclusion is omitted, or conclusion does not summarize thesis.

Conclusion vaguely summarizes thesis and no reason to support or act.

Conclusion generally summarizes thesis gives several reasons to support or act as appropriate to issue. and audience.

Conclusion concisely summarizes thesis gives clear reasons to support or act as appropriate to the issue and audience.

UbD Unit Design –Oral Language

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Debate Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Opening and closing statements Opening statement does

little more than state the position of the team Closing statement does little more than restate opening.

Opening statement minimally outlines arguments. Closing statement briefly restates the ideas the opening statement.

Opening statement outlines arguments and evidence but does not generate interest. Closing statement does not include a summary of arguments.

Opening statement successfully frames the issues and generates interest. Closing statement summarizes many arguments made in the debate.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Use of supporting facts

and examples relevant to topic.

Demonstrates an inadequate understanding of supporting facts and evidence relevant to the topic.

Demonstrates a basically accurate understanding of supporting facts and evidence relevant to the topic.

Demonstrates an accurate understanding of the supporting facts and evidence relevant to the topic and makes connections between evidence and arguments.

Demonstrates a sophisticated understanding of the facts and evidence relevant to the topic and is able to make original connections and interpretations that support arguments.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Presentation of

arguments Arguments are un‐organized, incomplete, or completely lacking in evidence

Somewhat organized presentation of arguments and evidence.

Organized and generally complete presentation of arguments and evidence.

Well‐organized and complete presentation of arguments and evidence

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Rebuttals

Is unable to respond to issues raised by opponents in a meaningful or accurate way.

Seems to be caught off‐guard by opponents; offers vague or illogical responses. Attempts to challenge arguments of opponents.

Responds to most of the issues raised by opponents with generally accurate answers. Offers counter‐arguments with no evidence.

Responds to issues raised by opponents with accurate and generally concise answers Offers effective counter‐arguments supported by evidence.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Affect: level of

confidence, preparation, use of respectful tone.

Appears nervous. Demonstrates little or no preparation. Fails to maintain respectful tone.

Lacks confidence. Use of preparation materials distracts audience. Maintains respectful tone.

Somewhat confident.. Use of preparation materials does not distract. Maintains respectful tone.

Exhibits confidence and energy. Uses preparation materials effectively. Maintains respectful tone.

UbD Unit Design –Oral Language Big Ideas, Enduring Understandings and Essential Questions Grade Level Benchmark Indicators

Interview

Novice Apprentice Practitioner Expert Criteria 1‐2 3‐5 6‐8 9‐10

Preparation before the interview.

No preparation was made. A few questions were prepared.

An adequate number of questions, most of which relate in some way to the research focus, was prepared.

A comprehensive list of questions relating directly to research focus was prepared. Background knowledge of the person, if known, was included.

Establishing rapport

No attempt was made to establish rapport with the person.

The student introduced himself and began to ask questions.

The student introduced himself, briefly mentioned the purpose of the interview and began with an easy question.

The student introduced himself, explained the purpose of the interview made eye contact, smiled encouragement and began with an easy open ended question.

Manner The student interrupted or hurried the person being interviewed and forgot to thank them at the end.

The student made an attempt to be polite. Listened with few interruptions. Thanked the person at the end of the interview.

The student was polite. Tried to maintain eye contact , nodding encouragement occasionally. Listened, with minor interruptions and thanked the person at the end of the interview.

The student was friendly and polite, putting the person at ease by nodding encouragement appropriately. Listened, didn’t interrupt and thanked the person at the end of the interview.

Matter The student asked the person a few questions.

The student asked the person a reasonable number of appropriate questions.

The student asked appropriate questions and tried to encourage the person to give more detail. Sometimes summarizes remarks.

The student asked appropriate questions, rephrasing if necessary , and offered clarifying comments, and encouraging the person to give more detail. Summarized what was said and asked relevant supplementary questions.

Knowledge gained

The student cannot answer questions about the person who was interviewed.

The student can answer some questions about the person who was interviewed.

The student can answer questions about the person’s views and begins to make connections between the interview and the research focus.

The student can explain the person’s views in detail and the ways in which they relate to the research focus. The student can also evaluate the significance of the interview to the project.

References: http://rubistar.4teachers.org/index.php?ts=1074040666 http://www.readwritethink.org/lessons/lesson_view.asp?id=17 http://college.hmco.com/education/pbl/construction/tools_interviews.html


UbD Unit Design –Oral Language • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

Page 60 of 99

http://rubistar.4teachers.org/index.php?ts=1074040666

http://www.readwritethink.org/lessons/lesson_view.asp?id=17

http://college.hmco.com/education/pbl/construction/tools_interviews.html

Oral Presentation Supported by Media Content Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Clear thesis statement encompasses key points and states the focus of the presentation.

Clear thesis statement encompasses key points and states the focus of the presentation.

Thesis statement encompasses most of the key points and states the focus of the presentation.

Thesis statement encompasses most of the key points and states the focus of the presentation.

Clear thesis statement encompasses key points and states the focus of the presentation.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Text, images, and sound

from a variety of media sources elaborate on presentation’s content and add to the aesthetic appeal and effectiveness.

Only one or two of the elements, text, images, and sound, are used and they do not add to the effectiveness.

Text, images, and sound from only one media source elaborates on presentation’s content but does not add to the effectiveness.

Text, images, and sound from a few media sources elaborate on presentation’s content and generally add to the effectiveness.

Text, images, and sound from a variety of media sources elaborate on presentation’s content and add to the aesthetic appeal & effectiveness.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Support chosen is

appropriate for each part of the presentation.

Support chosen is either inappropriate or no support is provided.

Support chosen is appropriate for some parts, but others are left unsupported.

Support chosen is generally appropriate for each part of the presentation.

Support chosen is appropriate for each part of the presentation.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Media used is of high

quality and is incorporated judiciously into the presentation.

Media used is of poor quality and is not incorporated into the presentation.

Media used is of fair quality and is incorporated into the presentation.

Media used is of good quality and is adequately incorporated into the presentation.

Media used is of high quality and is incorporated judiciously into the presentation.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Presentation is well

rehearsed and smooth; delivery is clear and natural.

Presentation has not been rehearsed; delivery is flat and unclear.

Presentation is rehearsed, but with a few mistakes; delivery is clear, but monotonous.

Presentation is well rehearsed with only minor mistakes; delivery is clear and natural.

Presentation is well rehearsed and smooth; delivery is clear and natural.

UbD Unit Design –Oral Language, Computer Literacy, Media Literacy Big Ideas, Essential Questions and Enduring Understandings

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* Oral Language * Computer Literacy *Media Literacy Grade Level Benchmark Indicators

*Oral Language *Computer Literacy *Media Literacy

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Oral Communication Process Rubric Listening Skills– choose one or more lines for your rubric

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Listens responsibly

Rarely demonstrates actively listening skills with very little understanding of content .

