Anneleise 569 Prototype

British Adventure
Prototype
EDCI 569 Paper Prototype
Anneleise Dickens
Purdue University
Dr. S. Gopalakrishnan
June 8, 2014
http://www.uniquebritishtours.co.uk/img/maps/m10.png
Running Head: British Adventure Prototype

Anneleise Dickens EDCI 569

Table of Contents
British Adventure .................................................................................................................1
Context .................................................................................................................................1
Need Analysis ......................................................................................................................2
Learner Analysis and Description ........................................................................................3
Learning Environment/Proposed Delivery Method .............................................................4
Learning Objectives.5
Site Map...6
Storyboard8
Self-Evaluation..17
References..18
Appendix A: Rubrics for Assessment19
Appendix B: Smarter Balanced Writing Rubric21

British Adventure: Students in a British literature class will embark upon an online
literary research project module in which they research, plan and present a two-week
Britain/UK vacation, with emphasis on historical/literary sites important to British
literature (revised, showing change from American to British).
Context: This e-learning module will be developed for a secondary English 4 (revised)
class. It will satisfy Common Core standards for writing, reading, listening and speaking,
and language, with emphasis on the writing standard Conduct short as well as more
sustained research projects to answer a questionsynthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation ("English
Language Arts Standards," 2014). This instruction is designed to fulfill not only the
requirements of South Carolina learning standards/Common Core standards, but to fulfill
the requirements at the local district level. In addition, this project may also satisfy
several 21st Century Learning Skills, such as creativity and innovation, critical thinking
and problem solving, information literacy, and life/career skills ("Framework for 21st
Century Learning - the Partnership for 21st Century Skills," 2009).
As this module is designed for English 4 classes, the focus is British literature and
the United Kingdom; therefore the project would not necessarily apply to other grade
levels unless modified.
The only restrictions in place for instruction is that students must attend class
regularly, in a classroom, and will be required to work on the project both in and out of
British Adventure Prototype

the classroom. This leaves open the possibility of students working together and having
an instructor near by to assist if needed. Completion of this project should be feasible
within 3-4 weeks (revised) at the least; time may be needed for class instruction or
individual assistance with skills.
Need Analysis: (revised as this was not previously completed) To determine issues
surrounding high school seniors and skills, I conducted interviews of the staff and
several senior students at my school. I asked staff to provide their thoughts as to
students ability to think critically and asked both staff and students about strengths/
weaknesses in terms of research. On the whole, staff responses regarding critical
thinking were negative. Overall, it was agreed there is a need for modeling and practice
in thinking critically. Students say they know the process steps but do not really
remember what to do; and teachers unanimously agree finding credible sources and
citing them are the biggest issues.
Some observations:
They do well when given multiple choice, but cannot reason out their own
answers. The fact that they do not want to read material thoroughly is a major
contributor to the problem.
The biggest roadblock I think would be confidence.
I do think high school students have the ability to think critically. Sometimes it's
laziness, and them not wanting to think. (I'm also guilty of that at times.) Part of it
is that they don't have the motivation to think critically. If it's an issue that they
care about, then they absolutely have the ability. In general, I think it's motivation,
not ability.

Research, writing, and critical thinking are each fundamentally important skills for
todays students. Focusing an e-learning project on research and writing while giving
students some independence to guide their own research will benefit these skills and may
influence their future.
Learner Analysis & Description: (revised) Targeted learners for this module are
12th grade seniors enrolled in British literature. The module can be used for virtually any
student at a high school level and can be altered for lower grades if needed. Students
engaging in this project will be enrolled in a blended learning English 4 class. They will
complete the majority of their work online and independently as the school at which I
teach is designed to offer flexible and self-paced courses. Therefore, students understand
the crux of the responsibility to complete work lies upon their shoulders.
Learner Analysis (Horton, 2012)
Motivation to Learn
Psychomotor Skills
Attitude and Mindset
Mental Discipline
Communication Skills
Social Skills
Learner Capability or Trait

While few are motivated to complete a research project in
school, by the time they reach senior status it is hoped learners
will be able to identify the need for research skills to be
utilized in their daily lives.
Learners should have average psychomotor capabilities. They
are wired for digital learning.
Overall learners should be positive about being able to have
more freedom of choice in regards to a topic and in planning a
vacation, with little interference from an instructor.
Learners mental discipline will vary according to reading skill
level and maturity, but most should be relatively moderate.
They should be self-motivated and able to multi-task as these
are prerequisites for enrollment in this blended learning course.
Communication and literacy skills for these learners are
expected to be at a competency level of 11th grade at the least,
although some students may have learning disabilities or issues
and have an individual education plan (IEP).
Learners should have average social skills and social learning
preference may vary, but they were enrolled in this blended
learning course with prior knowledge that there would be
social learning experiences.

