Teaching and Spoken Instruction Rubric Exceeds Expectation (3) Meets Expectation (2) Approaches Expectation (1) Total Score Introduction The introduction is inviting, states the main topic, and clearly establishes the goal of the manual. The introduction attempts to be inviting, states the topic, and establishes the goal of the manual. The introduction includes the topic and establishes the goal of the manual. Sequencing The details are placed in a logical order, and the way they are presented effectively conveys the necessary information. The details are placed in a logical order, but the way in which they are presented sometimes makes the writing less clear. Some necessary details may be missing or unclear. Word Choice The text is written as commands using active and appropriate verbs; needless words are omitted. The text is written as commands using appropriate verbs; most unnecessary language is omitted. The text is not written as commands or includes many unnecessary words. Recognition of Audience, Purpose, and Context The writer has considered the audience, purpose, and context of the piece and made necessary adjustments to the reading level, technicality, and length. The writer has considered the audience, purpose, or context and has made most necessary adjustments to the reading level, technicality, and length. The writer has considered the audience, purpose, or context but has not made all of the necessary adjustments.
Teaching and Spoken Instruction Rubric Exceeds Expectation (3) Meets Expectation (2) Approaches Expectation (1) Total Score Introduction The introduction is inviting, states the main topic, and clearly establishes the goal of the manual. The introduction attempts to be inviting, states the topic, and establishes the goal of the manual. The introduction includes the topic and establishes the goal of the manual. Sequencing The details are placed in a logical order, and the way they are presented effectively conveys the necessary information. The details are placed in a logical order, but the way in which they are presented sometimes makes the writing less clear. Some necessary details may be missing or unclear. Word Choice The text is written as commands using active and appropriate verbs; needless words are omitted. The text is written as commands using appropriate verbs; most unnecessary language is omitted. The text is not written as commands or includes many unnecessary words. Recognition of Audience, Purpose, and Context The writer has considered the audience, purpose, and context of the piece and made necessary adjustments to the reading level, technicality, and length. The writer has considered the audience, purpose, or context and has made most necessary adjustments to the reading level, technicality, and length. The writer has considered the audience, purpose, or context but has not made all of the necessary adjustments.
The reason I think that they should is because if something happens and they need help they need to have someone to call or text especially if it is an emergency. Most kids under the age of ten are actually smart the age I think that should have phones are maybe 7 and older.
There was a boy name Alan, he wanted to stay home and things started getting weird... he saw things flying off the walls and he died that night. Not before leaving his everlasting print on his parents house
First I'd like to grab them in with a relatable statement and a question, like "Let's face it, school lunch is disgusting. It's okay-ish at the most. Should we really be keeping it that way?". Then I would give all my reasons on why we shouldn't.