Occasionally demonstrates active listening skills and some understanding of content

Routinely demonstrates active listening skills and satisfactory understanding of content

Consistently demonstrates active listening skills and thorough understanding of content, accepting speaker’s right to express challenging or new view points.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Listens to gain

information Extracts information from a variety of auditory input, but misses some key points critical to the specific purpose or task.

Extracts basic information from auditory input and uses the information for a specific purpose or task.

Extracts supporting ideas as well as basic information from auditory input and uses the information for a specific purpose or task

Interprets meaning from auditory input and accurately summarizes the main ideas to be applied to a specific purpose or task.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Listens to analyze

information Extracts basic information, identifies speaker’s purpose and point of view with assistance, misses many auditory subtleties and some key points

Extracts most relevant information, usually identifies speaker’s purpose and point of view, recognizes obvious auditory subtleties and key points.

Extracts and interprets relevant information, identifies speaker’s purpose and point of view, distinguishes auditory subtleties and key points.

Extracts and analyzes relevant information, identifies speaker’s purpose and point of view, evaluates for validity and clarity, interprets auditory subtleties

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Listens to follow

directions Rarely follows multi‐step instructions/ often requires assistance or needs to have them repeated before attempting to carry them out.

Sometimes follows clear multi‐step instructions, but generally needs instructions repeated. Occasionally anticipates or makes inferences from these instructions.

Usually follows clear multi‐step instructions; seeks clarification when needed and anticipates or makes inferences from these instructions.

Consistently absorbs multi‐step instructions, anticipates and makes inferences from these instructions and draws logical conclusions

UbD Unit Design –Listening Skills • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

Media Message Deconstruction Rubric ‐ Based upon the Center for Media Literacy’s Five Key Questions and Five Core Concepts of Media Deconstruction

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Source:

Who created the message?

Source is not identified.

Source is identified but difficult to determine.

Source is identified after message is delivered.

Source is clearly identified at the beginning of the message.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Creative techniques:

What strategies are used to grab attention and present message?

Little use of creative techniques; does not grab attention.

Some creative techniques are used but distract from message.

Creative techniques are used, grab attention and mostly support message.

Creative techniques are effectively used to grab attention and present message.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Audience:

Who is the intended audience? Who might view message differently?

Intended audience is unclear.

Intended audience is vaguely identifiable.

Intended audience is stated but not attempt is made to address those who might take message differently.

Intended audience is clearly identified and some recognition of differing interpretations is given.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Values and point of

view: What is presented and what is omitted?

Values and point of view is difficult to determine Key points are omitted.

Values and point of view are vaguely identifiable. Omissions leave message in question.

Values and point of view are identifiable. Omissions neither support or detract from message.

Values and point of view are subtly stated. Omissions are calculated to support message presented.

Skill Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Purpose:

Why is the message being sent?

Purpose of message is not identified or stated.

Purpose of message is vaguely identified or stated.

Purpose of message is identified or stated.

Purpose of message is clearly identified or stated.

UbD Unit Design –Information and Media Literacy • Big Ideas, Enduring Understandings and Essential Questions

*Critical Thinking *Media Literacy

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• Grade Level Benchmark Indicators *Critical Thinking *Media Literacy

http://www.medialit.org/default.html

Information Literacy Skills ‐ Research Process Assessment Rubrics Inquiry

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 A. Formulate a thesis

statement, question(s) or problem(s) for inquiry.

Teacher/librarian provides questions or problems for inquiry.

Student develops questions or problems for inquiry with sustained guidance from teacher/ librarian

Student develops simple thesis statement, questions or problems for inquiry with minimal guidance and is able to do some independently.

Student independently formulates well‐developed thesis statement, questions or problems for inquiry.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 B. Identify and access

information resources Teacher/librarian provides information resources to be used in inquiry process.

Student uses some teacher/librarian selected resources and is able to identify and access others with sustained guidance.

Student requires minimal guidance from teacher/librarian to identify and access basic resources to be used in the inquiry process.

Student independently identifies and locates a variety of information resources to be used in the inquiry process.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 C. Evaluate information

resources Evaluation of selected information resources is done by teacher/ librarian.

Student evaluates information resources for relevance and appropriateness with sustained guidance from teacher/librarian.

Student evaluates information resources for relevance, authority and appropriateness with minimal guidance from teacher/librarian.

Student independently evaluates information resources for relevance, authority, perspective and context.

UbD Unit Design ‐ Inquiry Document Links Home Page Student Outcomes Rubrics


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Critical Thinking

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Analyze information:

Compare ideas; identify conflicting viewpoints and bias; explore relationship between ideas.

Student requires sustained guidance from the teacher/librarian to analyze information point by point.

Student requires intermittent guidance from the teacher/ librarian to perform basic analysis of information point by point.

Student requires minimal prompting from the teacher/librarian to analyze information from multiple formats on a variety of points.

Student is able to independently and thoroughly analyze information from multiple formats on a variety of points.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Organize information:

Identify categories connections and patterns using note‐taking, paraphrasing, summarizing, graphic organizers, etc. as appropriate to the assignment.

Student requires sustained guidance from the teacher/librarian to organize information using a pre‐selected format.

Student requires intermittent guidance from the teacher/ librarian to organize information using a couple of pre‐selected formats.

Student requires minimal prompting from the teacher/librarian to organize information to identify categories and connections, selecting from a variety of format options.

Student is able to independently choose multiple organization formats to identify categories, connections and patterns in information as appropriate to the assignment.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Synthesize information:

Combine ideas, to draw conclusions and create meaning; connect to real world situations; create products that communicate new understanding.

All synthesis of information is teacher/librarian directed.

Student requires intermittent guidance from the teacher/ librarian to draw conclusions and create products that create new understanding.

Student requires minimal prompting from the teacher/librarian to synthesize information and create products that communicate new understanding.

Student is able to independently synthesize information, connect ideas to the real world and create products that communicate new understanding.

UbD Unit Design – Critical Thinking

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Collaboration Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Dialog for understanding: sharing ideas, opinions and information with others in order to increase understanding of a topic..

Student has little or no interest in dialog. Requires sustained guidance to participate in group discussions.

Student participates in guided dialog. Shares ideas and opinions with group when prompted, does not ask questions to elicit new information.

Student participates in dialog when prompted. Shares ideas and opinions, occasionally asks a question to elicit new information.

Student seeks dialog in order to share ideas, opinions , and information. Asks challenging questions to elicit new information.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Respect for diversity:

listen respectfully to differing or opposing ideas and information, recognizing the value of multiple viewpoints on an issue.

Student has difficulty listening to and/or accepting differing or opposing opinions or perspectives on issues or information.

Student listens respectfully but seldom uses differing or opposing opinions or perspectives to inform their thought process.