Talents and
Intelligences
Media Preferences
Background
Knowledge and
Experience
Learning Conditions
Locus of Control
Style of Prior
Education
Digital Fluency
The ability levels of learners are expected to be at minimum

10th grade competency level and up.
Most likely, anything dealing with technology is a preference
for these learners. A balance of graphics, video, voice, and text
is the assumed preference.
Learners are expected to have a general understanding of the
use of the internet for research and communication. As for the
subject, they may know about Britain and the UK, but overall
it is doubtful any have actually been overseas.
The instructor/school will set learning conditions yet there will
be allowances made per individual student when it comes to
this module. The class is 120 minutes in length and is to be
broken up into chunks of instructor-led activities, self-paced
activities, and group work activities.
Learners have the power to control their self-paced activities
and always have opportunity to discuss any work with the
instructor so it can be tailored to their preferences if possible.
As for applying what they learn to day to day work,
researching is an essential skill for use when/if they go to
college and may come in as essential at work or even when
planning a purchase or vacation.
Most learners in this course will have been involved in a
traditional classroom experience, with some sort of
blended/independent learning.
These learners are digital natives.
Learning Environment/Proposed Delivery Method: (revised) The project is

primarily a stand-alone module accessible via the Internet. An instructor will be on hand
for this particular class, but if this should be used by another instructor elsewhere, it may
be stand-alone. The best learning environment would be British literature course or
British history course, although the basic premise of the project could be altered to any
subject.

Potential delivery methods include a Weebly website or any course management
system that allows for personalization. It is also possible this could be offered via
Edmodo or a similar platform; in terms of a presentation format, any should do.
Learners in this class will access this projects content via the Internet, using Weebly and
will also use Collaborize to post discussions. They will be familiar with posting via
Collaborize as it will have been used throughout this course and students in my district
have used Edmodo at all grade levels, therefore they are familiar with online
posting/discussions. All assessment tools are located in Appendices A and B.
Learning Objectives: (revised) The instructional goal with this module is for
students to plan a British vacation in conjunction with honing research and critical
thinking skills, both of which are essential components in Common Core standards for
ELA at all grade levels. The following table provides objectives based on Magers (1997)
approach.
Objective
Assessment(s)
1. Given a list from which

to choose, the student will
research an area of the
United Kingdom or Ireland
that pertains to British
literature
a. Write a one-paragraph
explanation for your choice
and include at least 2
historical sites you plan to
visit.
b. Post your paragraph on
Collaborize
c. Respond to at least 2 of
your peers paragraphs
Assessment will be
determined by the total
number of posts per student
2. When prompted, the

student will respond
critically to a minimum of 6
peer online discussion posts
Tool(s)
a. Online post rubric (10
pts)
b. & c. Peer critique rubric

(5 pts)
Online post rubric
Peer critique rubric

3. Given a tutorial and
checklist, the student will
evaluate the credibility of 4
websites.
4. Using research &

technologies, the student
will create an annotated
travel itinerary.
5. The student will create a

reference list.
6. Given a choice of
technologies, the student
will produce an
informational product to
sell a vacation.
7. The student will write a
5-paragraph reflective essay
8. When prompted, the
student will critique a
minimum of 2 peer product
presentations.
a. Complete an online
tutorial.
b. Using the checklist, post
to Collaborize at least 2
credible sources
c. Respond to 2 peers posts
regarding a credible site
Annotated itinerary that
includes location, sites to
visit, costs involved, and
explanations for each. Post
a draft on Collaborize and
respond to at least 2 peers
itinerary.
Create a reference list in
MLA format.
Product will be a mixed
media presentation that
attempts to sell the
vacation to an audience of
peers
In the writing reflect upon
the process required to plan
this vacation and project.
Follow criteria for creating
the presentation to critique
your peers projects. This
will be turned in to the
instructor via email or in
person.
a. Built-in quiz on
PowerPoint
b. Online post rubric
c. Peer response rubric (5

