Parents and Students:Pretend County School System has made the decision to limit technology

devices students may bring to school and/or use during the school day. Students will no longer be allowed to bring in video equipment or any type of camera during the school day. While students may bring cell phones to allow for after-school communication with parents, cell phones will be turned off during the school day. Students may not bring multimedia players for use during the school day for personal or educational use. Students may not bring laptops to school from home. Students may not bring any game devices, hand held or otherwise from home.

Failure to comply with the policies set forth here will result in punishment according to the county discipline policy. Any questions regarding county policy should be directed to the office of technology. M.P. Player, Director of Technology for Pretend County School System

ANNOUNCEMENT!!!!!

Group project:

Collaborating as a group, you will create a lesson to demonstrate how PERSONAL TECHNOLOGY might be used to teach a high school level skill in class.

• The skill taught must be a sill or content from one of your classes.• The PERSONAL TECHNOLOGY must be something the Pretend County School

Board outlawed.• The use of the PERSONAL TECHNOLOGY must be substantial /important to

the lesson. For example, you can’t just use it to take a picture of the notes on the board.

• The lesson has to be an actual demonstration, you cannot just tell us about how you would use it.

• Everyone has to be involved in the presentation.• Your lesson cannot be less than 10 cannot exceed 15 minutes including

student involvement, and you get an additional five minutes for audience questions. The audience questions cannot count as part of your time.

• You can teach to a small group of students rather than the entire class, but if you do, the only preparation / involvement they get is you finding out if they have the technology and downloading any required apps ahead of time. They cannot be involved in the rest of your planning.

Group project: (additional Notes)

Your presentation must include some sort of visual display. Normally, we check out a document camera that can project the screen of an iPad or smartphone on the projector so that the audience can see what is on the screen. However, you might also just log into a website that is paired with an app on the student smartphones and work from there as well.

Your group should practice your presentation. Remember, though, this is NOT a speech. You are to get “your students” involved in using personal technology to learn a high school skill or content from one of your classes.

You may consult with teachers who teach the skill or content about what is required, but you cannot just take their lesson using personal technology.

You need to be in touch with each other t prepare for unexpected things like being absent or changes in what you can do. Exchange contact inforation.

How will you be graded?Each of the two products will have various points where we will stop and take a grade. GROUP PROJECT: • Quality of your collaboration (more than one rubric) • Quality of your presentation (rubric) (NLT Mar 13)

RESEARCH PAPER: I also will be grading different points of your research paper.• The quality of your survey questions (Check Thursday)• The quality of your interview questions (Check Thursday)• The quality of your annotated bibliography (NLT Feb 27)• The quality of your completed survey document (responses) (NLT Feb 27)• The quality of your interview with a teacher (NLT Feb 27)• A draft of your paper, (writing rubric) (NLT Mar 7)• An example of your works cited page (based on the MLA session in another

classroom) (NLT Mar 7)• The final essay using the writing rubric. (NLT Mar 14)

Collaboration  Below Standard

 At Standard

 Above Standard

Leadership

Student plays a passive role,Student generates few new ideasStudent tends to only do what they are told to do by others. 

plays an active role in generating new ideas.takes initiative in getting tasks organized.delegates responsibilities when required.keeps group/class on task and on schedule.understands and articulates goals of class/group.accepts responsibilities for his or her actions and the actions of the group.

In addition to meeting the criteria for At Standard, the:Student thoughtfully organizes and divides the work between group members.Student monitors progress toward group goal.Student adapts easily to changes in the task or group.

Cooperation 

Student does not willingly follow directions. Student vocalizes intense opposition to group or classroom goals.Student does not comply with group, classroom and community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance. Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.Student complies with group, classroom and community rules.

In addition to meeting the criteria for At Standard, the:Student encourages cooperation through words and actions.Student creates or initiates procedures (or activities) that encourage cooperation.Student willingly switches roles in group or classroom as required by the situation. 

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language Student does not provide positive feedback.Student does not dress, act or respond appropriately to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression and body language Student provides positive feedback to peers and adultsStudent dresses, acts and responds appropriately to the task at hand.

In addition to meeting the criteria for At Standard, the:Student models appropriate speech, behavior, clothing,, etc. even at the risk of breaking peer norms.Student goes out of their way to encourage positive behavior and attitude.

