Lesson Plan
Course Title: Advanced Engineering Design and Presentation
Session Title: Career Paths in Engineering ePortfolio - Part 2
Performance Objective:
Upon completion of this lesson the student will be able to apply all of the knowledge and skills
they have learned to create a career ePortfolio per the rubrics given.
Specific Objectives:
 Prepare a résumé.
 Assess what are good examples of their work to use in an ePortfolio.
 Select three examples of their best work artifacts.
 Prepare three reflection essays for their best work artifacts.
 Create at least one video slide show over one of their best work artifacts, if not all
three.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Advanced Engineering Design and Presentation:

130.366(c)(1)(A)(B)(C)(E)(F)(G)(H)(I)(J)
...distinguish the differences between an engineering technician, engineering technologist, and
engineer;
...identify employment and career opportunities;
...investigate and work toward industry certifications;
...identify and use appropriate work habits;
...demonstrate knowledge related to governmental regulations, including health and safety;
...discuss ethical issues related to engineering and technology and incorporate proper ethics in
submitted projects;
...demonstrate respect for diversity in the workplace;
...demonstrate appropriate actions and identify consequences relating to discrimination, harassment,
and equality;
...demonstrate effective oral and written communication skills using a variety of software applications
and media;

130.366(c)(3)(A)(B)
...use time-management techniques to develop and maintain work schedules and meet deadlines;
...complete projects according to established criteria;

130.366(c)(5)(A)
...prepare drawings to American National Standards Institute and International Standards
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1
Organization graphic standards;

130.366(c)(8)(A)(C)(D)
...use a variety of technologies to design systems;
...research applications of different types of computer-aided drafting and design software; and
...use multiple software applications for concept presentations.
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(E)
...determine the meaning of technical academic English words in multiple content areas (e.g.,
science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and
affixes;
...use general and specialized dictionaries, thesauri, histories of language, books of quotations, and
other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)
...draw conclusions about how the patterns of organization and hierarchic structures support the
understandability of text; and
...evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence
and for the effectiveness of their graphic representations.

110.34(b)(12)(A)(B)(D)
...evaluate how messages presented in media reflect social and cultural views in ways different from
traditional texts;
...evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media,
images, text, sound in electronic journalism) used in multi-layered media;
...evaluate changes in formality and tone across various media for different audiences and purposes.

110.34(b)(13)(A)(B)(C)(D)(E)
...plan a first draft by selecting the correct genre for conveying the intended meaning to multiple
audiences, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling idea;
...structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic
organizers, lists) and develop drafts in timed and open-ended situations that include transitions and
the rhetorical devices to convey meaning;
...revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and
logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g.,
metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes
(e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding
transitional words and phrases;
...edit drafts for grammar, mechanics, and spelling;
...revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.

110.34(b)(15)(B)(C)(D)
...write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the topic;
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(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems and
misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details (documented if
appropriate);
...write an interpretation of an expository or a literary text that:
(i) advances a clear thesis statement;
(ii) addresses the writing skills for an analytical essay including references to and
commentary on quotations from the text;
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;
(iv) identifies and analyzes ambiguities, nuances, and complexities within the text; and
(v) anticipates and responds to readers' questions and contradictory information;
...produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial,
visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a
specific audience and synthesizes information from multiple points of view.

110.34(b)(17)(A)(B)
...use and understand the function of different types of clauses and phrases (e.g., adjectival, noun,
adverbial clauses and phrases);
...use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling. Students spell correctly.

110.34(b)(23)(A)(B)(C)(D)(E)
...provides an analysis that supports and develops personal opinions, as opposed to simply restating
existing information;
...uses a variety of formats and rhetorical strategies to argue for the thesis;
...develops an argument that incorporates the complexities of and discrepancies in information from
multiple sources and perspectives while anticipating and refuting counter-arguments;
...uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document
sources and format written materials; and
...is of sufficient length and complexity to address the topic.
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Occupational Correlation: (reference: O*NET - http://www.onetonline.org/)
Industrial Engineer 17-2112.00
Similar Job Titles: Industrial Engineer, Process Engineer, Engineer, Operations Engineer,
Engineering Manager, Manufacturing Specialist, Plant Engineer, Supply Chain Engineer, Tool
Engineer, Production Engineer
Tasks:

Plan and establish sequence of operations to fabricate and assemble parts or products and to
promote efficient utilization.

