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World Literature Embedded Assessments & Capstone
Honors On Level SWD or ELL
Cultural Conversations: EA #1 My Cultural Identity
Write about 2-3 aspects of their
cultural identity.
Write about 1-2 aspects of their
cultural identity.
Write about one aspect of their cultural identity.
Paragraph Frames
Cultural Perspectives: EA #2 Social Issues
Across Cultures
Write an informational essay about a common
social issue in 2-3 cultures.
Independently Research Nonfiction
Resources.
Write an informational essay about a common
social issue in 2 cultures.
Provide a Set of Leveled Nonfiction
Resources.
Write an informational essay in a common social
issue in 2 cultures.
Provide a Set of Leveled Nonfiction Resources.
Building Cultural Bridges: EA #3 Solving Cultural Social Issues
Independently Develop a Solution
Independently Develop a Solution
Pairs or GroupsDevelop a Solution
EA1 Sophomore Capstone Presentation
Present to Judges Panel (AP Lit and Lang
students)
Present to Judges Panel (AP Lit and Lang
students)
Present to Judges Panel (AP Lit and Lang
students)
Accommodations*Present to a Judges Panel
(Teachers)
Bilingual Presentation
EA2 Documentary Film advocating for a
particular solution to the issue.
Create a documentary 3-5 minutes.
Create a documentary 1-3 minutes.
Flipgrid Video ResponseSentence/Discussion
Stems
EA #1 (Personal/Reflective): Your assignment is to write a reflective essay explaining your cultural identity.
Planning/Prewriting: Take time to make a plan for your essay.
● How will you generate ideas about aspects of your culture that might help convey your sense of identity?
● How does your sense of cultural identity compare to that of your parents, your peers, or even strangers?
● How can a cultural conflict—either internal or external—clarify how your cultural identity influences your perspective?
● How might you use a particular cultural element (food, language, clothing, etc.) as a metaphor or central idea to focus your essay?
● What will you include in a preliminary outline of an organizational structure?
Drafting and Revising: Compose your reflective essay.
● How will you use your prewriting and outline to be sure you include all the components identified in your organizational structure, including an effective introduction and conclusion?
● How can you and your writing group peers use the Scoring Guide to help you note areas in need of improvement such as cohesion of ideas, organizational structure, or use of language?
● How will you ensure that you make necessary changes to the draft as you refine your ideas?● How can you revise for purposeful and clear use of language, including syntax patterns such as
parallel structure and phrases?
Editing and Publishing: Prepare a final draft for publication.
● Which resources will you consult (dictionary, thesaurus, spell-check, grammar handbook, style guide) to ensure grammatically correct sentences, appropriate punctuation, correct spelling, and proper text citation?
EA #1 My Cultural Identity Rubric
Scoring Criteria
Exemplary4
Proficient3
Emerging2
Incomplete1
Ideas
________
Score
The essay has a clear and strongly maintained central idea (e.g., internal/external conflict or central metaphor/concept) to focus the essay uses a range of well-chosen, relevant, and sufficient evidence to create a vivid sense of personal cultural identity.
The essay has an adequately maintained central idea to focus the topic uses a sufficient range of evidence to develop the explanation of cultural identity.
The essay has an unclear or insufficiently maintained central idea and lacks focus uses vague, irrelevant, or insufficient evidence to develop the explanation of cultural identity.
The essay is not coherent and does not clearly maintain a central focus provides little or no evidence to support or develop an explanation of cultural identity.
Structure
________
Score
The writer uses an effective organizational strategy that creates clarity and cohesion introduces ideas smoothly, links them logically, and provides a satisfying conclusion uses appropriate and varied transitions.
The writer uses an adequate organizational strategy that creates a sense of completeness introduces ideas, links them adequately, and provides a conclusion uses some varied transitions.
The writer uses an inconsistent or confusing organization does not introduce, link, and/or conclude ideas uses weak, repetitive, or insufficient transitions.
The writer does not organize ideas clearly does not link ideas uses weak or no transitions.
