I am really hoping for some emails with questions this weekend!! I will have time on Saturday and on Sunday to answer emails. I hope all is going well so far.
I also wanted to mention that I have entered any missing work to the grade book. If you have any missing assignments and would like to make up some points, talk to me, I bet we can figure something out. Tests are a different story, I have a make up test prepared for anyone that wants to add points to their original score.
That is all for now...soon to come, Egypt notes and the Narmer Palette activity.
Enjoy the weather!
Dan
08 October 2010
05 October 2010
Possible Grading Rubric for Essays
Possible Grading Rubric for Essays
4 Well done | 3 Is that all you got? | 2 did the PS3/Xbox talk you out of finishing? | 1 please tell me you forgot | |
Research 10% | You presented many resources before drawing any conclusions | You have done research, but could have done more | Some to a little research present | Very little or no research present |
Content 70% | You answer the question in your own way with supported evidence from a variety of resources | You answer the question, but … | I think you answered the question, but your essay has some repeated info/ trying really hard to get to a page | Your answer is a few sentences long, and I have no idea why you think that is the answer. |
Readability 10% | Elijah (my son) could read it. You have a clear thesis and clear supporting details. | I have to re read some sentences, but I get most of what you are saying | Some of your paragraphs conflict, some grammar and spelling issues | You know most computers have spell check yes? |
Relevancy 10% | The paper is clearly and directly related to the question | Your entire paper relates to the topic | The connection is weak, but I kind of see how that relates. | “Lions and Tigers and Bears Oh my!” Relates how? |
This is a rough draft! I will make the wording more formal for the final draft. Is this fair? What could better? I am willing to revise this several times before using it next week.
04 October 2010
The Project
Hey all,
I hope the reading and researching is treating you well. Before we get to far into this thing I wanted to post a few of my thoughts on the project.
I knew at some point in my student teaching time period I would have to do a project with my classes. It was quite a struggle for me to decide how I wanted those projects to go. I could assign each group a civilization or a person and have them complete a checklist of things, make a poster and call it good. To me, that sounded really boring and easy. I wanted to find a way for you to pick your own topic.
Having each of you pick your own topic was also a struggle, I did not want repeats nor did I want people picking the easiest thing "just to get it done," I struggled to find a constructive way for each of you to pick your own topics. I eventually decided on having each person pick a section out of the textbook and pose questions to the class from that section. Starting the project this way provided us with a variety of topics to explore.
To me, starting a project with a question is much better than starting a project with a checklist. If I were to hand out topics and a checklist, I would be willing to bet that more than half of you would quickly scan to find the answers slop them down on a poster and call it done. Another great thing about answering a question instead of going down a checklist, is that you get to interpret the past, you get to decided what the answer is, it's all up to! ( I would look at some evidence and others ideas before answering) I feel that by trying to answer a question, in any way that you see fit, it becomes more than a history project, it becomes personal. That is why you are trying to answer a question.
HOW TO ANSWER YOUR QUESTION:
One of the first days of class we discussed, what is history, who wrote history and why history matters....We also discussed History versus the Past. We concluded that history is always changing and the past is not. This is due to the fact the people read about the past and other's views of the past and create their own view of the past. By having you answer your own question, I am in a sense, making you create your own history, your own interpretation of the past.
If your question was "What was the significance of the Phoenician alphabet?" You get to decide what the significance of the Phoenician alphabet was, not the textbook, not your silly history teach, but you! You get to interpret the past and decide what made it so significant. That is how to answer your question.
If this was not helpful please let me know and I will do my best to explain it to you in person.
Cheers!
Dan
I hope the reading and researching is treating you well. Before we get to far into this thing I wanted to post a few of my thoughts on the project.
I knew at some point in my student teaching time period I would have to do a project with my classes. It was quite a struggle for me to decide how I wanted those projects to go. I could assign each group a civilization or a person and have them complete a checklist of things, make a poster and call it good. To me, that sounded really boring and easy. I wanted to find a way for you to pick your own topic.
Having each of you pick your own topic was also a struggle, I did not want repeats nor did I want people picking the easiest thing "just to get it done," I struggled to find a constructive way for each of you to pick your own topics. I eventually decided on having each person pick a section out of the textbook and pose questions to the class from that section. Starting the project this way provided us with a variety of topics to explore.
To me, starting a project with a question is much better than starting a project with a checklist. If I were to hand out topics and a checklist, I would be willing to bet that more than half of you would quickly scan to find the answers slop them down on a poster and call it done. Another great thing about answering a question instead of going down a checklist, is that you get to interpret the past, you get to decided what the answer is, it's all up to! ( I would look at some evidence and others ideas before answering) I feel that by trying to answer a question, in any way that you see fit, it becomes more than a history project, it becomes personal. That is why you are trying to answer a question.
HOW TO ANSWER YOUR QUESTION:
One of the first days of class we discussed, what is history, who wrote history and why history matters....We also discussed History versus the Past. We concluded that history is always changing and the past is not. This is due to the fact the people read about the past and other's views of the past and create their own view of the past. By having you answer your own question, I am in a sense, making you create your own history, your own interpretation of the past.
If your question was "What was the significance of the Phoenician alphabet?" You get to decide what the significance of the Phoenician alphabet was, not the textbook, not your silly history teach, but you! You get to interpret the past and decide what made it so significant. That is how to answer your question.
If this was not helpful please let me know and I will do my best to explain it to you in person.
Cheers!
Dan
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