pts)
Itinerary rubric (10 pts)
Peer response rubric (5 pts)
MLA checklist/rubric (10

pts)
Presentation rubric (110
pts)
Project criteria sheet
Writing rubric (30 pts)
Presentation criteria sheet
The site map below outlines the basic layout of each page of the module. students begin at
the introduction and move through each stage. Depending upon the platform used, there will
be navigation opportunities to return to the home page, which holds links to each section.

Site Map
Choose Your
Destination
It's an Adventure!
Introduction Requirements
Button to rubrics
buttons for each stage
Can it be Trusted?
Instructions
Writing assignment
Button for
Powerpoint tutorial
Button for checklist
Link to Collaborize
Writing assignment
List of destination
choices
Link to Collaborize
Objectives 1 & 2
Objective 3
Rubrics
Tutorial
Plan that Trip!
Sell it!
Give Credit!
Requirements for
annotated itinerary
Links to travel
planning sites
Checklist
Link to MLA site
Product/Project
requirements
Link to EasyBib
Button for project criteria
Objective 4
Objective 6
Objective 5
Project criteria
Reflecting
Writing assignment
Link to Collaborize
Button for instructor
email for submission
Objectives 7 & 8
Email
Storyboard--next pages
In conclusion
Rubrics
Bibliography
Course Name: British Literature
Objective(s):
Lesson Name: British Adventure!
Graphics
Slide Name: Its an Adventure
Banner for Weebly: British Adventure Time!

Image of Stonehenge
Slide #: 1
Image of the Globe Theater

Developer:
Anneleise Dickens
Slide content
Introduction
Requirements
Links to rubrics
Button to go to next page
Buttons to each section
Date last modified: 6/3/14
Script/narration
This is your chance to plan the ultimate vacation. You have $4000 to plan this trip. Your
passport, money exchange, and fees are all taken care of. All you have to do is decide
where you will go, how you will get there, and what you will do while there. Your trip will
last 1-2 weeks, depending upon how well you budget your money and what there is to see
and do. Below are the basics as to what you will do in this project. Plan wisely, have fun, and
make this your best work!
1. Be sure you have a functional email address. Written assignments will be sent from
here.
2. You may need a Dropbox/Google Docs or other note taking device; you may use a
thumb drive
3. You may work alone or with a partner; just remember to share and do your part
4. You will post writings & discussions to Collaborize. You are familiar with this as we
have used it this semester.
5. You will write; evaluate website credibility; create an itinerary; refresh your
knowledge of MLA citations/bibliographies; critique & respond to peer work; and
you will create a travel project to SELL it to your class.
6. Please click the link that will take you to the page where all rubrics for your
assignments are kept. You need to save these for reference.
Lets get started! Click the DESTINATION UK button to go to your first step.
Notes: Script may be typed per page/slide, or narrated. This is not finalized yet as the platform has not been defined.

Objective(s): 1 & 2
Graphics
Slide Name: Choose Your

Destination
Globe theatre
Slide #: 2
Castle
City of Edinburgh
Developer:
Anneleise Dickens
Date last modified:
Script/narration
Slide content
List of destination choices
Writing assignment
Link to Collaborize
OK, so where are you going to go in the United Kingdom? Have you always
wondered what its like to sleep in a castle? Perhaps you want to see the Tower of
London or the Globe Theatre? On this page is a list of places, time periods, literary
names and places.
Do some preliminary research; perhaps do a Google search on 1-3 of the
choices, and then narrow it down to your one (1) choice. Discuss with your
classmates, friends, teachers, family members if you like. This is to be a
choice of your own that you are interested in learning more about.
Once you have made your choice, you are to post your destination to
Collaborize. Your writing post is to include within a paragraph the reason
for your choice, at least 2 sites you plan to visit and why.
You then need to read the posts of your classmates and respond to at least 2
posts that you find interesting or perhaps you looked at that destination and
found something of interest the person may have missed.
Remember the rules and guidelines for posting.
The list [see notes section below]
Click the TRUST ME? button to continue
Notes: Beowulf/Anglo Saxons; Medieval Age; King Arthur; Canterbury; Chaucer; Macbeth; Scotland; Shakespeares London; Victorian era
London; Swift, Joyce, Wilde (Ireland); Wales; Jane Austen; Bath; Modern London [dont see what youre interested in? ASK!]

