Symbolism Shield Poster Presentation 3 exam grades In the days of King Arthur, knights carried great shields into

o battle with them. The shields were decorated with the colors of the king/kingdom they were fighting for and with the pictures of those people/places/ideas/things that were important to them and were worth fighting and dying for. What would you be willing to fight and die for? Your assignment is to create a shield poster showing what you would take into battle with you. This assignment is worth two test grades. Papers and Posters are due Monday, May 7. Presentations will begin on Monday, May 7.

Paper 65 points 1. Write a multi-paragraph paper explaining what you believe is worth fighting and dying for. Paper must be typed or neatly written and in standard format. 2. Paper will be graded on format, content organization, writing style, writing conventions and mechanics. Presentation 65 points 1. When you turn in your shield you will present your paper at the front of the class. Presentation should be 5-6 minutes in length. You should not simply read from your paper but should have prepared statements. 2. Presentation will be graded on content, preparedness (did you practice your presentation), enthusiasm, topicality, posture/eye contact, speaking clearly, sticking to the time limit, and how attentively you listen to other presentation. Shield Poster 70 points 1. Create a shield that symbolizes the colors/people/things/ideas for which you are willing to fight. You should use poster board for the shield base. 2. Shield will be graded on the clarity of the graphics chosen, the originality of design, the relevance of design, and attractiveness. Sample Shield Shapes you may choose another shape that suits you better

Student Name ____________________________

Category Organization 30% - Introduction 8% 4 The introduction is inviting, states the main topic and previews the structure of the paper. Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader A variety of thoughtful transitions are used. They clearly show how ideas are connected. The conclusion is strong and leaves the reader with a feeling that they understand what the writer is getting at There is one clear, wellfocused topic. Main idea stands out and is supported by detailed information. Relevant, telling quality details give the reader important information that goes beyond the obvious pr predictable. The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them his own. The writer successfully uses several reasons/appeals to show why the reader should care or want to know more about the topic. All sentences are well constructed with varied structure. Sentences sound natural when read aloud. Each sentence is clear and has an obvious emphasis. Wrier uses vivid words or phrases that linger or draw pictures in the readers mind, and the choice and placement of the words seem accurate, natural, and not forced. Writer makes no errors in grammar or spelling. Writer makes no errors in punctuation or capitalization, so the paper is exceptionally easy to read. Paper is neatly written or typed with no distracting corrections. 3

Title of Paper _____________________________

2 The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Some details are not in a logical or expected order, and this distracts the reader Some transitions work well; but connections between other ideas are fuzzy. The conclusion is recognizable, but does not tie up several loose ends. Main idea is somewhat clear but there is a need for more supporting information. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer attempts to make the reader care about the topic, but is not really successful. 1 There is no clear introduction of the main topic or the structure of the paper

The introduction clearly states the main topic and previews the structure of the paper but is not particularly inviting to the reader Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting Transitions clearly show how ideas are connected, but there is little variety. The conclusion is recognizable and ties up almost all the loose ends. Main idea is clear but the supporting information is general. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer successfully uses one or two reasons or appeals to show why the reader should care or want to know more about the topic. Most sentences are well constructed with varied structure. Almost all sentences sound natural when read aloud, but 12 are stiff and awkward or difficult to understand. Writer uses vivid words and phrases that linger or draw pictures in the readers mind, but occasionally the words are used inaccurately or seem overdone. Writer makes 1-2 errors in grammar or spelling. Writer makes 1-2 errors in capitalization or punctuation, but the paper is still easy to read. Paper is neatly written or typed with 1-2 distracting corrections (e.g., dark cross-outs; bumpy white-out words written over)

- Sequencing 8

Many details are not in a logical or expected order. There is little sense that the writing is organized. The transitions between ideas are unclear or nonexistent. There is no clear conclusion, the paper just ends.

- Transitions 6

- Conclusion - 8

Content 30% - Focus on Topic -8

The main idea is not clear. There is a seemingly random collection of information. Supporting details and information are typically unclear or not related to the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. The writer made no attempt to make the reader care about the topic.