Use of Language
________
Score
The writer uses precise language and appropriate vocabulary to create a distinctive tone or voice uses parallel structure and various types of phrases to convey meaning or add variety and interest demonstrates strong command of conventions of grammar, usage, capitalization, punctuation, and spelling.
The writer uses appropriate vocabulary and generally maintains an appropriate tone/voice uses parallel structure and various types of phrases correctly demonstrates adequate command of conventions; some minor errors in grammar, usage, capitalization, or spelling do not interfere with meaning.
The writer uses simple or inappropriate vocabulary that does not maintain consistent tone/voice does not use parallel structure and/or varied types of phrases correctly demonstrates partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning.
The writer uses vague, imprecise vocabulary and does not maintain consistent or appropriate tone/voice uses no parallel structure or phrases, or uses them incorrectly demonstrates little command of conventions; numerous errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning.
EA #2 (Informative/Explanatory): Students will research a specific social issue that affects their individual culture and write a 500-word informational essay that explains the social issue and why it is important.
Planning/Prewriting: Take time to plan, conduct, and record your research.
● How will you determine which social issue you are choosing for your affected culture?● Which social issue seems the most prevalent within your culture?● How are other cultures impacted by the same social issue? ● What are the similarities and differences in how the social issue impacts other cultures?● Who is your target audience and how will you organize the information that you are trying to
present?● What position or perspective will you take about your culture?● Are the texts you researched relevant to the position of your essay?● Do you have a well-developed thesis?● How will you ensure that your supporting evidence is relevant and engaging?
Drafting and Revising: Compose your informative/ explanatory essay.
● Have you synthesized your essay with personal experience and insights?
● How will you ensure that you develop your topic with a variety of specific, relevant details, such as
facts, examples, quotations, and anecdotes?
● Have your clearly organized your ideas and information, using strategies such as
compare/contrast, cause/effect, definition, classification, etc.?
● Have you utilized precise language and vocabulary appropriate to the topic?
● Have you utilized appropriate transition words and phrases that clarify the relationship among
ideas?
● Have you maintained an informative/explanatory style throughout your essay?
Editing and Publishing: Prepare a final draft for publication.
● Have you proofread your essay and/or utilized writing software (Word, Pages, Google Docs) tools to ensure that proper grammar, punctuation, and spelling are used?
● Have you consulted the OWL Purdue writing resource to ensure that your essay adheres to MLA format?
EA #2 Cultural Social Issue RubricScoring Criteria Exemplary
4Proficient
3Emerging
2Incomplete
1
Ideas The essay communicates findings and evidence clearly, concisely, and logically, uses well-researched, accurate, and relevant facts, details, and personal experiences/insights, and demonstrates a deep understanding of the subject.
The essay communicates findings and evidence uses mostly accurate and relevant facts details, and examples, demonstrates an adequate understanding of the subject.
The essay communicates insufficient findings and evidence, uses inaccurate, irrelevant, or insufficient facts, details, and examples, and demonstrates lack of understanding of the subject.
The essay communicates insufficient findings and/or no evidence, uses few or no facts, details, and examples, and demonstrates lack of understanding of the subject.
Structure The essay introduces the topic in an engaging manner, uses smooth transitions, provides a thoughtful conclusion, thoroughly analyzes the social issue and how it affects a specific culture, and integrates multiple sources of information.
The essay clearly introduces the topic, uses transitions, provides a conclusion that supports the topic, analyzes a social issue, and integrates multiple sources of information.
The essay attempts to introduce a topic, transitions are used inconsistently. Conclusion is unclear or lacking. The essay does not effectively integrate multiple sources of information.
The essay lacks an introduction, transitions, and/or a conclusion, does not analyze a social issue, and does not integrate multiple sources of information.
Use of Language The essay uses diction and syntax that convey a formal, authoritative tone, correctly embeds and punctuates parenthetical citations, and demonstrates strong command of conventions for grammar, usage, capitalization, punctuation, and spelling.
