Guidelines to keep in mind   Evaluating Student Presentations       1 2 3 4 Total OOrganization The student is disorganized and the presentation has almost no flow or order. Organization Needs Improvement.  Student does not chronologically develop a timeline of surrounding historical events. The student jumps around a lot and is sometimes difficult to follow. Organization is Satisfactory.  Student develops a timeline of historical events, but has 3-4 errors. The student makes the presentation have a logical flow with a few mix ups and errors. Organization is Good. Student develops a historical timeline, and has 1-2 errors. The student’s presentation flows without pauses, and the audience is engaged. Organization is Exemplary.  Historical timeline is accurate and complete.   Subject Knowledge   The student does not show knowledge of the subject area and its concepts. The presentation is just thrown together. Subject Knowledge is poor.  The main points are not summarized accurately, and the student does not show he or she truly understands the difference between a flat and round character.  There is no definition of a tragedy, and quotes are inaccurately explained. The student shows insecurities in its subject area and cannot answer some questions. Subject Knowledge is satisfactory. The student defines a flat and round character, but does not give clear examples. There is a definition of a tragedy, but fails to relate it to the play.  Quotes are explained but have a few errors. The student shows a strong base of subject knowledge with a few errors, but is confident. Subject Knowledge is good.  Flat and round characters are defined and explained, but need further analysis. Tragedy is defined and attempted to relate it to the play, but needs improvement. Quotes are explained and analyzed with 1-2 errors. The student goes above and beyond in this lesson’s subject knowledge through elaboration and further explanation. Subject Knowledge is exemplary. Round and flat characters are analyzed in depth, and tragedy is defined and directly related to the play, character analysis,  and quotes.   Visuals The student uses little or no visual aids. They are thrown in to places that do not fit. Visuals need improvement. The student has basic visuals that summarize the lesson’s content, but they have some errors. Visuals are satisfactory. The student has visual aids that would supplement its content, but are not explained as best as they could. Visuals are satisfactory. The student uses visuals to their fullest potential by incorporating them to concepts and referring to them during the presentation Visuals are exemplary.     Mechanics Student's presentation has >5 grammatical errors. Student’s presentation has 3 or 4 grammatical errors. Student’s presentation has 1 or 2 grammatical errors. Student’s presentation has no grammatical errors.       Eye Contact No eye contact is used. Little eye contact is used. Eye contact is made often, with little reference to notes or visuals. Eye contact is maintained throughout the student’s presentation.   Elocution Student makes little to no effort in annunciating his words in the presentation. As a result, little to none of the presentation is heard by the audience, which prevents its concepts from being conveyed. Student does not have confidence in speaking and has a low tone. The presentation is hard to understand but concepts are made, and visuals aid its clarity. Student is clear, but the student’s voice may trail off at times, and the audience may not hear every word with ease. Student is clear, concise, and annunciates words very well, so that the entire audience hears the presentation throughout its duration.