MIDDLE CHILDHOOD THROUGH ADOLESCENCE



The School-Aged Child Course Packet

9 weeks .5 credit 90 minute block

This course is designed for the student who is interested in learning about development and change in the school-aged child. A background in child development is helpful, but not necessary for the successful completion of this course. Timely social issues affecting the individual and the family will be examined and discussed. Students who are interested in pursuing careers in education, health-related fields, psychology, and sociology will benefit greatly from this course. This course is part of a series in Human Development that includes The Young Child, The School-Aged Child, and Living Independently.

A partnership with a Central Bucks Elementary School has been established to encourage interaction and service learning in the fields of child development.

COURSE CONTENT:

I. Child and Adolescent Development 6-18 - PIES: Physical, Intellectual, Emotional, and Social Development

II. Knowledge of Self: Personality, Temperament & Esteem Issues – What makes you YOU

III. Teaching Project: Various topics in child development during the school-age years will be taught by students – MAJOR PROJECT

IV. Partnership/Project with Elementary School: Students will be afforded an opportunity to work, in some capacity, in one of the C.B. Elementary Schools throughout the marking period. Students will also create a project to donate to the class that they visit. MAJOR PROJECT

Classroom Expectations:

1. Respect yourself, your teacher, your classmates, and all classroom property.

2. Be on time for class, take your seat immediately, have necessary materials, and be ready to work.

3. Use of cell phones or iPods in the classroom is at the discretion of the teacher and for class purposes only.

4. All behavior supports learning and creates a safe and productive classroom.

Classroom Policies:

• Lateness Policy – You must be inside the classroom when the bell rings. ANYTHING after the bell, you will need a pass. If you have no pass, you will be marked as late. If you are late 3 days, a cut will be issued.

• Detentions are issued and participation points are taken off for foul language and inappropriate or dangerous behaviors. They are 1 hour detentions.

• Restroom use requires that you ask permission and write out your own pass that includes your name, date, and time. I will sign your pass and then you sign out on the sign out sheet. You MUST sign back in when you return from the restroom.

• Clean Up everything before you leave the classroom.

• End-of-Class Dismissal is determined by the teacher, you are to remain in your seat, not standing by the door, until the bell rings.

GRADING STRUCTURE FOR THE SCHOOL-AGED CHILD

*Grades will be given on a weighted basis. They are as follows:

Formative Assessments: 20% Summative Assessments: 80%

1. Formative Assessments (20%):

a. Class Work

b. In Class Projects

c. PIES Observations

d. Teaching Project

2. Summative Assessments (80%):

a. Elementary School Mini Lesson Project

b. Tests

OTHER VERY IMPORTANT INFORMATION

• When students are absent, any missing work, tests, quizzes or observations must be made up within five school days. It is your responsibility to ask the teacher what you missed. If you do not make up the work, the grade will be a zero for the task.

• Homework & Projects will only be accepted up to 5 days late. Assignments which are turned in late will be reduced by 10% each day that it is late, with a maximum of 5 days late and 50% reduction. No work will accepted after 5 days, and the grade earned would be a zero.

• Students may be photographed or video-taped as part of the course during project work as well as either during or in preparation for elementary school visits.

• Please also note the Academic Integrity Policy and its consequences found on pages 26-20 of the student handbook or online. This policy will be strictly upheld.

☺The teacher can be available for extra help at various times. Please make arrangements for this ahead of time.

I have read the course syllabus and the grading policy and agree to the course expectations.

