Signature Assignment

Signature Assignment
Tracy Ivey
SED 464
December 1, 2015
Arizona State University

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Table of Contents

School Environment Narrative ... 3

Introduction .... 8
Applicant Biography .. 9
Project Narrative .....10
Budget Table .. 17
Lesson Plan 18
Appendix. 25
References... 26

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School Environment Narrative

Description of School
As a middle school teacher at Mesa Public Schools I am able to firsthand see how
students are impacted by their environment and their parents education level. Currently I
am working at Kino Jr High School in a 7th grade honors English classroom. It is evident
that the demographic for this area is of lower income levels as well as the fact that not all
children have the supplies they need. In my classroom for example some students are
faced with language barriers as their parents only speak Spanish at home, while in
English class I fully expect my students to speak English. In addition some students do
not have access to a laptop or tablet while at their homes and they must often be driven to
a public library in order to complete online assignments or papers. Therefore it can be
challenging to complete assignments that our district would prefer be done using
technology at this grade level.
As mentioned briefly above at Kino Jr High School the students come from
diverse backgrounds and in my classroom I am blessed with a particular engaging group
of students. In my classroom students come from all walks of life and their parents are a
mix of stay at home parents, single family parents, military families, as well as both
parents working. In fact I have some statistics obtained through my school secretary that
reflect the demographics as of the 2013-2014 and 2014-2015 school year. According to a
census survey conducted by Mesa Public Schools Kino Jr High School 85 percent of
students receive either free or reduced lunch as well as breakfast. Another statistic
showed that 51.2 percent of students are bused to school each day. I also learned that
32.3 percent of students surveyed live in a one parent household. However, the most

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interesting demographics describe the diverse population that represents Kino as I

mentioned briefly above. At Kino Jr High School for the 2014-2015 school year there are
13.9 percent white students, 3.8 percent African American students, 73.0 percent
Hispanic students, 7.6 percent Native American, and 0.3 percent Asian students. With
these statics being described some students are not able to get that one on one attention at
home that children often need in order to thrive. Therefore some of my students whom
have both parents working truly need encouragement and technological support in order
to receive assistance on their own time. With the use of a technology that could be theirs
to take home and use for the semester I believe my students would truly strive.
Moreover this could be especially beneficial for the language barrier that I am
facing as a teacher with my students parents. For example on Meet the Teacher Night I
was faced with asking my students to translate between English and Spanish in order to
effectively communicate with some of my students parents. Luckily I was able to
thoroughly explain my classroom guidelines and expectations as well as answer parent
questions. However ,as an educator I was dishearten to see the blank looks on parents
faces and the embarrassed look on their children`s faces. If my classroom was chosen to
be gifted with a new technology advancement I feel not only would my students benefit,
but so would the parents communication with me as their child`s teacher. This is because
if we had a class set of tablets or iPads I could use that to translate my presentation and
also I could allow each of my students parents to use these devices to follow along as
well as use a translation page or app. In reality not every parent was able to learn English
as a second language and this language barrier is affecting some of my students in an
extremely negative way

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In addition to the language barrier at Kino Jr High School students are also faced
with older facilitates that lack working resources such as lockers. Due to this unfortunate
circumstance students are faced with the burden of fitting and caring all of their
belongings inside a backpack as well as caring around their backpack all day. Thus
students are constantly lugging heavy textbooks and often leaving textbooks behind at
home due to the lack of space in their back packs or the heavy load they already must
carry. This may seem to be a small problem, but it affects all students and teachers are
Kino Jr High School. Teachers are affected by having students complain about the weight
of their backpacks and by students leaving important class materials behind. Therefore as
a school front teachers and students would greatly benefit from technology advances such
as a class set of tablet or iPads that would include e-textbooks to reduce the amount of
materials students must bring daily to class.
Other interesting aspect about Kino Jr High School that affects the entire school
staff and students is the way announcements are presented. In each classroom is an older
television set hanging from the ceiling. Yet few to none of these televisions are in
working condition therefore classroom space is wasted and students and staff are forced
to listen to traditional announcements via the intercom. This can create a headache for
students who are visual learners as they may miss an important announcement or fail to
hear the right information. If these televisions were in working condition or there was
another way for announcements to be presented then I believe everyone at our school
would benefit. One proposed solution would be for students to be able to watch the
morning announcements on their tablet or iPads in class. This would ensure classroom
wall space is not wasted and provide a wonderful opportunity for visual learners. As an

