Group Members: RUBRIC Day 1 Day 2 Grade:

Level 5 – Distinguished / Level 4 – Accomplished / Level 3 – At Std/Competent / Level 2 – Needs Improvement / Level 1 - Limited
Professionalism / Student is dressed professionally (shirt, slacks, and/or tie/suit; dress or skirt), which lends a professional tone to the presentation / Student is dressed in professionally (Shirt, slacks, and tie; dress or skirt). / Student is wearing casual business attire (Shirt, slacks; dress or skirt) / General attire somewhat inappropriate for audience (jeans and t-shirt) / General attire not appropriate for audience (jeans, t-shirt and/or revealing clothes)
Organization / ·  Opening engages audience & lets them know what to expect of the presentation's contents
·  Ideas are presented in clear, logical sequence.
·  Smooth transitions help audience follow development of main ideas and enrich depth of presentation
·  Closing expertly ties ideas together & links them to overall theme / ·  Opening is interesting and provides information about the presentation's contents
·  Ideas are presented in a logical sequence
·  Smooth transitions help audience follow development of the main ideas
·  Closing skillfully ties ideas together & identifies overall theme / ·  Opening informs audience about the topic; provides some information about the presentation's contents
·  Ideas are presented in sequence
·  Transitions help audience follow development of the main ideas
·  Closing ties ideas together & identifies overall theme / ·  Opening shows an attempt to inform audience about the topic, but gives little information about the presentation's contents
·  Ideas are not consistently presented in a logical sequence
·  Transitions detract from audience's ability to follow development of the main ideas
·  Closing attempt to tie ideas together and tends to repeat ideas / ·  Opening is a statement of the topic with little or no information about the presentation's contents
·  Ideas are presented in a somewhat random order
·  Transitions are missing or impair audience's ability to follow development of main ideas
·  Closing reflects little or no attempt to tie ideas together and/or identify overall theme
Content/
Information / ·  Presents compelling & relevant information supported with appropriate level of detail
·  Overall presentation carefully designed and crafted with obvious concern for excellence
·  Synthesis pieces thorough and insightful
·  All information presented in appropriate order
·  Time evenly spaced throughout sections / ·  Presents engaging & relevant information supported with appropriate level of detail
·  Overall presentation is well designed and crafted.
·  Synthesis pieces generally insightful
·  Information may be missing or out of order
·  Time generally well spaced / ·  Presents relevant information supported with appropriate level of detail
·  Overall presentation is adequately designed and crafted
·  Synthesis pieces somewhat insightful
·  Information missing/out of order
·  Time concentrated on one or two areas / ·  Presents some relevant information and/or provides an inconsistent level of detail
·  Designed and crafted in a way that detracts from overall presentation
·  Synthesis pieces generally lacking insight
·  Most information missing/out of order
·  Time focused on one main area / ·  Presents irrelevant information and/or provides an insufficient level of detail
·  Obvious flaws/weaknesses in design hinders quality of overall presentation
·  Synthesis pieces missing
·  Most information missing or completely out of order
·  Time focused on one main area
Delivery / ·  Flawless grammar and refined word choice add to audience interest and understanding
·  Expertly uses gestures, facial expression, and eye contact to engage the audience
·  Masterful vocal delivery; command of pacing, volume, and feeling tone
·  Student occasionally refers to note cards without reading / ·  Correct grammar & effective word choice add to audience interest & understanding
·  Consistently uses gestures, facial expression, eye contact to engage the audience
·  Strong vocal delivery; effective pacing, volume, and feeling tone
·  Student refers to note cards, although may be reading occasionally / ·  Mostly correct grammar and good word choice adds to audience interest and understanding
·  Uses gestures, facial expression, eye contact to engage audience
·  Good vocal delivery; satisfactory pacing, volume, and feeling tone
·  Student spends half the presentation reading from note cards with some eye contact / ·  Grammatical problems, use of slang, and/or limited or repetitive vocabulary detracts from audience understanding
·  Uses some distracting gestures, limited facial expression, and or minimal eye contact
·  Inconsistent and/or monotone delivery, some mumbling, and uneven (fast/slow) pace
·  Student mainly reads from note cards with little eye contact / ·  Grammatical problems, use of slang, and/or limited or repetitive vocabulary interferes with audience understanding
·  Uses many distracting gestures, little or no facial expression, and or no eye contact
·  Low volume and monotone delivery, significant mumbling, and overly fast/slow pace
·  Student reads entire presentation from note cards with no eye contact
Time / Teaches bell-to-bell / Has less than 3 minutes left at end of period. / Has 3-5 minutes left at end of period. / Has between 5-7 minutes left at end of period / Has more than 7 minutes left at end of period.
Visual / Attractive, informative audio/visual aids enhance presentation and are smoothly integrated / Audio/visual aids enhance presentation and are appropriately integrated / Audio/visual aids are integrated into and support the presentation / Audio/visual aids may be confusing, overpowering, or difficult to see/hear / Audio/visual aids are poorly designed are lacking, or are the presentation (student merely turning pages)

Hx Context Plot Summary (3 min) Character Analysis (Main & Minor) Tone & Attitude Symbols & Motifs Themes Author’s commentary