- Supporting Details 10

- Voice - 6

- Commitment - 6

Style 20% - Sentence Structure 7 - Flow and Rhythm - 6

Most sentences are well constructed but have a similar structure. Most sentences sound natural when read aloud, but several are stiff and awkward or are difficult to understand. Writer uses words that communicate clearly, but the writing lacks variety, punch, or flair.

Sentences lack structure and appear incomplete or rambling. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand Writer uses a limited vocabulary that does not communicate strongly or captures the readers interest. Jargon or clichs may be present and detract from the meaning. Writer makes more than 4 errors in grammar or spelling. Writer makes several errors in punctuation and/or capitalization that catch the readers attention and greatly interrupt the flow. Many words are unreadable OR there are several distracting corrections.

- Word Choice - 7

Conventions 20% - Grammar and Spelling - 10 - Punctuation & Capitalization - 5

Writer makes 3-4 errors in grammar or spelling. Writer makes a few errors in punctuation or capitalization that catch the readers attention and interrupt the flow. The writing is generally readable, but the reader has to exert quite a bit of effort to figure out some of the words.

- Penmanship -5

Student Name ______________________________ Presentation _____________________________

Category Preparation 30% - Preparedness 8 4 Student is completely prepared and has obviously rehearsed. Shows a full understanding of the topic. Presentation is 5-6 minutes long. Speaks clearly and distinctly all (>90%) the time and mispronounces no words. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Stays on topic all the time. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room. Listens intently. Does not make distracting noises or movements. Always asks relevant questions and allows the speaker to answer. 3 Student seems pretty prepared but might have needed a couple more rehearsals. Shows a good understanding of the topic. Presentation is 4 minutes long. Speaks clearly all (>90%) the, put mispronounces 1-2 words. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Stays on topic most of the time. Stands up straight and establishes eye contact with everyone in the room during the presentation. Listens intently but has one distracting noise or movement. Usually asks relevant questions and allows the speaker to answer. 2 Student is somewhat prepared, but it is clear that rehearsal was lacking. Shows a good understanding of parts of the topic. Presentation is 3 minutes long. Speaks clearly and distinctly most (>80%) of the time. Mispronounces no more than 2 words. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Stays on topic some of the time. Sometimes stands up straight and establishes eye contact. 1 Student does not seem at all prepared. Does not seem to understand the topic very well. Presentation is less than 3 minutes. Often mumbles OR can not be understood or heard OR mispronounces more than 2 words. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. It was hard to tell what the topic was. Slouches and/or does not look at people during the presentation.

- Content - 15 - Time Limits - 7 Presentation 40% - Speaks Clearly - 12

- Enthusiasm - 10

- Stays on Topic - 10 - Posture & Eye Contact - 8

As Audience 30% - Listens to other presentations - 20 - Questioning - 10

Sometimes does not appear to be listening but is not distracting. Sometimes asks relevant questions and may or may not allow the speaker to answer. 2 The graphics are made by the student but are based on the designs or ideas of others. Most graphics are in focus and the content is easily viewed and identified. All graphics relate to the topic. The poster is acceptably attractive though it may be a bit messy. The poster shows evidence of forethought and some planning with some elements added in a haphazard fashion.

Sometimes does not appear to be listening and has distracting noises or movements. Does not ask relevant questions and/or is disruptive during the questions period. 1 No graphics made by the student are included.

Poster
Category - Originality 20 4 Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display Graphics are all in focus and the content is easily viewed and identified. All graphics are related to the topic and make it easier to understand. The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is exceptionally wellplanned, with great care taken to the arrangement and execution of the design. 3 One or two of the graphics used on the poster reflect student creativity in their creation and/or display Most graphics are in focus and the content is easily viewed and identified. All graphics are related to the topic and most make it easier to understand. The poster is attractive in terms of design, layout, and neatness. The poster is wellplanned, with care taken in the arrangement and execution of the design.

- Clarity 15

Many graphics are not clear or are too small. Graphics do not relate to the topic. The poster is distractingly messy or very poorly designed. It is not attractive. The poster shows lack of planning or forethought in the planning and placing of elements.

- Relevance - 25

- Attractiveness 20

- Effort 20