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example of how these old school announcements are not working last week a student
approached my class early in the morning asking about a debate meeting that was not
scheduled until Friday. However, if student announcements were done using a class set of
tablets, such as an iPad, then there would be no confusion.
As I briefly mentioned above our classrooms are each equipped with televisions
in them, but few to none of these devices work. In addition to that technology the
following resources are also available:

A computer lab with 35 dell desktops which are available to students, but may
only be used when the lab has been used for the entire class. Although there are
35 desktops all of these are not often in working condition. Furthermore the
computer lab is in popular demand by all teachers so reservations must be made

far in advance and are hard to come by when needed.

A section in the Library which features 5 dell desktops and may only be used for

looking up information on books or reserving books to be picked up later.

Almost all classes also have a document camera and projector to display content

for students.
Teachers are each given a small laptop computer to print, enter grades, conduct

research, and hood up to the projector to display content.

My classroom is currently equipped with two older model dell desktop computers.
However, only one of these computers is in working condition and it often takes
an extremely long time to load web documents and files.
Although there are various technology resources at Kino Jr High School most are

outdated and hard to access. Which is extremely sad because my students love using
technology and on days when we are able to visit the computer lab students become
eager to learn information. Therefore I integrate technology into the classroom as

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much as possible by using my laptop hooked up to the projector to display

presentations and to conduct research with my students. Even with these two tasks
done on a daily basis students are still extremely limited with their technology use
and would greatly benefit if they were the ones conducting the research independently
or in small groups. For these reasons students in my class are not being exposed to
technology as they should be and they are not learning proper research techniques to
solve larger real world problems.
All in all students and staff at my school are faced with missing technology
opportunities and a complete lack of proper functioning materials for resources. To
reiterate what was said above students here are facing enough challenges in their home
environment and at school they should not be facing similar problems though lack of
technology resources. If this money was awarded then technological advances could be
made that would benefit all members at Kino Jr High School. In reality a class set of
tablets, such as iPads, would create an environment that provides opportunities to lessen
the load in students book bag, ensure all students are able to take notes and conduct
research during class, as well as provide the availability to easily translate and explain
misunderstood words.

Introduction

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The students at Kino Junior High School are in dire need of technology because
they are not being exposed to technology in a way that can impact their learning.
Moreover students are not able to interact with technology on a daily or weekly basis. By
allowing my students to use tablets in the classroom they would be able to make real
world connections with their writing as well as complete other tasks such as notes, book
reports, and online research. Therefore I believe the students at Kino Junior High School
need this technology in the class room as soon as possible to enhance their overall
learning.
If allowed to use tablets in the classroom I am proposing that my students answer
real world questions through online research and then form opinions using that
knowledge to help express argumentative skills, as outlined in our English grade 8
standards. Therefore students would begin class with a discussion on out chosen research
topics: Should student athletes be paid, should the government regulate our diet and
consumption of food, or should the teen driving age be raised? Why or why not? Thus
after beginning this class discussion I will have students conduct research on their tablets
to find evidence supporting their claim. After finding evidence whether for or against
paying student athletes, government regulation of food/diet, or raising the teen driving
age students will begin forming their thoughts to write their paper. I will instruct students
to type up an argumentative paper supporting their chosen claim. Once students are
finished with their paper I will instruct them to participate in an online debate using their
tablets and a website called Debate.org.
This learning project is going to help students and teachers connect by choosing a
side to debate and argue for. Therefore students will be able to decide to agree or disagree

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with their class room teacher. In addition students will be able to identify the connection
between real life problems/issues and how they as students are affected. This project
will allow the opportunity for students to from an opinion and then research information
on their own as they locate credible sources to support their argumentative claim.
Furthermore students will need to persuade others to see their beliefs and may even
change some of their classmates minds when they present their information for their
debate. The three chosen topics were picked in hopes that students will connect to one of
the three and realize how these real world problems can impact them directly and
indirectly. I will have a list of sources that I used to locate information for the three
topics. Furthermore as an entire class students and their teacher will be able to identify
with opinions from others making these real world connections.
Applicant Biography
As a student intern at Kino Junior High school, I hope to inspire my students to be
curious and ask questions that pertain to more than our classroom setting. Basically
meaning that I hope to encourage my students to want to know more about the outside
world and how they are as well as will be effected in the future. Thus my teaching
philosophy is to inspire students to conduct research to answer real world problems. So
far in my teaching career I have seen how students are limited in using technology in the
classroom. Therefore I hope to encourage the proper use of technology through
educational activities on tablets in the classroom. I want my students to understand that
they have a voice in my classroom and should be able to appropriately use it while using
researched evidence. In my opinion students should not be banned from using technology
in the classroom and by allowing my class to use tablets we can be the stepping stone for

