Project
Critical
Homework
at PS 92
A
Webquest
Ms.
Wilson
Introduction
PS 92 is experiencing a high level of students
not handing in their homework. Class 3-224 you are now assigned a task of
finding out why homework is such a problem for students at 92.
Task
You will come up with different ways to help
solve the homework problem.
You will show your solutions through:
· Surveys
· Posters
· PowerPoint
Presentations
Process
You will complete the following six steps by
being surveyors to find out why homework is so difficult to complete at our
school. You will work in groups of 4 to complete your task.
Using the Project Critical Worksheets
(use these worksheets as directed by your teacher)
1.
Define the Problem
2.
Gather the Evidence
3.
Identify the Causes
4.
Evaluate an Existing Policy
5.
Develop Solutions
6.
Select the Best Solution
Alternative worksheets- Your teacher may
suggest you use this format:
1..Define
the Problem:
Conduct a survey Homework survey
2. Gather
Evidence: Homework
Lady
3..Identify Causes: Pinterest
4. Evaluate
an Existing Policy:
5. Problems-Solutions.
Once your surveys, posters and power-point are
completed we are going to share our findings and solutions with our school
body. Make sure you that you follow the guidelines of the PPA.
EVALUATION
POSTER
RUBRIC
|
|
Exceeds Expectations
|
Meets Expectations
|
Does Not Meet Expectations
|
Score
|
|
Points Earned
|
4
|
3
|
2
|
|
|
Layout
|
Creatively enhances information
|
Balanced, uncluttered, adequate
spacing
|
Not balanced, cluttered,
insufficient spacing
|
|
|
Titles
and Subtitles
|
All titles and subtitles are
clear; enhance readability
|
Most titles and subtitles are
clear; enhance readability
|
Little or no titles or subtitles are
used to clarify text
|
|
|
Use of Text Size and
Color
|
All text is clear and readable;
a few changes in text size and color enhance understanding
|
Text is clear and readable;
changes in text size and color enhance understanding
|
Some text is clear and readable;
too frequent changes in text size and color do not enhance understanding
|
|
|
Writing
|
Well written and organized;
clear, and easy to follow
|
Somewhat well written and
organized, clear and somewhat easy to follow
|
Poorly written; unorganized;
unclear; and difficult to follow
|
|
|
Quality of Information
|
Final product information is
clear, complete, and concise
|
Final product information is
mostly clear and concise
|
Final product information is
unclear, incomplete, and not concise
|
|
|
|
Argumentative Essay
Assessment Rubric
|
|
4
|
3
|
2
|
1
|
Points
Earned
|
|
INTRODUCTION
Background;
Definition of the Problem;
Thesis Statement
|
Well-developed
introductory paragraph; contains detailed background information, a clear
explanation or definition of the problem, and a thesis statement.
|
Introductory
paragraph contains some background information, and states the problem,
but does not explain using details. States the thesis of the paper.
|
Introduction
states the thesis, but does not adequately explain the background of the
problem. The problem is stated, but lacks detail.
|
Thesis
and/or problem are vague or unclear.
Background details are a seemingly random collection of information,
unclear, or not related to the topic.
|
____
|
|
CONCLUSION
|
Conclusion
summarizes the main topics without repeating previous sentences; writer's
opinions and suggestions for change are logical and well thought out.
|
Conclusion
summarizes main topics. Some suggestions for change are evident.
|
Conclusion
summarizes main topics, but is repetitive. No suggestions for change
and/or opinions are included.
|
Conclusion
does not adequately summarize the main points. No suggestions for change
or opinions are included.
|
____
|
|
MAIN
POINTS
Body
Paragraphs
Counter-Argument
|
Three
or more main points are well developed with supporting details.
Counter-argument paragraph acknowledges the opposing view, and summarizes
their main points.
|
Three
or more main points are present but may lack detail and development in
one or two. Counter-argument paragraph acknowledges the opposing view,
but does not summarize points.
|
Three
or more main points, but all lack development. Counter-argument paragraph
missing and/or vague.
|
Less
than three main points, with poor development of ideas. Counter-argument
missing or vague.
|
____
|
|
USE
OF SOURCES
Documentation
|
All source materials are
used and smoothly integrated into the text. All sources are
accurately documented and in the desired format on the Works Cited page.