The essay uses diction and syntax that convey a formal voice, uses generally correct parenthetical citations, with appropriate punctuation, and demonstrates adequate command of conventions for grammar, usage, capitalization, punctuation, and spelling.
The essay does not use appropriate diction or formal voice, omits parenthetical citations, and demonstrates partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning.
The essay uses inappropriate diction and informal voice, omits parenthetical citations, and demonstrates little command of conventions; numerous errors in grammar, usage, capitalization, punctuation and/or spelling interfere with meaning.
Total: _________/12 points x 8.3 = ____________/100
EA #3 (Argumentative): Your assignment is to write an argumentative essay posing a solution to the social issue you have researched. Be sure to use research-based evidence and persuasive appeals to convince your audience of the solution.
Planning/Prewriting: Take time to make a plan for your essay.
● How will you identify potential solutions and evaluate which solutions might actually work?● What further research will you have to do to support your claim?● Have you stated your claim precisely and identified your counterclaims?● Have you found sufficient evidence to support your claim?● Who is your audience, and what are their concerns that must be addressed as
counterclaims?● How will you use logic, evidence, and rhetorical appeals to advocate your solution?
Drafting: Determine the structure and organization of your essay.
● How will you organize your ideas?● What transitions will you use to connect evidence and support for your claim?● What counterclaims will you acknowledge, and what evidence do you have to refute them?
Revising:Compose your argumentative essay.
● Have you written a precise claim?● Have you used valid and sufficient evidence to support your claim?● Have you created an organization that shows a clear relationship among claim,
counterclaim, reasons, and evidence?● Does your conclusion follow from and support your argument?● Have you maintained a formal style throughout?
Editing and Publishing: Prepare a final draft for publication.
● Have you included transitional words, phrases, and clauses to clarify and connect ideas?● Have you consulted style guides to ensure that you are citing evidence correctly and using
correct grammar and punctuation?● Have you checked that all words are spelled correctly?
EA #3 Argumentative Social Issue Action Rubric
Scoring Criteria Exemplary4
Proficient 3
Emerging 2
Incomplete1
Ideas
__________
Score
The essay has a clearly stated and strongly maintained claim that takes a specific position and develops the argument effectively by integrating relevant evidence from a variety of texts and personal insights.
The essay makes an effective claim with a specific position and develops an argument sufficiently by integrating evidence from a variety of texts and personal experiences
The essay has an unclear or insufficiently maintained central idea and lacks focus, or does not take a position and uses vague, irrelevant, or insufficient evidence to develop the argument
The essay is not coherent and does not make a clear claim or state a position and provides little or no evidence to develop an argument.
Structure
__________
Score
The essay uses an effective organization that establishes clear relationships among claims, counterclaims, reasons, and evidence, introduces ideas smoothly, develops claims and counterclaims fairly, and provides a satisfying conclusion, and uses appropriate and varied transitions.
The essay uses an adequate organization that establishes relationships among claims, counterclaims, reasons, and evidence, introduces ideas, develops claims and counterclaims, and provides a conclusion, and uses some varied transitions.
The essay uses an inconsistent or confusing organization, does not develop claims and counterclaims and/or conclude ideas, and uses weak, repetitive, or insufficient transitions.
The essay uses a confusing organization and/or does not link ideas, does not develop claims and counterclaims or provide a conclusion, and uses weak or no transitions.
Use of Language
_________
Score
The essay uses diction and syntax that convey a formal, authoritative tone, correctly embeds and punctuates parenthetical citations, demonstrates strong command of conventions for grammar, usage, capitalization, punctuation, and spelling.
The essay uses diction and syntax that convey a formal voice, uses generally correct parenthetical citations, with appropriate punctuation, and demonstrates adequate command of conventions for grammar, usage, capitalization, punctuation, and spelling.
The essay does not use appropriate diction or formal voice, omits parenthetical citations, demonstrates partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning.
The essay uses inappropriate diction and informal voice, omits parenthetical citations, demonstrates little command of conventions; numerous errors in grammar, usage, capitalization, punctuation and/or spelling interfere with meaning.