Review production schedules, engineering specifications, orders, and related information to obtain
knowledge of manufacturing methods, procedures, and activities.

Estimate production costs, cost saving methods, and the effects of product design changes on
expenditures for management review, action, and control.

Draft and design layout of equipment, materials, and workspace to illustrate maximum efficiency
using drafting tools and computer.

Coordinate and implement quality control objectives, activities, or procedures to resolve production
problems, maximize product reliability, or minimize costs.

Communicate with management and user personnel to develop production and design standards.

Recommend methods for improving utilization of personnel, material, and utilities.

Develop manufacturing methods, labor utilization standards, and cost analysis systems to promote

efficient staff and facility utilization.

Confer with clients, vendors, staff, and management personnel regarding purchases, product and
production specifications, manufacturing capabilities, or project status.

Apply statistical methods and perform mathematical calculations to determine manufacturing
processes, staff requirements, and production standards.
Soft Skills:
Judgment and Decision Making, Critical Thinking, and Problem Solving
Teacher Preparation:
You will need to refer back to the copy of the ePortfolio Order and Checklist, ePortfolio (Digital Portfolio)
Rubric, you already gave them. Then distribute copies of the Reflection Essay Rubric and Photo Slide Show
Rubric.
References:
O*NET - http://www.onetonline.org/
Refer to the ePortfolio Order and Checklist, ePortfolio (Digital Portfolio) Rubric, Reflection Essay
Rubric, Photo Slide Show Rubric and Career Paths in Engineering ePortfolio – Part 2 PowerPoint
presentation.
Instructional Aids:
1. Career Paths in Engineering ePortfolio - Part 2 PowerPoint presentation
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4
2. Internet
Materials Needed:
1. ePortfolio Order and Checklist handout for each student
2. ePortfolio (Digital Portfolio) Rubric handout for each student
3. Reflection Essay Rubric handout (three for each student)
4. Photo Slide Show Rubric handout for each student
5. ePortfolio they started last week in ePortfolio - Part 1 lesson
Equipment Needed:
1. Computer with internet access
2. Printer
3. Scanner
4. Digital camera
5. Data projector for PowerPoint
6. Power Point (or equivalent software )
Learner Preparation:
This should be a continuation and/or completion of the ePortfolio they started working on last
week. They need to have access to the work they completed last year, be it print or electronic
version.
Introduction
Introduction (LSI Quadrant I):
ASK: Can anyone tell me what you think are good to use as examples of your work?
(Allow time for discussion.)
SAY: Here is the grading rubric for the reflection essays and photo slideshow.
SHOW: The Reflection Essay Rubric and Photo Slide Show Rubric and allow time for discussion.
SAY: You may decide to put all of your examples into one photo slide show and that is fine.
SAY: From here on, I advise that you make a photo slide show for each project we do. Also, be
prepared to write a reflection for each project/unit we complete from here on this year.
ASK: Why do I want this ePortfolio to keep evolving as we go through the year?
SAY: Because it will show your growth and skills. It is not a onetime project, but one we will add
to all year long.
ASK: How do you use photos of your work?
SAY: Save them as images form the software, scan them in, or use the camera to take photos of
it.
SAY: Remember your timeline and that I will be grading week one assignments Monday, when
you should be starting week three of this unit.
SAY: Again, the actual ePortfolio will not be graded until the very end.
SAY: Time to get to work, next Monday we will go over week three assignments
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the
Copyright © Texas Education Agency, 2012. All rights reserved.
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following outline.
MI
Outline
Week 1 =
Day 1 = Show rubric and example website;
retrieve or create students’ own account.
Day 2 = Prepare mission statement, letter of
recommendation, provide résumé.
Day 3 = Explain what field you want to go into
when you graduate from high school and then
post-secondary (college, trade school, etc.)
Day 4 = Explain difference between a
Technician and a Technologist. Find out what
is the job prospect and salary you can expect
to have in career field of choice.
Day 5 = What certifications can you get for
this field and what professional organizations
are there?
Notes to Instructor
This is a continuation and
completion of the student
portfolio created in Engineering
Design and Presentation –
Portfolio – Part 3. However,
this lesson has a more
structured outline of questions
that must be answered on the
ePortfolio website. This is a
four part and four week lesson.
Week 2 =
Day 6-10 = Résumé, 3 examples of work,
reflection statement, create video slide show.
Week 3 =
Day 11 = What colleges do you want to go to
and what do you have to do to get into them?
Day 12 = Write 2-3 admission essays for
college.
