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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:120 minutes

Grade:7

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Communication, History, Language Arts, Presentation Software, Social Studies


Subjects:

1835-1836 - Texas Revolution - The Alamo

Social Studies > U.S. History > Era 03: Expansion and Reform > 1800's - Foreign Policy > 1835-1836 - Texas Revolution - The Alamo

Cause and Effect

Social Studies > Process and Literacy Skills > Social Science - History > Cause and Effect

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Formatting and Preparation

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

General / Varied Use

Language Arts > Communication > Multimedia Usage / Production > General / Varied Use

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work

Social Studies > Process and Literacy Skills > Social Science - History > Group Work

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Presentation

Library Media > Information Literacy > ALA Information Literacy > Presentation

Presentation Software 

Technology Education > Information Technology > Software Applications > Presentation Software 

Projects - Presentations

Social Studies > Process and Literacy Skills > Social Science - History > Projects - Presentations

Research

Social Studies > Process and Literacy Skills > Social Science - History > Research

Research - Using Multimedia / Word Processing, Tech. Misc.

Social Studies > Process and Literacy Skills > Social Science - History > Research - Using Multimedia / Word Processing, Tech. Misc.

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Student Presentations

Library Media > Media Literacy > Student Presentations

Student Presentations

Technology Education > Media Literacy > Student Presentations

Student Presentations 

Technology Education > Media Production > Multimedia / Video Production > Student Presentations 

Those Requiring Footnotes / Citations / Documentation

Language Arts > Research > Reports / Projects > Those Requiring Footnotes / Citations / Documentation

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Writing Skills

Social Studies > Process and Literacy Skills > Social Science - History > Writing Skills
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
S.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELA-Literacy.WHST.6-8.3a Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.
ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
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