Objective(s): 3
Slide Name: Can it be Trusted?
Graphics
Question mark
Slide #: 3
Check mark
Developer:
Anneleise Dickens
Slide content
Instructions
Writing assignment
Button for PowerPoint tutorial
Button for Checklist
Link to Collaborize
Date last modified:
Script/narration
Should you always believe everything you hear? We all know there are truths,
lies, white lies, half-truths, etc. How can you know what you find on the Internet is
believable, or credible?
Go through this tutorial to learn how to determine the credibility of a website. This
BUTTON will take you to a PowerPoint created by another school. Some of the
links within the tutorial may not work, but the content itself is great, and there is a
built-in quiz for you to complete.
Once you complete the tutorial, please click the CHECKLIST button to download
and print an important checklist. You will use this checklist to do the following:
a. Find any 2 (school-appropriate) websites & evaluate them according to
the checklist. Post your results to Collaborize
b. Your results should include a hyperlink to the site and the final 2 sections
of the checklist, Evaluation.
c. Respond to at least 2 of your classmates posts and see if you agree with
the evaluations they made.
Click the PLAN It! Button to continue to your next phase.
Notes:
Graphics
Slide Name: Plan That Trip!
Airplanes
Objective(s): 4
Developer:
Anneleise Dickens
Slide #: 4
Money $ symbols
Hotels
Castles
Slide content
Requirements
Links to travel planning sites (included

within script)
Links to major airlines (included within

script)
Link to how to create an annotated itinerary

(included within script; see Notes below)
Button to next page
Date last modified:
Script/narration
Ok, folks. It is time to PLAN, to get down to the nitty gritty. Remember, you have
$4000 for travel, meals, lodging and touring. Plan wisely. You are to look at major
airlines (such as American, US Air) and travel planning sites (such as Expedia,
Fodors, lonelyplanet), as well as the promotional or tourist websites of your
destination. Remember also you have to create a PROJECT to SELL us on your trip!
1. Be sure you keep track of your sources/websites. In the next phase you will
learn to create a MLA bibliography page, and will need the websites.
2. Create an annotated itinerary, which is simply a list of what you have
planned daily and the details. Here are two examples: Cotswold Way;
Highgate. You may follow these or create your own. Be creativetry
Google Maps, a Prezi, Slideshare, etc.
3. Itinerary should include date, time/place of flight(s); dates of travel;
lodging; tourist visits; meal proposals; costs for everything (estimates ok)
4. Post your itinerary to Collaborize
5. Respond to at least 2 of your classmates itineraries.
Click the Give Credit Button to move to the next phase.
Notes:
Highgate: http://highgate.comm.sfu.ca/wiki/index.php/Annotated_Itinerary
Cotswold: http://cotswoldwalk.wordpress.com/2012/04/01/the-itinerary-annotated/
Slide Name: Give Credit!
Graphics
Objective(s): 5
Slide #: 5

Developer:
Anneleise Dickens
Slide content
Link to Purdue OWL
Link to EasyBib
Date last modified:
Script/narration
How would you feel if you created a piece of art that sold for thousands of dollars,
wrote a song that made millions, or wrote a bestselling bookbut someone else
took your idea and made that money for herself? It would stink, wouldnt it? Thats
called plagiarism. You know about it, know its wrong, yet we still plagiarize. For
this project, you need to be sure and give credit to your sources. This will be a
grade and will be part of your project. WITHOUT this, your project will receive a
grade of F.
Remember being reminded to keep track of all sources/websites? Now is the time
to go back to those. You need to visit the following sites and refresh your memory
on plagiarism and the MLA format. You have been taught MLA since elementary
school.
You are required to submit a references page as part of your project.
Visit the Purdue OWL (Online Writing Lab) for an overview of plagiarism and
MLA. Then set up an account at EasyBib, an online bibliography generator.
You then use the list created at this site to make your reference page.
Click the button
Notes:
Slide Name: Sell It!
graphics
Objective(s): 6
Slide #: 6

