How Great was Alexander
the Great?
Historians
aren’t sure, and history buffs can’t seem to agree: How great was Alexander the
Great? To state your side, you will be
creating a blog post that offers up your OPINION on the topic, using textual
evidence and reasons from the documents in the Mini Q and textbook to support
your claim.
Please
use the Writing a Blog checklist to make sure you are
meeting the requirements of this genre.
Language and Literature Criterion C: Producing Text
Achievement Level
|
Level Descriptor
|
0
|
The student does
not reach a standard described by any of the descriptors below.
|
1-2
|
The student:
I.
Produces texts that demonstrates limited personal engagement with the
creative process; demonstrates a limited
degree of thought or imagination and minimal
exploration of new perspectives and ideas
II.
Makes minimal
stylistic choices in terms of linguistic, literary and visual devices,
demonstrating limited awareness of
impact on an audience
III.
Selects few
relevant details and examples to support ideas.
|
3-4
|
The student:
I.
Produces texts that demonstrate adequate personal engagement with the
creative process; demonstrates some
thought or imagination and some
exploration of new perspectives and ideas
II.
Makes some
stylistic choices in terms of linguistic, literary and visual devices,
demonstrating some awareness of
impact on an audience
III.
Selects some
relevant details and examples to support ideas.
|
5-6
|
The student:
I.
Produces texts that demonstrate considerable personal engagement with
the creative process; demonstrates considerable
thought or imagination and substantial
exploration of new perspectives and ideas
II.
Makes thoughtful
stylistic choices in terms of linguistic, literary and visual devices,
demonstrating good awareness of
impact on an audience
III.
Selects sufficient
relevant details and examples to support ideas.
|
7-8
|
The student:
I.
Produces texts that demonstrate a high degree of personal engagement
with the creative process; demonstrates a high degree of thought or imagination and perceptive exploration of new perspectives and ideas
II.
Makes perceptive
stylistic choices in terms of linguistic, literary and visual devices,
demonstrating clear awareness of
impact on an audience
III.
Selects extensive
relevant details and examples to support ideas.
|
Individuals and Societies Criterion D: Thinking
Critically
0
|
The student does not reach a standard described by any of
the descriptors below.
|
1-2
|
The student:
I.
Identifies the main points of ideas, events,
visual representation or arguments to a limited
extent
II.
Uses information to give limited opinions
III.
Identifies the origin and purpose of limited sources/data
IV.
Identifies
some different views.
|
3-4
|
The student:
I.
Identifies some main points of ideas, events, visual representation or
arguments
II.
Uses information to give adequate opinions
III.
Identifies
the origin and purpose of sources/data
IV.
Identifies some different views and suggest some of their implications
|
5-6
|
The student:
I.
Identifies
the main points of ideas, events, visual representation or arguments
II.
Uses information to give substantial opinions
III.
Identifies the origin and purpose of a range of sources/data
IV.
Identifies different views and most of their implications.
|
7-8
|
The student:
I.
Identifies in detail the main points of ideas, events, visual representation
or arguments
II.
Uses information to give detailed opinions
III.
Consistently
identifies and analyses a range of
sources/data in terms of origin and purpose
IV.
Consistently
identifies different views and their implications.
|
Total: _________/50 Grade: A B C D F
Comments:
-----------------------------------------------------------------
All ‘blog
posts’ will be typed on Google Docs and final drafts must be shared on Google
Drive with your teacher by: FRIDAY, April 28th!
*Students will have
their ‘blog posts’ published on our blog with only their first name attached to
their post.
url: http://howgreatwasalexander.blogspot.com/
