GRASP Presentation

U3 GRASP Presentation

Directions: Here are the details for your U3 GRASP Presentation and what is expected for your summative. In addition, here is the criteria you will be assessed on.

GRASP Presentation: You are to make a PowerPoint presentation for the argumentative essay that you just wrote.

  • Your PowerPoint will be 8-10 slides that will include a summarized version of your argumentative essay.
  • In addition, you will add ideas about a specific design or a theme that you would put in an inclusive playground. For this part, you will add images or draw images for the presentation.
  • You will have to present this PowerPoint in class either through recorded slides on the PowerPoint or spoken. Your choice. However, either way, you need to present it in front of the class because you are critiqued on how you present.
  • Your presentation should be 3-4 minutes.
  • This week you will create your PowerPoint. Next week, you will present it.

 

 

 

 

 

 

 

PRODUCT 2 – Playground Design Presentation

STANDARDS AND SUCCESS CRITERIA:

CCSS.ELA-LITERACY.SL.8.4

Present claims and findings emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

CCSS.ELA-LITERACY.SL8.1

Engage effectively in a range of collaborative discussions (one-on-one, groups and teacher-led) with diverse partners on grade 8 topics, texts, and issues building on other’s ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence and add interest.

CCSS.ELA-LITERACY.SL.8.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

 

Your criteria for your presentation:

Criterion B: Organizing

  1. Your PowerPoint is organized with your title slide, your introduction, your supportive ideas, a counterargument/refutation, design ideas, a conclusion, and a Works Cited slide
  2. Organize your PowerPoint so that your supportive ideas are stated clearly, in an organized way, and reiterated at the end

iii. MLA formatted with evidence and sources in a Works Cited slide. The PowerPoint needs to be with the same font and letter size. Since it is a presentation, you will have larger letters in the heading and smaller for the writing. It should be uniform and easy for the audience to view.

 

  • Criterion C: Producing Text
  1. Only putting the main idea on each slide and speaking the details. Using transitions and sentence starters when revealing the evidence and then explaining in your own words. Using language that has an impact on the audience.

iii. Selecting relevant details and examples to develop ideas.

 

  • Criterion D: Using Language
  1. Use appropriate and varied vocabulary, sentence structures and forms of expression
  2. Write and speak in an appropriate formal tone for your presentation. You should state your points firmly, yet you should still be professional in your voice.

iii. Use correct grammar, syntax and punctuation

*syntax: The arrangement of words and phrases to create well-formed sentences in a language.

  1. Spell and write, and pronounce with accuracy
  2. Use appropriate non-verbal communication techniques such as posture, facial expressions, smiling, eye contact, gestures

 

 

Criterion B: Organizing

  1. employ organizational structures that serve the context and intention
  2. organize opinions and ideas in a coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

 

Achievement level Level descriptor Task Specific Clarifications
0 Student does not reach a standard described by any of the descriptors below. You either did not submit your work or you have submitted work that does not meet the below expectations.
1–2 The student:

 

i. makes minimal use of organizational structures though these may not always serve the context and intention

 

ii. organizes opinions and ideas with a minimal degree of coherence and logic

 

iii-makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

Claim may be confusing or ambiguous and the focus may drift

Introduction may be missing or unrelated to the argument presented

Does not acknowledge alternate or opposing claims

Conclusion is confusing, missing, or off-topic

Ideas are randomly ordered, may contain frequent extraneous information and ideas

Uses few or no transitions; the relationship among claim(s) and reasons is often unclear

Claim is insufficiently supported by evidence from credible sources; evidence may be minimal, irrelevant, repetitive, or vague

include minimal or no references and irrelevant citations.

3–4 The student:

 

i. makes adequate use of organizational structures that serve the context and intention

 

ii. organizes opinions and ideas with some degree of coherence and logic

 

iii-makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

Claim may be somewhat unclear and/or the focus is insufficiently maintained

Introduction does not provide needed context

Attempts to acknowledge and distinguish claim(s) from alternate or opposing claims are unclear or confusing

Concluding statement or section follows from the argument presented

Organization is inconsistent; connections among ideas are sometimes unclear

Uses some words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence

Supports claim(s) with clear reasons and relevant evidence from credible sources

include adequate references and relevant citations.

5–6 The student:

 

i. makes competent use of organizational structures that serve the context and intention

 

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

 

iii-makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

Claim is clear, and the focus is maintained

Introduces claim(s), providing context on the topic or text

Acknowledges and distinguishes claim(s) from alternate or opposing claims

Concluding statement or section follows from and supports the argument presented

Organizes reasons and evidence logically

Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence

Supports claim(s) with logical reasoning and relevant evidence from accurate, credible sources

include competent references and relevant citations in MLA8 format with some errors.

7–8 The student:

 

i. makes sophisticated use of organizational structures that serve the context and intention effectively

 

ii. effectively organizes opinions and ideas in a coherent and logical manner with deals building on each other in a sophisticated way

 

iii-makes excellent use of referencing and formatting tools to create an effective presentation style.

Claim is precise and clearly communicated; the focus is strongly maintained

Effective or engaging introduction concisely provides needed context on the topic or text

Develops claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both

Concluding statement or section concisely synthesizes the argument presented and offers relevant insights or reflection.

Creates an organizational structure that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

Consistent use of a variety of transition strategies to clarify the relationships among claim(s), counterclaims, reasons, and evidence

Supports claim(s) with logical reasoning and comprehensive, relevant, and specific evidence from accurate, credible sources

include excellent references and relevant citations in MLA8 format with few, if any errors.

 

Command Term Definition
Organize Put ideas and information into a proper or systematic order.