Print Student Name _____________________________ Student Signature ______________________________

Print Parent Name ______________________________ Parent Signature _______________________________

CHARACTERISTICS OF MIDDLE CHILDHOOD

|Area of Development |Middle Childhood |Early Adolescence |Middle Adolescence |

| |(ages 8-11) |(ages 11-14) |(ages 15-18) |

|Physical Growth |*Period of uneven growth of bones, muscles, and|*Wide variation in onset of puberty and |*Most youth have entered or completed |

| |organs can result in awkward appearance. |growth spurt, leading to earlier and later |puberty |

| |*Early onset of puberty can present |matures. |*Less variation in levels of growth and |

| |difficulties for girls (see self-concept): for |*Appetite increases during growth spurts and|sexual development. |

| |boys, it can result in adult expectations more |decreases markedly between them. |*Many youth have achieved their full |

| |appropriate for older boys. |*Increased need for sleep. |adult height and other adult physical |

| |*Since some adolescents begin puberty during |*Evident sexual development, voice changes, |development milestones. |

| |middle childhood, children need access to |and increased body odor are common. | |

| |information about sexuality and puberty prior | | |

| |to the middle-school years. | | |

|Cognitive Stage |*Logical thinking with limited ability to |*Individual variation between some children |*Major broadening of thinking abilities |

| |extend logic to abstract concepts: disdain for |who are still focused on logic and others |for many youth: can think abstractly and |

| |imaginative and illogical thinking of early |who are able to combine logical and abstract|hypothetically; can discern the |

| |childhood. |thinking. |underlying principles of various |

| |*Accumulation of much general knowledge. |*Some early adolescents can’t think ahead to|phenomena and apply them to new |

| |*Gradual development of ability to apply |consequences of their actions. |situations; and can think about the |

| |learned concepts to new tasks. |*Developing new thinking skills, such as |future, considering many possibilities |

| |*Frequent interest in learning life skills |thinking more about possibilities, thinking |and logical outcomes of possible events. |

| |(cooking, fixing things, etc.) from adults at |more abstractly, thinking more about the |*Greater perspective-taking ability can |

| |home and elsewhere. |process of thinking itself, thinking in |result in increased empathy and concern |

| | |multiple dimensions, and seeing things as |for others, and new interest in societal |

| | |relative rather than absolute. |issues for many. |

| | |*Practicing new thinking skills through | |

| | |humor and by arguing with parents and | |

| | |others. Use of humor focused on satire, | |

| | |sarcasm, and sex (often irritating to | |

| | |adults). | |

|Moral Development |*Predominantly egocentric in thinking, although|*Continuing egocentrism. Often believes self|*Less egocentric with age. Increased |

| |has developed a conscience. |to be invulnerable to negative events. |emphasis on abstract values and moral |

| |*Moves from thinking in terms of “What’s in it |*Increasing ability to take perspective of |principles. |

| |for me” fairness (e.g., if you did this for me,|others into account with own perspective. |*Increased ability (for some) to take |

| |I would do that for you), to wanting to gain |*In addition to concern about gaining social|another’s perspective fully; can see the |

| |social approval and live up to the expectations|approval, morals begin to be based on |bigger societal picture and might value |

| |of people close to them-“golden rule” morality |respect for the social order and agreements |moral principles over laws: “principles |

| |(can take perspective of others, may place |between people: “law and order” morality. |over laws: “principled” morality. |

| |needs of others over own self-interest). |*Begins to question social conventions and |*Different rates of cognitive and |

| |*Moral thinking abilities not always reflected |re-examine own values and moral/ethical |emotional development. For example, often|

| |in children’s behaviors. |principles, sometimes resulting in conflicts|advocates for specific values and |

| | |with parents. |violates them at the same time. |

|Self-Concept |*Influenced by relationships with family |*Self-image can be challenged by body |*Process of identity formation is |

| |members, teachers, and increasingly by peers. |changes during puberty and social |intense. Experimentation with different |

| |*Often relatively low level of concern about |comparisons. |roles: looks, sexuality, values, |

| |physical appearance (especially boys), although|*Youth begin long-term process of |friendships, ethnicity, and especially |

| |this is influenced by peers as well as the |establishing own identity separate from |occupations. |

| |media. |family. |*Some girls might experience obsessive |

| |*Many boys experience pressure to conform to |*With onset of puberty, many girls |dieting or eating disorders, especially |

| |“masculine” stereotype. |experience pressure to conform to gender |those who have higher body fat, are |

| |*Girls’ body image declines precipitously with |stereotypes, might show less interest in |chronically depressed, or who have highly|

