2. If You Build It, They Will Scream! Goal: To persuade a group of “investors” that your group’s idea is the best one for a theme park in Arizona.

3. 1.Research an assigned theme park and prepare a multimedia presentation. Each Group Will:

4. 2.Learn about ride design, and create a thrill ride to present to class. Each Group Will:

5. 3. Design a Theme Park for Arizona. Each Group Will:

6. Each person in the Group: Will develop his/her own area Create rides and attractions Shows and entertainment Food, Shopping, Snacks Restrooms, Lost & Found, First Aid Here is an example of what your presentation might look like!

7. Writing the Four Paragraph Essay 1st- Descriptive- describe your area of the park using sensory details set up in spatial order 2nd- Narration- You can either narrate in detail an exciting ride, or explain a process, such as how a ride will work.

8. Writing the Four Paragraph Essay 3rd-Classification Compare & Contrast your area to similar theme park attractions, and show how yours is going to be better. 4th-Evaluation Persuade the investors to back your park by giving your reasons in order of importance.

9. Project Evaluation Organisation Subject Knowledge Persuasiveness Grammar & Mechanics Graphics Presentation

10. Areas to Evaluate 4321 Organisation Student presents information in a logical, interesting sequence which audience can follow. Student presents information in a logical sequence which an audience can follow. Audience has difficulty following presentation because student jumps around—logical sequence is lacking. Audience cannot understand presentation because there is no sequence of information. Subject Knowledge Student demonstrates full knowledge (more than required) by answering all class questions, and explaining all aspects of the park in detail. Student is at ease with expected answers, and in explaining the park, but fails to elaborate on the details. Student is uncomfortable with information and is able to answer and explain only rudimentary questions. Student does not have a grasp of information; student cannot answer questions about the park. Persuasiveness Student uses clear, logical arguments presented in an easy to follow order (most important to least important). Student uses clear arguments, however, the order of importance may seem unclear, or irrelevant. Student arguments seem unclear, and not organised from most important to least important. Student arguments are missing or entirely unconvincing. Grammar & Mechanics Presentation has no misspellings or grammatical errors. All writing is clearly understandable. Presentation has no more than two misspellings and/or grammatical errors. Writing is understandable. Presentation has no more than four misspellings and/or grammatical errors. Writing may seem vague. Presentation has five or more spelling errors and/or grammatical errors. Writing is confusing or unclear. Graphics Student's use of graphics, sound, animation, etc. effectively explain and reinforce screen text and presentation. Student's use of graphics, sound, animation, etc. relate to text and presentation. Occasionally uses graphics that do not support text and presentation. Student's use of graphics, sound, animation etc. are absent, or they detract from the presentation. Presentation Student maintains eye contact with audience. Student uses a clear voice and correct, precise pronunciation so that all audience members can hear. Student maintains eye contact most of the time. Student's voice is clear, and most words are pronounced correctly. Most audience members can hear. Student occasionally uses eye contact, but reads most of report. Voice is low, audience members have difficulty hearing presentation. Student reads all of report with no eye contact. Stu- dent mumbles, slouches, incorrectly pronounces terms, or speaks too quietly for students in the back of the class to hear.

11. The group presents information in a logical, interesting sequence which the audience can easily follow. Organisation

12. Group demonstrates full knowledge (more than required) by answering all class questions and explaining all aspects of the park in detail. Subject Knowledge

13. Student uses clear, logical arguments presented in an easy to follow order. (Most important to least important, then repeats most convincing argument.) Persuasiveness

14. Presentation has no misspellings or grammatical errors. All writing is clearly understandable. Grammar and Spelling

15. Group’s use of graphics, sound animation, etc. effectively explain and reinforce screen text and presentation. Aesthetics

16. Student maintains eye contact with audience. Student uses a clear voice, and correct, precise pronunciation so that all of the audience members can hear. Presentation

17. Prizes WILL Be Awarded to the Best Presentation!