justice hr evaluation materials

Group # _______ Students______________________________________________________________

Judge Name ____________________________________________________________________________ Dear Volunteer, Thank you for agreeing to serve as a judge for our 4th annual expedition. Below are the judging steps you will complete in order to assess the student work. You’ll have 20 minutes to speak with your student group (or pair) and assess their work. Here are the recommended times:

1. Read the article(s) for the group(s) you are assigned to judge. Read it prior to coming to the judging session in order to know what the students are writing about.

2. Send any questions to Monét Cooper at [email protected] if something doesn’t make sense or you need something clarified.

3. Though the rubric is in whole numbers, you can give a score that contains a .5 or .75 (ex: 1.75, 3.5, 2). DURING Wednesday, Feb. 4 | Judging Times (20 min.)

● 7-10 min. in conversation with the students and judging photo essay ○ Feel free to use the questions below. This should be less of an interview and more of a

conversation. The main goal is to learn the students’ process of completing the work and thinking around the issues of injustices. The injustice they studied closely was immigration.

● 10 min. tabulating scores for presentation, profile article and photo essay. You will have one score sheet to submit with the main goal being to settle on a score among your judging pair/group.

“Injustice anywhere is a threat to justice everywhere.” Martin Luther King Jr.

mailto:[email protected]

PRESENTATION SCORESHEET + QUESTIONS 1. What is your definition of injustice? 2. What did you learn about injustice while completing the Journalism expedition? 3. What was your process for gathering the information to write the article? 4. In terms of writing, how did you decide what information to use and what info should not be

included in the article? 5. What did you learn about the injustice and the person (people) you wrote about while completing

this project?

CRITERIA Your Score (out of four points)

ORGANIZATION OF IDEAS

/4

CONTENT KNOWLEDGE

/4

ENUNCIATION

/4

NON-VERBAL COMMUNICATION

/4

DISCUSSION OF ARTICLE AND PHOTO

/4

ATTIRE

/4

AVERAGE

Use this area below to take notes about what the groups discussing as you speak with them.


JOURNALISM PROFILE ARTICLE RUBRIC

CRITERIA EXCEEDING STANDARD 4

PROFICIENT 3 DEVELOPING

2 EMERGING 1

CONTENT AND

DEVELOPMENT

I can explain the human rights of migrants. (WH)

I can explain how governments, IGOS and NGOs support migrant rights. (WH)

Personal stories, anecdotes, details and quotes are mixed with specific facts, data and statistics about the injustice topic to create an engaging profile of an advocate. Includes: Flashback Quotes reveal the flaws and strengths of your profile subject. One or more statistics provide support for the claim

At least two personal stories, details, anecdotes and quotes are used. The profile clearly conveys who the profile subject is, the injustice and why the person is an activist. Includes: Flashback Quotes reveal the flaws and strengths of your profile subject. At least 2 statistics/data provide support for the claim

Content of the article needs work. Reader is left to wonder about the work, motivations and impact of your profile subject. Includes: Quotes reveal the flaws and strengths of your profile subject.

Article lists only a few facts without stories, anecdotes and quotes, or the article is incomplete. No statistics used No flashback or other devices used that would change the pacing and structure of the article

FACTS, STATISTICS

I can explain the human rights of migrants. (WH)

I can explain how governments, IGOS and NGOs support migrant rights. (WH)

The article has at least two (2) statistics, facts or data that demonstrate how the injustice affects a specific group discussed in the article. The facts in the article are attributed to a specific, credible source.

The article has at least two statistics, facts, or data that demonstrates how the injustice affects a specific group included in the article or showed on a graph. The facts in the article are attributed to a specific, credible source.

The article has one strong fact, statistic or data that shows how the injustice affects a specific group in the article. The facts in the article are attributed to a specific, credible source.

The article has one (or no) statistics, facts, or data that shows how the injustice affects a specific group. The facts presented are confusing, does not support the article’s main idea or is from an unreliable source.

LEAD

Lead is engaging and immediately pulls the reader into the story. Lead gives reader a hint or glimpse of an aspect of the profile subject (your interviewee). Lead expertly uses one of the suggested lead forms.

Lead is engaging and pulls the reader into the story. Lead indicates an aspect of the profile subject’s personality. Lead uses one of the suggested lead forms.