Student listens respectfully to differing or opposing opinions or perspectives and is able to accurately restate the alternative viewpoints on an issue.

Student solicits and listens respectfully to differing or opposing opinions or perspectives and modifies own thinking when appropriate to information received.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Teamwork:

working effectively with others to solve problem and or develop products that demonstrate new understandings.

Student is reluctant to work in a group and/or fails to contribute to the team effort in a productive manner.

Student requires teacher direction to work productively with team members to complete a task and achieve goals.

When prompted, student engages in teamwork, assuming an assigned role that helps the group complete a task and achieve goals.

Student actively and productively engages in teamwork, independently assuming various roles as needed to complete tasks and achieve goals.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Initiative and focus:

Provide leadership and focus for group to reach a consensus and achieve goals.

Student does not engage in collaboration unless required and supported by teacher.

Student engages in collaboration when prompted but requires sustained support from teacher to stay on task in the group. .

Student engages in collaboration when prompted, with intermittent support from teacher to stay on task in the group.

Student values collaboration and actively works to keep group focused on reaching consensus and achieving goals.

UbD Unit Design ‐ Collaboration



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Self‐Assessment in the Research Process

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Monitor inquiry

process

Student relies on teacher to monitor the inquiry process.

Student is able to monitor the inquiry process and perform limited self‐assessment with guidance from teacher/librarian.

Student is able to monitor and self‐assess when prompted with minimal guidance.

Student is able to monitor and self‐assess independently.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Productivity and

growth

Student relies on teacher to evaluate productivity and growth.

Student is able to self‐assess productivity and growth with guidance from teacher/librarian

Student is able to self‐assess productivity and growth using criteria provided by the teacher/librarian.

Student performs independent self‐assessment of productivity and growth and is able to identify areas for improvement.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Use of assistance

Student requires sustained interaction and feedback to complete inquiry and production processes.

Student seeks frequent assistance in inquiry and/or production process.

Student seeks and uses appropriate amount of assistance and feedback in the inquiry and/or production process.

Seeks and uses appropriate amount of assistance and feedback. In the inquiry and/or production process.

UbD Unit Design – Self‐Assessment • Big Ideas, Enduring Understandings and Essential Questions Document Links


• Grade Level Benchmark Indicators Link to Student Self‐Assessment Rubric for Research Project (Alternate rubric for research project)

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Creative Thinking and Innovation Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Question: Demonstrate initiative and engagement by formulating questions/ problems for inquiry.

Teacher generates questions/problem

Student choose from selection of teacher‐generated questions/ problems

Student demonstrates engagement by adapting teacher‐generated questions /problems for inquiry.

Student demonstrates initiative and engagement by formulating original questions/ problems for inquiry.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Adapt:

Change inquiry focus, questions, resources or strategies necessary to achieve success.

Teacher adapts inquiry questions/problems, resources and strategies.

Teacher guides student in adapting, inquiry questions/problems, resources and strategies.

When prompted, student adapts inquiry questions/problems, resources and strategies.

Student independently adapts inquiry questions/ problems, resources and strategies.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Imagine:

View inquiry problems/ questions from diverse perspectives, maintain openness to new ideas and develop real‐world scenarios.

Teacher provides perspective(s) and scenarios for inquiry questions/problems.

Student views inquiry questions/problems from at least two perspectives and chooses a scenario from teacher list of possibilities.

Student views inquiry questions/ problems from diverse perspectives and creates own scenario that is plausible in the real world.

Student views inquiry questions/ problems from diverse perspectives, maintains openness to new ideas and creates imaginative and plausible real‐world scenario.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Create:

Draw conclusions and design learning products that organize information and demonstrate new understandings.

Teacher guides conclusions and specifies product that demonstrates learning.

Student draws predictable conclusions and creates a learning product in a single format.

Student draws conclusions and creates an imaginative learning product that uses multiple formats.

Student’s conclusions show insight; learning product is imaginative, organizing information in multiple formats to demonstrate new understanding.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Evaluate

Teacher evaluates product

Teacher evaluated process and product

Student and teacher evaluate process and product

Student, peers and teacher evaluate process and product.

Risk Factor None Low Moderate High


UbD Unit Design – Creative Thinking and Innovation • Big Ideas, Enduring Understandings and Essential Questions • Grade level benchmark indicators

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Decision Making Assessment Rubric http://academic.scranton.edu/department/assessment/ksom/Decision‐Making‐Rubric.doc

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Identifies Alternatives

Requires teacher assistance to identify alternatives.

Identifies alternatives that are not all seemingly equal or that reflect confusion or limited understanding of the situation

Identifies alternatives that are seemingly equal and that reflect a basic understanding of the situation

Identifies alternatives that are seemingly equal and that reflect an in‐depth understanding of the situation

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Identifies criteria for

assessing alternatives

Requires teacher assistance to identify criteria.

Identifies only some important criteria

Identifies the important criteria that should be considered

Identifies important and less obvious criteria reflecting a thorough understanding of the situation

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Applies criteria to

alternatives

Requires teacher assistance to apply criteria to alternatives.

Determines the extent to which some of the alternatives possess each criterion or the extent to which all of the alternatives possess some of the criteria

Determines the extent to which each alternative possesses each criterion and justifies this with appropriate information or knowledge

Determines the extent to which each alternative possesses each criterion and justifies this with appropriate information or knowledge at an unusual level of depth

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Evaluates results

Make no attempt or requires teacher guidance to evaluate result.

Has difficulty evaluating whether important scores or criteria should be changed or dropped

Evaluates whether important scores or criteria should be changed or dropped in a way that reflects understanding of the subject

Evaluates whether important scores or criteria should be changed or dropped in a way that reflects an in‐depth understanding of the subject

UbD Unit Design – Critical Thinking

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Ethical Considerations Assessment Rubric http://academic.scranton.edu/department/assessment/ksom/Ethical‐Considerations‐Rubric.doc

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Identifies dilemma

Teacher identifies dilemma for student.

Student has a vague idea of what the dilemma is and is uncertain what must be decided

Student identifies the dilemma, including pertinent facts, and ascertains what must be decided

Student describes the dilemma in detail having gathered pertinent facts. Ascertains exactly what must be decided

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Considers stakeholders

Teacher identifies the stakeholders.

Student is unsure as to who should be involved in the decision‐making process

Student determines who should be involved in the decision making process and accurately identifies all the stakeholders

Student determines who should be involved in the decision making process and thoroughly reflects on the viewpoints of the stakeholders

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Analyzes alternatives and

consequences

Teacher assists the student in the analysis of alternatives and consequences.

Student begins to appraise the relevant facts and assumptions and identifies some alternatives.

Student clarifies at least two alternatives and predicts their associated consequences in detail.

Student clarifies a number of alternatives and evaluates each on the basis of whether or not there is interest and concern over the welfare of all stakeholders

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Chooses an action

Teacher provides student with choices for action.

