Making A Collage : Independent Reading Project

CATEGORY Quality of Construction 4

3
The collage shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. The student can define the term "collage" and tell how it differs from two other media. S(he) can also name at 3-4 things that make a collage more powerful or attractive. One or two of the graphics or objects used in the collage reflect student creativity in their creation and/or display.

2
The collage shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. The student can define the term "collage" and tell how it differs from two other media. S(he) can also name at least 1-2 things that make a collage more powerful or attractive. One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop). Graphics have been trimmed to an appropriate size and shape, but the arrangement of items is not very attractive. It appears there was not a lot of planning of the item placement. The student gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme.

1
The collage was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident.

Understanding of Media

The student has trouble defining the term "collage" and describing how it differs from other media AND/OR the student cannot describe how to make a collage more powerful or attractive. The student did not make or customize any of the items on the collage.

Creativity

Design

Graphics are trimmed to an appropriate size and interesting shape and are arranged well, some in front and some behind. Care has been taken to balance the pictures across the canvas. The student gives a reasonable explanation of how every item in the collage is related to the assigned theme. For most items, the relationship is clear without explanation.

Graphics are trimmed to an appropriate size and interesting shape and are arranged with some items in front and others behind. The canvas, however does not appear balanced. The student gives a reasonable explanation of how most items in the collage are related to the assigned theme. For many of the items, the relationship is clear

Graphics are untrimmed OR of inappropriate size and/or shape. It appears little attention was given to designing the collage.

Attention to Theme

The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

without explanation.

Number of Items The collage includes The collage includes The collage includes The collage contains
15 or more items, each different. 10-14 different items. 9 different items.

fewer than 9 different items.

Time and Effort

Class time was used wisely. Much time and effort went into the planning and design of the collage. It is clear the student worked at home as well as at school. Titles and text were written clearly and were easy to read from a distance. Text varied in color, size and/or style for different text elements.

Class time was used wisely. Student could have put in more time and effort at home.

Class time was not always used wisely, but student did do some additional work at home.

Class time was not used wisely and the student put in no additional effort.

Titles and Text

Titles and text were written clearly and were easy to read close-up. Text varied in color, size and/or style for different text elements.

Titles and text were written clearly and were easy to read close-up. There was little variation in the appearance of text.

Titles and/or text are hard to read, even when the reader is close.

Timeline Excellent 60 pts Content Good 45 pts Satisfactory 30 pts Needs Improvement 15 pts

Excellent
A neat timeline is provided. Each year is clearly marked with annual events in the correct sequence. A birth and present year are included.

Good
A timeline is provided. It has been clearly marked with annual events for most years. A birth and present year are included.

Satisfactory
A rough timeline is provided. It has some annual events recorded. A birth or present year has been included.

Needs Improvement
A rough timeline is provided. Very few annual events have been recorded. The birth and present year have not been included.

Format

Excellent

Good

Satisfactory

Needs

Timeline has a title, tabbed years and identifies 3 important personal and historical events. Timeline is very neat and accurate. Student was creative in the way timeline was put together. It is understandable and easy to decifer. Attachments

Timeline has a title, tabbed years and identifies 2personal and historical events. Timeline is neat and accurate. Some creativity was used. It is mostly understandable and easy to decifer.

Timeline may contain a title, tabbed years or identification of personal and historical events. Timeline is not very neat. More creativity needs to be used. It is difficult to read.

Improvement
Timeline has no title, tabbed years or identification of personal of historical events. It is neither neat nor accurate. No evidence that directions were followed.

Excellent
There are a misture of illustrations / photos included for several events.

Good
There are illustrations or photos included for several events.

Satisfactory
There are very few illustrations or photos included for events.

Needs Improvement
There are no illustrations / photos included for events.

CRITERIA THESIS and CONTENT (Development) The essay has a thesisa single, central point that is interesting, original, striking and substantial. The central idea is developed in the essay through well-chosen, appropriate, concrete details that show originality and freshness. Author shows rather than merely tells. Generalizations and assertions are defended. Arguments are logical.

Points 1 to 5

ORGANIZATION The essay is organized and well structured (there is a beginning, a body, and a conclusion). The essay exhibits a clear strategy for persuasion and pattern of development (chronological order, spatial order, comparison/contrast, etc.). The organization works with the thesis so that the thesis and the organization contribute to serving the purpose of the essay. Essay does not digress from central point. Transitions help the paper flow smoothly. Introductory paragraph(s) is (are) interesting and appropriate. Concluding paragraph is satisfying.

PARAGRAPHS Paragraphs are organized, unified and coherent. Each supporting paragraph has a controlling idea (which may be expressed in a topic sentence). In supporting paragraphs, topic idea helps further the thesis.

STYLE Sentences are mature and parallel. Writer avoids modifier problems. Sentences show variety of pattern and are rhetorically effective. The essay is written in a style and tone appropriate to the audience, topic and purpose. Words are appropriate and well chosen. Writer avoids jargon and sexist language. Writer seems to be speaking in an authentic voice. Paper is enjoyable and interesting.

SUBTOTAL GRAMMAR, SPELLING, MECHANICS Subtract points for errors in grammar (comma splices, fragments, fused sentences, agreement, etc.), spelling, and mechanics (margins, format, etc.).

TOTAL

pts

SUMMARY

REACTION evidence of deep reflection to consider the impact or implications of these ideas on the teaching and learning of mathematics there is evidence that you are grappling with these ideas to understand their relevance to you personally there is evidence that the ideas have stretched your thinking

TECHNICAL WRITING

good understanding of main ideas the summary shows you have synthesized the main ideas

evidence of reflection to consider the educational impact or implications of these ideas on the teaching and learning of mathematics there is some evidence that you are grappling with these ideas to understand their relevance to you personally evidence of some reflection to consider the impact or

clear concise logical convincing no technical errors

fair understanding of main ideas

clear concise

 the summary shows some synthesis of the main ideas

an incomplete or superficial understanding of the main ideas the summary is more of a laundry list of these ideas no summary OR the summary indicates only a perusal of the reading to glean the main ideas

implications of these ideas on the teaching and learning of mathematics awareness of the relevance of these ideas to you personally is minimal an incomplete or superficial consideration of the impact or implications of these ideas on the teaching and learning of mathematics no reflection evident

logical convincing only minor technical errors not quite clear somewhat rambling logical minor technical errors illogical confusing serious or numerous technical errors