■Day 3: Research/Share and discuss/Complete research charts ■Day 4: Thesis formation/Graphic organizer ■Day 5: Rough draft including all citations/Peer review ■Day 6: Write final draft DBQ Essay Prerequisite Grade Checklist: Task Points Analyzing Documents Research Charts Pre-Writing Rough Draft Bibliography Speaking and Listening Speaking and Listening Rubric – Collaborative Conversations, 9-12 Collaborative Conversations 4 Exceeds 3 Meets 2 Approaches 1 Does Approach Standard Preparation Seeks outside sources to gain insight Readily shares resources with others When appropriate makes strategic use of digital media to enhance understanding of findings Preparation is evident, includes but not limited to: Identifies/highlights key words and phrases Has notes of main ideas Includes outside sources When appropriate makes strategic use of digital media to enhance understanding of findings No Highlighting Skims text Very few notes, Some misunderstandings of text and meaning. Unprepared with text unprepared with text does not recall or has not read text No attempt was made to understand text Questioning Has prepared several high level questions based on the text Asks several higher level questions during Has prepared a variety of questions Asks thoughtful questions during discussion Is open to questioning Has very few questions Asks very few questions Has not prepared questions Does not ask questions When questioned
Trigger thought: According to the video, what consequences did African colonies suffer because of imperialism? Use evidence from the document to support your answer. Document Based Question: Research Chart Research /General topic i.e., contributions of classical Rome and Greece, design and architecture… Site found or bibliographic info i.e., URL, author, title of book and date of publication, … How did you use this site: Resource gave no new information that I could use. As a guide for former research. As a direct source of information 1. 2. 3. 4. 5. 6. 7. 8. 9.
Holistic Rubric – Grades 3-12 SCORE POINT 6 Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in development and organization that often shows insight. in-depth and/or creative exploration of the topic using rich, relevant, and credible details. a strong, perhaps creative, beginning, and a satisfying conclusion. specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning. intentional and committed interaction between the writer and the reader. effective and/or creative use of a wide range of conventions with few errors. insightful with no historical errors. makes original and specific connections using resources. uses background knowledge for all support content. thesis is prompt-driven and fits seamlessly in opening paragraph. SCORE POINT 5 Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic development and organization a balanced and thorough explanation of the topic using relevant details. an inviting beginning and a satisfying sense of closure. a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural. awareness of the reader and commitment to the audience and topic. effective use of a wide range of conventions with few errors. accurate, may contain only minor historical errors. makes obvious connections using relevant resources. uses background knowledge consistently. includes clear thesis statement in the opening paragraph. appropriately relies on a variety of the SCORE POINT 4 Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic. relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable. a recognizable beginning and ending, although one or both may be somewhat weak. effective word choice that is functional and, at times, shows interaction between writer and audience. somewhat varied sentence structure with good control of simple constructions a natural sound. control of standard conventions although a wide range is not used; errors that do not impede readability. accurate, may contain only minor historical errors. makes connections using some resources.
relies on a variety of the documents and includes outside resources, all of which are cited correctly documents and may use outside sources, all of which are cited correctly uses background knowledge thesis statement is clear. cites multiple documents correctly SCORE POINT 3 Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are understood but often ineffective. attempts at organizing that are inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices. developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing. reliance on clichés and overused words that do not connect with the reader; limited audience awareness. monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct. limited control of standard conventions with significant errors. Historically accurate but overly general loosely makes connections to some resources. uses background knowledge/facts with some connections. includes a thesis, though it is not very clear. cites multiple documents correctly SCORE POINT 2 Response is poor in written communication, demonstrated by overly simplistic and sometimes unclear ideas that have insufficiently developed details. sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow. missing beginning and/or ending. repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern. lack of audience awareness. little control of basic conventions resulting in errors impeding readability. Contains multiple historical errors loosely uses background knowledge/facts with no connections. includes a general topic statement, but not a thesis uses more than one document correctly but relies on one document OR cites only one document SCORE POINT 1 Response is inferior in written communication, demonstrated by lack of purpose or ideas and sequencing. organization that obscures the main point. an attempt that is too short to offer coherent development of an idea, if it is stated. extremely limited vocabulary that shows no commitment to communicating a message. sentences with confusing word order that may not permit oral reading. severe and frequent errors in conventions. has significant historical misinterpretation. no apparent thesis or topic statement. CITATIONS are a pre-requisite for scoring. Score: FFB 1-2 APR 3 Meets 4 EX 5-6