1. Please bring back all forms with the signature of your parents or guardians!

ABSOLUTE LOCATION: When referring to a map or the Earth's surface an absolute location is the latitude and longitude of a location DEMOCRACY: Democracy is a political form of government in which governing power is derived from the people, either by direct referendum (direct democracy) or by means of elected representatives of the people (representative democracy).[ EMPIRE: a group of nations or peoples ruled over by an emperor, empress, or other powerful sovereign or government: usually a territory of greater extent than a kingdom, as the former British Empire, french Empire, Russian Empire, Byzantine Empire, or Roman Empire HISTORICAL MAP: A historical map shows locations, events, or points of interest for a specific time in history. They may also focus on a geographical location. For example, a historical map of the U.S. Civil War would include the Southeastern states in the time of the Civil War. RENAISSANCE: The Renaissance (French for "rebirth"; Italian: Rinascimento, from ri- "again" and nascere "be born")[1] was a cultural movement that spanned roughly the 14th to the 17th century, beginning in Florence in the Late Middle Ages and later spreading to the rest of Europe ECONOMY: the management of the resources of a community, country, etc., esp. with a view to its productivity. ARTIFACTS: anything man-made. BARTER: to trade (goods, services, etc) in exchange for other goods, services, etc, rather than for money: the refugees bartered for food SPECIALIZATION: to train in or devote oneself to a particular area of study, occupation, or activity PHYSICAL MAP: In addition to country borders, major cities and significant bodies of water, physical maps indicate the location of landforms like deserts, mountains and plains. POLITICAL MAP: Political maps are designed to show governmental boundaries of countries, states, and counties, the location of major cities, and they usually include significant bodies of water. Like the sample above, bright colors are often used to help the user find the borders. SPECIAL PURPOSE MAP: A special purpose map is a map that has more specific information other than a single topic. Specific maps will frequently have climate regions, soil, waterways and other things that you will not find on typical maps. These maps can be used for military purposes or for building planning. ABSOLUTISM: A political theory holding that all power should be vested in one ruler or other authority. ANTHROPOLOGIST: a person who pursues the scientific study of the origin, the behavior, and the physical, social, and cultural development of humans ARCHAEOLOGIST: a person who pursues the systematic study of past human life and culture by the recovery and examination of remaining material evidence CIVILIZATION: An advanced state of intellectual, cultural, and material development in human society, marked by progress in the arts and sciences, the extensive use of record-keeping, including writing, and the appearance of complex political and social institutions. CURRENCY: Money in any form when in actual use as a medium of exchange, especially circulating paper money. MONOPOLY: Exclusive control by one group of the means of producing or selling a commodity or service MONOTHEISM: the belief or doctrine that there is only one God OLIGARCHY: Government by a few, especially by a small faction of persons or families DICTATOR: an absolute, esp tyrannical, ruler PENINSULA: A piece of land that projects into a body of water and is connected with a larger landmass. PHILOSOPHER: a person of philosophical temperament, esp one who is patient, wise, and stoical REFORM: A change for the better; an improvement. VETO: The vested power or constitutional right of one branch or department of government to refuse approval of measures proposed by another department, especially the power of a chief executive to reject a bill passed by the legislature and thus prevent or delay its enactment into law.