Developer:
Anneleise Dickens
Slide content
Project requirements
Button for project criteria
Date last modified:
Script/narration
This is it! You have researched, learned about credibility in website selection,
refreshed your memory about using MLA and not plagiarizing. Now, it is time to
create your product so you can sell your vacation to your classmates.
You have freedom to decide how to present your vacation. You need to be sure and
check the rubric for the presentation requirements; this is what will be used to
assess mastery.
Overall, your project must be in a format easily viewed on a computer or white
board. This means you must use a mix of technologies. Simply reading a script and
showing a slide show will not earn many points, nor will it be entertaining enough
to sell us. Make us WANT to go on vacation to your destination! Make us feel like if
we did not go, we would always regret it.
Dont forgetyou MUST include a reference list in correct MLA format!
Click the REFLECT button to continue
Notes:
Graphics
Objective(s): 7 & 8
Mirror

Developer:
Anneleise Dickens
Slide content
Writing assignment
Link to Collaborize
Button for instructor email
Button to go to the next page
Slide Name: Time to Reflect
Slide #: 7
Or
image of woman looking at reflection in lake

Date last modified:
Script/narration
Your product is done. How do you think you did? To wrap things up, you are to
write a reflective essay. The essay should be submitted to Collaborize AND a copy
sent to your instructor (see email button). Once posted on Collaborize, you then
need to read and respond to at least 2 of your classmates reflections. Below are
the criteria for this essay.
Write about your experiences in conducting research, evaluating websites,
gathering sources, planning the vacation, etc.
Write about what you found most challenging and what you found relatively
easy.
Write about at least one thing you feel you learned most about from this
project.
Maximum length: 2 typed pages, 12 font/Times New Roman; 1.5-2 spaced
EMAIL
Collaborize
Click here to see the conclusion/rubric page
Notes:
Objective(s):
Graphics
Slide Name: The End
Applause icon
Slide #: 8

Developer:
Anneleise Dickens
Slide content
Links to rubrics
Reference list link
Date last modified:
Script/narration
The rubrics are stored here; click each to download.
Peer response
Online posting
MLA
General writing
Project
Reflection
Click here for a list of resources used for this unit.
Notes:
Self-Evaluation [based on Merrills 5 Star Instructional Design Rating]

Rating Criteria
Is the courseware presented in the
context of real world problems?
Rating & Explanation

Yes. This module takes them from
choosing a destination (topic) through the
stages of research. The premise is planning
a vacation, something nearly everyone will
do at least once in his or her lifetime. They
are given a dollar amount and requirements
for the trip, so they have to work through
the planning in order to present a product
that sells the trip to an audience.
Does the courseware attempt to activate Yes. Several times learners are reminded of
the research process, especially correctly
relevant prior knowledge or
experience?
citing sources and choosing credible
websites. They have been taught this
throughout school. Most have been on
vacation yet have probably not planned
one.
Does the courseware demonstrate what
Somewhat (?). This module demonstrates
is to be learned rather that merely what is to be learned in the section
tell information about what is to regarding choosing credible websites in
be learned?
that students complete a tutorial that
contains examples. Learners are directed to
appropriate websites via suggestions and
some links provided.
Do learners have an opportunity to
Yes. Learners go through each stage/step
practice and apply their newly
and apply by posting to Collaborize as well
acquired knowledge or skill?
as responding to posts of peers, which
provides constructive feedback. They are
also responsible for creating products that
showcase their new knowledge and create a
plan for their perfect vacation.
Does the courseware provide techniques Yes. Learners are directed to online posting
that encourage learners to
of their findings, issues, etc. They are
integrate the new knowledge or provided a set dollar amount and have to
skill into their everyday life?
figure their budget for travel. All of this
requires a final product in which they
present to classmates their vacation
adventure.
References
Bredes, B. (n.d.). How to evaluate a website. Retrieved from
http://www.cmschools.org/secondarylibrary/WebsiteEvaluation
Collaborize classroom. (n.d.). Retrieved from
http://www.graphite.org/website/collaborize-classroom
English language arts standards. (2014). Retrieved from
http://www.corestandards.org/ELA-Literacy/
Framework for 21st century learning - the partnership for 21st century skills. (2009,
December). Retrieved from http://www.p21.org/our-work/p21-framework
Frey, B. (n.d.). Rubric for online discussion board participation. Retrieved from
http://www.udel.edu/janet/MARC2006/rubric.html
Horton, W. K. (2012). E-learning by design [Kindle version]. San Francisco, CA:
Pfeiffer.
IRubric: Peer critique rubric. (n.d.). Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=D93879&sp=yes&
Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the
development of effective instruction. Atlanta, GA: Center for Effective
Performance.
Merrill, M. D. (2001). Five-star design rating . Utah State University, Department of
Instructional Technology. Retrieved January 5, 2009 from
http://id2.usu.edu/5Star/FiveStarRating.PDF
Multimedia rubric. (2004). Retrieved June 08, 2014, from
http://www.ncsu.edu/mmania/mm_docs/mm_judge_rubric2.html
Performance tasks writing rubrics. (2012, December 03). Retrieved from