Day 13-15 = Find two scholarships and apply
for them.
Week 4 =
Day 16 = Explain what soft and hard skills
are, compare and contrast them.
Day 17 = Explain what diversity in the work
place is.
Day 18 = Explain what safety in the work
place is and why it is important.
Day 19-20 = What are some ethical issues
you may face and how do you handle them?
Week 2 – Day 6
I. Class discussion and résumé
A. What are good to use as examples of your
work?
B. Allow 10 minutes for discussion.
C. Students will complete the résumé they
started in ePortfolio – Part 1.
Begin Career Paths in
Engineering ePortfolio - Part 2
PowerPoint presentation.
During discussion, as long as
students can explain
WHY they would select
examples, the answers are
correct. Do not spend more
than 10 minutes discussing
this.
Copyright © Texas Education Agency, 2012. All rights reserved.
6
.
Day 7
II. Pass out grading rubrics and allow time for
discussion
A. Reflection Essay Rubric handout
a. Be prepared to write a reflection for
each project/unit you complete this
year.
b. Prepare three reflection essays for
your best work artifacts matching the
requirements in the rubric.
B. Photo Slide Show Rubric handout
C. Allow 10 minutes for discussion
Day 8
III. Discuss photo slide show
A. Show different options from the PowerPoint
presentation.
B. You may decide to put all of your examples
into one photo slide show.
C. From here on, I advise you make a photo
slide show for each project/unit.
D. Students can combine them all into one or
do three different slide shows.
E. From now on, every project we do will have
a photo slide show.
Day 9
IV. Why do we want this ePortfolio to keep evolving
as we go through the year?
A. It will show your growth and skills.
B. It is not a onetime project, but one you will
be adding to all year long.
Day 10
V. How do you use photos?
A. Save them as images from the software.
B. Scan in the images.
C. Or, use the digital camera to take photos.
Day 10
VI. Timeline and grading process
A. Teacher will grade week two assignment
Monday when you start week three of the
Pass out Reflection Essay
Rubric and Photo Slide Show
Rubric and allow 10 minutes to
discuss. Sometimes allowing
students to discuss what they
will be graded on, stops
questions or problems later on
when the project is due.
Students need to keep photos
of their work as they go, for
documentation purposes. They
go into the engineering
notebook. This will become
their electronic version of the
engineering notebook
Students should know this
is to document their
work and growth over a period
of time.
Teacher will need to show
students how to export or take
screen shots of digital work.
Have at least one scanner and
one digital camera for the
students to share (2-4 would
be best).
Teacher should check
randomly to see how students
are progressing and give them
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7
unit.
B. ePortfolio will not be graded until the end of
ePortfolio – Part 4 lesson.
C. Or, use the digital camera to take photos.
D. Time to get to work.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
gentle reminders. Do not do
this daily for each student.
They need to be self-directed
now.
InterPersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher will go over the ePortfolio Order and Checklist, ePortfolio (Digital Portfolio) Rubric,
Reflection Essay Rubric handout (three for each student), Photo Slide Show Rubric and show photo slide
show methods that are available, and the Career Paths in Engineering ePortfolio – Part 2 PowerPoint
presentation.
Independent Practice (LSI Quadrant III):
Students work on three Reflection Essays Rubrics and photo slide show.
Summary
Review (LSI Quadrants I and IV):
Question: Why are we doing ePortfolio at the start of this year?
Answer: Because you are all getting ready for college applications, etc. You need
to have this ready to share with others. It can be what gets you hired or into the
school of your choice.
Evaluation
Informal Assessment (LSI Quadrant III):
Class discussions.
Formal Assessment (LSI Quadrant III, IV):
The Reflection Essays Rubric (three for each student) and the Photo Slide Show Rubric are major
grades.
Extension
Extension/Enrichment (LSI Quadrant IV):
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Move on to week three if they finish early. It takes a while to do some of the scholarship
applications and this may be a good time to schedule a day with your college and career
counselor to come and explain. Invite them to come speak on Monday if at all possible or if you
have a small class, arrange it so you can go there that day.
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9
ePortfolio Order and Checklist
_____ Professional name for your ePortfolio
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Good = First_Last_Year_Portfolio
Bad = Fluff-Bunny178-Portfolio-Year
Side Bar/Table of Contents has all of the links and requirements given below
NOTE: you can change the order to be anyway you would like for all but two (2) of the links. 1st = Home page or welcome message and
2nd = your Mission Statement or Goals
Résumé
Awards and/or certificates you have earned
Letters of Recommendation
Letter of Intent and Interest
Colleges I want to attend