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technology use in our school. Please consider my proposed explanation for tablet use
above and please keep in mind how this assignment is only the first as our standards
allow for continued support from technology, which cannot be compared to outdated text
books.
My name is Tracy Ivey and I am currently a junior at Arizona State University.
Originally from Virginia I have seen the effects of using technology in the classroom. In
addition through my education courses and filed work experience I have seen how
students wish to use technology in the classroom, but are often banned from doing so. At
the age of 21 I have seen the educational use of technology currently being allowed in the
classroom from both a student and teacher standpoint. I have also seen how various states
including Arizona and Virginia compare with technology use. Therefore having grown up
using these technologies I want to pass this knowledge on to all of my future students. In
reality technology is not going away and we need to teach our students how to use it both
correctly and effectively in order to achieve their goals.
Project Narrative
Need for the Project
In the classroom today there is a heavy reliance on textbooks for outdated information
and the main focus has been on meeting our standards. However, in order to prepare
students for the real world they need learning activities in the classroom that will instill
proper research techniques to locate information as well as appropriate technology use. In
order to accomplish this goal of using technology in the classroom in order to solve real
world problems, students need a technology source readily available in the classroom.
As an English teacher, my students are often asked to write argumentative claims,

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persuasive papers, and research papers. In order for students to complete these required
assignments changes regarding technology resources and availability must be made.
Project Impact:
This project based learning unit will provide students a wonderful opportunity to
see how their research conducted in class can connect to real world problems as well as
situations. Furthermore this project can have a lasting impact on students as they uncover
information obtained through their research that they either support or disagree with. As
students uncover this information and decide their opinions on the chosen research
question they will be able to apply this information to their own lives as they continue to
move through their educational journey as students.
In addition students have become extremely reliant on myself and their other
teachers to not only provide research information, but also to locate it for them. By
having a class set of iPads my students would learn the valuable steps needed to locate
research by credible sources on their own. In addition this skill of locating credible
research is a lifelong skill needed throughout a students academic career as well as in
their personal life. As a teacher I want to ensure my students have future success in
conducting research. Therefore by allowing them to have easily available access to
research at their fingertips and by encouraging them to conduct their own research I will
be setting up my students for success.

Learning Goals and Outcomes

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This project will focus on student choice and awareness to three important real
world situations. Students will be offered to pick from the three following questions:
Should student athletes be paid, should the government regulate our diet and
consumption of food, or should the teen driving age be raised? Why or why not? Students
will first learn about writing a persuasive paper and also about writing an argumentative
claim. This will be useful to students because after conducting research they will
participate in a small class debate within their chosen topic area.
Standards covered included:
Arizonas College and Career Ready Standards English Language Arts and Literacy
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented. (8.W.1)
7. Conduct short research projects to answer a question (including a selfgenerated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration. (8.W.7)
ISTE Technology Standards for Students
1. Creativity and innovation
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
3. Research and information fluency
a. Plan strategies to guide inquiry

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b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks
4. Critical thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
Activities
Students will participate and complete in a variety of activities to help them better
understood their chosen topic as well as provide explanation as to their beliefs on a
certain topic. Students will engage and collaborate in the following activities listed
below:

Complete a warm up in their notebooks students will be asked to write

yes or no for responding for their chosen research topic and one reason

why.
Without providing any research of examples ask students to get into

groups based on their topic preference.

Have a class discussion where students share their first impressions and

opinions about these topics.

Discuss in their original small groups why plagiarism is against the law.
Conduct their own research in class using tablets.
Split up from three main groups into six groups.
Write their Persuasive paper using research they have located online and
ensure that they are including a strongly opinionated argumentative claim

in their writing.
Set up an account on Debate.org and join our class discussion.
Type up key parts of their persuasive paper on Debate.org.
Participate in a class debate arguing their claims and trying to persuade
others to change their opinions.