Facilitation & Mediation

Student is passive in the face of individual or group conflict.Student encourages discord.Student does not seek or encourage facilitation or mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.Student encourages peers and adults to listen to each other.Student never attempts to cause conflict by false reporting.Student only engages in private side conversations when attempting to reduce discord.Student is willing to accept facilitation or mediation in the event they are involved in a conflict.

In addition to meeting the criteria for At Standard, the:Student serves as facilitator or mediator between groups or individuals.Student volunteers to find resources or schedule meetings between individuals or groups in conflict.Student, alone or in concert with other students or adults, initiates activities that further harmony between individuals or groups.

Empathy 

Student does not express empathy for the feelings of others.Student displays a lack of awareness or disregard for diversity.Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.Student displays awareness of diversity and the needs of different ethnic/social/religious groups.Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for At Standard, the:Student engages in action that makes the emotional comfort of others a primary concern.Student attempts to broaden group activities to be more inclusive.

GROUP OBSERVATION CHECKLIST (Observe group for 5-10 minutes and check all behaviors that were seen or heard) Group: Project Name: Date: When beginning a new task group members …

Behavior observed All members

Most members

Some members

Fe w members

Agree on an agenda or plan Begin work promptly Get out project materials Figure things out without minimal teacher help Share responsibilities and/or assign roles Review deadlines Stay on task When working group members….

Behavior observed All members

Most members

Some members

Fe w members

Have relevant conversations Evaluate new information for significance Teach each other Review each other’s work Assign overnight/weekend tasks Ensure that work is turned in Clean up and put away Ask for help when needed Stay on task When discussing project work group members….

Behavior observed All members

Most members

Some members

Fe w members

Ask clarifying questions Take turns speaking Make decisions collaboratively Record decisions and plans Share essential information Review deadlines Stay on task

GROUP OBSERVATION CHECKLIST (Observe group for 5-10 minutes and check all behaviors that were seen or heard) Group: Project Name: Date: When beginning a new task group members …

Behavior observed All members

Most members

Some members

Fe w members

Agree on an agenda or plan Begin work promptly Get out project materials Figure things out without minimal teacher help Share responsibilities and/or assign roles Review deadlines Stay on task When working group members….

Behavior observed All members

Most members

Some members

Fe w members

Have relevant conversations Evaluate new information for significance Teach each other Review each other’s work Assign overnight/weekend tasks Ensure that work is turned in Clean up and put away Ask for help when needed Stay on task When discussing project work group members….

Behavior observed All members

Most members

Some members

Fe w members

Ask clarifying questions Take turns speaking Make decisions collaboratively Record decisions and plans Share essential information Review deadlines Stay on task

Presentation Below Standard At Standard Above Standard

Knowledge → Comprehension Application → Analysis Evaluation → Synthesis

Physical Attributes

Student does not dress appropriately. Student does not maintain proper body

language. Student does not maintain eye contact

with audience Student fidgets, hides behind objects,

and plays with objects, etc. Student does not face audience.

Student dresses appropriately for the presentation.

Student maintains proper body language. Student maintains eye contact with audience Student refrains from fidgeting, hiding

behind objects, playing with objects, etc. Student faces audience.

In addition to the At Standard criteria: Student dresses to enhance the purpose of the presentation. Student uses body language to enhance the purpose of the

presentation. Student uses physical space and movements to

enhance the purpose of the presentation.

Oral & Verbal Skills

Student uses oral fillers (uh, ok, etc.) Student pronounces words incorrectly. Student does not speak loudly and

clearly. Student uses tone and pace that

obscures communication. Text contains errors. Student reads from notes.

Student uses minimum of oral fillers (uh, ok, etc.)

Student pronounces words correctly and in Standard English.

Student speaks loudly and clearly. Student speaks at a pace and in a tone that

allows clear communication to the audience. Text displayed during the presentation is

free of spelling, usage or mechanical errors. Student possesses notes but does not

read from them

In addition to the At Standard criteria: Student modifies pronunciation of words to enhance

presentation. Student modulates volume and tone to enhance presentation. Student modulates pace to enhance presentation. Student uses slang, jargon or technical language to enhance

presentation. Student speaks from memory and makes only passing

reference to notes or cards.

Organization & Structure

Student does not begin and end on time. Student does not provide

preview/review. Student does not provide clear and

definable opening and closing. Student does not have all required

materials ready. Student has not practiced presentation. Student does not demonstrate

flexibility.

Student begins and ends on time. Student provides preview and review of

main ideas. Student provides clear and definable

opening and closing. Student has all required materials ready for

use. Student has practiced order of presentation. Student demonstrates flexibility in

the face of technical or contextual problems.

