History of Disease, February 26, 2016

Details

Today students created timelines detailing the respective diseases they have been researching this past week; check out the classroom windows for the displays! Some groups have a little more work to complete their timeline and are expected to use Monday wisely (including lunch) to complete their timelines displays.

Monday students are expected to submit their summary essay of disease research. Assignment rubrics were available in class; a copy of the assignment rubric is below.

Assignment:
Summarize the timeline of a specific disease in multiple paragraphs including a brief overview of the disease itself (symptoms), origin (known or earliest outbreak known), major outbreaks, major advances in treatment, important figures, control efforts, and eradication if applicable.

Create a Works Cited (bibliography) page detailing research resources. A minimum of three (3) sources are required, and you are encouraged to locate a textbook to support your research.
*easybib.com is a valuable resource for creating an MLA formatted works cited page. Remember, save to your ASD google account (open google docs first, then open easybib.com) and the works cited page will be available in your google docs.

Purpose:
To practice filtering researched data and information and share a clear, condensed summary of your investigation.

Points Possible:
Summary = 15 points
      Organization = 5 points
      Content = 5 points
      Grammar = 5 points            Rubric below

Works Cited = 10 points

Organization
5= Multiple paragraphs, and clear layout of all information.
4= Multiple paragraphs, most information laid out in a clear order.
3 = Several paragraphs, some information could be included or separated in paragraphs.
2= Paragraphs, but several points of information could be rearranged in order or paragraphing.
1= 1 paragraph or no paragraphing; order of information is confusing and/or distracting.
Content
5= Clear, concise overview of disease, origin, major outbreaks, advances in treatment, important figures, control efforts, and eradication if applicable
4= All Information listed in the assignment is evident, some information could be condensed or some information is too brief.
3= Most information listed in the assignment is evident; and/or
2= information listed in assignment is lacking; and/or what information is shared is lengthy or is shared as if a bullet point.
1= minimal information listed in assignment evident.
Grammar
5= Purposeful/varied sentences; minimal to no errors (grammar, punct., spelling, capitalization).
4= Correct/varied sentences; few, minor errors.
3= Mostly correct/some varied sentences; some errors in conventions causing some confusion
2= Limited and/or repetitive sentences; contains numerous errors in conventions causing confusion.
1= Lacks sentence mastery:evident fragments/run-on; serious, pervasive errors. Difficult to read.

*Students' work with FEVER 1793 (analysis pages and dialectical journals) is also due Monday, this was an extension given due to the research and timeline work this past week.

Downloads

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