Student has difficulty identifying and appropriate course of action from among alternatives

Student formulates an implementation plan that delineates the execution of the decision

Student formulates an implementation plan that delineates the execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action

UbD Unit Design – Critical Thinking/Leadership and Responsibility Big Ideas, Enduring Understandings and Essential Questions Grade Level Benchmark Indicators

*Critical Thinking * Leadership and Responsibility *Critical Thinking * Leadership and Responsibility

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Global Awareness Assessment Rubric

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Identification of Global

Factors relevant to an issue or problem: Economic, Cultural, Environmental, Legal Political and Demographic

Student requires teacher guidance to identify global factors.

Student identifies some of the relevant global factors.

Student is able to identify most of the relevant global factors.

Student is able to independently identify all relevant global factors.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Analysis of Impact of

Global Factors on an issue or problem.

Student requires teacher guidance to analyze the impact of global factors.

Student provides short analysis of the impact of some global factors; some inaccuracies in analysis.

Student provides an accurate and somewhat detailed analysis of the impact of relevant global factors.

Student provides a comprehensive analysis, including supporting data, of the impact of relevant global factors.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Application of analysis

to real‐world problem solving

Student makes no application of analysis to real‐world problem solving. Incorrect conclusions or recommendations made.

Student requires teacher guidance to make some application of analysis to real‐world problem solving. Weak conclusions or recommendations made.

Student makes application of analysis to real‐world problem solving. Valid conclusions and good recommendations given.

Student makes application of analysis to real‐world problem solving that demonstrates creative thinking in original recommendations.

UbD Unit Design – Critical Thinking/Creativity and Innovation Big Ideas, Enduring Understandings and Essential Questions Grade Level Benchmark Indicators *Critical Thinking *Creativity and Innovation * Critical Thinking *Creativity and Innovation *Global Perspectives *Global Perspectives

Leadership Assessment Rubric ‐ http://academic.scranton.edu/department/assessment/ksom/Leadership‐Rubric.doc

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Confidence

Student lacks confidence and prefers to follow lead of others.

Student gives an impression of reluctance or uncertainty about exercising leadership.

Student is comfortable and confident in exercising leadership duties.

Student uses strong verbal and non verbal behavior to convey authority and concern.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Balance between task to

be accomplished and interpersonal relations

Student needs sustained teacher guidance to balance task and interpersonal relations.

Student focuses exclusively task without regard to the people OR focuses exclusively on interpersonal relations without regard to task.

Student balances the need for task accomplishment with the needs of individuals in the group.

Student assigns tasks to members whose unique talents contribute directly to the task. Uses positive reinforcement. Delegates as needed.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Ability to Listen

Student has set ideas, does not solicit input from others.

Student solicits ideas or suggestions but neglects to consider them.

Student listens actively and shows understanding by paraphrasing or restating ideas of others.

Student acknowledges and builds on others’ ideas, summarizing important points at regular intervals.

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Stays on Track

Student has difficulty keeping group on track, allows frequent rambling discussion or activity that is not goal‐oriented.

Student lets the group stray off track, OR keeps the group so rigidly on track that relevant issues or concerns are ignored.

Student keeps group on track by managing time, providing coaching or guidance, or resolving differences as needed.

Student develops and adheres to a calendar of activities and/or checklists. Intervenes when tasks are not moving toward goals

Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Agenda

Student has no recognizable agenda.

Student has an incomplete or vague agenda for the group.

Student provides a clear agenda for the group.

Student circulates a prepared agenda in advance.

UbD Unit Design – Leadership and Responsibility Document Links Home Page Student Outcomes Rubrics


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Technology Product Assessment Rubrics Blogs

Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10

Quality of Writing

‐ post has no style or voice‐ gives no new information on the topic ‐ poorly organized

‐ post has little style or voice ‐ gives some new information on the topic ‐ poorly organized

‐ written in a somewhat interesting style and voice ‐ some new information on the topic or reflective ‐ well organized

‐ written in an interesting style and voice ‐ very informative or deeply reflective ‐ well organized

Presentation

‐ many words misspelled ‐ many grammar errors ‐ formatting makes post difficult to follow or read

‐ several spelling errors ‐ several grammar errors‐ formatting makes it difficult to follow or read

‐ few spelling errors ‐ few grammar errors ‐ some formatting to help make the post easier to read

‐ all words spelled correctly ‐ no grammar errors ‐ formatting makes the post more interesting and easier to read

Multimedia

‐ no multimedia ‐ one piece of multimedia ‐ several pieces of multimedia ‐ multiple pieces of multimedia ‐ multimedia adds new information or perspective to post

Community

‐ no links ‐ post is not tagged or categorized

‐ one or more links ‐ only "easy" links ‐ post may be categorized or tagged

‐ several links included that add to the reader's understanding ‐ post may be categorized or tagged

‐ several links to places that add to readers understanding ‐ post is fully categorized and tagged

UbD Unit Design – Technology and Information Literacy



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Data and Graphing Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Data Table Data in the table is

not accurate and/or cannot be read.

Data in the table is accurate and easy to read.

Data in the table is organized, accurate, and easy to read.

Data in the table is well organized, accurate, and easy to read

Labeling of Y axis The Y axis is not labeled.

The Y axis have a label. The Y axis has a clear label that describes the units and the dependent variable e.g. % of dog food eaten;

The Y axis has a clear, neat label that describes the units and the dependent variable (e.g., % of dog food eaten;

Labeling of X axis The X axis is not labeled.

The X axis has a label. The X axis has a clear label that describes the units used for the independent variable.

The X axis has a clear, neat label that describes the units used for the independent variable (e.g., days, months,

Title A title is not present. The title is present at the top of the graph.

Title clearly relates to the problem being graphed (includes dependent and independent variable) and is printed clearly.

Titles are creative and clearly relate to the problem being graphed (includes dependent and independent variables.)

Type of Graph Chosen

The graph distorts the data making interpretation almost impossible.

The graph distorts the data somewhat and interpretation of the data is somewhat difficult.

The graph is adequate and does not distort the data, but interpretation of the data is somewhat difficult.

The graph fit the data well and makes it easy to interpret.


UbD Unit Design – Technology and Information Literacy • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators

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Desktop Publishing Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10

Layout, Design, and Organization

Layout is confusing. There is no clear or logical flow to the content‐just includes facts. Page is not balanced.

Layout is haphazard. Content is somewhat organized, but hard to follow in places. Text may not be balanced in all parts of the document.

Layout is logical. Content is organized. Some imbalance of text on page.

Layout is logical and visually appealing. Content is well organized, flows in a logical manner, and is easy to follow. Good balance on page.

Appearance and Readability

The document does not make use of font, color, and contrast. May use too many fonts. This may make the work difficult to read and detracts from content Did not consider target audience.

