Professional Documents
Culture Documents
Complex: Leeward
Period:
Student Population:
Total Number of Students:
Males:
Females:
SPED Inclusion:
SPED Pullout:
ELL:
GT:
Essential Vocabulary:
To analyze an argument
To define the appeals and devices of rhetoric
To define rhetorical context
To analyze a persuasive speech
To analyze syntactic structures
To apply appeals and devices of rhetoric
To apply syntactic structure
To present a persuasive speech
Big Idea(s):
Students will understand that . . . .
How a speech is presented is one of the key factors in how a message is interpreted by the
audience.
When giving a speech a speaker must engage with the audience and fill them with a sense of
urgency to motivate their audience.
How are the components of rhetoric applied to the creation and delivery of persuasive speeches?
How does presentation affect an audience?
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Standards/Benchmarks:
HCPS III or Common Core
Standards/Benchmarks:
_____ Yearlong
______ Semester
X Other (Quarter)
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Working in groups of 3, your assignment is to create an original speech that defends the statement,
English should be the only spoken language. This speech requires you to integrate rhetorical devices,
vocabulary terms, and all rhetorical appeals as well as use the structure of argument.
Advanced 50
Proficient 45
Proficient Minus 40
Basic 35
Below Basic -30
Far Below Basic 25
White Privilege speech and presentation (100)
Working in pairs, your assignment is to create and present an original persuasive speech about white
privilege. This speech will require you use the structure of argument, incorporate rhetorical devices,
vocabulary terms, and all rhetorical appeals.
Advanced 100
Proficient 90
Proficient Minus 80
Basic 70
Below Basic 60
Far Below Basic - 50
Syntactical structure skit (20)
Working in groups, your assignment is to create a short skit, incorporating examples of all syntactical
structures including sentence length and grammatical moods.
Vocabulary skit (25)
Working in groups, your assignment is to create a skit that incorporates all vocabulary terms provided this
quarter.
Persuasive speech (200: 100 writing + 100 presentation)
Your assignment is to write and present an original, persuasive three- to five-minute speech that
addresses a contemporary issue. It should include a clear claim, support, counterclaim, and
conclusion/call to action. Incorporate rhetorical appeals and devices to strengthen your argument and to
help you achieve your desired purpose.
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Missing 1- 2 criteria
Missing 3 4 criteria
Missing 5 6 criteria
Missing 7 or more
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Proficient Minus
Basic
Below Basic
Far Below Basic
Missing 1 criteria
Missing 2- 3 criteria
Missing 4 - 5 criteria
Missing 6 or more criteria
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Missing 1 2 criteria
Missing 3 4 criteria
Missing 5 6 criteria
Missing 7 or more criteria
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Greeting
Uses the structure of argument (claim, support, counterclaim, call to action)
Includes a claim that incorporates a position and an argument
Provides a supporting paragraph that relates to the claim, provides reasons
that makes sense, facts that relate to the topic, credible sources, connection
back to claim
Provides a counterclaim paragraph that mentions and explains the opposing
claim as well as reasons and evidence that prove the opposing claim false
Includes a call to action that asks the audience to agree and support their
claim by changing their ideas or behaviors
Includes all 3 rhetorical appeals
Incorporates 5 different rhetorical devices
Correctly uses 7 vocabulary words
Little to no grammatical errors
Uses a variety of syntax
Label and identifies all required components
Presentation criteria
Student smiles and greets audience
Speaks clearly; loud enough to be heard and clearly enough to be understood
Frequently makes eye contact by looking around at the students
Uses a variety of volume and pitch to enhance their vocal delivery
Incorporates 5 intentional movements to emphasize their point
Uses no more than 3 cue cards to assist with their speech
Each card has no more than 7 bullets and no more than 7 words per bullet
Proficient Minus
Basic
Below Basic
Far Below Basic
Missing 1 3 criteria
Missing 4 6 criteria
Missing 7 9 criteria
Missing 10 criteria or more
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Missing 1 2 criteria
Missing 3 4 criteria
Missing 5 6 criteria
Missing 7 or more criteria
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
All formative assessments are graded on a completion basis. They are not deducted points if they
answer incorrectly; formative assessments are used to inform instruction moving forward.
