rubric gallery

The student will be evaluated as to how well they use breath control, intonation/expression, enunciation/diction, volume, and speed in speaking to an audience for ease of understanding

Audio Podcast for Online Publishing. CCUMA . oral production related to health and tis on what to do to be healthy and stay healthy.

CCUMA You will use conversational English, while being scientifically accurate about your topic in a ~7-minute podcast. These are the types of information you can discuss in your podcast. All group members should hear the podcast to ensure equal participation. Refer to class notes and the posted tips on script writing . The rubric is used to evaluate the script.

Students will create a 1-2 page web site that meets the requirements of the Web Site Design Project. CCUMA WEB PAGE

Cloud 9

Escritura de textos simple .

ENGLISH INTERMEDIATE LEVEL COMMUNICATIVE CLASS NOTEBOOK 2018

Los alumnos escucharán a una serie de instrucciones y/o información de tal forma que puedan completar un gráfico, una tabla, un cuestionario, un examen o enunciados. El material será tomado de una gran gama de medios de la vida cotidiana y de los que recibirán entrenamiento previo en clase.

Esta rubrica está diseñada para evaluar comprensión lectora en un aspecto muy general y no particular de esta habilidad de la lengua. CCUMA CERTIFICATION CLASS.

Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Puede manipular el lenguaje para expresar ideas, contestar y realizar preguntas, usar un gran rango de vocabulario y uso de gramática.

Puede manipular el lenguaje para expresar ideas, contestar y realizar preguntas, usar un gran rango de vocabulario y uso de gramática.

Levels of Assessment Level 1 = Indicator Not Demonstrated Level 2 = Indicator Partially Demonstrated Level 3 = Indicator Adequately Demonstrated Level 4 = Indicator Effectively Demonstrated Level 5 = Indicator Exceptionally Demonstrated Level 6= overall assessment

Students will plan/organize a conference for 30 attendees. Tha tincludes, planning, organization, practice, rehearsals, presentation on speeches.

Students will be assessed on basic cheer shouts and motions. The class is evaluated on level of excitement and participation. The student interaction within the class and the motivation projected to audience and peers.

Students will create a video that depicts vocabulary and phrases learned from previous lessons. Each video must include: 15 or more lines of dialogue/narration, related to being honest. Correct grammar and pronunciation, and use of vocabulary/grammar should be shown. In addition, effective visuals that relate to the video's dialogue/narration are required.

Students will create a video that depicts vocabulary and phrases learned from previous lessons. Each video must include: 15 or more lines of dialogue/narration, between their peers regarding shopping for habits and most popular shopping centers in an specific country. Correct grammar and pronunciation, and use of vocabulary/grammar should be shown. In addition, effective visuals that relate to the video's dialogue/narration are required.

View two documentaries: (one must have been viewed during class). Give a brief history of the background of each documentarian (at least two paragraphs) A synopsis of the documentary (what it was about). Select a scene and include in your comparison the following: Each documentary’s creative treatment of reality: (use of audio, video, graphics, stills, etc,); Discuss which convention mode or modes were used. At least three citations of information from Hampe’s book and/or Aufderhide’s text or any handouts you have received to include in your comparison.

Students will analyze a scene from a book, synthesize the themes, plot, characters, and setting into a script. Then film the scene utilizing filmcraft. Students will use basics of video production teamwork to adapt a story/chapter from a novel using camera angles and shots, movement, editing, lighting, and sound. Each team plans their scene using storyboards, actors, directors, cinematographers, and editors. Students will then edit their scene and present to class for discussion.