Total: ________/12 Points x 8.3=______________/100
Resources & Examples: https://owlcation.com/academia/How-to-Write-a-Propose-a-Solution-Essay
Sophomore Capstone: Your assignment is to deliver a presentation designed to contextualize your chosen social issue for a panel of judges and justify your approach to resolving it. Use research-based evidence and persuasive appeals to engage your audience and convince them of your solution. Your presentation must meet the following requirements:
● 5-7 minutes in length● Visual aid (PPT, Prezi, Google Slides, or tri-fold poster)● Informational handout for the judges that clearly explains the social issue and
solutionYou will give a practice presentation to your teacher and be graded on your final presentation to the panel of judges.
Planning/Prewriting: Take time to make a plan for your presentation.
● How will you use logic, evidence, and rhetorical appeals to advocate your solution?● How will you integrate oral source citations to cite your research?● What information will you include from your essays?● What personal experiences and insights will you share during the presentation?
Drafting and Organizing: Draft and organize your presentation.
● What background information will you provide to give a context for the social issue?● How will you engage your audience with a hook and provide an effective conclusion with a
clear call to action?● What organizational structure will you select?● How will you argue for a proposed solution to the problem, one that that has a positive
impact?● What evidence and citations will you include to develop claims, counterclaims, and
reasons?● How will you use a presentation tool such as PowerPoint, Prezi, or Google Slides to
incorporate audio and visual components into your presentation?● How will you choose relevant images and write appropriate captions to engage your
audience?
Rehearsing and Presenting: Use effective speaking and listening to prepare, present, and observe
● How can you apply the speaking skills you practiced in Unit 4 to rehearse effective delivery?
● How can you use maps, visual aids, or other media to engage your audience?● How will you take notes to demonstrate your understanding, questioning, and evaluating
of your peers’ presentations?
World Literature Sophomore Capstone Presentation Outline
Introduction (2 minutes)1) How can I grab my audience’s attention at the beginning of my presentation?
a) Rhetorical Questionb) Interesting Factc) Startling Statistic
2) What is your cultural identity?3) What social issue did you chose to research and why is it relevant to my culture? Body (3 minutes)1) What meaningful research did you find on your social issue?
a) Your cultural perspectiveb) World cultural perspective
2) In viewing the social issue from your cultural and a world cultural perspective, what are the similarities differences in values or beliefs?3) What is your solution this social issue?
a) Is the solution the same or different depending on the cultural perspective? Conclusion (2 minutes)1) What you have learned about the topic and about yourself?
a) Were there any unexpected discoveries?2) Call to Action: What do you want your audience to do as a result of hearing your presentation?
World Literature Capstone Presentation Scoring GuideCriteria Exemplary 4 Proficient 3 In Training 2 Overal
l Score
First Impressions
Did the students dress professionally?
The student’s attire was professional.
The student’s attire was business casual.
The student’s attire was casual.
Did the student introduce themselves?
The student sincerely introduced themself to the judges.
The student said their name but did not sound sincere.
The student did not introduce themself.
Speech Content
Was there an introduction with a hook?
The hook and introduction captured the audience’s attention and was thought-provoking.
The hook and introduction attempted to capture the audience attention and informational.
The hook and/or introduction was incomplete and did not peak the audience’s interest.
Did the student identify their cultural identity?
The student clearly identified and gave insight into their cultural identity.
The student identified their cultural identity.
The student did not provide enough information about their cultural identity.
Did the student state the social issue and why it was relevant to them?
The student clearly stated an overview of their topic and why they chose to research this social issue.
The student stated an overview of their topic and why they chose to research this social issue.
The student provided an insufficient overview of their topic and/or failed to mention the reasons for researching this social issue.
Did the student compare and contrast two cultures’ values and beliefs systems of their social issue?
The presentation fully integrated knowledge, content of two cultural perspectives of the social issue.
The presentation integrated some knowledge and content of two cultural perspectives of the social issue.