College Admission Essays
Scholarships
Field of Engineering you want to go into
Difference between a Technician and a Technologist
Job Salary and Prospects
Certifications I can earn
Professional Organizations
Hard verses Soft Skills
Diversity in the Work Place
Safety in the Work place
Ethical Issues I may face
Examples of your work; sort them by subject. Ex: Engineering Design, Art 3, Physics, TSA, etc.
_____ Hand drawings (advise you scan them in for digital records and in case you lose the original)
_____ Print outs of your computer work
_____ Photos of all work that can’t be printed (3D animations, sculpture, prototypes, etc.)
_____ Work should show progression: start with your 1st to the last being your best work at the end
_____ Submit ONLY your work! Do NOT use other people’s original work. ONLY include projects that you actually helped create or modify!
_____ Plan out the organization and design of your portfolio
_____ Try to keep the orientation all going in the same direction (nobody likes having to turn the pages so they can see them)
_____ Be creative in your design and composition of your portfolio. It should be used to help spark dialogue between you and your
interviewer.
_____ Be consistent with font style and size. Avoid fancy word art and color combinations
_____ Adapt and modify it as you go
Misc. your choice
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10
Name: __________________________________________
Teacher: _______________________________________
Class/P#:___________________________________
Date: ______________________________________
ePortfolio (Digital Portfolio) Rubric
CATEGORY
Selection of
Artifacts
Exemplary
(15-14 pts. each)
All artifacts and work samples are
clearly and directly related to the
purpose of the ePortfolio.
Proficient
(13-11 pts. each)
Developing
(10-7 pts. each)
Unsatisfactory
(6-1 pts. each)
Most artifacts and work samples
are related to the purpose of the
ePortfolio.
Some of the artifacts and work
samples are related to the purpose
of the ePortfolio.
None of the artifacts and work
samples is related to the purpose of
the ePortfolio.
A wide variety of artifacts is
included.
Reflections
All reflections clearly describe
growth, achievement and
accomplishments, and include
goals for continued learning (long
and short term).
Most of the reflections describe
growth and include goals for
continued learning.
A few of the reflections describe
growth and include goals for
continued learning.
None of the reflections describes
growth and does not include goals
for continued learning.
Use of Multimedia
All of the photographs, concept
maps, spreadsheets, graphics,
audio and/or video files enhance
understanding of concepts, ideas
and relationships, create interest,
and are appropriate for the chosen
purpose.
Accessibility requirements using
alternate text for graphics are
included in web-based portfolios.
Most of the graphic elements and
multimedia contribute to
understanding concepts, ideas and
relationships, enhance the written
material and create interest.
Some of the graphic elements and
multimedia do not contribute to
understanding concepts, ideas and
relationships.
None of the graphic elements or
multimedia contributes to
understanding concepts, ideas and
relationships. The inappropriate
use of multimedia detracts from the
content.
Documentation
and Copyright
All images, media and text follow
copyright guidelines with accurate
citations. All content throughout the
ePortfolio displays the appropriate
copyright permissions.
Most images/media or text
elements created by others are
cited with accurate, properly
formatted citations.
Some of the images, media or texts No images, media or text created
created by others are not cited with by others are cited with accurate,
accurate, properly formatted
properly formatted citations.
citations.
Ease of Navigation
The navigation links are intuitive.
The various parts of the portfolio
are labeled, clearly organized and
allow the reader to easily locate an
artifact and move to related pages
or a different section. All pages
connect to the Table of Contents,
and all external links connect to the
appropriate website or file.
The navigation links generally
function well, but it is not always
clear how to locate an artifact or
move to related pages or different
section. Most of the pages connect
to the Table of Contents. Most of
the external links connect to the
appropriate website or file.
The navigation links are somewhat
confusing, and it is often unclear
how to locate an artifact or move to
related pages or a different section.
Some of the pages connect to the
Table of Contents, but in other
places the links do not connect to
preceding pages or to the Table of
Contents. Some of the external
Most of the graphics include
alternate text in web-based
portfolios.
None of the graphics include
alternate text in web-based
portfolios.
The navigation links are confusing,
and it is difficult to locate artifacts
and move to related pages or a
different section. There are
significant problems with pages
connecting to preceding pages or
the Table of Contents. Many of the
external links do not connect to the
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11
