Individually or with a partner you will research a biblical allusion assigned to you by you teacher and create a 1-2 minute presentation where you describe.

Slides:



Advertisements
Similar presentations
Presentation Skills Workshop >. Course Objectives By the end of this course you will be able to: Structure, plan and prepare a clear and effective presentation.
Advertisements

Rubric Design Denise White Office of Instruction WVDE.
2008 August 22Mathematics 3 Welcome This session provides an in-depth look at one of the high school mathematics courses: Mathematics 3 1.
2008 August 22Geometry Welcome This session provides an in-depth look at one of the high school mathematics courses: Geometry 1.
2008 August 22Algebra 2 Welcome This session provides an in-depth look at one of the high school mathematics courses: Algebra 2 1.
2008 August 22Algebra 1 Welcome This session provides an in-depth look at one of the high school mathematics courses: Algebra 1 1.
Sheltered Instruction Observation Protocol
Setting Objectives and Providing Feedback Wilton/Higgins/Burch.
Sue Sears Sally Spencer Nancy Burstein OSEP Directors’ Conference 2013
Applying one Habit of Mind from start to finish. Gill Hubble and Graham Watts St Cuthberts College, Auckland.
The Writing Process Communication Arts.
Hobbies Interest Assignment:
Southern Regional Education Board The will to succeed is only overshadowed by the will to prepare to succeed!
Connections to the TPGES Framework for Teaching Domains Student Growth Peer Observation Professional Growth Planning Reflection.
Rubric Demonstrates Emerging College-Level Writing 1 Demonstrates Satisfactory College-Level Writing 2 Demonstrates Proficient College-Level Writing 3.
Student Growth Developing Quality Growth Goals II
Marzano Art and Science Teaching Framework Learning Map
© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Application and Concept Development.
Understanding the Process and the Product Professional Development Spring, 2012.
DESK Contributing Resources. Davis School District values teachers as professionals and therefore gives us all the opportunity to share our best lessons.
Portfolio Assessment A collection of a student’s work specifically selected to tell a story about the student.
Technology and Motivation
Reading Development Amanda Bohlmann. Gender Differences On average, girls read better than boys Girls are more likely to be enrolled in advanced literature.
INDEPENDENT WRITING Andrew Richardson & Taylor West.
Looking at Student work to Improve Learning
What is meaningful writing? To whom? Is the topic potentially interesting to students? Do students have choice within the overall topic? Does the task.
Visualization By: Kierstin, Brittany, Wendy, and Stephennie.
Learning Target Four “ I can plan meaningful success
Model Performance Indicators.
Making Assessment Strategies Work for You
Shakespeare and online technology in 11th century Scotland
The Masquerade Project Write a half page to a full page description describing which of the following masks you wear most often and why. The “Chameleon”
Timber Trace Elementary School October 4, Introduction Module # 1 Structure of the Handbook Design Questions and Modules Sample Activity Box How.
AP Chemistry D. Paskowski.  Research  Use at least three sources – one must be a book  Collect all information for proper citation  All sources of.
Student Assessment Workshop #5 CERRA National Board Candidate Support Workshop Toolkit WS
 Think about your current reading workshop. What one word would you use to describe it.  Find your group.  Discuss your word and why you chose it.
Creating Rubrics. Information taken from Formative Assessment and Standards-Based Grading Robert Marzano 2010.
Case Study Assignment MTT Certification Exam. Graded on four-point scale Purpose – extent to which response addresses the components of the assignment.
Rubrics, Rubrics, & More Rubrics Introduction to Rubrics. Stevens & Levi
March 30,  Objectives  Anticipatory Set  Questioning Strategy Video Clip  Questioning Strategy Reading  Data  Closure.
Online Facilitation Strategies: Panel Presentation and Discussion Stan Freeda Barbara Patterson Pam Waters.
A Closer Look Quality Goals Appropriate Assessments.
Demonstration Speeches
Embedded Assessment 1 Creating and Presenting a Monologue.
“We will lead the nation in improving student achievement.” CLASS Keys TM Module 6: Informal Observations Spring 2010 Teacher and Leader Quality Education.
Communication Arts The Writing Process. Communication Arts Five Stages of the Writing Process Prewriting Drafting Revising Editing Publishing.
Unit 9 Reflection. “Mathematics in the 21 st Century: What Mathematical Knowledge is Needed for Teaching Mathematics” Deborah Loewenberg Ball 1.What has.
Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE) 1.
Student Growth Goals for Coaching Conversations. Requirements for Student Growth Goals Time line Reference to an Enduring Skill Proficiency and Growth.
Internal Assessment Details—HL. Individual oral The purpose of this activity is for students to demonstrate that they are able to speak freely and coherently,
EDP 250 – Diverse Abilities Group 7 Assignment 2.
There are so many reasons to use technology in the classroom! We will see so many high tech jobs come from it! New hi-tech jobs will come from less.
Welcome to 7th grade ELA Ms. Gallaher (314) Mrs. Hoffman (314)
Setting Your Goals For TTESS Memorial HS Training September 11, 2015.
MODULE 3 INTRODUCTION AND MODULE OVERVIEW STANDARDS KNOWLEDGE AND SKILLS ASSIGNMENTS.
Ohio’s K-4 Content-Enriched Mandarin Curriculum Module Three Backward Design Funded by the U.S. Department of Education Foreign Language Assistance Program.
Instructional Leadership Supporting Common Assessments.
❧ Dialogic Reading March ❧ ❧ Dialogic Reading is an interactive shared picture book reading practice designed to enhance children’s language and.
Presenter(s) Name(s) Department May 18, 2010 Title of Presentation.
EDL 510 Week 3 Individual Comparative Education For this assignment, you will choose from the following options: · Option 1: Peer Presentation · Option.
l l l l.
Module 6: Planning Rich Instruction with OER
Do My Grading Practices Support Learning?
Hosting A Reading Fair 4th Grade West Side.
Ethical Reporting Law and Ethics.
Personal Narrative about Choice Workshop
Day 5 Lesson Objectives I will be able to:
Connecticut Core Standards for English Language Arts & Literacy
Literature: Friday, March 1, 2019
Designing Your Performance Task Assessment
Presentation transcript:

