Unit 1 - Grade 12 - Reflecting on society; argument, satire and reform Summative 2 Task & Rubric (Presentation) Task Description: Individually, deliver a presentation to the class discussing the following question: What factors lead people to criticize their society rather than simply accept it? Due: Sunday 25th October 2020, 1pm. Presentations will take place during Sunday 25th (P7), Monday 26th (P1), Wednesday 28th (P8) and Thursday 28th October 2020 (P5). You will have 3-4 minutes to present your findings. GRASPS GOAL ● The goal is to deliver a presentation on factors that lead people to criticize society. ROLE Adapted from http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf ● Your job is to analyze and discuss the different motivations, reasons and rationales on why people criticize society than simply accept it. AUDIENCE ● The target audience is a panel of social commentators. SITUATION ● The context you find yourself in is you have been asked to share your views to a panel of social commentators. PRODUCT, PERFORMANCE AND PURPOSE ● You will create a presentation to be delivered to the rest of the class in order to communicate your views. STANDARDS AND CRITERIA FOR SUCCESS ● Your performance needs to be based on delivery, content/organization, enthusiasm and audience awareness. Further Guidance ● Develop your thoughts into a thesis statement ● Provide examples of two historical figures who may exemplify your thesis statement ● Refer to at least two of this unit’s texts, as found on Savvas Realize, to support your point of view ● Provide citations/references/bibliography Adapted from http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf Oral Presentation Rubric 0—1 2—3 4—5 • Holds no eye contact with audience, as entire assignment is read from notes/presentation • Displays minimal eye contact with audience, while reading mostly from the notes/presentation • Consistent use of direct eye contact with audience, but still returns to notes/presentation • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes/presentation • Speaks in low volume and/ or monotonous tone, which causes audience to disengage • Is uncomfortable whilst speaking with uneven volume and little or no inflection • Is at ease whilst speaking with satisfactory variation of volume and inflection • Is fully comfortable whilst speaking with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Mic is not turned on during the entire presentation • Mic is not turned on intermittently during the presentation • Mic is mostly turned on during the presentation • Mic remains turned on during the entire presentation • Mic does not project voice during the entire presentation • Mic does not project voice clearly (perhaps echoes a lot or has background sound) intermittently during the presentation • Mic mostly projects voice clearly (perhaps some echo or background sound) during the presentation • Mic projects voice clearly (without any disruption) during the presentation • Camera is not turned on or does not work intermittently during the presentation • Camera is mostly turned on or works during the presentation • Camera remains turned on or works during the entire presentation Delivery • Camera is not turned on, or does not work during the entire presentation Adapted from http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf 6— 7 Content/ Organization • Little to no attempt made to fulfill purpose of question, conveying a simplistic response • Attempts to fulfill purpose of question, conveying an unclear perspective • Partially fulfills purpose of question, mostly conveying a clear perspective • Fully fulfills purpose of question, conveying a clear and distinct perspective • Provides irrelevant evidence/example from one of this unit’s texts, as found on Savvas Realize, or no evidence/example at all • Provides weak/irrelevant evidence/examples from two of this unit’s texts, as found on Savvas Realize • Provides semi-pertinent evidence/examples from two of this unit’s texts, as found on Savvas Realize • Provides entirely pertinent evidence/examples from two of this unit’s texts, as found on Savvas Realize • Supports thesis statement/ideas with weak/irrelevant evidence/examples from two other referenced sources • Supports thesis statement/ideas with semi-relevant evidence/examples from two other referenced sources • Supports thesis statement/ideas with entirely relevant evidence/examples from two other referenced sources • Some citations/references/ bibliography provided • Incomplete citations/references/ bibliography provided • Complete citations/references/ bibliography provided • Uses an approved referencing (MLA, APA) style inaccurately • Uses an approved (MLA, APA) referencing style mostly accurately • Uses an approved (MLA, APA) referencing style entirely accurately • Shows no interest in topic presented • Shows little or mixed feelings about the topic being presented • Shows some enthusiastic feelings about topic • Demonstrates strong enthusiasm about topic during entire presentation • Fails to increase audience understanding of knowledge of topic • Raises audience understanding and knowledge of some points • Raises audience understanding and awareness of most points • Significantly increases audience understanding and knowledge of topic; convinces an audience to recognize the validity and importance of the subject • No variation of visual aids; font size and colour are ineffective in enhancing overall efficacy of the presentation • Little variation of visual aids; font size and colour are chosen randomly that do not enhance overall efficacy of the presentation • Some use of visual aids; font size and colour are chosen with some thought to enhance overall efficacy of the presentation • Entirely original use of visual aids; font size and colour are chosen carefully to enhance overall efficacy of the presentation • No facial expressions and paralinguistic cues are used to complement the presentation • Facial expressions and paralinguistic cues maybe used but are irrelevant or inappropriate • Facial expressions and paralinguistic cues are used partially during the presentation • Facial expressions and paralinguistic cues are used effectively during the presentation that complement the presentation fully • Does not support thesis statement/ideas with evidence/examples from two other referenced sources • Little to no citations/references/ bibliography provided • Uses any approved (MLA, APA) referencing style wrongly Enthusiasm/ Audience Awareness Adapted from http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf
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