| |puberty, especially with early onset. |math and science. |conflicted family relationships. |

| |*Early onset of puberty is also associated with|*With puberty, normal increased in girls’ |*Minority youths might explore several |

| |lower self-control and emotional stability, |body fat can impact body image and |patterns of identity formation: |

| |especially for boys. |self-concept negatively for many. Both boys |-a strong ethnic identity |

| | |and girls might be concerned with skin |-bi-cultural identity |

| | |problems, height, weight, and overall |-assimilation into the majority culture |

| | |appearance. |-alienation from the majority culture |

|Psychological & Emotional |*Need to develop a sense of mastery and |*Intense self-focus. |*For some, increased ability to empathize|

|Traits |accomplishment. |-Worrying about what others think about |with others; greater vulnerability to |

| |-Frequent interest in making plans and |them. |worrying, depression, and concern for |

| |achieving goals. |-Increased desire for privacy and |others, especially among girls. |

| |-Learning from parents and others to do, make, |sensitivity about body. |*Many show an increase in responsible |

| |and fix things |*Frequent mood swings with changes in |behaviors. |

| |*Tendency to be disorganized and forgetful |activities and contexts. Too much time spent| |

| | |alone can contribute to moodine4ss. | |

| | |*Height of forgetfulness. | |

|Relationship to Parents & |*Tends to be closely attached to parental |*changes in own and parental expectations |*Conflict with parents often decreased |

|Other Adults |figures. |alter previous patterns of relationships |with age |

| |*Parents commonly make most decisions affecting|with parents, often resulting in greater |-Improved ability to see parents as |

| |child, with child involvement in decisions |conflict. |individuals and take their perspectives |

| |increasing with age. |*Greater focus on peer friendships as youth |into account. |

| |*Most frequent conflicts over sibling quarrels |develops an identity outside of the role of |-Most maintain good relationship with |

| |and forgetfulness with respect to chores, |a child in a family. |parents. |

| |schoolwork, and messiness, especially of |*Often rebuffs physical affection (but still|*Greater interest in taking on |

| |child’s bedroom. |needs it). |“adult-type” responsibilities) own |

| |*Parental listening skills become increasingly |*Increased interest in making own decisions;|checking account, doing own laundry, |

| |important. |benefits from increased opportunities to |buying own clothes, cooking meals, making|

| |*Parent-child communication patterns can change|make own decisions within scope of current |repairs, etc.) |

| |with puberty. Many adolescents report that (a) |abilities. |*Commonly makes most of own decisions, |

| |they can’t talk with parents about issues |*Youth objects more often to parental |preparing for eventual separation from |

| |related to sexuality and (b) they don’t get |limitations (but still needs some), |family. |

| |needed information in sex education courses at |resulting in conflict. |*Needs balance between time spent with |

| |school. |*New thinking abilities are practiced in |adults and with peers. |

| | |increased use of humor and arguments (or |*Continues to benefit from some parental |

| | |“talking back”) with parents/other adults, |limits and monitoring, while often |

| | |which may result in conflicts. |objecting to them. |

| | |*Parental listening skills and nurturing |*Common conflicts over money, curfew, |

| | |continue to be important |chores, appearance, and activities with |

| | | |peers. |

|Peer Relationships |*Friendships often with same-gender peers, |*Changes due to puberty and peer reactions |*Peers help youth explore and develop own|

| |usually based on proximity, common |commonly alter peer relationships. |identity. |

| |interests/hobbies, or other perceived |*Friendships still begin with perceived |*Cross-gender friendships become more |

| |commonalities. |commonalities, but increasingly involve |common. |

| |*Girls usually have fewer but emotionally |sharing of values and personal confidences. |*Antisocial peer groups can increase |

| |closer, friends than boys. |* Might develop cliques of three to six |antisocial behaviors. |

| |*Formation of exclusive “clubs” and shifting |friends (usually same gender), providing |*Close friendships help youth with |

| |peer alliances common. |greater sense of security. Antisocial |process of developing an individual |

| |*Media influences and popular culture |cliques can increase antisocial behaviors. |identity separate from that of a child in|

| |increasingly impact children’s peer activities |*Romantic crushes common, and some dating |a family. |

| |and relationships. |begins. | |

© 2001 Oregon State University

Chapter 1 – Learning About Children

This is a significant place to start your study of children. This information will be used throughout the course, so please complete it carefully and refer to it often as you journey through the class.