http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/12/Performance-Tasks-Writing-Rubrics.pdf
Unique British tours. (n.d.). Retrieved from http://www.uniquebritishtours.co.uk/
Weebly. (n.d.). Retrieved from http://www.weebly.com
Unique British tours. (n.d.). Retrieved from http://www.uniquebritishtours.co.uk/

Weebly. (n.d.). Retrieved from http://www.weebly.com

Appendix A: Rubrics for Assessment
Online Discussions Grading Rubric (1)
Online posts & discussions are meant to help you better understand concepts and to respond in an
appropriate manner to the opinions and criticisms of others; namely your classmates. ALL posts should be
made in a mature, respectful manner. Abuse, bullying, or profane words will not be tolerated. Please recall
the first two discussions on Collaborize (Step 1, Step 2) regarding online communication.
Posts do count as grades and will therefore be graded on the following:
Evaluation
Criteria
Excellent
4 points
Very good
3 points
Evolving
2 points
Initial post
Posts well developed

assignment that fully
addresses and
develops all aspects
of the task.
Posts adequate
assignment with
superficial thought
and preparation;
doesnt address all
aspects of the task.
Follow-up
posts/peer
response
Demonstrates
analysis of others
posts; extends
meaningful
discussion by
building on previous
posts.
Posts factually
correct, reflective and
substantive
contribution;
advances discussion.
Posts well
developed
assignment that
addresses all
aspects of the
task; lacks full
development of
concepts.
Elaborates on an
existing posting
with further
comment or
observation.
Posts shallow
contribution to
discussion (e.g.,
agrees or disagrees);
does not enrich
discussion.
Posts no follow-up
responses to others.
Posts information
that is factually
correct; lacks full
development of
concept or
thought
Incorporates
some references
from literature
and personal
experience.
Contributes
valuable
information to
discussion with
minor clarity or
mechanics errors.
Repeats but does not

add substantive
information to the
discussion.
Posts information
that is off-topic,
incorrect, or
irrelevant to
discussion.
Uses personal
experience, but no
references to
readings or research.
Includes no
references or
supporting
experience.
Communicates in
friendly, courteous
and helpful manner
with some errors in
clarity or mechanics.
Posts long,
unorganized or rude
content that may
contain multiple
errors or may be
inappropriate.
Responds to a
minimum of 2
peers posts in a
somewhat timely
manner. The
quality of the post
has little more
meaning than the
quantity. These
posts attain most
qualities as
personal posts,
listed above.
Responds to at least
1 peers post in a
timely manner, with
the quality of the
post meaning slightly
more than the
quantity. These posts
attain some qualities
as personal posts,
listed above.
Responds to no
peers posts, or
responds late or in
an unacceptable
manner.
Contribution to
content
References &
support
Clarity &
mechanics
Peer posts
Uses references to
literature, readings,
or personal
experience to support
comments.
Contributes to
discussion with clear,
concise comments
formatted in an easy
to read style that is
free of grammatical
or spelling errors.
Responds to a
minimum of 2 peers
posts in a timely
manner, with the
quality of the post
meaning more than
the quantity. These
posts attain all
qualities as personal
posts, listed above.
(adapted from http://www.udel.edu/janet/MARC2006/rubric.html)
Below
expectations
1 or less points
Posts information
that is off-topic,
incorrect, or
irrelevant to
discussion.