Layout and Text
Elements
Writing Mechanics
0
links do not connect to the
appropriate website or file.
appropriate website or file.
The ePortfolio is easy to read.
Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
consistent and improves
readability.
The ePortfolio is generally easy to
read. Fonts and type size vary
appropriately for headings, subheadings and text. Use of font
styles (italic, bold, underline) is
generally consistent.
The ePortfolio is often difficult to
read due to inappropriate use of
fonts and type size for headings,
sub-headings and text or
inconsistent use of font styles
(italic, bold, underline). Some
formatting tools are under or overutilized and decrease the readers'
accessibility to the
The ePortfolio is difficult to read
due to inappropriate use of fonts,
type size for headings, subheadings and text and font styles
(italic, bold, underline). Many
formatting tools are under or overutilized and decrease the readers'
accessibility to the content.
Color of background, fonts, and
links enhance the readability and
aesthetic quality, and are used
consistently throughout the
ePortfolio.
Color of background, fonts, and
links generally enhance the
readability of the text, and are
generally used consistently
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of the
text, are distracting and used
inconsistently in some places
throughout the ePortfolio.
Color of background, fonts, and
links decrease the readability of the
text, are distracting and used
inconsistently throughout the
ePortfolio.
There are no errors in grammar,
capitalization, punctuation, and
spelling.
There are a few errors in grammar,
capitalization, punctuation, and
spelling. These require minor
editing and revision.
There are four or more errors in
grammar, capitalization,
punctuation, and spelling requiring
editing and revision.
There are more than six errors in
grammar, capitalization,
punctuation, and spelling requiring
major editing and revision.
No work submitted
Comments:
Copyright © Texas Education Agency, 2012. All rights reserved.
12
Name: __________________________________________
Teacher: _______________________________________
Class/P#:___________________________________
Date: ______________________________________
Reflection Essay #________ (1, 2, 3, etc..) Rubric
Exemplary
(13-11 pts. each)
Introduction
Demonstration
of Learning
Reflection
Convention
Best Work
Artifact
(50 points)
0
Introduces the best work and
explains what the work is
(context, requirements, goals) ,
when it was completed, and the
class/teacher it was done for
• 5+ sentence long
Explains what was learned by
doing the project
• Contains convincing justifications
of how this is an example of your
best work
• At least 8 sentences long
Contains critical thinking regarding
the best work
• Explains why the work was
selected
• Discusses what the student
likes/dislikes, and
what it shows about them
• Details what the student would
do differently and why
• At least 8 sentences long
Typed, 12 to 14 –point font easyto-read font, 1 inch margins
• Correct heading and spacing
• Clearly written; avoids spelling
or grammatical errors
• Word choice appropriate for
grade level and audience, and
varied and original
• Professional sounding voice used
Proficient
(10-8 pts. each)
Developing
(7-6 pts. each)
Unsatisfactory
(5-1 pts. each)
Introduces the best work and
explains what the work is (context,
requirements, goals) , when it was
completed, and the class/teacher it
was done for
• 3+ sentence long
Explains what was learned by doing
the project
• Contains some justifications of
how this is an example of your best
work
• At least 5 sentences long
Contains some critical thinking
regarding the best work
• Explains why the work was
selected
• Discusses what the student
likes/dislikes, and
what it shows about them
• At least 5 sentences long
Introduces the best work and
explains what the work is (context,
requirements, goals) , when it was
completed, and the class/teacher it
was done for
• 2+ sentence long
Explains what was learned by doing the
project
• Contains little justifications of how
this is an example of your best work
• At least 3 sentences long
Introduces the best work and
explains what the work is
(context, requirements, goals) ,
when it was completed, and the
class/teacher it was done for
•1 sentence long
Explains what was learned by
doing the project
• At least 3 sentences long
Contains some critical thinking
regarding the best work
• Explains why the work was selected
• • At least 3 sentences long
• Explains why the work was
selected
• • At least 3 sentences long
Typed, 12 to 14 –point font easy-toread font, 1 inch margins
• Correct heading and spacing
• Clearly written; avoids spelling or
grammatical errors
• Social sounding voice used
Typed, 12 to 14 –point font easy-toread font, 1 inch margins
• Correct heading and spacing
• Clearly written; avoids spelling or
grammatical errors
• Random voice used
Typed, 12 to 14 –point font easyto-read font, 1 inch margins
• Correct heading and spacing
• Not clearly written; has spelling
or grammatical errors
Best Work Artifact (the actual work itself) is included. Without this, this reflection will not be graded and you cannot use it in your ePortfolio.