Formative assessments are given completion points.
Self-assessment (5)
Students receive 1 point for each answer, whether right or wrong. Points are given on a
completion basis and data collected will determine what strategies, modification, or extensions are
needed moving forward.
Formative assessments can be redone for full credit
For more detailed rubrics please see rubric chart
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Expected Targets:
I know what skills and knowledge are necessary to complete the embedded assessment
successfully
I can identify all 8 parts of speech
I can explain the basic parts of grammar such as subject, predicate, clauses, and phrases
I can explain rhetoric and its use in effective writing
I can identify and use the elements of argument
I can effectively use rhetorical appeals
I can research and gather information on an issue
I can effectively use evidence to support my own perspective and opinion on an issue
I can effectively rhetoric to design an original speech
I can identify and use a variety of syntax to create a unique voice
I can analyze an effective speech and determine the different strategies that enhance their
presentation
I can incorporate vocal delivery and purposeful movement to enhance my speech
Students need to be able to determine the skills and knowledge necessary to complete their
embedded assessment. With that knowledge they will be better prepared to succeed when they
know what will be required of them.
Students will need to learn the basics of grammar for their upcoming state and national
standardized tests. Being knowledgeable in the rules of grammar will to create their own unique
tone and voice in their writing.
Students will need to know the elements of argument and how its used in a persuasive speech.
Learning the elements of argument and its use in a persuasive speech helps them to know the
foundation of an argument and its structure. This knowledge will help them to understand how an
effective argument is made which will help them begin to build their own argument for their
individual persuasive piece.
Students will need to research an issue to provide credible evidence to support their claims. In
order for students to persuade their audience they need to provide evidence to support their
perspective and convince their audience to complete their call to action. This is a life skill that
they will need, especially in college.
Students will need to know how to deliver an effective speech. Students will learn that a large part
of persuasion is contributed to the presentation of the argument by watching and analyzing
several great speeches. By learning how to presenters their voice and their body to enhance their
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
speech, students can master that skill and use it in their daily lives.
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Compareand
contrastthegraphic
organizers,pointout
anymissing
elements.
Compareand
contrastthegraphic
organizers,pointout
anymissing
elements.
SUPPLIES:
SpringBoard
SUPPLIES:
SpringBoard
Studentscan
determinewhothey
wanttoworkwith
Assessment
requirementscanbe
foundinresources
HELLDRILLS
(HD):Agamein
whichstudentsare
testedonwhatthey
learned.Aballis
passedaround,the
teacherwill
randomlyyell,stop
whoeverhastheball,
theteacherwillaska
questiononwhat
studentslearned.
Partsofspeech,
vocabulary
Day 6 (1/13/16)
Rhetoric
NOTES:
Studentswilltake
notes
Workingroupson
P.A.Fgrocerylist
Remindstudentsto
takenotes
Day 7 (1/14/16)
Song
presentations
Analyzeand
identify
rhetorical
context
Day 8 (1/15/16)
Song
presentations
Analyzeand
identify
rhetorical
context
NOTES:
Studentswillread
SecondInaugural
NOTES:
Studentswillread
SecondInaugural
SUPPLIES:
YouTubevideo
Grammarrock
Day 9 (1/18/16)
MLK DAY
Day 10 (1/19/16)
Structureof
argument
Intro:Appealof
rhetoric
Identifyingappeal
&devices
NOTES:Students
shouldselecttheir
persuasivespeech
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
HELLDRILLS:parts
ofspeech,rhetoric,
vocabulary
SUPPLIES:Rhetoric
PowerPoint
AddressofAbraham
Lincolnlocatedin
theirSpringBoard
andmarkthetext
appropriately
Studentsare
practicing
identifyingrhetoric
inahistorically
significantspeech
HD:Partsofspeech,
rhetoric,vocabulary
SUPPLIES:
SpringBoard
AddressofAbraham
Lincoln(148)
locatedintheir
SpringBoardand
markthetext
appropriately
Studentsare
practicing
identifyingrhetoric
inahistorically
significantspeech
topicandneedstobe
approved.