Read Chapter 1; pp. 18- 37. Answer the following questions completely as this is the study guide for the test.

Section 1-1: Beginning Your Study of Children

1. What are three reasons why childhood is so important?

2. What are the five areas of child development? Explain each one.

a. P b. I

c. E d. S

d. M

3. Studying children can give you many insights into their behavior and thinking. Write at least 5 things you can learn by observing children.

1. 4.

2. 5.

3.

4. How could you understand yourself better by studying children?

Section 1-2: Understanding Childhood

5. How have the following areas changed in the last 100 years regarding children?

a. Work:

b. Play:

c. Education:

d. Health:

e. Dress:

f. Parental love

6. Brain research has made an enormous impact on the study of children and their development. Explain what neurons are and what they do.

7. Look at the chart about brain development on page 33. Copy it here so that you can refer to it later.

8. How is understanding the information in the chart helpful?

9. What are the five patterns in child development?

1.

2.

3.

4.

5.

10. The two major influences on development are heredity and environment. Explain what each is, and tell why they are important.

11. What is the significance of adolescence? What is developed at this point in a child’s life?

12. How does your self-esteem help and hinder you personally? Why is it important to understand the role self-esteem plays in children?

The Child from 4 to 6 Video Study Guide

The video goes quickly; get as much as you can while watching and we will go over everything at the end.

1. What are the 5 characteristics of development?

Physical Development:

2. Children begin to have greater coordination and _______________ skills, word pronunciation and self-___________________.

3. Children during this period usually grow ________ inches and gain about _____________ pounds a year.

4. Balance and ___________________ improves.

5. Children take on ______________ proportions they look like smaller versions of adults.

6. Children refine _____________ motor skills and develop ______________ motor skills.

7. What kinds of activities do children need to do to develop small muscles?

8. It is important to not _____________ out children but expect them to keep trying.

9. Explain what a 5 year old can do physically.

10. Explain what a 6 year old can do physically.

11. What role does poor nutrition play in a child’s development?

12. What did the video say about children’s teeth?

13. This is a good time for children to develop self-help skills because they want to be __________________.

Emotional Development:

14. Children are learning to express and control _____________________________.

15. Adults play an important role as children learn by ___________________________.

16. Sometimes children have a hard time putting feelings into _____________. They act out in forms of ________________________ or ____________________ tantrums.

17. Positive self-image should be ______________________________.

18. The adult figure gives them the sense of _____________________ and the sense they are _________________________.

19. Describe the emotional development of a child who is 4.

20. Describe the emotional development of a child who is 5 & 6.

21. During this stage, ______________is the most common emotion.

22. Children can be helped to overcome fear by what.

23. What did the video say about jealousy?

24. How is competition between young children bad?

25. How may competition be a good thing?

Social:

26. Children at this age begin to have more relationships outside of the _____________.

27. Starting ________________is very difficult. It is the first time away from the __________________ family.

28. Learning to interact with non- family members is often a challenge especially _____________________ and taking ______________.

29. Children discover that others may have different _______________ and morals.

30. What did the video say about lying?

Intellectual:

31. Explain the following approaches to intellectual development.

Fantasy: Toys and games:

Reading to children: Basic Math:

Music: Art:

32. What did the video say about learning disabilities?

The Child from 7 - 12 Video Study Guide

The video goes quickly; get as much as you can while watching and we will go over everything at the end.

1. What is the most important role for parents?

2. During this time, children are building their own ______________________.

3. Children are pulling away from their families and are focusing on their ___________.

Physical Development:

4. There is rapid physical development during this time. Children are expected to grow _______ inches between 7 – 10 years and _________ inches between 10 – 12 years.

