Chesapeake Champs

3

• A recommendation is made about whether a Champs story should be included in the mini-series.
• A clear and well-thought out response is given explaining why the student thinks a Champ should be included. Responses discuss the content of the Champs video, as opposed to just statements such as, “I liked the video.”
• A thorough list is given of ways that one of the Champs helped the Bay.
• There are few spelling and grammatical errors.

2

• A recommendation is made about whether a Champs story should be included in the mini-series.
• A well-thought out response is given for why a Champ’s story should be featured. The response might focus less on content and more on how they felt about the video.
• Students may have listed only one or two ways that a Champ’s actions benefited the Bay.
• There may be some spelling or grammatical errors.

1

• A recommendation is made about whether a Champs story should be included in the mini-series.
• A simple reason may be given about why a Champ’s story should be featured. This response may be based solely on whether the student liked the video.
• Students may not have listed any ways that a Champ’s actions benefited the Bay, or the response may be very elementary and self-evident, without explaining HOW this helps the Bay (i.e.—“They planted trees.”).
• There may be numerous spelling or grammatical errors.

0

• No recommendation is made.
• No response is given to the other questions, or responses are devoid of information that shows the students understood the content of the videos.