No work submitted
Copyright © Texas Education Agency, 2012. All rights reserved.
13
Comments:
Copyright © Texas Education Agency, 2012. All rights reserved.
14
Name: __________________________________________
Teacher: _______________________________________
Class/P#:___________________________________
Date: ______________________________________
Photo Slide Show Rubric
Background
Use of
Graphics
Text - Font
Choice and
Formatting
Spelling and
Grammar
Best Work
Artifact
(50 points)
0
Exemplary
(13-11 pts. each)
Proficient
(10-8 pts. each)
Developing
(7-6 pts. each)
Unsatisfactory
(5-1 pts. each)
Background does not detract
from text or other graphics.
Choice of background is
consistent from card to card
and is appropriate for the topic.
All graphics are attractive (size
and colors) and support the
theme/content of the
presentation.
Font formats (e.g., color, bold,
italic) have been carefully
planned to enhance readability
and content.
Background does not detract from
text or other graphics. Choice of
background is consistent from
card to card.
Background does not detract from
text or other graphics.
Background makes it difficult
to see text or competes with
other graphics on the page.
A few graphics are not attractive
but all support the theme/content
of the presentation.
All graphics are attractive but a few
do not seem to support the
theme/content of the presentation.
Font formats have been carefully
planned to enhance readability.
Font formatting has been carefully
planned to complement the content.
It may be a little hard to read.
Several graphics are
unattractive AND detract from
the content of the
presentation.
Font formatting makes it very
difficult to read the material.
Presentation has no
misspellings or grammatical
errors.
Presentation has 1-2
misspellings, but no grammatical
errors.
Presentation has 1-2 grammatical
errors but no misspellings.
Presentation has more than 2
grammatical and/or spelling
errors.
Best Work Artifact (the actual work itself) is included. Without this, this reflection will not be graded and you cannot use it in your ePortfolio.
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No work submitted
Comments:
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