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Assessment
For my unit students will be learning how to conduct proper research and locate
credible sources in order to support their argumentative claims. Students will use their
knowledge and class notes on writing a persuasive paper that includes a well thought out
argumentative claim. Students must support their claim by using at least three credible
sources as well as four direct quotes from their conducted research. In addition students
must include four informative statistics that supports their claim on their chosen research
topic. All of this should be accomplished in a two to three page paper which will be
started in class and finished the next few days in class. In addition students will be
required to type up key points that they find during their research on debate.com.
Students will be evaluated on their research project using a rubric.
Technology Support
Kino Jr High School has both a computer lab teacher and also two librarians who
specialize in technology support. When needed I will be able to ask them to visit my
room in order to help my students use their iPads to conduct research and also participate
in our class discussion on debate.com. I also will have the support of Apple, whom is the
producer of this iPads. However, I will also call upon the help of my team lead Katie
Ryan who has agreed to offer help with our class set of iPads and e-textbooks.
Sustaining the Project
This project will be completed continually after the first year as identifying and
answering real world questions by conducting research not only goes with writing
standards W8.1 and W8.7, but it is also an essential skilled that our students need to be
taught. Students are curious at heart and in order to dive deeper into topics the importance

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of research as well as argumentative claims must be taught. Furthermore the continued

use of iPads in the classroom will contribute to lessen loads in backpacks, ease of access
to conduct research, as well as student knowledge of appropriate technology.
Innovation:
This project proves that students thirst for knowledge can be cured by providing up to
date information and scientific research that fulfills students curiosity. With our country
and world constantly evolving students need to have up to date information at their
fingertips and not be reliant on their teachers or out of date textbooks to provide this
information. By having iPads in the classroom and a class set of e-text books students
will now be provided with a continuous source of knowledge that can be used for years to
come. Technology is evolving and we need to keep our students well informed by
welcoming it into the classroom instead of pushing it out.
Budget Narrative:
For my grant proposal I would like to purchase a class set of 22 iPads to help
encourage the use of technology in the classroom. In addition I am also proposing the
purchase of 22 e-textbooks as well as five hours of teacher training. With all of these
components I am planning to allow my students daily use of their iPads and e-textbooks
for additional learning as well as to take notes. Furthermore the iPads, e-textbooks, and
access to online search engines will allow my students continued ease of access to the
most up to date information. In addition my class will be utilizing three educational apps
with one being named Draft Wars where students can post their rough drafts in our online
classroom and receive feedback from peers. We will also be using the Debate.org which
will serve as the place that our online classroom debate is held. Furthermore my students

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can use the app for ProCon.org which features comprehensive lists as well as resources
for students to use. All of this apps are free and will benefit students in completing this
project as well as continued use after this project is completed. This will tremendously
benefit my students learning by allowing them to learn proper technology etiquette while
conducting research in the classroom for our project based learning unit. Please consider
how I plan to use the $10,000.00 and keep in mind how with the constant advancements
in technology that I am helping to prepare my students for the future.

Grant Request
Expenditure
Category

Cost Per Unit

# of Students

Hardware
(32
GB IPads)

$375.00

22

8,250.00

Software (Average
Apple E-Text Books
are 14.99 or less)

$75.00

22

1,650.00

Teacher Training
(5 Hrs)

$20.00

1 Teacher to 22
Students

100.00

Total Cost:

Total Cost

$ 10,000.00

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Lesson Plan
Teachers: Tracy Ivey

Subject: Honors English 8th Grade

IMT: Karalee Hoge

Standard:
1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s),
acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish
and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the
argument presented. (8.W.1)
7. Conduct short research projects to answer a question (including a selfgenerated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (8.W.7)
ISTE Technology Standards for Students:
1. Creativity and innovation
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
3. Research and information fluency
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media

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c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
Objective (Explicit):
SWBAT demonstrate the ability to conduct online research in order to locate evidence supporting an
argumentative claim on their chosen research topic about real world problems and also form strong
opinions or beliefs to support their argumentative claim.
Evidence of Mastery (Measurable): Students ability to research information and locate scholarly evidence
online to back up their claim using at least three credible sources.
Students will be measured on the amount of quality information they include in their arguments that
supports their claim. (Must include four direct quotes and four statistics)
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT produce an argumentative paper and persuade the opinion of their audience.
SWBAT demonstrate their argumentative skills to debate with class mates about my chosen research topic.
SWBAT compare and contrast information obtained through research in order to identify the side of their
claim they hold a connection or belief with.
Student Goals:
I can produce an argumentative paper and persuade the opinion of my audience.
I can demonstrate my argumentative skills to debate with class mates about my chosen research topic.
I can compare and contrast information obtained through research in order to identify the side of their claim
they hold a connection or belief with.

