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PROCESS
Researcher:
Someone who gathers all the information for your group.
Presentation
Associate: You will create the google slides show to make your presentation
really convincing
Presenter:
You will be the one in charge of speaking passionately about this topic
representing your group.
Let’s
be sure our campaign has an effective action plan to turn not just our
teachers but our students to better facilitators for stopping bullying.
PPA
Slides
Slide
1: Introduction (Name the presentation/include group names)
1st
slide: Create a cover page
2nd
slide: Define the problem - Be sure to actually break down bullying use your bullying break down sheet
3rd
slide: Gather Evidence
Use
the NYC DOE Chancellors Regulations
You
can gather your evidence on your evidence tracker
-You
will need 2-4 pieces of evidence
-Try
to implement an interview or conduct an interview with a local leader (see me
for more details about this)
4th
Slide - Identify the Problem
Ask
why bullying happens?
Look
at the factors involved using the following links: Bullying Facts
NYC DOE Chancellor’s Regulations
Fill
out your findings on Public Policy Evaluation Sheet
7th
Slide: Select Your Best Public Policy
EVALUATION
Name
___________________________________________________________
New York State Grade 6-8
Argument Writing Evaluation Rubric
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Criteria
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4
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3
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2
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1
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CONTENT
AND ANALYSIS: the extent to which the essay conveys
complex ideas and information clearly and accurately in order to support
claims in an analysis of topics or texts
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- clearly
introduce a topic in a manner that is compelling and follows logically from
the task and purpose
- demonstrate insightful analysis of the text(s)
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- clearly
introduce a topic in a manner that follows from the task and purpose - demonstrate grade-appropriate
analysis of the text(s)
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- introduce a topic in a manner
that follows generally from the task and purpose - demonstrate a
literal comprehension of the text(s)
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- introduce a
topic in a manner that does not logically follow from the task and
purpose - demonstrate little understanding of
the text(s)
No Counterclaim
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COMMAND
OF EVIDENCE: the extent to which the essay presents
evidence from the provided texts to support analysis and reflection
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- develop the
topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples from the text(s) -sustain the use of
varied, relevant and logical evidence
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- develop the
topic with relevant facts, definitions, details, quotations, or other
information and examples from the text(s) - sustain the use of relevant and logical
evidence, with some lack of variety
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- partially
develop the topic of the essay with the use of some textual evidence, some
of which may be irrelevant
- use relevant evidence inconsistently
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- fails to
establish a topic
- demonstrate an attempt to use evidence, but only develop ideas
with minimal, occasional evidence which is generally invalid, illogical, or
irrelevant
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COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes
complex ideas, concepts, and information using formal style and precise
language
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- exhibit clear
organization, with the skillful use of appropriate and varied transitions
to create a unified whole and enhance meaning -establish and maintain a formal style,
using grade-appropriate, stylistically sophisticated language and
domain-specific vocabulary with a notable sense of voice -provide a concluding statement or
section that is compelling and follows clearly from or supports the
argument presented
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- exhibit clear
organization, with the use of appropriate transitions to create a unified
whole -establish and maintain a formal style
using precise language and domain-specific vocabulary -provide a concluding statement or
section that follows from or supports the argument presented
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- exhibit some
attempt at organization, with inconsistent use of transitions -
establish but fail to maintain a formal style, with inconsistent use of
language and domain-specific vocabulary -
provide a concluding statement or section that follows generally from or
supports the argument presented
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- exhibit little
attempt at organization, or attempts to organize are irrelevant to the
task - lack a formal style, using language that
is imprecise or inappropriate for the text(s) and task - provide a concluding statement
or section that is illogical or unrelated to the topic or argument
presented
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HISTORICAL
ACCURACY: the
extent to which the essay uses historical information to strengthen
argument.
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- accurate and
relevant historical information is used to elaborate and strengthen
argument and evidence.
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- accurate and
relevant historical information and/
or concepts are
included and demonstrate an understanding of topic.
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- historical
information or concepts are included but illustrate limited understanding
of topic.
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- demonstrates
significant confusion about historical information or concepts.
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CONCLUSION:
Congratulations!
You have concluded your PPA! Be sure to include all 6 necessary steps:
1)
Define the Problem
2)
Gather the Evidence
3)
Identify the Problems
4)
Evaluate an Existing Policy
5)
Develop Solutions
6)
Select the Best Public Policy
STANDARDS
8R1:
Cite textual evidence to strongly support an analysis of what the text says
explicitly/implicitly and make logical inferences. (RI&RL)
8R2: Determine one or more themes or central
ideas of a text and analyze their development over the course of the text;
summarize a text. (RI&RL)
8R3:
In literary texts, analyze how particular lines of dialogue or events propel
the action, reveal aspects of a character, or provoke a decision. (RL) In
informational texts, analyze how individuals, events, and ideas are
introduced, relate to each other, and are developed. (RI)
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