TERROR: an unexpected fright SUSPENSE you know you are going to be frightened, but you don't know when! EXPOSITION: background information the author gives you to set up the story NARRATIVE HOOK: the moment in the story when the author grabs your attention RISING ACTION: conflicts and events leading to the climax CLIMAX: the highest point or turning point of the story--when the protagonist makes a decision that he/she can't change and that decision affects the course of the story FALLING ACTION: the actions, events, or conflicts following the climax that lead to the resolution or denouement RESOLUTION: the conclusion or end of the story DENOUEMENT: the end of the story--but only used in mystery stories or detective stories. It is French for "the unraveling of the mystery" PROTAGONIST: often the "hero" of the story; the protagonist is the character that propels or moves the story along ANTAGONIST: the "villain" of the story SIMILE: a comparison between two things using LIKE or AS METAPHOR: a comparison between two things NOT using LIKE or AS ETYMOLOGY: a word's language or origin FIGURATIVE LANGUAGE: language that may be represented by a picture or figure of speech; it is language that is metaphorical, not literal HYPERBOLE: exaggerated language that is used for effect ASSONANCE: Repetition of the vowel sound ALLITERATION: Repetition of the consonant sound PERSONIFICATION: ascribing human abilities to non-human objects ETHOS: use of famous persons or icons to sell products PATHOS: use of emotion to sell products LOGOS: use of numbers to sell products INTERROGATIVE: sentence which asks a question DECLARATIVE: sentence which simply states something IMPERATIVE: sentence which gives a command EXCLAMATORY: sentence with emphasis (uses an exclamation point PRIMARY SOURCE: primary sources are usually letters, records or other documents created during the period that is being studied, such as diaries, legal notices or accounts. However, primary sources can include photographs, jewelry and other items. SECONDARY SOURCE:a secondary source of information is one that was created later by someone who did not experience first-hand or participate in the events or conditions you’re researching. For the purposes of a historical research project, secondary sources are generally scholarly books and articles. Also included would be reference sources like encyclopedias. NOUN: a person, place, thing, or idea VERB: a word that demonstrates action, doing, or being ADJECTIVE: a word that describes or modifies a noun ADVERB: a word that describes or modifies a verb PRONOUN: a word that takes the place of a noun (he, she, it, him, them, etc.) PREPOSITION: anything the bunny can do to the box--around, in, on over, under, between, through, atop, by, etc. INTERJECTION: a part of speech that is an exclamation: Oh! Wow! Yes! etc. CONJUNCTION: a word that joins or connects: and, but, if, etc. THESAURUS: a reference book that lists synonyms INDEX: an alphabetical list of names, subjects, etc. usually with references that appears at the end of a book APPENDIX: supplimentary matter that appears at the end of a book or document GLOSSARY: alphabetical list of terms relating to a specific subject or test; a brief dictionary CHARACTER: a person, place, or thing who is a part of a story DYNAMIC: a character that changes, grows and evolves as the story progresses STATIC: a character that stays the same as a story progresses ROUND CHARACTER: a character with many sides--more like a real person FLAT CHARACTER: a character that has few characteristics and is more like a type, rather than a real person STEREOTYPE: a way of thinking about a person or character that looks at the pattern rather than the individual differences--example: "The stereotype of a professor is someone who is mild and absent-minded."