Studentsshouldtake
notesoftheir
summative
requirements
Summative
requirementscanbe
foundinresources
Haveastudentread
speechanimatedly
(156)
HD:Partsofspeech,
rhetoric,vocabulary
SUPPLIES:
SpringBoard
Suggeststudents
workingroupsor
pairstoidentify
appealsanddevices
HD:structureof
argument,appealof
rhetoric,partsof
speech,rhetoric
Day 11 (1/20/16)
Structureof
argument
Intro:Appealof
rhetoric
Identifying
appeals&devices
NOTES:Students
shouldselecttheir
Day 12 (1/21/16)
Rhetoricalskit
presentation
MLKspeech
analysis
Americanish
video&
summative
assignment
Day 13 (1/22/16)
Rhetoricalskit
presentation
MLKspeech
analysis
Americanish
video&
summative
assignment
Approvalof
Day 14 (1/25/16)
DEJ#1due
Vocabularyset
#1
Workon
Americanish
speech
NOTES:Instruct
studentstousethe
SUPPLIES:Appealof
RhetoricPowerPoint,
SpringBoard
Day 15 (1/26/16)
ELAWORKDAY
TimedWrite
Workon
Americanish
speech
NOTES:
Instructstudentsnot
towriteonthearticle
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
persuasivespeech
topicandneedstobe
approved.
Studentsshouldtake
notesoftheir
summative
requirements
NOTES:Goover
thefirstchunkof
MLKsspeechand
identifyrhetoricand
appealbeforehaving
themdoitontheir
own.
Summative
requirementscanbe
foundinresources
Checktoensure
studentsareactively
workingon
identifyingrhetoric
anddevices
Haveastudentread
speechanimatedly
(156)
Suggeststudents
workinpairsor
groupstoidentify
appealsanddevices
HD:structureof
argument,appealof
rhetoric,partsof
speech,rhetoric,
SUPPLIES:Appealof
RhetoricPowerPoint,
SpringBoard
Providestudents
withaprintedcopy
oftheAmericanish
speech.
Studentswillselect
theirownsmall
group34students.
Havestudentswrite
downthe
requirements
Requirementsfor
summativecanbe
foundinresources
Remindstudentsto
bringinahardcopy
oftherelatedarticle
HD:rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
speechtopics
NOTES:Goover
thefirstchunkof
MLKsspeechand
identifyrhetoricand
appealbeforehaving
themdoitontheir
own.
Checktoensure
studentsareactively
workingon
identifyingrhetoric
anddevices
Providestudents
withaprintedcopy
oftheAmericanish
speech.
Studentswillselect
theirownsmall
group34students.
skillsforthinking
vocabularystrategy
Havetheskillsfor
thinkingstrategyup
onboardasavisual
forstudents.
andtopace
themselves
Recommendedtime
1015min
reading/brainstorming
,3025minutes
writing
Oncestudentsare
donewiththetimed
writecollectallwork
andallowstudentsto
workonAmericanish
speech.
SUPPLIES:26hard
copiesofarticles.
Havestudentswrite
downthe
requirements
Requirementsfor
summativecanbe
foundinresources
Remindstudentsto
bringinahardcopy
oftherelatedarticle
Studentsshould
havereceived
approvalofspeech
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
SUPPLIES:MLK
speechaudio,
Americanishspeech
YouTubevideo,
hardcopyofMLK
Ihaveadream
speech,hardcopy
ofAmericanish
speech
topicbytoday.
Articlesfortheir
topicareduethe
followingclass
Students,whoare
notpreparedwitha
topic,assignthem
one.
