features of the the analysis of how advertisement is text in the advertisement is the intended to analysis. intended to advertisement is induce feelings. induce feelings, intended to though the induce feelings. analysis may not be high-quality. English SOL The student Student uses at Student uses Student does not least one of the either concepts effectively uses 3.6b Using prior effectively use questions used or details concepts and and background skills, processes, in analysis of the gleaned in details gleaned knowledge as details, or first analysis of the in analysis of the context for new concepts from advertisement to first first learning. the original plan his or her advertisement to advertisement to analysis to plan own plan his or her plan his or her his or her own advertisement. own own advertisement. advertisement. advertisement. English SOL 3.6c Student’s Student appeals Student appeals Student appeals argument is not somewhat to the text to directly and Previewing and clearly linked to indirectly to the make an compellingly to using text features. features in the text to make an argument. the text to make text. argument. an argument. English SOL Student does not Student shows Student uses Student effectively use some inclination questions about effectively uses 3.6d Asking and questions to to use analytical what is read to questions about answering plan to create questions to create what is read to questions about advertisements. create advertisements. create what is read. advertisements. advertisements. Hist/SS SOL 3.10 It is unclear Student shows Student Student whether the that he or she accurately effectively All choices have an student knows knows what identifies an evaluates the opportunity how to apply the opportunity cost opportunity cost implications of you give up concept of is in relation to of consuming a consuming a when you make a opportunity cost consuming a given product. given product in choice to a given product. terms of consumption opportunity decision. cost. Rubric for Price Should we Charge?” Mini-Economy Portfolio Assessment “What Emerging (1-2) Developing (3-4) Proficient (5-6) Advanced (7-8) Math SOL 2.17 Student shows Student Student Student systematic constructs a constructs a constructs an Creating a graph mistakes that graph of price graph of price accurate graph based on data severely and quantity and quantity of price and comprise the using survey using survey quantity using
features of the text in the analysis. the advertisement is intended to induce feelings, though the analysis may not be high-quality. analysis of how the advertisement is intended to induce feelings. advertisement is intended to induce feelings. English SOL 3.6b Using prior and background knowledge as context for new learning. The student does not effectively use skills, processes, details, or concepts from the original analysis to plan his or her own advertisement. Student uses at least one of the questions used in analysis of the first advertisement to plan his or her own advertisement. Student uses either concepts or details gleaned in analysis of the first advertisement to plan his or her own advertisement. Student effectively uses concepts and details gleaned in analysis of the first advertisement to plan his or her own advertisement. English SOL 3.6c Previewing and using text features. Student’s argument is not clearly linked to features in the text. Student appeals somewhat indirectly to the text to make an argument. Student appeals to the text to make an argument. Student appeals directly and compellingly to the text to make an argument. English SOL 3.6d Asking and answering questions about what is read. Student does not effectively use questions to plan to create advertisements. Student shows some inclination to use analytical questions to create advertisements. Student uses questions about what is read to create advertisements. Student effectively uses questions about what is read to create advertisements. Hist/SS SOL 3.10 All choices have an opportunity you give up when you make a choice It is unclear whether the student knows how to apply the concept of opportunity cost to a consumption decision. Student shows that he or she knows what opportunity cost is in relation to consuming a given product. Student accurately identifies an opportunity cost of consuming a given product. Student effectively evaluates the implications of consuming a given product in terms of opportunity cost. Rubric for “What Price Should we Charge?” Mini-Economy Portfolio Assessment Emerging (1-2) Developing (3-4) Proficient (5-6) Advanced (7-8) Math SOL 2.17 Creating a graph based on data Student shows systematic mistakes that severely comprise the Student constructs a graph of price and quantity using survey Student constructs a graph of price and quantity using survey Student constructs an accurate graph of price and quantity using
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