Key vocabulary: Persuasion, Debate, Research, Opinion,

Materials/Technology Resources to be used:

Claim, Plagiarism, Argue.

Class set of Tablets, Journal, Notebook Paper,

Debate.org, Online Articles, Notebook Paper,

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Pens/Pencils, and Online Academic Journals.

Engage (Make content and learning relevant to real life and connect to student interest)
Bring up three important real world topics that relate to different social situations.
1. Student Athletes: Entertainment.
2. Government Regulation of Diet/Food: Nutrition.
3. Teen Driving Age: Safety.
Write on the board the following questions: Should student athletes be paid, should the government regulate
our diet and consumption of food, or should the teen driving age be raised? Why or why not?
Without providing any research of examples ask students to get into groups based on their topic preference.
After students are in groups we will have a class discussion where students share their first impressions and
opinions about these topics. Then we will move into our class lesson and activity for the day.
Teacher Will: Provide students with notes on

Student Will: Copy notes from lecture and

Persuasion/argumentative claims and discuss

participate by asking questions as well as

the idea of a class debate. Call on students to

providing examples from past knowledge.

provide any past examples that relate to

Explore

persuasion or debates.
Differentiation: Provide any students who are visually impaired or have trouble writing to
complete fill in the blank notes. Provide a copy of past examples and opening discussion questions
to students who are of lower learning levels. Stand in front of or tap students desk to let shy
students know you are about to call on them. Provide any ELL students a vocabulary list of
unknown and uncommon words from our class notes.
Co-Teaching Strategy- Split the class down the middle of the room and I will teach about
persuasion and argumentative claims as my co-teacher explains the idea of a debate with students.
Then my co-teacher and I will switch places.

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Teacher Will: Model proper research

Student Will: Follow along and ask questions

techniques for the entire class to see. Explain

about how to complete scholarly research.

about plagiarism and why it is against the law.

Discuss in their original small groups why

Demonstrate how to cite textual evidence to

plagiarism is against the law. Conduct their own

support a claim.

research in class using tablets.

Differentiation: Students who work at a slower pace will be given more time to research. Students

Explain

who have never heard of plagiarism or are having a hard time understanding it will be given typed
up notes about plagiarism. Students who have a hard time focusing and staying on task will be
placed with a trusted class mate to assist with research and questions. ELL students will be given a
diagram further explaining plagiarism. Visual learners will also be given a diagram such as a flow
map to explain plagiarism.
Co-Teaching Strategy- I will model proper research techniques to the entire class including explain
about using credible sources, searching using key words, and following school internet guidelines.
My co-teacher will then teach a short mini lesson on plagiarism to half of the class while I teach
the other half of the class how to cite textual evidence into their writing. Then my co-teacher and I

Elaborate

will switch to teach the other half of my students. My co-teacher will pass out tablets to the entire
class while I walk around working in groups to hear students ideas and opinions.
Teacher Will: Divide students from their
Student Will: Split up into six groups. Write
original three groups into six groups. The six

their Persuasive paper using research they have

groups will feature students who are for or

located online and ensure that they are

against each topic. Model the ideal process for

including a strongly opinionated argumentative

writing a persuasive paper that features a

claim in their writing. Set up an account on

strongly opinionated argumentative claim.

Debate.org and join our class discussion. Type

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Introduce students to Debate.org and instruct

up key parts of their persuasive/argumentative

students the correct way to set up an account as

paper on Debate.org. Finish their

well as how to introduce their opinion on the

persuasive/argumentative paper the next day in

site.

class.