Document includes variety of fonts, color, and contrast, but this may occasionally detract from the content. (too many fonts may be used) Some text may be difficult to read. May not be appropriate for your audience.

Document make good use of font, color and contrast. Text is readable. Most of document is appropriate for target audience.

The document makes excellent use of (limited) fonts, color and contrast to visually enhance the content. Text is easy to read. Excellent visual appeal. Appropriate for your target audience.

Formatting, Mechanics, and Spelling

Formatting is not consistent. Numerous errors in spelling, grammar, or mechanics. Sentence structure may be poor.

Formatting is fairly consistent; there may be some errors in spelling, grammar, and mechanics that detract from the work; some sentences may have to be rewritten.

Formatting is consistent; there may be a few errors in spelling, grammar, and mechanics that detract from the work; some sentences may have to be rewritten

Formatting is consistent and there are no errors in spelling, grammar, or mechanics; sentence structure is sound.

Pictures and Graphics Uses minimal or distracting images and graphics that detract from the content.

The pictures and graphics could be better selected to enhance the content. Some are not sharp and detract from content.

Pictures and graphics have been selected to fit content. Most are sharp .

Pictures and graphics are well selected and help support the content. They are visually sharp and enhance the document.

Creativity and Extra Effort

The document shows little evidence of much effort of original though. Ideas aren‘t very creative or inventive. Minimal effort spent contributing to group activity when using digital camera.

The document shows some evidence of effort, but not much original thought. Minimal evidence of creativity or inventiveness. Some effort spent contributing to group activity with the digital camera.

The document shows a good amount of effort and original thought. Ideas are fairly creative and inventive. Average effort spent working with group activity with the digital camera.

The document goes above and beyond the essential requirements and shows a large amount of effort and original thought. Ideas are very creative and inventive. Students worked well and contributed to group activities

Required Elements

Some of the required elements are included, but many are done incorrectly or not done at all. Does not try to accomplish tasks on his/her own.

Most of the required elements are present; but a few may be missing or incorrectly done. Some assistance needed when completing work.

Document includes all of the required elements, but student required assistance to complete the work.

The document includes all of the requirements for this assignment. Student works independently and requires minimal or no supervision.


Excel Spreadsheets Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 ACCURACY Evaluating the accuracy of labels and data entered.

Integrity of the data is lost. There are at least 5 errors.

Some data and labels have been entered correctly. There are between 3 and 4 errors.

Most data and labels have been entered correctly. There are no more than 2 errors.

All data and labels have been entered correctly. The spreadsheet has perfect integrity. There are 0 errors.

SUM FUNCTION Integrity of the spreadsheet is compromised. There are at least 5 errors using the SUM function.

The SUM function has not been used in all appropriate instances. There are between 3 and 4 errors.

The SUM function has not been used in all appropriate instances. There are no more than 2 errors.

The SUM function has been used correctly in all appropriate instances. There are no errors with regards to this function.

AVERAGE FUNCTION The AVERAGE function was not used correctly.

Where asked the AVERAGE function was used correctly. It was not properly labeled or formatted.

Where asked the AVERAGE function was used correctly. It was labeled and formatted; however, it was not attractive and did not make the information easy to locate and/or read.

Where asked the AVERAGE function was used correctly. It was labeled and formatted appropriately making it attractive, easy to locate and read.

COUNT FUNCTION The COUNT function was not used correctly.

Where asked the COUNT function was used correctly. It was not properly labeled or formatted.

Where asked the COUNT function was used correctly. It was labeled and formatted; however, it was not attractive and did not make the information easy to locate and/or read.

Where asked the COUNT function was used correctly. It was labeled and formatted appropriately making it attractive, easy to locate and read.

REFERENCES References are not used as per the instructions.

References were used; however, not in all appropriate formulas. Formatting, color and borders are used consistently to make the information easy to locate and read.

References were used in all appropriate formulas. Formatting, color and borders are used; however, the use of them does not make the information easy to locate and/or read.

References were used in all appropriate formulas. Formatting, color and borders are used consistently to make the information easy to locate and read.

APPEARANCE Color, format and shading have not been used.

Color, format and shading techniques have been used; however, they make the viewing of the spreadsheet challenging and therefore distract from the data.

Color, format and shading techniques have been used; however, they do not optimize the viewing of the spreadsheet.

The use of color, format and shading enhance the spreadsheet making it easy to read and attractive to the eye.



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Graphic Organizers Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Arrangement of Concepts Main concept not clearly

identified, number and nature of sub concepts indicate poor understanding of topic.

Main concept not clearly identified; sub concepts don’t consistently branch from main idea.

Main concept easily identified; most sub concepts branch from main idea.

Main concept easily identified; all sub concepts branch appropriately from main idea

Links and Linking Lines Linking lines are disorganized; no linking words or hyperlinks.

Linking lines not always pointing in correct direction; linking words don’t clarify relationships between concepts; hyperlinks don’t function or fail to enhance the topic.

Most linking lines connect properly; most linking words accurately describe the relationship between concepts; most hyperlinks effectively used.

Linking lines connect related terms/point in correct direction; linking words accurately describe relationship between concepts; hyperlinks effectively used

Graphics Graphics used inappropriately and excessively; graphics poorly selected and don’t enhance understanding of the topic; some graphics are blurry and ill‐placed.

Limited or excessive graphics of good quality used, but most do not enhance understanding of the topic.

Graphics used appropriately most of the time; most graphics selected enhance understanding of the topic, are of good quality, and are situated in logical places on the page.

Graphics used appropriately; greatly enhance understanding of the topic and aid in comprehension; are clear, crisp and well situated on the page.

Content Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors.

Contains essential information in logical arrangement, but omits some important ideas. Contains some spelling and grammatical errors.

Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; few misspellings or grammatical errors.

Reflects essential information; is logically arranged; concepts succinctly presented; no misspellings or grammatical errors

Text Font too small to read easily; more than four different fonts used; text amount is excessive for intended audience.

Font is readable, but has no variations that help distinguish concepts for the audience.

Most text is easy to read; uses no more than four different fonts; amount of text generally fits intended audience.

Easy to read/ appropriately sized; no more than three different fonts; amount of text is appropriate for intended audience; boldface used for emphasis.

Design Cluttered design; low in visual appeal; requires a lot of scrolling to view entire diagram; choice of colors lacks visual appeal and impedes comprehension.

Design is uncluttered; requires some scrolling to view entire diagram; uses color effectively most of time.

Design is fairly clean, with a few exceptions; diagram has visual appeal; four or fewer symbol shapes; fits page well; uses color effectively.

Clean design; high visual appeal; four or fewer symbol shapes; fits page without a lot of scrolling; color used effectively for emphasis.

