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2nd Semester Project

This document provides an assignment for a 2nd semester project requiring students to create a 3-minute video explaining their predictions about the future. The video must be done individually, edited, and last at least 3 minutes. Students must send their video to the specified email address by February 28th. The rubric evaluates students on group cooperation, content and organization, edition, fluency, pronunciation and accuracy.

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idries08romero23
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10 views

2nd Semester Project

This document provides an assignment for a 2nd semester project requiring students to create a 3-minute video explaining their predictions about the future. The video must be done individually, edited, and last at least 3 minutes. Students must send their video to the specified email address by February 28th. The rubric evaluates students on group cooperation, content and organization, edition, fluency, pronunciation and accuracy.

Uploaded by

idries08romero23
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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2nd Semester Project

Assignment: Create a THREE minutes video to explain your predictions about the future.
“Imagine you’re a famous fortune teller and you’re able to predict the future. So, you’re making a video to describe your predictions”

Requirements:
o The video must be done individually and it has to be edited
o It must last THREE minutes at least
o Send it to [email protected] on February 28th
o Everything counts! Read the rubric below

Evaluation Rubric for Video Project


Name: ……………………………………………………… Score: …………………………………
Activity: …………………..
Performance Level Needs Improvement (0- 4) Satisfactory (5-8) Excellent (9 -12)
Group Students needed to be reminded to stay on All students contributed a fair share to the All students contributed equally to the video. Students stayed
Cooperation task frequently. One or two people did all project, though some workloads varied. on task at all times. Students worked with each other in a
the work. Students argued with one another Students had to be reminded occasionally friendly manner.
or left some students out of the process. to stay on task. Students made an effort to
include all group members in the process.

Content and The content does not present a clearly stated Information is presented as a connected The content includes a clear statement of purpose or theme and
organization theme, is vague, and some of the supporting theme with accurate, current supporting is creative, compelling and clearly written. A rich variety of
information does not seem to fit the main information that contributes to supporting information in the video contributes to
idea or appears as a disconnected series of understanding the project's main idea. understanding the project's main idea. The project includes
scenes with no unifying main idea. Details are logical and persuasive motivating questions and advanced organizers that provide the
information is effectively used. audience with a sense of the presentation's main idea. Events
and messages are presented in a logical order.
Edition Tape is unedited and many poor shots Tape is edited throughout with only The tape is edited with only high quality shots remaining. Video
remain. No transitions between clips are quality shots remaining. A variety of moves smoothly from shot to shot. A variety of transitions are
used. Raw clips run back to back in the final transitions are used. Good pacing and used to assist in communicating the main idea and smooth the
video. timing flow from one scene to the next. Shots and scenes flow
seamlessly. Digital effects are used appropriately for emphasis.
Fluency, Uses limited vocabulary and expressions, a Uses a variety of vocabulary and Uses a variety of vocabulary and expressions, a variety of
pronunciation and variety of structures with frequent errors, or expressions, but makes some errors in structures with only occasional grammatical errors
accuracy uses basic structures with only occasional word choice, a variety of grammar Speaks smoothly, with little hesitation that does not interfere
errors structures, but makes some errors with communication
Speaks with some hesitation, which often Speaks with some hesitation, but it does Stays on task and communicates effectively; almost always
interferes with communication not usually interfere with communication responds appropriately and always tries to develop the
Tries to communicate, but sometimes does Pronunciation and intonation are usually interaction
not respond appropriately or clearly clear/accurate with a few problem areas Pronunciation and intonation are almost always very
Pronunciation and intonation errors clear/accurate
sometimes make it difficult to understand
the student

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