Differentiation: Help students conduct research by providing suggested websites. Work in small
groups to help students set up their paper. Assign group leaders at tables to help their class mates.
Have student accounts pre-set up on Debate.org. Provide a handout that has detailed instructions
and pictures with how to set up a debate.org account. Provide a handout with illustrations that
align with key vocabulary to ELL students and any visual learners.

Co-Teaching Strategy- Work one on one with groups of students to help conduct research while
my co-teachers remains at the front the classroom modeling other ways to conduct research and
answering questions as well.
Evaluate: Students will first be evaluated by a simple warm up activity. This activity will be as follows: In
their notebooks students will be asked to write yes or no for their chosen research topic. They will also
define the words argue and debate in their own words.

For our class activity/assessment: Students will be told that they are expected to type up key parts of their
paper on Debate.org. In addition students will be told they must either be for or against their chosen research
topic. Students will go in different parts of the classroom once they have picked their chosen topic and
uploaded key parts of their paper to Debate.org. Then students will participate in a mini debate within their
chosen topic. In this debate students must use information obtained from class research to share with their
classmates. They may share any findings that support their argumentative claims as long they are back up

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with research. The next day in class students will continue writing their persuasive/argumentative paper on
their chosen research topic.

As an exit ticket I will have my students write on a post it note a short summary of why or why not for their
chosen research topic that was completed in class. They will hand their exit ticket to me on the way out the
door. I will then read over these student responses and pick six responses (three that are for and three that are
against) from students that provide exceptional evidence to support their claim. The next day class will start
with me reading a few of their responses aloud.

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Appendix
Rubric

CATEGORY
Focus or
Thesis
Statement

Sources

Sequencing

4 - Above Stand
ards
The thesis
statement
names the topic
of the essay
and outlines the
main points to
be discussed.
All sources used
for quotes,
statistics and
facts are
credible and
cited correctly.
At least 8
sources used.
Arguments and
support are
provided in a
logical order
that makes it
easy and
interesting to
follow the
author\'s train
of thought.
Completely
follows outline
used for rough

3 - Meets Stand
ards
The thesis
statement
names the topic
of the essay.

2 - Approaching Stan
dards
The thesis statement
outlines some or all
of the main points to
be discussed but
does not name the
topic.

All sources used

for quotes,
statistics and
facts are
credible and
most are cited
correctly. At
least 5 to 7
sources used.
Arguments and
support are
provided in a
fairly logical
order that
makes it
reasonably
easy to follow
the author\'s
train of
thought. Mostly
follows outline
used for rough

Most sources used

for quotes, statistics
and facts are
credible and cited
correctly. At least 3
to 5 sources used.

A few of the support

details or arguments
are not in an
expected or logical
order, distracting the
reader and making
the essay seem a
little confusing.
Somewhat follows
outline used for
rough draft.

1 - Below Stand
ards
The thesis
statement does
not name the
topic AND does
not preview
what will be
discussed.
Many sources
are suspect
(not credible)
AND/OR are not
cited correctly.
2 or less
sources used.
Many of the
support details
or arguments
are not in an
expected or
logical order,
distracting the
reader and
making the
essay seem
very confusing.
Fails to follow
outline used for

Score

Signature Assignment

Evidence
and
Examples

24

draft.

draft.

rough draft.

All of the
evidence and
examples are
specific,
relevant and
explanations
are given that
show how each
piece of
evidence
supports the
author\'s
position.

Most of the
evidence and
examples are
specific,
relevant and
explanations
are given that
show how each
piece of
evidence
supports the
author\'s
position.

At least one of the

pieces of evidence
and examples is
relevant and has an
explanation that
shows how that
piece of evidence
supports the
author\'s position.

Evidence and
examples are
NOT relevant
AND/OR are not
explained.

References
Curtis, Diane. "Real-World Issues Motivate Students." Edutopia. Edutopia, 1 Nov. 2001.
Web. 01 Dec. 2015.
Hildgedick, Krris. "Textbooks vs. Tablets: Schools Begin Exploring Transformation in
Learning Tools." Textbooks vs. Tablets: Schools Begin Exploring Transformation
in Learning Tools. News Tribune, 7 July 2013. Web. 25 Nov. 2015.
Kino Jr High School Mesa, AZ Enrollment and Demographics. (n.d.). 14 Oct. 2015.
"Tablets vs. Textbooks." ProCon.Org Headlines. N.p., 9 Sept. 2014. Web. 01 Dec. 2015.