In addition to At Standard criteria: Student provides written notes, brochures, overviews, etc. Student creates an opening that is engaging (provides a hook

for audience) and a closing that re-enforces key understandings.

Student demonstrates planning for technical and contextual problems.

Technical Attributes

Student use of display boards, presentation software, websites, audio, video, etc., distract audience from the content and purpose of presentation.

Student does not demonstrate care in creation, including editing, proofreading, finishing.

Student use of display boards, presentation software, websites, audio, video, etc. does not distract audience from the content and purpose of the presentation.

Student demonstrates care in creation, including editing, proofreading, finishing.

In addition to At Standard criteria: Student uses advanced features and utilities of presentation

software, creates web-enabled presentations, creates non-linear presentation , and uses audio, video, movie maker programs, webpage design software, etc. to enhance the purpose of the presentation.

Student uses advanced features of word processing software, i.e. outline, table of contents, index feature, draw tool, headers and footers, hyperlinks to other file formats to enhance presentation.

Response to Audience

Student does not provide appropriate oral responses to audience questions, concerns, comments.

Student does not adapt the presentation based on questions, concerns or comments from audience.17

Student provides appropriate oral responses to audience questions, concerns, comments.

Student makes minor modifications to the presentation based on questions, concerns or comments from audience.

In addition to At Standard criteria: Student incorporates audience questions, comments and

concerns into the presentation. Student displays willingness and ability to move away

from the script/plan and modify presentation based on audience response.

Exemplary Skilled (-2) Proficient (-4) Developing (-5) Unsatisfactory (Varies)

1. Sources & *citations (*failure to provide accurate in-text, parenthetical citations, as well as an accurate works cited page for all sources will result in a score no higher than 69%)

The paper includes an appropriate and assigned amount of credible and relevant sources from a variety of media, and they are combined into a single unified understanding of the author’s point. Both in-text citations and a works cited page are used. All required information is provided and is formatted properly.

The paper includes all credible and relevant sources, in the assigned number, and all sources are cited correctly. All sources have both in-text citations and a works cited page formatted correctly.

The paper includes all credible and relevant sources, in the assigned number, and all sources are cited correctly. All sources have both in-text citations and a works cited page, but the format may have minor errors.

The paper provides some sources but not the required amount. Some sources are NOT credible and relevant. All sources have both in-text citations and a works cited page, but improperly formatted.

The paper includes no outside sources, or while sources are included, they are not cited in the paper, and/or they are not listed on a works cited page resulting in plagiarism. A score here mean that the highest possible score can be no higher than a 69% (-31)

2. Claim/Central Idea The claim presents the topic or issue clearly, states the writer’s position or proposal, and provides a signal for each of the arguments or supporting ideas.

(Blank squares mean that the writer’s work falls somewhere between the characteristics described on either side.)

The thesis includes topic and proposal/opinion/ position, but has unclear or missing signals of the arguments.

The response lacks a thesis statement or the thesis statement does contain the required parts. (-10)

3. Arguments /Supporting Ideas The response thoroughly develops the arguments using credible and relevant evidence from the source materials and clearly explains how the evidence supports the claim/arguments/ideas.

The response develops the arguments using evidence from the source material but may not elaborate or explain how evidence supports claim/central idea..

The response uses little evidence from the source materials or evidence is misinterpreted.. (-10)

4. Organization/ Coherence The response organizes information logically. Paragraphs have topic sentences and focus on specific ideas supporting thesis. Sentences are clear and focused. Transitions are appropriate and used throughout the piece.

The information is presented logically but sentences and paragraphs combine ideas that would be better off separated or left out.

The information is not organized in a way that responds clearly to the question. . (-10)

5. Sentence Skills The response is written in a variety of sentence structures that are complete and concise. It flows with a natural rhythm. Grammatical and mechanical errors are unnoticeable.

The response is legible but has some grammatical, mechanical. or spelling errors that are noticeable but do not detract from a clear understanding of the text.

The response is illegible, sloppy or has so many grammatical or mechanical errors that it becomes difficult to understand the meaning of the papers.. (-10)

6. MLA Formatting The paper is formatted almost perfectly according to MLA, with correct margins, spacing, headings, etc.

The paper is generally formatted correctly, but errors were made in font size, line spacing, etc. Student used extra space in an apparent attempt to lengthen the paper.

Little or no attempt was made to format the paper according to MLA guidelines.. (-10)

Total