Lead is dry, but present. Lead reflects an aspect of the profile subject’s personality. Lead attempts one of the suggested lead forms, but does not fully execute it.

Lead is totally absent from the article.

QUOTES

Quotes used in the article include quotes from the profile subject and someone who knows the profile subject. Quotes fully support the claims made in the article about the profile

Quotes fully support the claims made in the article about the profile subject, showing — not telling — who the person really is. At least three strong quotes are used. At least

There are no quotes in the profile article. If quotes/lead are present, neither illustrates or supports the profile article’s illustration of the profile subject.


subject, vividly showing — not telling — who the person really is. At least three strong quotes from the profile subject are used. Several quotes — direct and indirect — (paraphrased) are used to illustrate the profile subject.

Direct and indirect — (paraphrased) are used to illustrate the profile subject. Quotes from at least two different sources are used.

KICKER (Closing)

The article ends with a strong kicker that avoids clichés, superficial summaries, generic thoughts for the future.

The article ends with a kicker that avoids clichés, superficial summaries, generic thoughts for the future.

The article ends with a kicker, but it is dry or contains clichés, superficial summaries.

Does not include the kicker; either ends abruptly, extremely confusing or without an ending.

MECHANICS No errors in Mechanics and/or a word count of at least 500+ words. Title reflects the heart of the profile and the interview subject.

1 or 2 errors in mechanics are present and/or a word count of 500+ words. Title reflects the profile’s central idea.

3 or 4 errors in mechanics are present and/or a word count of 500+ Title reflects an aspect of the profile subject.

5 or more errors in mechanics and/or a word count of less than 500 words. No title or title is not reflective of the profile subject.


PHOTO ESSAY

CRITERIA EXCEEDING STANDARD

4

PROFICIENT 3

DEVELOPING 2

EMERGING 1

PHOTO CHOICES

5+ photos are a mix of profiles and candids, which help illustrate the profile article.

5 photos are a mix of profiles and candids shots, which help illustrate the profile article.

5 or fewer photos are a mix of candids and profile shots, which illustrate profile article.

Photos are poorly chosen, don’t connect to the article or were never taken.

IMAGE QUALITY

Photos are correctly exposed. Pictures are clean. All photos are in focus.

Photos are usually correctly exposed. Pictures are usually clean. Photos are in focus.

a mix of photos with correct exposure and focus and those with dark and light extremes that obscure the photo’s content

Photos are too dark or too light. Pictures are blurry, hard to make out or not in focus.

CONTENT

Photography provides unique and interesting approach to subject in the photography, including: the profile subject and/or objects that illustrate the identity of the subject additional visual information that adds depth to the article.

Photography provides a lens to the profile subject, including: the profile subject and/or objects that illustrate the identity of the subject additional visual information that adds depth to the article

Photography illustrates the profile subject, including: the profile subject and/or objects that illustrate the identity of the subject or an aspect of the subject’s identity

Photos do not illustrate the profile subject or any aspect of who the profile subject is, what the person does and/or their challenges.

PHOTO ESSAY: CAPTIONS

Captions correspond to photos and summarize main points of profile article, adding context to the photo. Includes the Who, What, When, Where, Why Includes statistics and quotes (taken from interview with the subject) connected to the photo, profile subject and/or topic of the profile article

Captions correspond to photos and highlight some parts of the profile article. Includes the Who, What, When, Where, Why Includes factual information connected to the photo, profile subject and/or topic of the profile article

Captions correspond to the photos but it doesn’t consistently connect to the profile article. Includes most of the Who, What, When, Where, Why

No captions present or captions do not correspond with the photos.

PHOTO ESSAY OVERALL

GRADE

Photos are chosen well; captions are written well, and essay enhances the article.

Photos and captions reflect the overall profile article.

Photos and captions are present but needs improvement.

Photos and captions are incomplete.


PRESENTATION RUBRIC

CRITERIA EXCEEDING STANDARD

4

PROFICIENT 3

DEVELOPING 2

EMERGING 1

ORGANIZATION OF IDEAS

I can analyze and use appropriate development, organization and style for a specific audience, purpose and task.

Students present their process for writing the profile article, taking and choosing photos in a logical, interesting sequence that audience can follow.

Students present the process used to complete the project in logical sequence that audience can follow.

Audience has difficulty following presentation because students jump around from step to step in the process leaving things unclear.