Individually or with a partner you will research a biblical allusion assigned to you by you teacher and create a 1-2 minute presentation where you describe the story that accompanies your allusion. Biblical Allusion Presentation

In presenting, you may use any medium you choose to present the information. Additionally, you will be required to bring in a 3-D object that furthers your peers’ understanding of the story making the allusion more tangible and easier to remember. Biblical Allusion Presentation Instructions Continued…

Rubric 4 Exemplary (100-90) 3 Proficient (90-80) 2 Met Standard (80-70) 1 Developing Standard (70-below) ContentContent acutely reflects the biblical story, touching on all major points and providing depth of understanding to the audience. Content accurately reflects the biblical story, addressing most major points and providing understanding to the audience. Content reflects the biblical story, touching on some major points and providing understanding to the audience. Content fails to reflect the biblical story, missing major points and providing little to no understanding in the mind of the audience. Object Clearly reflects biblical story adding depth and understanding to the presentation. Reflects biblical story aiding in the audience’s understanding of the story. Reflects biblical story aiding in the audience’s understanding of the story, but might not be the strongest representation based on the story. Object does not aid the audience in understanding the biblical story. PresentationWhile presenting I skillfully use language effectively to meet the needs of my audience. Overall, my presentation is easily understood and engaging. While presenting I use language effectively to meet the needs of my audience. Overall, my presentation is understood illustrating my ability to communicate to a large audience. While presenting I use language somewhat effectively to meet the needs of my audience. Overall, my presentation is inconsistent illustrating weaknesses in my ability to communicate to a large audience. While presenting I use language ineffectively to meet the needs of my audience. Overall, my presentation is not understood illustrating my inability to communicate to a large audience.