5. Each child grows at his/her own ______________.

6. Exercise is important for _______________ development.

7. Physical changes affect ______________ more than _____________, and can cause _________________ disorders. Parents must stress the importance of character _______________ and character ________________.

8. How can TV affect girls?

9. Puberty starts with girls around age ___________ and boys around age ____________ and it takes about ______ years.

Emotional Development:

10. Children are developing their own sense of ________________ and the role of their ______________ becomes much more important.

11. _________________ identity becomes stronger at this age and kids usually have more friends of the _________________ sex.

12. Children in this age group become curious about the _______________ __________ around age _______.

13. What did the video say about making rules?

14. Parents must have open communication with their children, and they should always set a good ________________.

Social Development:

15. Peer pressure is an expected circumstance. Kids want to imitate others who are __________________ or ______________________.

16. Friendships become more _____________________ and deeper, and they want relationships with others who they feel are _______________________.

17. Kids become either ______________________ or ______________________ depending on how their parents have equipped them.

18. What is meant by negative peer support?

Intellectual Development:

19. During the 7-10 year old time period, children are grasping ___________________ ___________________.

20. Around age 12, they move into ____________________________________ thinking.

21. Children in this age group are about to think ____________________ and can form _____________________.

22. Capacity for learning, ______________________ span, and concentration drops around age ___________.

23. Explain why you think #22 is true or false.

Other notes:

Chapter 21 Study Guide

1. Define the following terms:

a. Development

b. Hormones

c. Body image

d. Temperament

e. Life events

f. Life span development

g. Life task

h. Adolescence

2. How do hormones effect development?

3. How can someone become more comfortable with their own body image?

4. Describe your temperament. Why do you think you are that way?

5. Why is the moral development of individuals so important society as a whole?

6. What causes people to “outgrow” each other?

7. How does each stage of your life relate to the next? Give at least two examples.

8. You have three very important life tasks right now, what are they?

9. Name and describe activities from the adult life stages from age 20 on?

10. Which stage of life do you think is, or will be, the most difficult? Why?

11. How does the media influence what we think is beautiful? What can you do about that?

12. How can you avoid having regrets later in life? Give a specific example.

The School-Aged Child Teaching Project

Teaching Topics:

Body Image Role Models Personality Development Child Abuse

Teen Nutrition Autism Asperger’s Syndrome Trends in Education

Influence of TV Teasing/bullying Childhood Obesity Adolescent Brain Development

Influence of Social Media

Directions:

1. Choose a partner. Get their school email and share the project through Office 365 right away so that you can both work on it at the same time.

2. Choose a topic that interests the two of you. The information must relate to the education of our age group of study: 5 to 18 years of age.

3. We will start the project in class with research time in the library/computer lab. The rest of the project will be completed on your time until the day of your presentation. Be sure to have your project ready. Your project is part of a complicated schedule so make sure you are here. (

My selected topic due date is:__________________. Due dates are according to teacher’s calendar.

4. Research by having EACH person find a minimum of 3 resources, which can include the textbook, books, magazine or journal articles. (10 points) Be sure to find accurate definitions of your topic, as well as how your topic affects the different age groups, 5-6, 7-12, and 13-18. All articles must have an author with professional credentials listed. Highlight and take notes on your research to gain background knowledge. The research will be turned in right before you present. It should have evidence of note-taking/highlighting on it.

a. You may find a video clip (or two) that is/are appropriate to share, or you can create a poster/visual aid to help your explanation. Video clips may not be more than 3 minutes. Be sure to censor any inappropriate language/pictures/artwork.

b. You must accurately cite your sources within the slides for pictures and information, as well as have a works cited slide at the end.

5. Next, create a teaching visual aid (50 points) to guide you in your presentation. You should know and understand your topic well enough to DISCUSS it when you present. Discuss the information; do not read it to us. Pictures are also helpful. You need to cite the information and hyperlink the pictures on the slide where it is used as well as having a correctly formatted works cited slide at the end. This will be part of your visual aid grade. You must turn in a paper copy of the PPT/visual aid for the teacher to use during the presentation.

