MAKING A BROCHURE: HEALTHY ENVIRONMENT

Teacher Name: Marlina Pinilla Student Name: __________________________________________

CATEGORY 5 4 3 2
Attractiveness &
Organization
The brochure has
exceptiona! attractive
"or#atting an$ %e&
organize$ in"or#ation'
The brochure has attractive
"or#atting an$ %e&
organize$ in"or#ation'
The brochure has %e&organize$
in"or#ation'
The brochure()s "or#atting an$
organization o" #ateria are
con"using to the rea$er'
Content &
Accurac!
A "acts in the brochure are
accurate'
**&*+, o" the "acts in the
brochure are accurate'
-*&-+, o" the "acts in the
brochure are accurate'
.e%er than -+, o" the "acts in
the brochure are accurate'
Graphics/0ictures Graphics go %e %ith the
text an$ there is a goo$ #ix
o" text an$ graphics'
Graphics go %e %ith the
text1 but there are so #an!
that the! $istract "ro# the
text'
Graphics go %e %ith the text1
but there are too "e% an$ the
brochure see#s (2text&heav!(2'
Graphics $o not go %ith the
acco#pan!ing text or appear to
be ran$o#! chosen'
3ources Care"u an$ accurate recor$s
are 4ept to $ocu#ent the
source o" *5&5++, o" the
"acts an$ graphics in the
brochure'
Care"u an$ accurate recor$s
are 4ept to $ocu#ent the
source o" *4&-5, o" the "acts
an$ graphics in the brochure'
Care"u an$ accurate recor$s are
4ept to $ocu#ent the source o"
-4&65, o" the "acts an$ graphics
in the brochure'
3ources are not $ocu#ente$
accurate! or are not 4ept on
#an! "acts an$ graphics'
7riting &
Organization
Each section in the brochure
has a cear beginning1
#i$$e1 an$ en$'
A#ost a sections o" the
brochure have a cear
beginning1 #i$$e an$ en$'
8ost sections o" the brochure
have a cear beginning1 #i$$e
an$ en$'
9ess than ha" o" the sections o"
the brochure have a cear
beginning1 #i$$e an$ en$'
7riting &
Gra##ar
There are no gra##atica
#ista4es in the brochure'
There are no gra##atica
#ista4es in the brochure a"ter
"ee$bac4 "ro# an a$ut'
There are 5&2 gra##atica
#ista4es in the brochure even
a"ter "ee$bac4 "ro# an a$ut'
There are severa gra##atica
#ista4es in the brochure even
a"ter "ee$bac4 "ro# an a$ut'
3peing &
0roo"rea$ing
:o speing errors re#ain
a"ter one person other than
the t!pist rea$s an$ corrects
the brochure'
:o #ore than 5 speing error
re#ains a"ter one person
other than the t!pist rea$s an$
corrects the brochure'
:o #ore than 3 speing errors
re#ain a"ter one person other
than the t!pist rea$s an$ corrects
the brochure'
3evera speing errors in the
brochure'
;no%e$ge
Gaine$
A stu$ents in the group can
accurate! ans%er a
<uestions reate$ to "acts in
the brochure an$ to technica
processes use$ to create the
brochure'
A stu$ents in the group can
accurate! ans%er #ost
<uestions reate$ to "acts in
the brochure an$ to technica
processes use$ to create the
brochure'
8ost stu$ents in the group can
accurate! ans%er #ost
<uestions reate$ to "acts in the
brochure an$ to technica
processes use$ to create the
brochure'
3evera stu$ents in the group
appear to have itte 4no%e$ge
about the "acts or technica
processes use$ in the brochure'
O!ER OINT: HEALTHY ENVIRONMENT
Teacher Name: Marlina Pinilla Student Name: _______________________________________
CATEGORY " # $ %
Or&'&na(&t) 0resentation sho%s
consi$erabe
originait! an$
inventiveness' The
content an$ i$eas
are presente$ in a
uni<ue an$
interesting %a!'
0resentation sho%s
so#e originait! an$
inventiveness' The
content an$ i$eas are
presente$ in an
interesting %a!'
0resentation sho%s an
atte#pt at originait!
an$ inventiveness on
5&2 car$s'
0resentation is a
rehash o" other
peope()s i$eas an$/or
graphics an$ sho%s
ver! itte atte#pt at
origina thought'
C**+erat&*n Group $eegates
tas4s an$ shares
responsibiit!
e""ective! a o" the
ti#e'
Group $eegates tas4s
an$ shares
responsibiit!
e""ective! #ost o" the
ti#e'
Group $eegates tas4s
an$ shares
responsibiit!
e""ective! so#e o"
the ti#e'
Group o"ten is not
e""ective in $eegating
tas4s an$/or sharing
responsibiit!'
Gra+h&c, S*urce, Graphics are han$&
$ra%n' The
iustrator=s> are
given cre$it
so#e%here in the
presentation'
A co#bination o"
han$&$ra%n an$ stoc4
graphics are use$'
3ources are
$ocu#ente$ in the
presentation "or a
i#ages'
3o#e graphics are
"ro# sources that
cear! state that non&
co##ercia use is
ao%e$ %ithout
%ritten per#ission'
3ources are
$ocu#ente$ in the
presentation "or
a (2borro%e$(2
i#ages'
3o#e graphics are
borro%e$ "ro# sites
that $o not have
cop!right state#ents
or $o not state that
non&co##ercia use is
ao%e$1 OR sources
are not $ocu#ente$
"or a i#ages'
Te-t . /*nt Ch*&ce 0
/*rmatt&n'
.ont "or#ats =e'g'1
coor1 bo$1 itaic>
have been care"u!
panne$ to enhance
rea$abiit! an$
content'
.ont "or#ats have
been care"u! panne$
to enhance rea$abiit!'
.ont "or#atting has
been care"u! panne$
to co#pe#ent the
content' ?t #a! be a
itte har$ to rea$'
.ont "or#atting #a4es
it ver! $i""icut to rea$
the #ateria'
C*ntent . Accurac) A content
throughout the
presentation is
accurate' There are
no "actua errors'
8ost o" the content is
accurate but there is
one piece o"
in"or#ation that #ight
be inaccurate'
The content is
genera! accurate1 but
one piece o"
in"or#ation is cear!
"a%e$ or inaccurate'
Content is t!pica!
con"using or contains
#ore than one "actua
error'
Se1uenc&n' *2
In2*rmat&*n
?n"or#ation is
organize$ in a cear1
ogica %a!' ?t is
eas! to anticipate
the t!pe o" #ateria
that #ight be on the
next car$'
8ost in"or#ation is
organize$ in a cear1
ogica %a!' One car$
or ite# o" in"or#ation
see#s out o" pace'
3o#e in"or#ation is
ogica! se<uence$'
An occasiona car$ or
ite# o" in"or#ation
see#s out o" pace'
There is no cear pan
"or the organization o"
in"or#ation'
S+e((&n' and Grammar 0resentation has no
#isspeings or
gra##atica errors'
0resentation has 5&2
#isspeings1 but no
gra##atica errors'
0resentation has 5&2
gra##atica errors but
no #isspeings'
0resentation has #ore
than 2 gra##atica
an$/or speing errors'
E22ect&3ene,, 0ro@ect incu$es a
#ateria nee$e$ to
gain a co#"ortabe
un$erstan$ing o" the
topic' ?t is a high!
e""ective stu$!
gui$e'
0ro@ect incu$es #ost
#ateria nee$e$ to
gain a co#"ortabe
un$erstan$ing o" the
#ateria but is ac4ing
one or t%o 4e!
ee#ents' ?t is an
a$e<uate stu$! gui$e'
0ro@ect is #issing
#ore than t%o 4e!
ee#ents' ?t %ou$
#a4e an inco#pete
stu$! gui$e'
0ro@ect is ac4ing
severa 4e! ee#ents
an$ has inaccuracies
that #a4e it a poor
stu$! gui$e'
MURAL: HEALTHY ENVIRONMENT
Teacher Name: Marlina Pinilla Student Name: _______________________________________
CATEGORY Ma,ter4" +*&nt, A++rent&ce4# +*&nt, N*3&ce4$ +*&nt, Untra&ned4% +*&nt, Sc*re4$" +*&nt,
(ann&n'5*r'an&6at&*n 3tu$ent can
$escribe the
intent an$ pan
o" co#pete
#ura an$ ho%
his/her part %i
contribute to the
%hoe' 7or4s
%ith tea# to
co#e up %ith
genera pan o"
%hat %i be
$one be"ore
beginning'
3tu$ent has care"u!
panne$ his/her part
o" the #ura an$ can
$escribe ho% s/he
%i get the %or4
$one an$ a vision "or
his/her part' Gets
tea# input on pan
"or his/her
contribution be"ore
beginning'
3tu$ent has
panne$ his/her
part o" the #ura
an$ can $escribe
ho% s/he %i
get the %or4
$one an$ a
vision "or
his/her part'
Aoes not soicit
#uch group
input %hen
#a4ing pan'
9eaps into action
%ithout an!
evi$ence o"
panning or "ocus'

C*((a7*rat&*n and
Team8*r9
The group
%or4e$ %e
together %ith a
#e#bers
contributing
signi"icant
a#ounts o"
<uait! %or4' A
group #e#bers
partiicpate$ in
$iscussion an$
active! istene$
to others'
The group genera!
%or4e$ %e together
%ith a #e#bers
contributing so#e
<uait! %or4' A
group #e#bers
partiicpate$ in
$iscussion an$
active! istene$ to
others'
The group
%or4e$ "air!
%e together
%ith a
#e#bers
contributing
so#e %or4'
8ost group
#e#bers
partiicpate$ in
$iscussion an$
active! istene$
to others'
The #ura appeare$
to be the %or4 o"
on! 5&2 stu$ents in
the group A:A/OR
there %as itte
$iscussion1 %or4ing
together or active
istening'

T&me and E22*rt Cass ti#e %as
use$ %ise!'
8uch ti#e an$
e""ort %ent into
the panning an$
creation o" the
#ura' ?t is cear
the stu$ents
%or4e$ at ho#e
as %e as at
schoo'
Cass ti#e %as use$
%ise!1 but it $i$ not
appear there %as
#uch %or4 $one
outsi$e o" cass'
Cass ti#e %as
not a%a!s use$
%ise!1 but
a$$itiona %or4
%as $one at
ho#e or other
ti#es $uring the
$a!'
Cass ti#e %as not
use$ %ise! an$ no
a$$itiona e""ort %as
put in at other ti#es
or paces'

Ba(ance and U,e *2
S+ace
Bse o" positive
an$ negative
space creates a
"eeing
appropriate to
the the#e'
Ob@ects are
pace$ "or best
e""ect' Overa1 it
@ust "ees right'
Bse o" positive space
is goo$ an$ the
painting is reative!
baance$1 but
negative space cou$
be utiize$ better to
create a #ore
cohesive "ee'
The #ura
see#s to have a
itte too #uch
bac4groun$ or
see#s a itte too
bus!' Caance
has not been
achieve$'
The #ura see#s
un"inishe$ =too
#uch e#pt! space>
or there is not
enough baance
bet%een "oregroun$
an$ bac4groun$
causing it to see#
#uch too bus! an$
un"ocuse$'

Themat&c Accurac) The stu$ent()s
portion o" the
#ura "its the
the#e o" the
assign#ent an$
a o" the tea#()s
ite#s are
accurate! pace$
on the
bac4groun$'
Exa#peD
3tu$ent has
$ra%n a $%ar"
pa# an$ has
pace$ it in the
un$erstor! a!er
in a rain"orest
#ura'
The stu$ent()s portion
o" the #ura "its the
the#e o" the
assign#ent an$ #ost
o" the tea#()s ite#s
are accurate! pace$
on the bac4groun$'
The stu$ent()s
portion o" the
#ura "its the
the#e o" the
assign#ent'
The stu$ent()s
portion o" the #ura
$oes not "it the
the#e o" the
assign#ent'

Cra2t,man,h&+ The tea#()s
portion o" the
#ura has been
cra"te$ %ith
great care' The
ines are sharp1
coors cear1
cutting crisp1 an$
text aigne$' :o
s#u$ges1 $rips1
The tea#()s portion
o" the #ura has been
cra"te$ %ith so#e
care' 8ost ines are
sharp1 coors cear1
cutting crisp1 an$ text
aigne$' 3#u$ges1
$rips1 tears or
erasures are "e% an$
$o not $etract'
The tea#()s
portion o" the
#ura has been
co#pete$1 but it
appears a itte
#ess!'
3#u$ges1 $rips1
tears or erasures
$etract "ro# the
overa
The tea#()s portion
o" the #ura oo4s
hasti! thro%n
together or i4e it
%as %a$$e$ up in a
$es4' The #ura
see#s <uite #ess!'

tears or erasures
are seen'
appearance'
Kn*8(ed'e A7*ut
Mura(,
3tu$ent can
accurate!
ans%er 5
<uestions "ro#
an! o" the
"oo%ing
categoriesD a>
purpose an$ use
o" #urasE b>
"a#ous artists
%ho paint
#urasE c>
ocation o"
#urasE $>
techni<ues "or
#a4ing a
co##una
#ura'
3tu$ent can
accurate! ans%er 3&
4 <uestions "ro# an!
o" the "oo%ing
categoriesD a>
purpose an$ use o"
#urasE b> "a#ous
artists %ho paint
#urasE c> ocation o"
#urasE $> techni<ues
"or #a4ing a
co##una #ura'
3tu$ent can
accurate!
ans%er 2
<uestions "ro#
the "oo%ing
categoriesD a>
purpose an$ use
o" #urasE b>
"a#ous artists
%ho paint
#urasE c>
ocation o"
#urasE $>
techni<ues "or
#a4ing a
co##una
#ura'
3tu$ent cannot
accurate! ans%er 2
<uestions "ro# the
"oo%ing
categoriesD a>
purpose an$ use o"
#urasE b> "a#ous
artists %ho paint
#urasE c> ocation
o" #urasE $>
techni<ues "or
#a4ing a co##una
#ura'

ORAL RESENTATION: HEALTHY ENVIRONMENT
Teacher Name: Mar(&na &n&((a Student Name: __________________________________________
CATEGORY " # $ %
0osture an$ E!e
Contact
3tan$s up straight1 oo4s
reaxe$ an$ con"i$ent'
Estabishes e!e contact %ith
ever!one in the roo# $uring
the presentation'
3tan$s up straight an$
estabishes e!e contact %ith
ever!one in the roo# $uring
the presentation'
3o#eti#es stan$s up
straight an$ estabishes e!e
contact'
3ouches an$/or $oes not
oo4 at peope $uring the
presentation'
Fou#e Fou#e is ou$ enough to
be hear$ b! a au$ience
#e#bers throughout the
presentation'
Fou#e is ou$ enough to be
hear$ b! a au$ience
#e#bers at east *+, o" the
ti#e'
Fou#e is ou$ enough to
be hear$ b! a au$ience
#e#bers at east -+, o"
the ti#e'
Fou#e o"ten too so"t to be
hear$ b! a au$ience
#e#bers'
Ti#e&9i#it 0resentation is 5&G #inutes
ong'
0resentation is 4 #inutes
ong'
0resentation is 3 #inutes
ong'
0resentation is ess than 3
#inutes OR #ore than G
#inutes'
9istens to Other
0resentations
9istens intent!' Aoes not
#a4e $istracting noises or
#ove#ents'
9istens intent! but has one
$istracting noise or
#ove#ent'
3o#eti#es $oes not
appear to be istening but
is not $istracting'
3o#eti#es $oes not appear
to be istening an$ has
$istracting noises or
#ove#ents'
Enthusias# .acia expressions an$ bo$!
anguage generate a strong
interest an$ enthusias#
about the topic in others'
.acia expressions an$ bo$!
anguage so#eti#es generate
a strong interest an$
enthusias# about the topic in
others'
.acia expressions an$
bo$! anguage are use$ to
tr! to generate enthusias#1
but see# so#e%hat "a4e$'
Fer! itte use o" "acia
expressions or bo$!
anguage' Ai$ not generate
#uch interest in topic being
presente$'
0repare$ness 3tu$ent is co#pete!
prepare$ an$ has obvious!
rehearse$'
3tu$ent see#s prett! prepare$
but #ight have nee$e$ a
coupe #ore rehearsas'
The stu$ent is so#e%hat
prepare$1 but it is cear
that rehearsa %as ac4ing'
3tu$ent $oes not see# at a
prepare$ to present'
3pea4s Cear! 3pea4s cear! an$
$istinct! a =5++&*5,> the
ti#e1 an$ #ispronounces no
%or$s'
3pea4s cear! an$ $istinct!
a =5++&*5,> the ti#e1 but
#ispronounces one %or$'
3pea4s cear! an$
$istinct! #ost = *4&-5,>
o" the ti#e'
8ispronounces no #ore
than one %or$'
O"ten #u#bes or can not
be un$erstoo$ OR
#ispronounces #ore than
one %or$'
Content 3ho%s a "u un$erstan$ing
o" the topic'
3ho%s a goo$ un$erstan$ing
o" the topic'
3ho%s a goo$
un$erstan$ing o" parts o"
the topic'
Aoes not see# to
un$erstan$ the topic ver!
%e'
Co#prehension 3tu$ent is abe to accurate!
ans%er a#ost a <uestions
pose$ b! cass#ates about
the topic'
3tu$ent is abe to accurate!
ans%er #ost <uestions pose$
b! cass#ates about the topic'
3tu$ent is abe to
accurate! ans%er a "e%
<uestions pose$ b!
cass#ates about the topic'
3tu$ent is unabe to
accurate! ans%er <uestions
pose$ b! cass#ates about
the topic'
Focabuar! Bses vocabuar!
appropriate "or the
au$ience' Exten$s au$ience
vocabuar! b! $e"ining
%or$s that #ight be ne% to
#ost o" the au$ience'
Bses vocabuar! appropriate
"or the au$ience' ?ncu$es 5&2
%or$s that #ight be ne% to
#ost o" the au$ience1 but
$oes not $e"ine the#'
Bses vocabuar!
appropriate "or the
au$ience' Aoes not incu$e
an! vocabuar! that #ight
be ne% to the au$ience'
Bses severa =5 or #ore>
%or$s or phrases that are
not un$erstoo$ b! the
au$ience'
3ta!s on Topic 3ta!s on topic a =5++,> o"
the ti#e'
3ta!s on topic #ost =**&*+,>
o" the ti#e'
3ta!s on topic so#e =-*,&
65,> o" the ti#e'
?t %as har$ to te %hat the
topic %as'
CHEC; 9?3T
CRA?:3TOR8?:G ACOBT HEA9THY E:F?RO:8E:T
3tu$ent :a#eD IIIIIIIIIIIIIIIIIIIIIIIIIIII Teacher :a#eD 8arina 0inia
Cr&ter&a, " # $ %
0articipation
Tone o" Foice
Critica Thin4ing
3ta! on Topic