Dear Parents, 1. Career Day: May 10 2. Field Trip to the Museum of Discovery--May 16, 17 3. Awards Assembly: morning May 20 4. Yearbook Signing: afternoon May 10 5. Good Behavior Party: afternoon May 20 7TH grade SEMESTER TEST SCHEDULE: Friday, May 24th Tuesday, May 29th 8:00 – 9:15 1ST Period Exam 4TH Period Exam 9:15 - 10:30 7th Period Exam 6th Period Exam 10:30 – 11:40 2nd Period Exam 3rd Period Exam 11:40 – 12:35 5th Period Exam 5th Period 12:35 - 1:05 LUNCH LUNCH 1:05 – 2:05 4TH Period 1st Period 2:05 - 3:05 6th Period 7th Period *Wednesday, May 29th will be a makeup day Here is the outline for the week of May 6-10 PRE AP LITERACY Periods 1, 4, 6, and 7: Monday: Bellwork: ; Idiom: ";" Vocabulary: ; Objectives: Students will rehearse and film news broadcast Tuesday: Bellwork:; Idiom: ";" Vocabulary: ; Objective: Students will rehearse and film news broadcast Wednesday: Bellwork: ; Idiom: “” Vocabulary: ; Objective: Students will rehearse and film news broadcast Thursday: Bellwork: . Idiom: “” Vocabulary: ; Objective:Students will take last TLI test Friday: Bellwork: ; Idiom: “.” Vocabulary: ; Objectives: Students will complete last TLI test Here is the outline for the week of May 13-17 PRE AP LITERACY Periods 1, 4, 6, and 7: Monday: Bellwork: ; Idiom: ";" Vocabulary: ; Objectives: Students will work on final copy for broadcast Tuesday: Bellwork:; Idiom: ";" Vocabulary: ; Objective: Students will watch One Survivor Remembers Wednesday: Bellwork: ; Idiom: “” Vocabulary: ; Objective: Students will finish watching One Survivor Remembers Thursday: Bellwork: . Idiom: “” Vocabulary: ; Objective:Students will write an essay on the Civil Rights Movement/The Outcast or go on the field trip Friday: Bellwork: ; Idiom: “.” Vocabulary: ; Objectives: Students will write an essay on the Civil Rights Movement/The Outcast or go on the field trip Welcome to Social Studies! Dear Parents, Here is the schedule for the rest of the year: 1. Career Day: May 10 2. Field Trip to the Museum of Discovery--May 16, 17 3. Awards Assembly: morning May 20 4. Yearbook Signing: afternoon May 20 7TH grade SEMESTER TEST SCHEDULE: Friday, May 24th Tuesday, May 29th 8:00 – 9:15 1ST Period Exam 4TH Period Exam 9:15 - 10:30 7th Period Exam 6th Period Exam 10:30 – 11:40 2nd Period Exam 3rd Period Exam 11:40 – 12:35 5th Period Exam 5th Period 12:35 - 1:05 LUNCH LUNCH 1:05 – 2:05 4TH Period 1st Period 2:05 - 3:05 6th Period 7th Period *Wednesday, May 29th will be a makeup day Welcome to Social Studies! Social Studies, Periods 2 and 5: Monday: Bellwork: ; Idiom: ";" Vocabulary: ; Objectives: Students will work on creating their news broadcast Tuesday: Bellwork:; Idiom: ";" Vocabulary: ; Objective: Students will work on creating their news broadcast Wednesday: Bellwork: ; Idiom: “” Vocabulary: ; Objective: Students will work on creating their news broadcast Thursday: Bellwork: . Idiom: “” Vocabulary: ; Objective:Students will work on creating their news broadcast Friday: Bellwork: ; Idiom: “.” Vocabulary: ; Objectives: Students will work on creating their news broadcast Here is the outline for the week of May 13-17 Social Studies, Periods 2 and 5: Monday: Bellwork: ; Idiom: ";" Vocabulary: ; Objectives: Students will work on final copy for broadcast Tuesday: Bellwork:; Idiom: ";" Vocabulary: ; Objective: Students will wath One Survivor Remembers Wednesday: Bellwork: ; Idiom: “” Vocabulary: ; Objective: Students will finish watching One Survivor Remembers Thursday: Bellwork: . Idiom: “” Vocabulary: ; Objective:Students will write an essay on the Civil Rights Movement/Outcast Unit or go on the field trip Friday: Bellwork: ; Idiom: “.” Vocabulary: ; Objectives: Students will write an essay on the Civil Rights Movement/Outcast Unit or go on the field trip Here is the outline for the week of May 6-10 their news broadcast

HERE ARE YOUR NEXT IDIOMS

TEST PreAP Idioms--Friday, September 21

PROJECT 1.

EVENT

VILONIA MIDDLE SCHOOL -- "WHERE STUDENTS LEARN TO 'SOAR WITH THEIR OWN WINGS!'" Valuing the Merits of every Student, Vilonia Middle School is dedicated to developing students proficient in the skills needed to be responsible citizens in an ever-changing world so that each student can discover. . . Success through-- Outstanding Achievement Attendance Extraordinaire, and Responsible Behavior