Audience cannot understand presentation because there is no sequence of information.

CONTENT KNOWLEDGE

I can speak analytically and with insight about by perspective on injustice.

Students demonstrates full knowledge by answering all questions with explanations and elaboration.

Students are at ease with answers to all questions, but may need prompting or further probing to explain why or elaborate.

Students are uncomfortable with information and able to answer only simple (Who, What, Where, When) questions.

Students do not have a full grasp of information; student cannot answer questions about subject.

PRONUNCIATION/ ENUNCIATION


Students use a clear, distinct voice, appropriate pacing and volume, precise pronunciation of terminology appropriate to the project.

Student voices can be clearly heard; student speaks at appropriate pace and volume; most terminology is pronounced correctly..

Student voices are low, there is some difficulty in hearing or fully comprehending the presentation.

Students mumble, incorrectly pronounce terms, speak too quietly for audience to hear or understand what they are saying.

NONVERBAL COMMUNICATION


Holds attention, using direct eye contact, seldom looks at notes or materials.. Students display relaxed, confident nature.

Consistent use of direct eye contact, but still returns to notes. Makes minor mistakes, but quickly recovers; displays little or no tension.

Displays minimal eye contact; reads mostly from notes. Displays mild tension; has trouble recovering from mistakes.

No eye contact; uses aides during much of the conversation. Tension, nervousness obvious; has trouble recovering from mistakes.

ARTICLE AND PHOTO I can write a journalistic feature article that profiles and discusses someone who is working against a specific injustice or has experienced an injustice. I can use research rituals and routines in order to investigate an advocate or profile subject.

Article has only one or two spelling, punctuation, sentence fluency, grammar errors. Article includes quotes and statistics/data about injustice The writing compels reading and enhances an understanding of the profile subject.

Article has a few spelling, punctuation, sentence fluency, grammar errors. Article includes some quotes and statistics/data about injustice The writing enhances an understanding of the profile subject.

Article has several spelling, punctuation, sentence fluency, grammar errors. Article includes either quotes or data, possible sources that are dubious or very little quotes or data. Errors in writing hamper an understanding of the profile subject.

Spelling, punctuation, grammar, sentence fluency errors overwhelm the article. Article does not include any quotes or about injustice Due to errors or lack of information, the writing does not allow for a clear understanding of the profile subject

ATTIRE

Dressed in a highly professional manner (suit, sport coat, tie, dress); Neat and well groomed.

Dressed in a professional manner (skirt/blouse, dress pants/blouse, shirt and/or tie) Generally neat and well groomed

Dressed in a casual, but not necessarily professional manner (revealing blouse, open collar/no tie, skirt or dress is above the knee) Fairly neat.

Dressed inappropriately and/or unkempt.


Name ___________________________________________________ Date___________ Period____ ___ I can develop and strengthen writing by moving through the writing process, including planning, drafting, editing, rewriting or trying a new approach

before publishing, while addressing a specific writing purpose and audience.

___ I can complete and submit work on time.

___ I can remain focused on my learning.

Final Profile Checklist (Due at the end of class.) ❏ Profile Article has a title. The title should capture the essence of who the person is or what you want

someone to learn from reading your article. ❏ Your profile article has a byline. The byline should be just under the title and gives the name of the

people who wrote the article (the people in your group). Check out the byline below.

❏ Last Names. Your profile article only uses the last name of anyone in the article after you have used

the first name. Example from The New York Times Magazine’s profile, “The Exacting Expansive Mind of Christopher Nolan”:

Although many of Christopher Nolan’s movies happen simultaneously in the past, present and future, he almost never works on weekends. He made an exception, though, on a Saturday early this fall, while he was in New York on the sort of errand almost no director takes up, or has to take up, these days: Nolan was visiting theaters to make sure they were properly prepared to project his new movie, “Interstellar.” The final cut of the movie had been delivered, as is characteristic for him, ahead of schedule, back in June, and he was rapidly running out of tasks within his control before the premiere. In an industry where status means not having to care about the value of other people’s time, Nolan never keeps anybody waiting. At 10 a.m. sharp, he was greeted at the Bow Tie Cinema on 23rd Street in Chelsea by Adam Cole, who had flown over from Los Angeles with the film print, which had its own ticket. Cole, who has been Nolan’s postproduction coordinator for the last two films, had been there since 7 in the morning.