UbD Unit Design – Technology and Information Literacy Document Links Home Page Student Outcomes Rubrics

Big Ideas, Enduring Understandings and Essential Questions Grade Level Benchmark Indicators

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Movie Maker Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

Subject Knowledge

Student does not demonstrate an understanding of topic. Research questions are not addressed or include incorrect or unclear information.

Student demonstrates an incomplete understanding of topic. Missing some research questions. Few supporting details.

Student demonstrates a basic understanding of topic. All research questions are answered; but with limited supporting details.

Student demonstrates full knowledge (more than required) of topic, and includes many supporting details to enhance presentation

Graphics

Student uses superfluous graphics or no graphics

Student uses graphics that rarely support text and presentation.

Student's graphics relate to text and presentation.

Student's graphics explain and reinforce screen text.

Text Mechanics

Student's presentation has four or more spelling errors and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

Movie Design

Student does not use effects and/or music. Frames move too fast for audience to read.

Student uses effects and music that distract the audience OR frames move too fast to read.

Student uses effects and music that complement the information in the movie.

Student uses effects and music that enhances the information in the movie. Wow!

Neatness

Fonts are hard to read (color, style, size).

Fonts are easily read by audience.



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Multimedia Presentation Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Subject Knowledge

Subject knowledge is not evident. Information is confusing, incorrect, or flawed.

Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed.

Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct.

Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct.

Citing Sources No sources are properly cited.

Few sources are properly cited.

Most sources are properly cited.

All sources are properly cited.

Organization The sequence of information is not logical. Menus and paths to information are not evident.

The sequence of information is somewhat logical. Menus and paths are confusing and flawed.

The sequence of information is logical. Menus and paths to most information are clear and direct.

The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct.

Originality The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought.

The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness.

The project shows some evidence of originality and inventiveness.

The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.

Technical Project does not run satisfactorily. There are too many technical problems to view the project.

Project runs minimally. There are many technical problems when viewing the project.

Project runs adequately with minor technical problems.

Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found.



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Photostory Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Subject Knowledge ‐Little subject knowledge

evident

‐Some subject knowledge is evident. ‐Some information is confusing, incorrect, or flawed.

‐Subject knowledge is evident in much of the Photo Story. Most information is clear, appropriate, and correct.

‐Subject knowledge is evident throughout the Photo Story. All information is clear, appropriate, and correct.

Content Elements‐ ‐purpose of story ‐organization/structure ‐sequencing ‐narrative ‐audience engagement

‐Story is badly organized and does not keep interest of audience.

‐Story is somewhat organized but has no impact on the audience.

‐Purpose and organization of the story are evident and clear. ‐Sequencing and narration tell story well. ‐Audience empathizes with story.

Purpose and organization are seamless; audience is captivated by story. Story evokes reflection, and/or transformation.

Depth & Breadth of Photo Story Content

No evidence that higher‐level thinking skills were used in the creation of this Photo Story.

Little evidence that higher‐level thinking skills were used in the creation of this Photo Story.

Some evidence that higher‐level thinking skills were used in the creation of this Photo Story.

Clear evidence that higher‐level thinking skills were used in the creation of this Photo Story.

Sound Uneven and distracting; not coordinated with video; does not add to meaning or tone; difficult to understand.

Sound is somewhat uneven and distracting; coordinated with video but does not add to meaning or tone; sometimes difficult to understand.

Mostly well suited to the meaning and tone of the video but it may be uneven (too loud or too soft).

Well coordinated with video; adds meaning or tone; easy to understand.

Creativity ‐ Ideas

No original ideas. Little correlation between ideas and images in the story. Purpose of product is not evident.

Contains a few original ideas but they are not fully developed. Images correlation with story but fail to create a supporting atmosphere. A purpose is somewhat evident in the Photo Story.

Contains and develops some original ideas . Appropriate use of images to create an atmosphere that correlates with the context of the story. A purpose is evident in the Photo Story.

Ideas are well developed. Exceptional use of images to create a distinct atmosphere that correlates with the context of the story. A clear purpose is maintained throughout the Photo Story.

Citing Resources / Permissions Obtained for Resources

Sources are not cited anywhere in the Photo Story. Permissions to use text, graphics, audio, video, etc. are not included.

Few sources are properly cited within the Photo Story and are copyright free. All permissions to use text, graphics, audio, video, etc. are available and included.

Most sources are properly cited within the Photo Story and are copyright free. All permissions to use text, graphics, audio, video, etc. are included.

All sources are properly cited within the Photo Story and are copyright free. All permissions to use text, graphics, audio, video, etc. are included.

Transitions and Edits Confusing; overused; detract from the “flow” of the video.

Overused; detract from the “flow” of the video.

Number and use is appropriate to the subject matter but some are distracting.

Smooth; appropriate to the subject matter and add to the flow of the video.

Working as a Team No observed teamwork. One student dominates creation process.

Minimal teamwork is observed but one student dominates.

Teamwork is observed. but not fully reflected in Photo Story.

Photo Story shows evidence of students working collaboratively.



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Podcast Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10

Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear.

Somewhat engaging (covers well‐known topic), and provides a vague purpose.

Describes the topic and engages the audience as the introduction proceeds.

Catchy and clever introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately.

Introduction

Speaker is not identified. No production date or location of the speaker is provided.

Alludes to who is speaking, date of the podcast, and location of speaker.

Tells most of the following: who is speaking, date of the podcast, and location of speaker.

Tells who is speaking, date the podcast was produced, and where the speaker is located.

Information is inaccurate. Some information is inaccurate or long‐winded.

Accurate information is provided succinctly

Creativity and original content enhance the purpose of the podcast in an innovative way. Accurate information and succinct concepts are presented.

Vocabulary is inappropriate for the audience.

Vocabulary is adequate. Vocabulary is appropriate. Vocabulary enhances content.

Includes no source quotes. Includes some variety of informative quotes from some “expert” sources. Source quotes need some editing and some credits are missing.

Includes appropriate and informative quotes from “expert” sources. Source quotes are credited appropriately.

Includes a wide variety of appropriate, well‐researched and informative sources and has well‐edited quotes from “expert” sources. Quotes and sources of information are credited appropriately.

Does not stay on topic. Occasionally strays from the topic. Stays on the topic. Keeps focus on the topic. No conclusion is provided. Conclusion vaguely summarizes

key information Conclusion summarizes information. Conclusion clearly summarizes key

information. Delivery is hesitant, and choppy and sounds like the presenter is reading.

Appears unrehearsed with uneven delivery.

Rehearsed, smooth delivery. Well rehearsed, smooth delivery in a conversational style.

Enunciation of spoken word is not clearly understandable or expression, and rhythm are distracting throughout the podcast.

Enunciation, expression, rhythm are sometimes distracting.

Enunciation, expression, pacing are effective.

Highly effective enunciation, expression, and rhythm keep the audience listening.

Content

Poor grammar is used throughout the podcast.

