Students' progress and understanding should be evaluated throughout the activity. Students must accurately complete the scavenger hunt before moving on to research. Check-ins with the teacher have been built into the process on the process page. Students could also check in with a partner to get more feedback as they work their way through the project.
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Content
How well do you know your historical figure? What have you learned about this person? Have you answered the question: How did this person roar during the 1920? |
Demonstrates little knowledge or understanding of the person. Does not discuss importance of person. Written work is merely a rewriting of facts. |
Demonstrates some gaps in understanding. Includes some factual errors and misconceptions. Attempts to discuss importance. |
Demonstrates good understanding of important ideas and events in person’s life. Discusses why the person is important. |
Demonstrates excellent understanding of person’s life and contributions to the Roaring Twenties. Includes information that makes the person “come alive.” |
Organization
Is your essay well-organized? Does your beginning paragraph draw the reader in? Does your final paragraph summarize what is important to know about your person? |
There does not seem to be an organizational plan. Ideas seem jumbled and disconnected. |
Introduction and conclusion are present, but not complete. An organizational plan is evident, but some ideas are presented out of order. Attempts to use transitions. |
Good introduction and conclusion. Information is presented in a logical order. Uses adequate transitions between ideas |
Introduction and conclusion are strong and engaging. Information is presented in a logical and interesting order. Ideas flow well. |
Supporting Details
Do you use details and examples from the person’s life to help the reader really get to know this person? |
Does not use relevant examples or explanations to elaborate on the topic. |
Uses some examples and explanations to express ideas. May include some examples that are not relevant to the topic. |
Develops ideas using some examples, details, and explanations. |
Develops ideas fully using appropriate and relevant examples, reasons, details, explanations, and generalizations |
Mechanics/Usage
Have you proofread your essay? Did you vary your sentence structure? Did you choose the most appropriate words to communicate your ideas? |
Many errors make comprehension difficult or impossible. No attempt to vary sentence structure or make good word choices. |
Contains many errors which do not interfere with comprehension. Little attempt to vary sentence structure or word choice. |
Several grammatical or spelling errors. Attempts to vary sentence structure. Uses some descriptive language |
Contains few grammatical or spelling errors. Uses varied sentence structure. Uses strong, descriptive language. |
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Beginning
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Developing
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Accomplished
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Exemplary
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Score |
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Recites facts about the historical figure. |
Shares some accurate information about the historical figure. |
Shares a good deal of accurate information about the historical figure and the time period. |
Shares accurate, interesting facts and stories about the historical figure. Provides insight into the person's life and personality. |
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Inattentive during dinner. Participates verbally only a few times. Does not intereact with others. |
Attentive during dinner. Participates verbally several times, although participation may be more of a monologue. |
Engaged and attentive during dinner. Participates verbally several times. Interacts with others occasionally. |
Engaged and attentive throughout dinner, interacts frequently with others in character. |
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Creativity |
Makes no attempt at creativity. |
Makes an attempt at a historically accurate costume or props. |
Attends the party in a historically accurate costume or dress. |
Uses historically accurate props and costume to make the historical figure "come alive." |
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