Slideshow+Rubric


 * Back to Representing ICS assignment.**
 * Back to Catholic Campaign for Human Development (CCHD) Planning document.**

= Scafolding: = = = = Nonnegotiable: =
 * Content ideas to address: **
 * 1) What is the rate poverty in FL?
 * 2) What are ways you show love and walk humbly with God?
 * 3) Why is it important to be involved in issues affecting daily lives of people in poverty?
 * 4) What is an example of charity in FL?
 * 5) What is an example of social justice in FL?
 * Media Literacy Content to address: **
 * 1) What is the story or message? How do you, or how does ICS, demonstrate the **//Two Feet of Love in Action//**? ** "Do Justice, Love Goodness, Walk Humbly with God" (Micah 6:8) **
 * 2) How does the story/message represent ICS and how does it address the ICS mission statement?
 * 1) Only take photos on campus that are appropriate for the topic.
 * 2) Only use photos of people that have given permission to use their photos online.
 * 3) Only take photos during LA, Religion, or ICT time and with permission of teachers.
 * 4) All music used is from Animoto. If music has lyrics, a printed copy of the lyrics is provided.
 * 5) Demonstrate citizenship by only using assigned login account information.
 * 6) Do not publish the slideshow until it is approved by your teachers.
 * 7) Place a link to the published slideshow on the assignment page on the wiki.

= Learning Objectives = // 1.1. // // Decide on a story-telling style: documentary, narrative, etc. // // 1.2. // // Introduce a topic clearly, previewing what is to follow; organize ideas to achieve purpose using text and images. // // 1.3. // // Develop the topic with relevant, well-chosen facts, definitions, concrete details, or quotations, and images. // // 1.4. // // Use appropriate and varied transitions in language and images to create cohesion and clarify the relationships among ideas and concept using text and images // // 1.5. // // Use precise language and precise photography skills to explain the topic. // // 1.6. // // Establish and maintain a consistent style and voice. // // 1.7. // // Provide a conclusion section that follows from and supports the information presented. //
 * 1. **** Use digital media to communicate, to support individual learning, and contribute to the learning of others. **

// 2.1. // // Exhibit a positive attitude toward using technology that supports learning. // // 2.2. // // Only use original photos taken by you or a member of the class or your teacher. //
 * 2. **** Practice legal and ethical digital citizenship. **

3.1. Plan photos for the project using correct lighting, camera angles, and distance. 3.2. Only use photos taken for or provided for this project. Do no use any other on-line images. 3.3. Edit photos as needed for the story development. 3.4. Store photos so they can be uploaded to the slideshow.
 * 3. **** Demonstrate an understanding of technology concepts and operations. **

=1. Use digital media to communicate a message, to support individual learning, and contribute to the learning of others.= || =2. Practice legal and ethical digital citizenship.= || =3. Demonstrate an understanding of technology concepts and operations.= ||
 * ............... || ** Exemplary = 4 ** || Proficient = 3 || ** Developing = 2 ** || Beginning = 1 ||
 * 1.1 || ** Style of text and images is consistent throughout the slideshow. ** || Text on 1-2 slides/ captions, or 1-2 images, is inconsistent with the style of the story. || ** Text on 3-4 slides/ captions, or 3-4 images, is inconsistent with the style of the story. ** || Text on 5 or more slides/ captions, or 5 or more images, is inconsistent with style of the story. ||
 * 1.2 || ** Strong introduction shows purpose and clearly previews what is to follow. ** || Introduction tells purpose and provides some indication of story to follow. || ** Introduction tells purpose but does not indicate what is to follow. ** || Introduction provides little information about purpose or what is to follow. ||
 * 1.3 || ** Facts and images clearly and accurately support the //Two Feet of Love// in action story. ** || Text on 1 -2 slides or captions or 1-2 images do not support //Two Feet of Love in Action// story. || ** Text on 3-4 slides or captions or 3-4 images do not support //Two Feet of Love in Action// story. ** || Text on 5 or more slides or captions or 5 or more images do not support //Two Feet of Love in Action// story. ||
 * 1.4 || ** Appropriate and varied text and image transitions create cohesion and clarify the ideas. ** || 1-2 text or image transitions do not support the story development. || ** 3-4 text or image transitions do not support the story development. ** || 5 or more text or image transitions do not support the story development. ||
 * 1.5 || ** Precise, correct, appropriate language and images explain the topic. ** || Language on 1-2 slides or captions is vague or incorrect, or 1-2 images don’t help develop the story. || ** Language on 3-4 slides or captions is vague or incorrect, or 3-4 images help don’t develop the story. ** || Language on 5 or more slides or captions is vague or incorrect or 5 or more images don’t help develop the story. ||
 * 1.6 || ** The voice is consistent throughout the slideshow. ** || 1 – 2 slides, captions or images are inconsistent to the voice of the story. || ** 3-4 slides, captions or images are inconsistent to the voice of the story. ** || 5 or more slides, captions, or images are inconsistent to the voice of the story. ||
 * 1.7 || ** A conclusion follows and supports the information presented. ** || The conclusion does not fully support the information presented. || ** The conclusion does not support the information presented. ** || The conclusion is missing. ||
 * 2.1 || ** The story of the //Two Feet of Love in Action// supports learning beyond this year and beyond ICS. ** || The story of //the Two Feet of Love in Action// supports learning for this year only but also beyond ICS. || ** The story of the //Two Feet of Love in Action// supports learning for students at ICS this year. ** || The story of the //Two Feet of Love in Action// supports learning this year for this class only. ||
 * 2.2 || ** At least 5 photos are original by the student and taken for the purpose of the slideshow. ** || At least 4 photos are original by the student and taken for the purpose of the slideshow. || ** At least 3 photos are original by the student and taken for the purpose of the slideshow. ** || None of the photos are original by the student. ||
 * 3.1 || ** A minimum of 10 photos included. All original photos enhance the story through correct lighting, camera angles and distance. ** || A minimum of 10 photos included. 1-2 of student’s original photos do not enhance the story through correct lighting, camera angles and distance. || ** A minimum of 10 photos included. 3-4 of student’s original photos do not enhance the story through correct lighting, camera angles and distance. ** || A minimum of 10 photos included. Several of student’s original photos do not enhance the story through correct lighting, camera angles and distance. ||
 * 3.2 || ** Precise photo editing, cropping and “Rule of Thirds” support story development. ** || 1-2 photos without editing, cropping and “Rule of Thirds” || ** 3-4 photos without editing, cropping and “Rule of Thirds” ** || Several photo without editing, cropping and “Rule of Thirds” ||
 * 3.3 || ** Photos managed independently, including downloading, storing and uploading. ** || Photos managed independently, including downloading, storing and uploading. Little help needed. || ** Photos not managed independently, including downloading, storing and uploading. Help needed several times. ** || Photos not managed independently, including downloading, storing and uploading. Help needed repeatedly**.** ||