HD:rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
Day 16 (1/27/16)
ELAWORKDAY
TimedWrite
Workon
Americanish
speech
NOTES:
Instructstudentsnot
towriteonthearticle
andtopace
themselves
Recommendedtime
1015min
Day 17 (1/28/16)
Americanish
speech
presentations
BasicGrammar
SUPPLIES:MLK
speechaudio,
Americanishspeech
YouTubevideo,
hardcopyofMLK
Ihaveadream
speech,hardcopy
ofAmericanish
speech
Day 17 (1/29/16)
Americanish
speech
presentations
BasicGrammar
NOTES:Before
studentsturninhard
copyoftheirspeech
makesurethey
identifyallthe
requirements
NOTES:Before
studentsturninhard
copyoftheirspeech
makesurethey
identifyallthe
requirements
Remindstudentsthat
Remindstudents
Day 19 (2/1/16)
Intro:White
Privilege
speech
summative
Begin
drafting:
rhetorical
context
NOTES:Provide
studentswiththeir
timedwriting.The
summativeis
Day 20 (2/2/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
NOTES:check
studentsclaimbefore
allowingthemto
moveforwardwith
theirintroductionand
body
HD:Basicgrammar,
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
reading/brainstorming
,3025minutes
writing
Oncestudentsare
donewiththetimed
writecollectallwork
andallowstudentsto
workonAmericanish
speech.
SUPPLIES:26hard
copiesofarticles.
Day 21 (2/3/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
part1:intro,
support
thearticlesfor
individualspeech
shouldbeavariety
offorandagainst
thatthearticlesfor
individualspeech
shouldbeavariety
offorandagainst
BasicGrammar
lessoncanbedone
onwhiteboardif
timeisconstrained.
BasicGrammar
lessoncanbedone
onwhiteboardif
timeisconstrained.
SUPPLIES:video
camera
SUPPLIES:video
camera
Day 22 (2/4/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
part2:counter,
conclusion
Day 23 (2/5/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
part2:counter,
conclusion
connectedtotheir
timedwritingand
willserveasa
baseline/brainstorm
forthespeech.
Studentswillwork
inpairsforwhite
privilegespeech.
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
Havestudentsbegin
draftinginnotebook,
stampnotebooksand
doublecheck
rhetoricalcontextfor
whiteprivilege
speech.
Day 24 (2/8/16)
Speech
presentations
Structureof
speechoutline
part2:counter,
conclusion
NOTES:check
studentsclaimbefore
allowingthemto
moveforwardwith
theirintroductionand
body
NOTES:Remind
studentstopractice
andhavetheir
papersmarkedand
cardsreadypriorto
enteringclass
NOTES:Remind
studentstopractice
andhavetheir
papersmarkedand
cardsreadypriorto
enteringclass
NOTES:Remind
studentstopractice
andhavetheirpapers
markedandcards
readypriorto
enteringclass
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech
HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech
HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech
Day 25 (2/9/16)
Presentation
reflections
Begindrafting:
brainstorming
witharticles
NOTES:Return
articlestostudents
have,providethem
withthedrafting
outline.
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
SUPPLIES:Drafting
outline
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Day 26 (2/10/16)
Presentation
reflections
Begindrafting:
brainstorming
witharticles
NOTES:Return
articlestostudents
have,providethem
withthedrafting
outline.
Day 27 (2/11/16)
Continue
draftingoutline
Day 28 (2/12/16)
Continue
draftingoutline
HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech
HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Drafting
outline
SUPPLIES:Drafting
outline
Day 29 (2/15/16)
PRESIDENTS
DAY
NOTES:Revisionisa
processandrequires
discussion
Pairstudentswho
havenotyetworked
together
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
NOTES:Revisionisa
processandrequires
discussion
Pairstudentswho
havenotyetworked
together
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
SUPPLIES:Drafting
outline
Day 31 (2/17/16)
Draft#1due
PeerRevision
Day 30 (2/16/16)
DEJ#2due
Draft#1due
PeerRevision
SUPPLIES:Peer
Revisionworksheet
Day 32 (2/18/16)
Draft#2due
Syntaxlesson
PeerEditing
Day 33 (2/19/16)
Draft#2due
Syntaxlesson
PeerEditing
NOTES:Editingisa
shortactivity,syntax
lessonshouldbe
donefirst
Haveeditorsreturn
worksheettothe
personwhosepaper
theyedited
NOTES:Editingisa
shortactivity,syntax
lessonshouldbe
donefirst
Haveeditorsreturn
worksheettothe
personwhosepaper
theyedited
HD:Basicgrammar,
rhetoricalappeals,
HD:Syntax,Basic
grammar,rhetorical
Day 34 (2/22/16)
Finaldraftdue
Vocabularyset
#2
Vocabulary
summative
assignment
Day 35 (2/23/16)
ACTpreassessment
NOTES:Have
studentsputtheir
assessmentpackets
together,the
assessmentpackets
areproofoftheir
writingprocess
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
SUPPLIES:Peer
Revisionworksheet
Day 36 (2/24/16)
ACTpreassessment
structureof
argument,rhetoric,
partsofspeech
appeals,structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Peer
Editingworksheet
Day 37 (2/25/16)
TedTalk#1
Review
speeches
Workonvocab
skit
SUPPLIES:Peer
Editingworksheet
Day 38 (2/26/16)
TedTalk#1
Review
speeches
Workonvocab
skit
NOTES:Clints
speechisan
exampleofaspeech
thatdrawsmostly
frompersonal
experience,ithas
greatexamplesof
purposefulgestures
andstrongpathos
andavarietyof
vocaldelivery.