Peer Critique Rubric

Positive
Feedback
Critique included
what you liked
most about the
project:
Suggestions
Your suggestions
showed that you
carefully read
your classmate's
project:
Grading Your
Classmate
Your comments
of your
classmate's
project were
descriptive:
2
Positive
feedback was
given and
somewhat
descriptive,
but not
relevant to
essay
2
Suggestions
were made
but showed
lack of effort
Suggestions
were made,
but lacked
detail
More
comments
should have
been made
Comments
were not
descriptive
Positive
feedback was
not
descriptive
Positive
feedback was
relevant and
somewhat
descriptive
Positive
feedback was
relevant and
description
was objective
Very
descriptive
and thorough
Suggestions
were made
and
descriptive
but not
effective
towards essay
3
Many
suggestions
were made,
but could
have been
more
descriptive
4
Suggestions
were well
considered,
thorough and
objective
Comments
need to be
more
descriptive
Comments
were
objective but
could have
been more
thorough
Comments
were
thorough and
complete
(adapted from: http://www.rcampus.com/rubricshowc.cfm?code=D93879&sp=yes&)
Grading Rubric for Itinerary Activity

Evaluation
Criteria
Location, sites
to visit,
explanations
provided
Cost analysis
included
Dates of travel;
flight plan(s)
included
Lodging
included
Meal estimates
& suggestions
provided
Excellent
2 points
Very good
1.5 points
Evolving
1 points
Below
expectations
0 points

Overall
presentation of
itinerary is
logical, well
done, and
creative
Project Presentation Guidelines/Rubric

Evaluation
Criteria
Excellent
Very good
Evolving
< 18 points
< 16 points
<12 points
Below
expectations
< 8 points
Project shows
originality,
creativity, and
thoughtful effort
There are no
technical issues
with the project
The project
incorporates more
than 2 multimedia
elements, with
attention given to
balance. There is
pizzazz & style
The sequence is
logical and
completely
finished
All rules of spelling
and grammar have
been followed
All sources are
properly cited
according to MLA
style
Notes/Bonus:
Adapted from http://www.ncsu.edu/mmania/mm_docs/mm_judge_rubric2.html
Appendix B: Smarter Balanced Assessment Consortium Performance Task Writing Rubric
DRAFT: 12-3-12
4-Point
Informative-Explanatory
Performance Task Writing Rubric (Grades 6-11)
Score
Purpose/Organization
The response has a clear and

effective organizational structure,
creating a sense of unity and
completeness. The response is
fully sustained, and consistently
and purposefully focused:
3
The response has an evident
organizational structure and a
sense of completeness, though
there may be minor flaws and
some ideas may be loosely
connected. The response is
adequately sustained and
generally focused:
2
The response has an inconsistent
organizational structure, and
flaws are evident. The response
is somewhat sustained and may
have a minor drift in focus:
1
The response has little or no
discernible organizational
structure. The response may be
related to the topic but may
provide little or no focus:
consistent use of a variety of

transitional strategies to clarify
the relationships between and
among ideas
adequate use of transitional

strategies with some variety to
clarify the relationships
between and among ideas
inconsistent use of transitional

strategies and/or little variety
few or no transitional strategies

are evident
logical progression of ideas from

beginning to end
adequate progression of ideas

from beginning to end
uneven progression of ideas

from beginning to end; basic
and/or formulaic structure
frequent extraneous ideas are

evident; may be formulaic
effective introduction and

conclusion
adequate introduction and

conclusion
introduction or conclusion, if
present, may be weak
introduction and/or conclusion

may be missing
controlling or main idea of a

topic is clear and mostly
maintained, though some
loosely related material may be
present
controlling or main idea may

be clearly focused but is
insufficiently sustained
may be very brief or have a

major drift
controlling or main idea may

be unclear and/or somewhat
unfocused
focus may be confusing or

ambiguous

topic is clear, focused, and
strongly maintained

topic is introduced and
communicated clearly within
the purpose, audience, and
task
DRAFT: December 3, 2012
main idea of the topic is

adequate within the purpose,
audience, and task
NS
Unintelligible
In a language
other than
English
Off-topic
Copied text
Off-purpose
DRAFT: 12-3-12
4-Point
Evidence/Elaboration
Score
NS
The response provides thorough