Occasionally incorrect grammar is used during the podcast.

Correct grammar is used during the podcast.

Correct grammar is used throughout the podcast.

Interview Only yes‐or‐no questions are used. No follow‐up questions are asked.

Open ended questions and follow‐up questions are occasionally irrelevant to the topic.

Open ended questions and follow‐up questions are used appropriately.

Open ended questions and follow‐up are used that draw interesting and relevant information from the interviewee.

Graphic and Music Enhancements

The graphics are unrelated to the podcast. Artwork is inappropriate to podcast.

The graphics/artwork sometimes enhance the quality and understanding of the

The graphics/artwork relate to the audio and reinforce content and demonstrate functionality.

The graphics/artwork used create a unique and effective presentation and enhance what is being said in the

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presentation. podcast and follow the rules for quality graphic design.

Music is distracting to presentation.

Music provides somewhat distracting background to the podcast.

Music provides supportive background to the podcast.

Music enhances the mood, quality, and understanding of the presentation.

Copyright infringement is obvious. Use of copyrighted works is questionable.

Graphic and music enhancements are owned by the creator of the podcast or copyright cleared.

All graphic and music enhancements are owned by the creator of the podcast or copyright cleared with appropriate documentation.

Transitions are abrupt and background noise needs to be filtered.

Transitions are uneven with inconsistent spacing; ambient noise is present.

Transitions are smooth with a minimal amount of ambient noise.

Transitions are smooth and spaced correctly without noisy, dead space.

Volume changes are highly distracting

Volume is occasionally inconsistent.

Volume is acceptable. Volume of voice, music, and effects enhance the presentation..

Technical Production

Podcast is either too long or too short to keep the audience engaged.

Podcast length is somewhat long or somewhat short to keep audience engaged.

Podcast length keeps audience listening.

Podcast length keeps the audience interested and engaged.

Did not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others to do the work.

Performed some duties and gave limited contribution to knowledge, opinions, and skills to share with the team. Completed most of the assigned work.

Performed nearly all duties and contributed knowledge, opinions, and skills to share with the team. Completed the assigned work

Performed all duties of assigned team role and contributes knowledge, opinions, and skills to share with the team. Always did the assigned work

Group/Partner Work

Contributed little to the project. Finished own part but did not assist group/partner.

Assisted group/partner. All team members contributed equally to the finished product and assist in editing process by offering critique and sharing in skill development.



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PowerPoint Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Research and Note taking

Notes show no record information from more than one resource, did not find graphics or sounds, and ignored alternative points of view to support your presentation.

Notes show misinterpreted statements, graphics and questions and failed to identify relevant arguments.

Notes show recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.

Notes indicate accurately researched information, a variety of sources, recorded and interpreted significant facts, meaningful graphics, and accurate sounds and evaluated alternative points of view.

Preproduction Plan ‐ Storyboard

There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.

The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.

The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.

The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, , placement & size of graphic, fonts ‐ color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), All slides are numbered, and there is a logical sequence to the presentation.

Introduction The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the

The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience

The introduction is clear and coherent and relates to the topic.

The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.

Content The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable.

The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources.

The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary sources.

Text

The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings,

Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

Sometimes the fonts are easy‐to‐read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

The fonts are easy‐to‐read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for

indentations, or bold font. the target audience and to the point. The background and colors enhance the readability of text.

Layout

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.

The layout uses horizontal and vertical white space appropriately.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.

Citation

No way to check validity of information.

Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.

Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information.

Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project.

Graphics, sounds and/or animation

Images, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.

Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.

The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.

The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.

Writing Mechanics The text is written with no errors in grammar, capitalization, punctuation, and spelling.

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)

UbD Unit Design –Technology and Information Literacy Document Links Home Page Student Outcomes Rubrics


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Video Project Criteria Novice Apprentice Practitioner Expert VIDEO 1‐2 3‐5 6‐8 9‐10 Overall effectiveness of video

Video was not visually interesting. Did not show much imagination. Did not convey information or compelling message.

Video is somewhat interesting but did not show much imagination. Informative, but no compelling message.

Video was interesting, and effective with some evidence of imagination. Message identifiable, but not compelling.

Video was effective, informative and imaginative. Contained a compelling message.

Effectiveness of Introduction

Viewer had little good reason to keep watching.

Viewer continued to watch but was not fully engaged by introduction.

Viewer was fairly well engaged after the introduction.

Viewer was hooked from the beginning of the video and kept interest throughout.

Project Clarity Many elements of the video were irrelevant to the overall message. Viewer was not sure what the message was.

Some elements of the video were relevant to the overall theme but order and clarity of certain segments made it difficult for viewer to identify message.

Most elements of the video were relevant to the overall theme. Events and messages were mostly clear and in order.

All elements of the video were relevant to the overall theme. Events and messages were in a clear and sensible order.

Completion of assignment

Few elements of the assignment were addressed satisfactorily.

Some elements of the assignment were addressed satisfactorily.

Most of the elements of the assignment were addressed satisfactorily.

All elements of the assignment were addressed satisfactorily.

Indication of Thinking and Learning

Video showed little evidence of knowledge about the subject or indication of supporting research, imagination, creativity, and thoughtfulness.

Video showed a basic command of the subject, but lacked evidence of supporting research imagination, creativity and thoughtfulness.

Video showed a basic command of the subject based upon research, but lacked imagination, creativity and thoughtfulness.

Video showed creativity, motivation, and critical‐thinking. The presenters clearly had an understanding of the topic, and did the necessary research.

MEDIA 1‐2 3‐5 6‐8 9‐10 Good audio and visual continuity

Transitions from shot to shot were choppy. Effects were either missing or excessive. Sound was cut‐off and/or inconsistent.

Video sometimes moved smoothly from shot to shot. Use of effects not always appropriate. Sound was well‐placed and reasonably consistent

Video usually moved smoothly from shot to shot. Use of effects was mostly appropriate. Sound was well‐placed and reasonably consistent.

Video moved smoothly from shot to shot. Consistently appropriate use of effects. Sound was well‐placed and consistent.

Use of Media Resources: (music, text, voice‐over, pictures, video)

Little use was made of media resources. Video would have benefited from more diverse media.

Media resources were present but not always balanced. Most media was relevant to the purpose of the video.

Media resources were balanced. Most media was relevant to the purpose of the video.

Media resources were well‐balanced. All media was relevant to the purpose of the video. All available resources were used when effective.

GROUP SKILLS 1‐2 3‐5 6‐8 9‐10

Plan with a focus statement, script, and storyboard.

Group did not complete a plan before filming and editing the video project.

Group completed a plan but did not follow it during the filming and editing of the video project.

Group completed a plan that was mostly followed during the filming and editing of the video project.

Group completed a well‐organized plan that was successfully followed during the filming and editing of the video project.

Group Participation

Group participation was resisted unless supervised by the teacher.