All sources are relevant and reliable.
|
All source materials are
used. All sources are accurately documented, but a few are not in the
desired format on the Works Cited page.
Most sources are relevant and reliable.
|
All sources are accurately
documented, but many are not in the desired format on the Works Cited
page. Some sources are relevant and reliable.
|
Lacks sources and/or sources
are not accurately documented. Incorrect format is used.
Sources are neither relevant nor reliable.
|
____
|
|
SENTENCE PRECISION
Sentence
Clarity
|
The
writer treats the subject seriously using formal language. All sentences are
complete, accurate, and clear; the writer controls the point of view
appropriately.
|
The
writer uses some informal language and slang. Most sentences are
complete, accurate and clear; there is an occasional use of
"you" in the essay, indicating a lack of revision or control.
|
Some
unclear or confused sentences; the writer shifts person throughout the
essay or uses "you" and "I" frequently.
|
Many
unclear or incomplete sentences.
|
____
|
|
MECHANICS
Punctuation
and Capitalization
|
Punctuation
and capitalization are correct.
|
Sentence
structure is generally correct. Some awkward sentences do appear. There
are one or two errors in punctuation and/or capitalization.
|
Work
contains structural weaknesses and grammatical errors. There are three or
four errors in punctuation and/or capitalization.
|
Work
contains multiple incorrect sentence structures. There are four or more
errors in punctuation and/or capitalization.
|
____
|
|
|
|
Survey
Development
|
Survey items are well thought out and include all items needed
to adequately review books.
|
Survey items sufficiently cover important items for book
reviews.
|
Survey questions are limited and offer some information
required to review books.
|
Survey questions do not adequately present enough information
to review books.
|
_____
|
|
Organization and Mechanics
|
Survey questions are asked in a logical and well thought out
sequence, which respondents can follow. No misspellings or grammatical
errors.
|
Survey questions are asked in logical sequence, which respondents
can follow. No more than two misspellings and/or grammatical errors.
|
Survey questions are not listed or asked in a logical format.
There are four misspellings and/or grammatical errors.
|
Survey questions are not appropriate for requested information.
There are more than 4 spelling errors, and/or grammatical errors.
|
_____
|
|
Format
|
Format is correct, title is appropriate, and is well-designed,
with no typing errors.
|
Format is correct, title is appropriate, and there are no more
than 2 typing errors.
|
Format has some inconsistencies and missing areas, and/or more
than 4 typing errors.
|
Format is not neat; margins and layout are inconsistent; there
are many typing errors.
|
_____
|
|
Research
and Collect Information
|
Collects a great deal of information; all of it relates to the
topic.
|
Collects some basic information; most of it relates to the
topic.
|
Collects very little information; some of it relates to the
topic.
|
Does not collect any information that relates to the topic.
|
_____
|
|
|
|
|
|
|
|
Conclusion:
You have now successfully
helped each other develop a plan to complete your homework.
Standards:
CCSS.ELA-Literacy.W.3.1
Standard 1:
Language for Information and Understanding
Students will listen, speak, read, and write
for information and understanding. As listeners and readers, students will
collect data, facts, and ideas; discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English language
to acquire, interpret, apply, and transmit information.
Standard 3:
Language for Critical Analysis and Evaluation
Students
will listen, speak, read, and write for critical analysis and evaluation. As
listeners and readers, students will analyze experiences, ideas, information,
and issues presented by others using a variety of established criteria. As
speakers and writers, they will use oral and written language that follows the
accepted conventions of the English language to present, from a variety of
perspectives, their opinions and judgments on experiences, ideas, information
and issues.
Standard 4:
Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to
enrich their understanding of people and their views
S.3.3
– Civics: Demonstrate respect for the rights of others in discussions
and classroom debates, regardless of whether one agrees with the other
viewpoints.
S.3.4- Civics:
Participate in activities that focus on a classroom, school, or world community
issue or problem.