6. Create a minimum of 2 activities (and answer keys) for the students to do. (10 points)

a. 1 for before and/or after - The “before/after activity” could be a survey at the beginning that you review at the end, a personal questionnaire before starting, or an after activity could include a personal reflection of the information and how it relates to your life.

b. Must have: 1 for during your presentation to keep them engaged in your lesson. - The “during activity” could be a guided note sheet, word web, or outline that is used throughout your presentation.

c. You need to make the copies for the class. You need to provide a copy of the answer key for the teacher. This information will be tested so your study guide/activity is VERY important.

7. Type up at least five thought-provoking (not yes/no, recall of info) questions and three possible answers to each question (10 points) to ask the class after your presentation that will stimulate discussion regarding your topic. These are different than what’s on your activities. You will have to turn in your questions and answers on the day you present, before you teach your lesson. If you need to, make another copy for yourself or put them into your power point.

8. You will be teaching the class by presenting your topic to the class using your power point or visual aids. (50 points) You will have 20-25 minutes to explain teach your topic’s information and lead a class discussion about your questions. Call on various students, USING THEIR NAME, as everyone needs to give at least one response per presentation for their class participation grade. Be prepared to ask more questions and be sure to keep the discussion on topic.

9. On the day of your presentation, you will turn in all your articles/research, a copy of the class activity and answer key, the questions/answers sheet and these direction/grading sheets before you present. Have your power point on a flash drive or email it to me in advance so I can have it downloaded and ready to go.

10. After you present, you will type up a reflection of what is was like to teach your peers and lead the class in discussion. (20 points) Discuss how well you believe you explained the topic, how the class responded to your teaching, how well you worked with a partner, exactly what you created for the project (refer to slides, Q&A, activities, etc.), how well you could facilitate a discussion based on your questions, whether or not you were able to ask more questions while facilitating, how it felt to “be the teacher,” and finally, how you can relate this experience, NOT THE TOPIC, to teaching your target age group at the elementary school: four to six, seven to twelve or thirteen to eighteen years of age. This should be at least a page, double spaced.

11. This project is a BIG part of your course grade. Please take it seriously and budget your time carefully. And remember, the topic MUST relate to the effects on education.

12. There are tests on the information, so pay attention.

Use this checklist, have all these things ready to turn into the teacher on the day you present:

____ Research articles/book copies ____ 5 Ques. & Ans. ____ Visual aid

____ Copies of activities w/ Ans. Keys ____ Rubric w/name & subject on it

|RUBRIC for Teaching Project |Time: ___________ |

|Names: ___________________________________ Topic: _________________________ ___ | |

| |Quality of Research/ |Visual Aid |Presentation/Questions/Discussion |Class Activities |Reflection Paper - |

| |Bibliography | | | |Each person gets own grade for |

| | | | | |this part |

Advanced |At least 4 sources of information from a variety of appropriate research sources

• Articles provided with considerable highlighting or notes to indicate information used in presentation

• Bibliography is completely accurate |VA is extremely well done, visually interesting and informative without being wordy, easy to read on screen.

• All pictures and sources of information are cited correctly.

• Video(s) is(are) totally appropriate for topic. |Includes specific, accurate and substantial content

• St. engage the audience; information is effectively discussed, not read directly from visual aid or notes

• Uses time efficiently and effectively, well-organized

• Demonstrates effective speaking skills: clear and audible voice; deliberate pace; clear enunciation, expression and inflection; few if any interrupters.

• Posture, gestures, and eye contact enhance presentation

• Discussion was very in-depth and well-led, asking additional questions of students, beyond the required 5.

• Required questions were very reflective of presentation, more than just the facts. |Activities engage students before, during and after presentation.

• Activities go beyond the basic recall of information.

• Activities serve as excellent study guides. |Effectively communicates opinions; considerable justification using reasons, details, and information from research.