 

 

 

Criterion C: Producing Text

  1. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of

impact on an audience.

iii. select relevant details and examples to develop ideas.

Achievement level Level descriptor Task Specific Clarifications
0 Student does not reach a standard described by any of the descriptors below. You either did not submit your work or you have submitted work that does not meet the below expectations.
1–2 The student:

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

 

iii. selects few relevant details and examples to develop ideas.

 

 

You:

ii. Stylistic choices such as formatting(headings), graphics (figures, tables), and multimedia demonstrate minimal awareness of impact on the audience • Presentation includes minimal use of visuals, text, and audio/video to convey information about the playground design

iii. select few relevant details and examples to develop your ideas. You use insufficient evidence that weakens your point (e.g., irrelevant, repetitive, inaccurate).

3–4 The student:

 

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience.

 

iii. selects some relevant details and examples to develop ideas.

 

You:

ii. Stylistic choices such as formatting(headings), graphics (figures, tables), and multimedia demonstrate adequate awareness of impact on the audience Presentation includes some use of visuals, text, and audio/video to convey information about the playground design

iii. select some relevant details and examples to develop your ideas. You use evidence from provided texts that are relevant but not integrated into developing your main point.

5–6 The student:

ii. ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience.

 

iii.  selects sufficient relevant details and examples to develop ideas.

You:

Ii.  Stylistic choices such as formatting(headings), graphics (figures, tables), and multimedia demonstrate thoughtful awareness of impact on the audience • Presentation includes sufficient use of visuals, text, and audio/video to convey information about the playground design

iii. select sufficient relevant details and examples to develop your ideas. Most details are from provided texts and/or your own texts and support your main point.

7–8 The student:

 

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience.

 

iii.  selects extensive relevant details and examples to develop ideas with precision.

You:

ii. Perceptive and engaging use of stylistic devices such as formatting(headings), graphics (figures, tables), and multimedia, demonstrating clear awareness of impact on the readers • Presentation includes excellent use of visuals, text, and audio/video to convey information about the

iii. select extensive relevant details and examples to develop your ideas. You use evidence from the provided texts and carefully selected texts of your own that are relevant and convincing in developing the main point. *Alternate view(s) is/are clearly acknowledged.

 

 

Command Term Definition
Select Choose from a list or group.

 

 

 

Criterion D: Using Language

  1. use appropriate and varied vocabulary, sentence structures and forms of expression
  2. write and speak in an appropriate register and style

iii. use correct grammar, syntax and punctuation

  1. spell (alphabetic languages), write (character languages) and pronounce with accuracy
  2. use appropriate non-verbal communication techniques

 

Achievement level Level descriptor Task Specific Clarifications
0 Student does not reach a standard described by any of the descriptors below. You either did not submit your work or you have submitted work that does not meet the below expectations.
1–2 The student:

 

i. uses a limited range of appropriate vocabulary and forms of expression

ii. writes and speaks in an inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-verbal communication techniques.

 

You:

 

i. limited use of appropriate word choice and vocabulary that is appropriate to the context of the presentation. The choices are not appropriate (uses slang, very simple vocabulary).

 

ii. speak in an inappropriate register and style that do not serve the context and intention of the presentation. Tone is inappropriate or distracting.

 

iii. uses grammar and syntax with limited accuracy. Makes numerous errors in standard English that often hinder communication.

 

iv. Has errors in pronunciation that often hinder communication and understanding of the message.

 

v. does not attempt to use inflection and intonation

3–4 The student:

 

i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. makes some use of appropriate non-verbal communication techniques.

 

i. use an adequate range of appropriate word choice and vocabulary that is appropriate to the context of the presentation. Sometimes choices are not appropriate to the context (some strong vocabulary). Sentence structures are somewhat varied.

 

ii. sometimes speak in a register and style that serve the context and intention of the presentation. Tone is often inappropriate. May debate and not discuss.

 

iii. use grammar and syntax with some degree of accuracy. Makes some errors in standard English that sometimes hinder communication.

 

iv. use pronunciation but errors sometimes hinder communication and understanding of the message.

 

v. attempts to use inflection, and intonation with some degree of accuracy and effectiveness.

5–6 The student:

 

i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication techniques.

You:

i. competently use a varied range of appropriate word choices and vocabulary that is appropriate to the context of the presentation. (strong vocabulary) Sentence structures are varied.

 

ii. speak competently in a register and style that serve the context and intention of the presentation. Tone is usually appropriate. Occasionally debate instead of discussing.

 

iii. use grammar and syntax with a considerable degree of accuracy. Make few errors in standard English that do not hinder communication.

 

iv. Pronounces words with a considerable degree of accuracy. Make few errors that do not hinder the communication and understanding of the message.

 

v. Uses inflection, and intonation with intent to enhance communication.

7–8 The student:

 

i. effectively uses a varied range of appropriate vocabulary, sentence structures and forms of expression

ii. writes and speaks in a consistently appropriate register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v. makes effective use of appropriate non-verbal communication techniques.

 

You:

i. effectively use sophisticated and appropriate word choices and vocabulary that is consistently appropriate to the context of the presentation. (strong vocabulary). Sentence structures  varied consistently throughout the presentation.

 

ii. speak in a consistently appropriate register and style that serve the context an intention of the presentation.. Tone is consistently appropriate throughout the discussion.

 

iii. use grammar and syntax with a high degree of accuracy. Make little to no errors in standard English. Communication is effective.

 

iv. pronounces words with a high degree of accuracy.

 

v. inflection, and intonation are effective and enhance the communication and understanding of the message.

 

 

Command Term Definition
Use Apply knowledge or rules to put theory into practice.