❏ Your profile article uses statistics/data to show how the injustice is affecting your profile subject or why it is important for your advocate to engage in the work they are doing.

❏ No Double Space! All type should be single spaced. ❏ Did you insert all of your quotes correctly? I’ve noticed that some of you all are not. If you need the

howto sheet, I have it. Come see me. ❏ You have no remaining edits to make. All peer revisions and edits from me (Ms. Cooper) have been

removed from your document.

Name____________________________________________________ February 4, 2015

English II Period______ World History II Period______ ___ I can write a reflection that critically analyzes my ability to work with others and myself, complete work on time, the nature of the assignment, my areas of growth and areas of challenge, and what I learned.

World History II and English II Journalism Reflection

Was your subject an immigrant/refugee or an advocate? ____________________________________________ If advocate, what is his/her organization name? _______________________________________________________ If immigrant/refugee, what is his/her country of origin? _____________________________________________ Your Group Members’ Names:________________________________________________________________________

GROUP REFLECTION

1) What were the TWO MAIN FACTORS in your choice to work with your group members? Only check two boxes, please.

❑ friendship

❑ they were in your same class

❑ they are hard workers

❑ they are smart

❑ they usually make good grades in World History II/English II

❑ they have an asset you think your group needs — good speaker, writer, presenter

❑ they usually submit their work on time

❑ they are cool, funny and working with them will be fun

❑ you just needed a partner

2) If you had to do it over again, would you choose the same group members? Why or why not? _________________________________________________________________________________________________________________________

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3) What work did you help to complete in your group? Check any and all that apply. ❑ Engaged in research about your injustice

❑ Developed Interview Questions

❑ Participated in the Interview by asking questions.

❑ Wrote article

❑ Wrote headline

❑ Took photographs

❑ Wrote captions for the photos

❑ Created the Photo Essay

❑ Designed the web page

❑ Built the web page

❑ Presented at the Journalism Fair in the Commons

❑ Participated in the expedition presentation where you were judged

❑ Other_________________________________________

4) What work did your group members help to complete? Check any and all that apply. ❑ Engaged in research about your injustice

❑ Developed Interview Questions

❑ Participated in the Interview by asking questions.

❑ Wrote article

❑ Wrote headline

❑ Took photographs

❑ Wrote captions for the photos

❑ Created the Photo Essay

❑ Designed the web page

❑ Built the web page

❑ Presented at the Journalism Fair in the Commons

❑ Participated in the expedition presentation where you were judged

❑ Other_________________________________________

5) Describe how your group worked together. Include details such as: -How did the group make decisions? -How did the group divide work? -How did the group communicate with one another? -How did the group resolve problems? _________________________________________________________________________________________________________________________

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6) What did you learn about group work from this experience? _________________________________________________________________________________________________________________________

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7) If you could change one thing about your group experience, what would you change? _________________________________________________________________________________________________________________________

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ASSIGNMENT REFLECTION

1) Define the word injustice in your own words. What does this word mean to you? _________________________________________________________________________________________________________________________

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2) Discuss what you did specifically in order to complete the project.

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3) What issues of justice and human rights did you learn about from your interviewee? ________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________

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4) Why is it important for people to continue to work to support people fleeing major

injustices? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

5) Before the expedition, were you aware of the issues of injustice you learned about during the expedition?

❑ Yes ❑ No

6) Before the expedition, were you aware of careers in advocacy for immigrants and refugees?

❑ Yes ❑ No

7) Now that the expedition has ended, do you think you might be interested in the career your

profile subject does or in helping an immigrant/refugee like your subject? Why or why not? _________________________________________________________________________________________________________________________

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8) What was your process for gathering the information to write the article? _________________________________________________________________________________________________________________________

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9) In terms of writing, how did you decide what information to use and what information should not be included in the article?

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10) What would you do differently or redo if you had the opportunity to complete this project over again? Also consider what general practices will you focus on more if you had to do this project again?

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11) What was the most difficult part of completing the project? _________________________________________________________________________________________________________________________

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12) What did you learn most about yourself as an advocate by participating in this project? _________________________________________________________________________________________________________________________

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13) How do we ensure that the mass injustices of the past do not happen again?

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justice hr evaluation materials

Documents

judging times

definition of injustice

judging photo essay

discussion of article

judging steps

judging session

judging pairgroup

score sheet