Dear Parents or Guardians, Welcome back to school! I'd like to take this opportunity to say hello to all my new students and parents and tell you a little about what to look forward to this school year: In literacy, we will be reading many short stories,poems, and will conclude the year by reading the novel, The Cay. Over the course of the year, we will be performing Readers' Theatre, writing and filming original screenplays, and creating original book trailers, using movie media. If you are a member of PreAP, you will be hosting a "Community Literacy Night Coffeehouse," where you'll be presenting your book trailer and doing book talks for your family and other members of the community. In Social Studies, we will be reading many stories, biographies, and fiction as we take our studies first, around the world, and then, here at home. Over the course of the year, we will be performing Readers' Theatre, writing and filming original "Newscasts," and creating original videos, using movie media. We will have some fun and exciting projects coming up, so get ready! In addition, we'll be studying about the Civil Rights movement with the story of Emmett Till and the Little Rock Nine, learning about propaganda, media bias, and most importantly, what it means to stand up for what you believe. Following the Civil Rights movement, we'll be doing a unit of study on the Holocaust. In these units, it is my hope that you will see and understand the relationship of literature with history and world events, and how literature and the arts are influenced and shaped by what is happening in the world around us. Everyday we will have a new vocabulary word. There will be regularly posted test dates on my protopage, pbworks, and edline web sites. RECOMMENDATIONS: 1. Please have a three-ring binder, if possible. This allows for the addition of new idioms and vocabulary as the year goes on, and will also help you to put your work contracts in a place where they won't be lost or ruined. 2. Please try to get a jump drive/flash drive. Since we will be doing many projects, this will help you to save your work more easily. Last year, several students saved their work to their school accounts on the computer, but lost them when some computer glitch arose. This way, you can save your work and even bring it home to work on, if necessary. 3. Highlighters are terrific to have. You don't have to have them, but they will make learning about parts of speech and the elements of literature a little easier! If you have any questions, please do not hesitate to contact me at linda.knapp@vilonia.k12.ar.us or www.protopage.com/lindaknapp or http:/lindaknapp.pbworks.com I am also listed in the White County telephone book under "Steve and Linda Knapp." By the way, if you wish to access the www.protopage.com/lindaknapp website, the password to type in is addison. If you wish to access my other website on pbworks, please go to https://my.pbworks.com Click where it says "Sign in." Then, when the new page comes up, go to the right side of the page where it says "Go to a workspace" and type in lindaknapp Click submit and you'll be there! To maneuver through the site, look on the right side of the page where it says pages and files. Click on that and you will come to a page with a listing of the different pages to go to. When you are finished or if you want to go to another page, just click on the little house icon on the left. If you wish to access my other website on pbworks, please go to https://my.pbworks.com Click where it says "Sign in." Then, when the new page comes up, go to the right side of the page where it says "Go to a workspace" and type in lindaknapp Click submit and you'll be there! To maneuver through the site, look on the right side of the page where it says pages and files. Click on that and you will come to a page with a listing of the different pages to go to. When you are finished or if you want to go to another page, just click on the little house icon on the left. I look forward to meeting you all and having a wonderful school year! Sincerely, Linda Knapp, M.Ed. N.B.C.T.

• Sat June 27 - Lunchtime: Buy a new beanie hat

• Sun June 28 - 6pm: Go rollerblading

• Yahoo!