and convincing support/evidence
for the controlling idea or main
idea that includes the effective
use of sources, facts, and details.
The response clearly and
effectively elaborates ideas, using
precise language:
The response provides adequate

support/evidence for the
controlling idea or main idea that
includes the use of sources, facts,
and details. The response
adequately elaborates ideas,
employing a mix of precise with
more general language:
The response provides uneven,

cursory support/evidence for the
includes uneven or limited use of
sources, facts, and details. The
response elaborates ideas
unevenly, using simplistic
language:
The response provides minimal

support/evidence for the
includes little or no use of
sources, facts, and details. The
response elaborates of ideas is
vague, lacks clarity, or is
confusing:
Unintelligible
In a language
other than
English
Off-topic
Copied text
Off-purpose
comprehensive evidence from

sources is integrated
some evidence from sources is

integrated
evidence from sources is weakly

integrated, vague, or imprecise
evidence from the source

material is minimal, absent,
incorrect, or irrelevant
references are relevant
references may be general
references may be vague,

imprecise, or absent
references may be absent or

incorrect
effective use of elaborative

techniques
adequate use of elaborative

techniques
weak or uneven use of

elaborative techniques
minimal, if any, use of

elaborative techniques
use of domain-specific
vocabulary is clearly appropriate
for the audience and purpose
vocabulary is generally
appropriate for the audience
and purpose
vocabulary is uneven or
somewhat ineffective for the
audience and purpose
vocabulary is limited or
ineffective for the audience
and purpose
DRAFT: 12-3-12
2-Point
Conventions
Score
The response demonstrates an adequate

command of conventions:
The response demonstrates a partial command

of conventions:
The response demonstrates little or no

command of conventions:
adequate use of correct sentence

formation, punctuation, capitalization,
usage grammar, and spelling
limited use of correct sentence formation,

punctuation, capitalization, usage grammar,
and spelling
infrequent use of correct sentence

formation, punctuation, capitalization,
usage grammar, and spelling
no systematic pattern of errors is displayed
some systematic patterns of errors may be

displayed
systematic patterns of errors are displayed
Holistic Scoring:
Variety: Range of errors (sentence formation, usage grammar, and spelling)
Severity: basic errors are more heavily weighted compared to higher level errors
Density: proportion of errors to the amount of writing done well. This includes the ratio of errors to the length of the piece
NS
Unintelligible
In a language
other than
English
Off-topic
Copied text
(Off-purpose
responses will still
receive a score in
Conventions.)

Anneleise 569 Prototype

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British Adventure

Running Head: British Adventure Prototype

Running Head: British Adventure Prototype

British Adventure Prototype

The biggest roadblock I think would be confidence.

Running Head: British Adventure Prototype

Learner Capability or Trait

British Adventure Prototype

The ability levels of learners are expected to be at minimum

Learning Environment/Proposed Delivery Method: (revised) The project is

Running Head: British Adventure Prototype

1. Given a list from which

2. When prompted, the

b. & c. Peer critique rubric

British Adventure Prototype

4. Using research &

5. The student will create a

c. Peer response rubric (5

MLA checklist/rubric (10

Writing rubric (30 pts)

Presentation criteria sheet

Running Head: British Adventure Prototype

Plan that Trip!

Link to MLA site

Button for project criteria

Course Name: British Literature

Slide Name: Its an Adventure

Banner for Weebly: British Adventure Time!

Image of the Globe Theater

Button to go to next page

Buttons to each section

Date last modified: 6/3/14

Course Name: British Literature

Slide Name: Choose Your

Date last modified:

List of destination choices

Button to go to next page

Course Name: British Literature

Slide Name: Can it be Trusted?

Button for PowerPoint tutorial

Button for Checklist

Button to go to next page

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Course Name: British Literature

Slide Name: Plan That Trip!

Links to travel planning sites (included

Links to major airlines (included within

Link to how to create an annotated itinerary

Button to next page

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Course Name: British Literature

Slide Name: Give Credit!

Lesson Name: British Adventure!

Link to Purdue OWL

Button to go to next page

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Course Name: British Literature

Slide Name: Sell It!

Lesson Name: British Adventure!

Button for project criteria

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Date last modified:

Course Name: British Literature