• Clear understandable writing; on topic throughout

• Effective organizational strategies and structures

• Evident control of writing conventions; virtually error-free | |Proficient |At least 3 sources of information from a variety of appropriate research sources

• Articles provided with some highlighting or notes to indicate information used in presentation

• Bibliography is mostly accurate |VA is well done, mostly visually interesting and informative but is somewhat wordy, somewhat difficult to read on screen.

• Most pictures and sources of information are cited correctly.

• Video(s) is(are) mostly appropriate for topic. |Includes a good amount of specific, accurate content

• Mostly engages the audience; information is discussed, with some reliance on visual aid or notes

• Uses time effectively, mostly well organized

• Effective speaking skills: clear and audible voice; appropriate pace; clear enunciation, expression and inflection; may include some interrupters.

• Posture, gestures, and eye contact support presentation

• Discussion was mostly in-depth and well-led, a couple questions were asked of students in addition to the five required.

• Required questions asked were mostly reflective of presentation, but just the facts. |Activities engage students during two parts of presentation.

• Activities are partly basic recall of information.

• Activities serve as good study guides. |Mostly communicates opinions; some justification using reasons, details, and information from research.

• Understandable writing; mostly on topic

• Adequate organizational strategies and structures

• Some control of writing conventions; a few errors | |Basic |Only 1-2 sources of information and/or sources do not reflect appropriate research

• Minimal evidence of research (highlighting/notes)

• Bibliography is somewhat accurate |VA is moderately done, somewhat visually interesting and informative but is wordy, very difficult to read on screen.

• Some pictures and sources of information are cited correctly.

• Video(s) is(are) somewhat appropriate for topic. |Includes some content

• Minimally engages the audience; relies heavily on visual aid or notes for information

• Uses time ineffectively, and/or somewhat disorganized

Less than effective speaking skills: voice, pace, enunciation, expression and/or inflection may have been inappropriate; may include some interrupters.

• Posture, gestures, and eye contact somewhat detract from presentation

• Discussion was not very in-depth or well-led, no additional questions were asked of beyond the five required.

• Required questions asked were somewhat reflective of presentation; it was just the facts OR didn’t have all required questions. |Activity engages students during only one part of presentation.

• Activity is just basic recall of information or is not very involved with presentation.

• Activity serves as a fair study guide. |Somewhat communicates opinions; minimal justification using reasons, details, and information from research.

• Writing is confusing and/or off-topic

• Weak organizational strategies and structures

• Minimal control of writing conventions; several errors | |Below Basic |Research sources are not provided

• Insufficient evidence of research (highlighting/notes)

• Bibliography is not accurate at all, or is missing |VA is not well done at all, is not visually interesting or informative and is too wordy and hard to read.

• Most pictures and sources of information are not cited.

• Video(s) is(are) not appropriate for topic. |Includes little/vague content and/or misinformation

• Fails to engage the audience; relies heavily on visual aid or notes for information

• Uses time ineffectively, and/or disorganized

• Ineffective speaking skills: voice, pace, enunciation, expression and/or inflection inappropriate; includes frequent interrupters.

• Posture, gestures, and eye contact detract from presentation

• Discussion was not in-depth or well-led at all, no additional questions were asked of beyond the five required.

• Didn’t have all of the required questions. |There are no activities OR

• Activities are extremely basic and minimally address presentation.

• Activities are not quality study guides. |Opinion is not communicated; missing or inadequate justification

• Writing is confusing and/or off-topic

• Weak organizational strategies and structures

• Lacks control of writing conventions; many errors | |

Research (Min. is three) __________/10 COMMENTS:

Visual Aid __________/25

Presentation __________/25

5 Ques. &Ans. __________/10

Class Activity(ies) __________/10

Reflection __________/20 Total __________/100 = ____________%

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Mrs. Howard

Central Bucks High School South

Voicemail: (267) 893-5900 ext 6140

Email: bhoward@

There is NO extra credit to increase grade. Do your best from day one.

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