• Wikipedia

• YouTube

• Facebook

• MySpace

• Ebay

• Amazon

• IGN

• Gamespot

• LinkedIn

• Protopage Blog

These are some helpful sites for students! http://www.discoveryschool.com Science Fair, clip art, homework help http://www.wordle.net WORDLE is a device to create beautiful word clouds from the text you enter! http://www.funbrain.com Graphic novels, games and activities such as MAD LIBS http://www.pbskids.org Videos, great for research, activities, stories http://www.findsounds.com Free sound effects and musical instrument samples http://dictionary.reference.com/ Definitions, etymology, parts of speech http://www.learningplanet.com/ Search for many activities by grade level and subject http://www.rhymezone.com/ Type in any word and get a rhyme, a synonym, or a definition! www.edu4kids.com Vocabulary, variety of practice in Language Arts www.magickeys.com/books Online illustrated books http://www.iknowthat.com/com/L3?Area=WordBuilder Includes a variety of activities www.readinglady.com Contains Readers Theatre scripts and plays www.merriam-webster.com On-line dictionary and thesaurus www.readwritethink.org/materials/comic/index.html Students can create their own comics using vocabulary words! www.factmonster.com K-8 website with many activites. Check out Word Wise http://fullmeasure.co.uk/powertalk Students can make PowerPoint presentations and E-books speak! Download PowerTalk and then right click on your PowerPoint presentation and choose "open with PowerTalk." All text boxes will be read! www.kidclick.org This web search page for kids was created by librarians and contains links to many resources, including fun poetry sites www.readwritethink.org/materials/storymap/index.html Site contains 4 types iof Graphic organizers; conflict, character, resolution, and settings map. Maps may be edited and printed www.news-2-you.com Weekly paper done in Spanish and English using Boardmaker symbols. You can download maps, activities, games, recipes, jokes, and more www.bookpop.com This website contains many stories that students can listen to and follow along. Book Pop contains both visual and auditory outputs; Story Pop contains auditory stories; Music Pop downloads music; and, Art Pop contains coloring pages http://www.visual thesaurus.com Interactive display lets you explore language in a new way http://www.wordcentral.com/mus/rhyme.html Fill in the blanks or compose a poem in a snap! http://www.enchantedlearning.com Games, activities--even if you choose to not join the website, you can still download picture dictionaries, encyclopedias, maps, flags, etc. for free! www.kids.nationalgeographic.com Videos, games, activities, stories, news, book club, and blogs! http://www.barnesandnoble.com/ Not sure about a certain book for your child? This site will give you reader reviews, age and grade recommendations, as well as related areas of interest htttp://www.brainpop.com There are many subject areas and videos available for free; however, there is a small fee if you want full access to the site. Highly interactive! http://factmonster.com Different subject areas; free to use! http://funschool.com There are many different subject areas; lots of games--everything is free!

http://lindaknapp.pbworks.com/ linda.knapp@vilonia.k12.ar.us linda_knpp@yahoo.com I am also listed in the White County telephone book under "Stephen and Linda Knapp"

6+1 Trait Writing Model : My Dream Bedroom -------------------------------------------------------------------------------- Teacher Name: Mrs. Knapp Student Name: ________________________________________ CATEGORY 4 3 2 1 Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends. Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Capitalization & Punctuation (Conventions) Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. Flow & Rhythm (Sentence Fluency) All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand. Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. Sentence Structure (Sentence Fluency) All sentences are well-constructed with varied structure. Most sentences are well-constructed with varied structure. Most sentences are well-constructed but have a similar structure. Sentences lack structure and appear incomplete or rambling. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Sequencing (Organization) Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organized. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistant. Pacing (Organization) The pacing is well-controlled. The writer knows when to slow down and elaborate, and when to pick up the pace and move on. The pacing is generally well-controlled but the writer occasionally does not elaborate enough. The pacing is generally well-controlled but the writer sometimes repeats the same point over and over, or spends too much time on details that don't matter. The pacing often feels awkward to the reader. The writer elaborates when there is little need, and then leaves out necessary supporting information. Recognition of Reader (Voice) The reader's questions are anticipated and answered thoroughly and completely. The reader's questions are anticipated and answered to some extent. The reader is left with one or two questions. More information is needed to "fill in the blanks". The reader is left with several questions. Adding Personality (Voice) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. Level of Creativity Unique, original use of materials and presentation of theme. Very good use of original materials; mostly original presentation of theme. Some good use of original materials; some originality in presenting theme. Not much originality in use of materials or presentation of theme. Theme Clear, exceptional presentation of the bedroiom's theme. Good, solid presentation of the bedroom's theme. Presentation of the bedroom's theme is a little vague and requires some inquiry as to the specific theme. Theme of the bedroom is unclear or muddled. Effort Exceptional effort! Above average effort! Good effort! Little or poor effort! Details Outstanding attention to detail in presenting the bedroom's theme. 10 or more examples. Above average attention to detail in presenting the bedrook's theme. 5-9 examples. Some attention to detail in presenting the bedroom's theme, but only a few examples. 2-4 examples. Little attention paid to detail in presenting the bedroom's theme. 0-1 example. Overall Project Clean, neat, written presentation is typed and project is carefully constructed. Clean written presentation, but not typed; project is solidly constructed. Written presentation has corrections on it; may appear smeared; project is a bit sloppy Written presentation is hard to read; sloppy or torn written presentation; project is poorly constructed.