Work was dominated by individual(s).

Most of the group had a meaningful role in the project.

All members of the group had an equal and meaningful role in all aspects of the project.

Group Interaction

Group interaction was poor and decisions were either never made or were dominated by individual(s).

Group interacted but had difficulty resolving differences and reaching decisions without intervention by teacher.

Group interacted but occasionally had some problems resolving differences and making decisions by consensus.

Group interacted effectively making decisions by consensus and resolving differences quickly and smoothly.


• Big Ideas, Enduring Understandings and Essential Questions Document Links Home Page Student Outcomes Rubrics

• Grade Level Benchmark Indicators

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Virtual Simulation Criteria Novice Apprentice Practitioner Expert 1‐2 3‐5 6‐8 9‐10 Knowledge of the key aspects of the simulation or game.

Could not identify any significant aspects of the game.

Identified less than 3 significant aspects in each of the categories of the game.

Identified between 5‐3 significant aspects in each of the categories of the game.

Identified more than 5 significant aspects in each of the categories of the game (significant events, key characters, division of labor, resources needed, problems to be solved).

Ability to understand and communicate the rules of the game

Did not understand the rules of the game or where to find the rules of the game.

Understood a few rules and does not know where to find the rules in question.

Understood the majority of the rules and knows where to find the rules in question.

Fully articulated all rules and knows where to verify rules.

Ability to construct a variety of question types to help solve game problems

Unable to construct knowledgeable questions.

Correctly constructed less than three knowledgeable questions that are the same type.

Correctly constructed between 3‐5 knowledgeable questions in several different types.

Correctly constructed at least 5 knowledgeable questions in several different types. For example, closed or multiple choice, true or false, and analytical or evaluative questions.

Ability to locate and select relevant information from a variety of sources to solve game problems

Unable to locate relevant information.

Located a limited amount of information. Some were not relevant to the game.

Located and selected relevant information from a few sources that will help solve game problems.

Located and selected a wide range of relevant information from a variety of sources that will help solve game problems.

Use of creative thinking strategies in the game‐making or problem solving challenge

Did not use any original ideas to solve the game challenges.

Rarely used original ideas to solve the game challenges.

Used several original ideas and strategies to solve the game challenge.

Used a large number of original ideas and strategies to solve the game challenge.

Ability to act on constructive feedback

Did not consider new and relevant ideas and information.

Hesitated to make changes when new and relevant ideas and information are presented.

Made changes with some encouragement.

Readily adapted changes when new and relevant ideas and new information was presented.

Group/partner teamwork Contributed little to the group effort during the activity.

Finished individual task, but did not assist group/partner during the activity.

Assisted group/partner in the activity’s objective.

All team members contributed equally to the activity’s objective.

UbD Unit Design – Technology and Information Literacy • Big Ideas, Enduring Understandings and Essential Questions • Grade Level Benchmark Indicators Alternate Virtual Simulation and Serious Games Rubric

http://www.uwstout.edu/soe/profdev/gamerubric.html

Webquests Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10

Introduction All questions were not answered completely.

Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.

All questions were answered completely, but rationales for the all the answers were not clearly stated.

All questions were answered completely and rationales for the answers were clearly stated.

Task The task is incomplete and/or it is apparent that little effort went into the development of the task.

At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.

At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.

All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.

Process: Teamwork The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.

The team had problems working together. Little collaboration occurred.

The team worked well together, but could have utilized each other's skills to a better degree.

It is evident that a mutual effort and cohesive unit created the final product.

Process: Originality There were no original ideas expressed in this project.

The ideas expressed by the body of work demonstrate a low degree of originality.

The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.

The ideas expressed by the body of work demonstrate a high degree of originality.

Grammar, Format , and Spelling

The final body of work had major grammar, spelling, and formatting errors.

The final body of work had 3‐5 grammar, spelling, and formatting errors.

The final body of work had 1 error related to grammar, spelling, and formatting errors.

The final body of work was free of grammar, spelling, and formatting errors.




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Wikis Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10

Content

Content is minimal OR there are several factual errors.

Includes essential information about the topic but there are 1‐2 factual errors.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Covers topic in‐depth with details and examples. Subject knowledge is excellent.

Organization

There was no clear or logical organizational structure, just lots of facts.

Uses headings or bullet lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

Content is well organized using headings or bullet lists to group related material.

Mechanics

More than 4 errors in spelling or grammar.

Four misspellings and/or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

No misspellings or grammatical errors.

Sources

Very little or no source information was collected.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for all graphics, facts and quotes. All documented in desired format.

Originality

Uses other people's ideas, but does not give them credit.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Product shows some original thought. Work shows new ideas and insights.

Product shows a large amount of original thought. Ideas are creative and inventive.

Attractiveness

Use of font, color, graphics, effects etc. but these often distract from the presentation content

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Critiquing

Contributes no comments or recommendations of value.

Contributes minimally valuable commentary and/or recommendations

Contributes some valuable recommendations, but misses some points.

Contributes valuable recommendations and suggestions for improvement that improves the wiki entry.


Rubrics

Document Links Home Page Student Outcomes


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Word Processing

Criteria Novice Apprentice Practitioner Expert

1‐2 3‐5 6‐8 9‐10 Creating documents using MS Office Word

Understand Word Processing software, document margins and the default document settings, change orientation, margin settings, and paper size.

Start a new document, save a new document (file path), select text, use basic formatting commands.

Create a document using a template(s), add, edit and change text, then add/edit headers and footers.

Navigate a document using zoom button, correct any spelling and grammar errors, select different document views, print preview, print final document.

Editing Documents using MS Office Word

Cut, copy, and paste text in a single Word document.

Understand the Office Clipboard and System Clipboard; use Office Clipboard to copy/move text in a single document and/or between two Word documents.

Use AutoCorrect to automatically correct misspellings, and use the right‐click to check spelling and grammar.

Use Word Research to search for related words or phrases (using the Thesaurus).

Formatting Text and Paragraphs using MS Office

Understand Fonts, format text using font list arrow, font style, font size list arrow, and font color gallery.

Use the Font dialogue box to apply font effects and character spacing.

Change line and paragraph spacing, format with Quick Styles, align paragraphs using the Paragraph dialog box, format a document using themes.

Work with tabs and indents, add bullets and numbering, add borders and shading, use the Highlight tool.

File Management Student saves documents, but doesn't understand where the document is saved on the computer.

No understanding of where the document is saved to on the computer and often has difficulty finding the documents. Does not store duplicates of files on USB flash drive.

Understands the filing system for organizing files, and can locate files quickly and reliably in folders and subfolders. Backs up files to USB flash drive.

Understands how to store documents on local network server so files can be accessed from any computer and can save files with the appropriate extension (.txt, .jpg, .doc, .cwk, etc.) to facilitate cross‐platform use.



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