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John Austin Martin 9/30/2015
Communications 2265-101
Quiz 3
Production by 8th Grade Health class
** Assignment to make a public service announcement about the Hazards of Marijuana Smoking
** Details** Focus on one aspect of Marijuana smoking that is detrimental. This video will illustrate the loss of focus and inability to perform easy tasks.
** Tools: Powerpoint slides
Narration by students in the Health class
Photos will be taken of students doing the following things. These photos will be inserted into a Powerpoint slide show. The slide show will be used as a video. Some kind of follies sound tract will be added.
Students will act out the effects of Marijuana in the classroom, in the gymnasium, eating brownies, riding a bicycle, playing a video game, hanging out with friends, and trying to open the combination lock on a hallway locker.
** Teamwork and leadership skills demonstrated in carrying out this assignment will have a greater importance on the grades than the quality of the video.
Quality of Presentation
Weight
|
Beginning
The presentation is at a beginning stage. |
Novice
The presentation may show flashes of quality, but could be improved in several important ways. |
Proficient
The presentation is acceptable, but could be improved in a few important ways. |
Exemplary
The presentation is exemplary | ||
Content
|
5%
|
The presentation does not include information on the major points.
| Important information is missing, or there are few supporting details. |
Information is complete with basic supporting details, increasing audience knowledge at least to some degree.
|
Information is complete and well supported by detail, significantly increasing the audience's knowledge of the topic.
| |
Thinking and
Communication | 5% | The presentation does not express main points clearly, thoroughly, or persuasively. | The presentation seems to convey only limited understanding of the topic. The main points are not clearly stated or persuasive. | The presentation conveys good understanding of the topic, with some lapses.
The speaker's main points are clear but are not persuasive.
| The presentation conveys deep and thorough understanding of the topic. The speaker's main points are logical and persuasive. | |
Organization,
Mechanics, and Vocabulary | 15% | No introduction is used to capture audience attention. The body of the presentation needs organization and supporting details. A suitable closing is missing. The speaker has not mastered key words and phrases relevant to the topic. | The introduction is unclear or fails to capture audience attention. The body of the presentation is confusing with limited supporting details. The closing is unclear or does not include many of the major points. The speaker's topic related vocabulary is limited. | The introduction states the purpose but does not capture the attention of the audience. The main part of the presentation is organized and sequential with some supporting details. The closing provides a basic summary of the most major points. Vocabulary is appropriate to the topic, with some lapses. | The introduction captures audience attention and gives a clear statement of purpose. The main part of the presentation is well organized, sequential, and well supported by detail. The closing provides a thorough summary of all of the major points. The speaker demonstrates a rich vocabulary appropriate to the topic. | |
Illustration
|
10%
|
No presentation aids.
|
Presentation aids do not enhance audience understanding or are confusing.
|
Presentation aids are appropriate to the topic but are not well integrated into the overall presentation.
|
Presentation aids are clearly linked to the material, well executed, and informative to the audience.
| |
| Presentation | 10% | Control of speaking tone, clarity, and volume is not evident. No evidence of creativity. Speaker is visibly nervous and does not convey interest in the topic. Speaker does not make eye contact with audience. Physical gesture and awareness of facial expression are absent. | Clarity of speech is uneven; delivery is halting. Limited evidence of creativity. Speaker is not completely sure of topic but appears nervous or disengaged. Limited or sporadic eye contact with audience. Limited or inappropriate use of physical gesture and facial expression. | Good speaking voice; recovers easily from speaking errors. Creativity apparent, but is not well integrated into presentation. Speaker is in command of the topic but appears slightly nervous in delivery. Good eye contact with audience throughout most of the presentation. Use of physical gesture and facial expression is good, but appears forced or artificial at times. | Strong, clear speaking voice easily understood by audience. Use of creativity keeps audience engaged. Speaker conveys confidence in talking about the topic. Excellent eye contact with audience throughout presentation. Use of physical gesture and facial expression conveys energy and enthusiasm. |
Peer Collaboration and Teamwork
Criteria
|
Weight
|
Unsatisfactory
|
Proficient
|
Advanced
|
Leadership
and Initiative |
15%
|
Group member played a passive role, generating few new ideas; tended to do only what they were told to do by others or did not seek help when needed.
|
Group members played an active role in generating new ideas, took initiative in getting tasks organized and completed, and sought help when needed.
|
In addition to Proficient criteria: The group member provided leadership to the group by thoughtfully organizing and dividing the work, checking on progress, or providing focus and direction for the project.
|
Facilitation
and Support |
15%
|
Group member seemed unable or unwilling to help others, made nonconstructive criticisms toward the project or other group members, or distracted other members.
|
Group members demonstrated willingness to help other group members when asked, actively listened to the ideas of others, and helped create a positive work environment.
| In addition to Proficient criteria: The group member actively checked with others to understand how each member was progressing and how he or she may be of help. |
Contributions and Work Ethic
|
25%
|
Group member was often off-task, did not complete assignments or duties, or had attendance problems that significantly impeded progress on project. May have worked hard, but on relatively unimportant parts of the project.
|
Group member was prepared to work each day, met due dates by completing assignments/duties, and worked hard on the project most of the time. If absent, other group members knew the reason and progress was not significantly impeded.
| In addition to Proficient criteria: The group member made up for work left undone by other group members and demonstrates willingness to spend significant time outside of class/school to complete the project. |