Making A Menu : Theme Restaurant Menu ________________________________________ Teacher Name: Mrs. Knapp Student Name: ________________________________________ CATEGORY 4 3 2 1 Writing - Organization Each section in the menu has a clear beginning, middle, and end. Almost all sections of the menu have a clear beginning, middle and end. Most sections of the menu have a clear beginning, middle and end. Less than half of the sections of the menu have a clear beginning, middle and end. Writing - Grammar There are no grammatical mistakes in the menu. There are no grammatical mistakes in the menu after feedback from an adult. There are 1-2 grammatical mistakes in the menu even after feedback from an adult. There are several grammatical mistakes in the menu even after feedback from an adult. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the menu. No more than 1 spelling error remains after one person other than the typist reads and corrects the menu. No more than 3 spelling errors remain after one person other than the typist reads and corrects the menu. Several spelling errors in the menu. Writing - Vocabulary The authors correctly use several new words and define words unfamiliar to the reader. The authors correctly use a few new words and define words unfamiliar to the reader. The authors try to use some new vocabulary, but may use 1-2 words incorrectly. The authors do not incorporate new vocabulary. Writing - Mechanics Capitalization and punctuation are correct throughout the menu Capitalization and punctuation are correct throughout the menu after feedback from an adult. There are 1-2 capitalization and/or punctuation errors in the menu even after feedback from an adult. There are several capitalization or punctuation errors in the menu even after feedback from an adult. Content - Accuracy All facts in the menu are accurate. 99-90% of the facts in the menu are accurate. 89-80% of the facts in the menu are accurate. Fewer than 80% of the facts in the menu are accurate. Attractiveness & Organization The menu has exceptionally attractive formatting and well-organized information. The menu has attractive formatting and well-organized information. The menu has well-organized information. The menu's formatting and organization of material are confusing to the reader. Knowledge Gained All students in the group can accurately answer all questions related to facts in the menu and to technical processes used to create the menu. All students in the group can accurately answer most questions related to facts in the menu and to technical processes used to create the menu. Most students in the group can accurately answer most questions related to facts in the menu and to technical processes used to create the menu. Several students in the group appear to have little knowledge about the facts or technical processes used in the menu. Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen.

Oral Presentation Rubric : Restaurant Wars! Restaurant Presentation -------------------------------------------------------------------------------- Teacher Name: Mrs. Knapp Student Name: ________________________________________ CATEGORY 4 3 2 1 Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Attire Business attire, very professional look. Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled. General attire not appropriate for audience (jeans, t-shirt, shorts). Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Time-Limit Presentation is 5-6 minutes long. Presentation is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation. Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience. Uses Complete Sentences Always (99-100% of time) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences. Sometimes (70-80%) speaks in complete sentences. Rarely speaks in complete sentences. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. I It was hard to tell what the topic was. Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Multimedia Project : Restaurant Wars! Commercial Rubric -------------------------------------------------------------------------------- Teacher Name: Mrs. Knapp Student Name: ________________________________________ CATEGORY 4 3 2 1 Presentation Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time. Delivery not smooth and audience attention often lost. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentaion content. Rough Draft Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback. Rough draft brought on due date. Student shares with peer and peer makes edits. Provides feedback and/or edits for peer, but own rough draft was not ready for editing. Rough draft not ready for editing and did not participate in reviewing draft of peer. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time. Delivery not smooth and audience attention lost. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit. Workload The workload is divided and shared equally by all team members. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

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