The presentation did not integrate information about the social issue from two cultural perspectives.
Advocating for a Solution
Did the student persuasively develop a viable solution for their social issue based on credible research?
The presentation clearly explains how a social issue affects a specific culture, argues persuasively for an insightful potential solution, develops claims, counterclaims, and reasons with evidence and citations from a variety of credible sources.
The presentation explains how a social issue affects a culture, argues persuasively, for the most part, for a logical potential solution, develops claims, counterclaims, and reasons with sufficient evidence and citations from reliable sources.
The presentation includes partial explanation of a social issue and solution, uses an inconsistently persuasive argument; solution is illogical, develops claims, counterclaims, and reasons insufficiently; may use limited or unreliable sources.
Did the student properly close their presentation?
The students’ closing included all of the following:-Unexpected Discovery-Learning Journey-Call-to-Action
The students’ closing included two of the following:-Unexpected Discovery-Learning Journey-Call-to-Action
The students’ closing included one of the following:-Unexpected Discovery-Learning Journey-Call-to-Action
Speaking & Listening
Did the students speak clearly and use professional language?
The student was articulate and used professional language.
The student spoke clearly and occasionally used fillers.
The student spoke softly and/or frequently used fillers.
Did the student address the judges and audience during the presentation?
The student addressed the judges for the entire presentation, only using their PowerPoint as a reference.
The student mostly addressed the judges but may have briefly read from their PowerPoint.
The student faced their PowerPoint or teacher and did not address the judges.
Did the student answer the question(s) appropriately?
The student answered the questions with accuracy and confidence.
The student attempted to answer the questions with accuracy.
The student had difficulty formulating a response to the questions.
Total:
____________________ /44
Comments:
Today I learned….
After the presentation, now I wonder…
Other comments?
Springboard Capstone Presentation RubricScoring Criteria
Exemplary
4
Proficient
3
Emerging
2
Incomplete
1
Ideas
__________
Score
The presentation clearly explains how a social issue affects a specific culture, argues persuasively for an insightful potential solution, develops claims, counterclaims, and reasons with evidence and citations from a variety of credible sources.
The presentation explains how a social issue affects a culture, argues persuasively, for the most part, for a logical potential solution, develops claims, counterclaims, and reasons with sufficient evidence and citations from reliable sources.
The presentation includes partial explanation of a social issue and solution, uses an inconsistently persuasive argument; solution is illogical, develops claims, counterclaims, and reasons insufficiently; may use limited or unreliable sources.
The presentation does not propose a social issue or potential solution, does not develop an argument and/or provides little or no evidence of research.
Structure
__________
Score
The presentation demonstrates extensive evidence of preparation, has an engaging introduction that thoroughly explains the social issue and solution, follows a smooth and effective organizational structure, and concludes with a clear call to action. Informational handout provides clear details about the social issue and solution.
The presentation demonstrates adequate evidence of preparation, has an introduction that explains the social issue, follows a logical organizational structure, and includes an adequate conclusion. Informational handout provides details about the social issue and solution.
The presentation demonstrates insufficient preparation, has a weak introduction, uses a flawed or illogical organizational structure, and includes a weak or partial conclusion. Informational handout is lacking details about the social issue and/or solution.
The presentation demonstrates a lack of preparation, lacks an introduction, has little or no organizational structure, and lacks a conclusion. Informational handout is missing.
Use of Language
_________
Score
The presentation uses persuasive language and precise diction, demonstrates command of the conventions of standard English grammar, usage, and language, cites and evaluates sources thoroughly in an annotated bibliography, integrates oral citations smoothly.
The presentation uses appropriate language and some precise diction, demonstrates adequate command of the conventions of standard English, cites and evaluates sources in an annotated bibliography, and includes adequate oral citations.
The presentation uses inappropriate language; may use basic diction, demonstrates partial command of the conventions of standard English, begins to cite and/or evaluate sources in an annotated bibliography; may use improper format, includes inadequate oral citations.
The presentation does not communicate; vague or confusing has frequent errors in standard English grammar, usage, and language lacks an annotated bibliography lacks oral citations.
Add Presentation (Digital, Board) Criteria
______/16 Points
Resources & Examples
EA2 Documentary: Your assignment is to transform your presentation from the first Embedded Assessment into a documentary film advocating for a particular solution to the issue. Use research-based evidence, persuasive appeals, and documentary film techniques to engage an audience and convince them of your argument.
Scoring Criteria
Exemplary4
Proficient 3
Emerging 2
Incomplete1
Ideas
__________
Score
The film establishes the conflict clearly in an engaging manner • advocates persuasively for a solution • presents an opposing point of view fairly and objectively • incorporates a variety of documentary film techniques purposefully • includes an effective call for action.
The film establishes the nature of the conflict adequately • advocates for a logical solution • presents an opposing point of view fairly and objectively for the most part • includes sufficient documentary film techniques • includes a call for action.
The film • establishes the nature of the conflict inadequately • advocates for an illogical or undeveloped solution or solutions • presents an opposing point of view unfairly or subjectively • includes insufficient documentary film techniques • has an ineffective call for action.
The film does not establish the nature of the conflict • does not advocate for a solution • presents no opposing points of view • includes minimal documentary film techniques • lacks a call for action
Structure
__________
Score
The film demonstrates extensive evidence of collaboration and preparation • has an engaging and effective introduction and conclusion • follows a smooth and effective organizational structure • uses transitions and juxtaposition of ideas and images for effect
The film • demonstrates adequate evidence of collaboration and preparation • has an adequate introduction and conclusion • follows a logical organizational structure • uses transitions between ideas and images for clarity
The film demonstrates insufficient or uneven collaboration and/or preparation • has a weak introduction and/or conclusion • uses a flawed or illogical organizational structure • uses inadequate or awkward transitions.
The film demonstrates a failure to collaborate or prepare • lacks an introduction and/or conclusion • has little or no organizational structure • lacks transitions.
Use of Language
__________
Score
The film communicates to a target audience clearly with a strong sense of purpose • demonstrates command of the conventions of standard English grammar, usage, and language • uses logical, ethical, and emotional appeals effectively.
The film communicates to a target audience with a sense of purpose • demonstrates adequate command of the conventions of standard English grammar, usage, and language • uses sufficient logical, ethical, and emotional appeals.
The film communicates inappropriately; may use basic diction • demonstrates partial command of the conventions of standard English grammar, usage, and language • uses insufficient logical, ethical, and emotional appeals.
The film does not communicate clearly; may use vague or confusing language • has frequent errors in standard English grammar, usage, and language • does not include persuasive appeals.
PARENT/GUARDIAN NOTIFICATION FORM
As the parent/guardian of ____________________________________________, at Osborne High School, I am aware that my son/daughter is required to successfully complete the Sophomore Capstone Presentation as a requirement to demonstrate their mastery of the World Literature standards. I am also aware that components for the Capstone Presentation include:
● Exploring personal cultural identity● Researching about social issues that affect various cultures● Advocating for a solution to a social issue● Creating a visual presentation such as a PowerPoint, Prezi, Google Slides, or poster● Delivering a presentation before a panel of judges and peers
✓ I understand that the World Literature Capstone is a student-centered assessment. I am aware that the Capstone Presentation will count as the final exam grade which is 20% of my student’s final World Literature grade. I am aware that if my student does not complete any section of the project, my student will receive a zero for that section of the project.
✓ I understand that requirements must be met by due dates. ✓ I understand my student must submit some assignments electronically. ✓ I understand my student must be in class to present their project during a scheduled time of World Literature class the last week of the semester, December 17th-December 21st.
Print Student Name Signature Date
Print Parent Name Signature Date
Phone (________) _________-_____________ Email ______________________________________________________________
Please sign up to join our Remind for deadlines, resources and tips.
FORMULARIO DE NOTIFICACIÓN DE PADRES / GUARDIANES
Como padre / guardián de ____________________________________________, en la Escuela Secundaria
Osborne, soy consciente de que se requiere que mi hijo / a complete con éxito la presentación de
Capstone como requisito en la literatura mundial.
También sé que los componentes para la presentación de Capstone incluyen:
● Explorando la identidad cultural personal
● Investigar sobre cuestiones sociales que afectan a diversas culturas
● Abogando por una solución a un problema social
● Crear una presentación visual como PowerPoint, Prezi, Google Slides o poster
● Ofrecer una presentación ante un panel de jueces y compañeros
✓ Entiendo que World Literature Capstone es una evaluación centrada en el estudiante. Soy consciente de que la presentación de Capstone contará como la calificación final del examen, que es el 20% del grado final de Literatura Mundial de mi estudiante. Soy consciente de que si mi estudiante no completa ninguna sección del proyecto, mi estudiante recibirá un cero para esa sección del proyecto.
Entiendo que los requisitos deben cumplirse en las fechas de vencimiento.✓
Entiendo que mi estudiante debe enviar algunas tareas electrónicamente.✓ Entiendo que mi estudiante debe presentar su proyecto durante un horario programado durante✓
su clase de literatura en la última semana del semestre, del 17 de Diciembre al 21 de Diciembre.
Nombre del estudiante Firma Fecha
Nombre de padre /guardián Firma Fecha Numero (________) _________-_____________
Correo Electronico ______________________________________________________________
Semester Timeline
September 12th Introduce Capstone, give out Parent Consent Forms
September 19th Parent consent forms due
October 19th EA #2 (Informational Essay) Due
October 31st CardinalCon
November 16th EA #3 (Argumentative Essay) Due
December 11th All Presentations and Handouts Due
December 12th – 14st Practice Presentations & Peer Evaluations
December 17th – 21st Capstone Presentations
Capstone Final Score
Final Total Points My Score
My Cultural Identity Narrative - EA18
Cultural Social Issues Informational Essay - EA2 8
Cultural Social Issues Product Solution Argumentative Essay - EA 3
8
Practice Classroom Capstone 8
Final Capstone Presentation 44
Digital Presentation or Presentation Board 6
Presentation Handouts 6
Peer Feedback and Evaluation 6
Advocacy Documentary 8
Total __________________/100 Points
Peer Evaluation FormDirections: Circle the appropriate box.
Criteria Excellent3
Good2
Average1
Did the student identify their
cultural identity?
The student very clearly identified
and explained their cultural
identity.
The student identified their cultural identity.
The student provided little to no information
about their cultural identity.
Did the student state the social issue and why it was relevant to
them?
The student clearly stated
their social issue and explained
why they chose to research it in
detail.
The student stated their social issue and why they
chose to research it.
The student made little reference to their social
issue and why they picked it.
Did the student compare/contrast the perspective of
the social issue across two cultures?
The student’s presentation
clearly included two cultural perspectives
concerning the same social
issue.
The student’s presentation included some
comparison/contrast of two cultural perspectives
concerning the same social issue.
The presentation did not include two cultural
perspectives concerning the same issue.
Did the student speak clearly and
use proper language?
The student spoke very
clearly and used appropriate and
academic language.
The student spoke clearly for the most part and
sometimes used “um” or “uh.”
The student spoke quietly and frequently
used “um” or “uh.”
Did the student address/acknowledge the audience
during the presentation?
The student clearly addressed the audience and only used their
PowerPoint as a guide.
The student mostly addressed the audience and
briefly read from their PowerPoint.
The student did not face the audience and read
entirely from their PowerPoint.
Total: __________/15 pts
Classroom Expectations
● Judges should save all questions until the end of presentations.● Judge should keep time of presentation.● Students should not be cut off unless they go so far over time that it will interfere with other
presentations.● Non-presenting students who are in the classroom should be quiet and respectful during
presentations.● Handouts should be given before presentation starts.● Students should not be penalized for technical issues.● Teacher will debrief the judges on the rubric and expectations before presentations.