NOTES:Clints
speechisan
exampleofaspeech
thatdrawsmostly
frompersonal
experience,ithas
greatexamplesof
purposefulgestures
andstrongpathos
andavarietyof
vocaldelivery.
Groupstudentsinto
groups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)
Groupstudentsinto
groups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
HD:Syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
Day 39 (2/29/16)
TedTalk#2
Timespeeches&
Practicevocal
delivery
Workonvocab
Day 40 (3/1/16)
ASPIRE/ACT
TESTING
NOTES:Group
studentsinto
differentgroups
Havestudentsselect
theirowngroups
(Keepproblem
studentsseparate)
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Shawn
AchorThehappy
secrettobetterwork
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Day 41 (3/2/16)
TedTalk#2
Timespeeches&
Practicevocal
delivery
Workonvocab
skit
NOTES:Group
studentsintodifferent
groups
Havestudentsselect
theirowngroups
(Keepproblem
studentsseparate)
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Shawn
AchorThehappy
secrettobetterwork
Day 46 (3/9/16)
SBA PRACTICE
partsofspeech
partsofspeech
SUPPLIES:Clint
SmithsHowto
raiseablacksonin
America
Day 42 (3/3/16)
Vocabularyskit
TedTalk#3
Practicevocal
delivery
SUPPLIES:Clint
SmithsHowto
raiseablacksonin
America
Day 43 (3/4/16)
Vocabularyskit
TedTalk#3
Practicevocal
delivery
NOTES:Group
studentsinto
differentgroups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)
NOTES:Group
studentsinto
differentgroups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Monica
LewinskysThe
PriceofShameor
DanPinksPuzzle
ofmotivation
Day 47 (3/10/16)
Speech
Presentations
SUPPLIES:Monica
LewinskysThe
PriceofShameor
DanPinksPuzzle
ofmotivation
Day 48 (3/11/16)
Speech
Presentations
SUPPLIES:video
SUPPLIES:video
Day 44 (3/7/16)
PD WORKDAY
TurninDEJ
Practice
memorization
andvocal
delivery
Day 45 (3/8/16)
SBA PRACTICE
Day 49 (3/14/16)
Speech
Presentations
SUPPLIES:video
Day 50 (3/15/16)
Speech
Presentations
SUPPLIES:video
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
camera
camera
camera
camera
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
class, students would not utilize their time well. Although I gave students ample time to work on their
speeches, many of them turned their work in late and some not at all. In the future I will ensure that students
are given specific assignments to be done by the end of class.
Many students received low grades on their written speeches. I provided students with an explicit grading
rubric, which had been set up as a checklist. It was intended to make writing the speech easier. The
rationalization is that if students know exactly what they need to incorporate, they will succeed. What I have
found out is that a majority of students dont look at the scoring guide. Despite going over the scoring guide
in class and providing them their own copy, many students still ask about the requirements. I believe if I had
begun the scoring guide (checklist) at the beginning of the year, rather than towards the middle, students
would have become accustomed to them.
Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY 2014-2015
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu
Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu