luni, 28 februarie 2011

Romanian Spring Traditions: Martisor

May we all have a wonderful spring, full of flowers and joy!

Below, a few words about one of our precious traditions:

Mărţişor is a traditional celebration of the beginning of Spring, on 1 March.
The name Mărţişor is the diminutive of marţ, the old folk name for March (Martie, in modern Romanian), and thus literally means "little" or "dear March". It is also the folk name for this month.
Mărţişor, marţ and mărţiguş are all names for the red and white (or black and white, also blue and white) string, from which usually a small decoration is tied, and which is offered by people on the 1st day of March. Mărţişor tradition is very old, and, according to the archaeological research, it is traced more than 8 000 years ago. The spring celebrations, of flowers and nature fertility, were consecrated to him. So, the New Year celebrated on the first day of March is the rebirth of nature.

Initially, the Mărţişor string used to be called year's rope (‘’funia anului’’, in Daco-Romanian), made by black and white wool threads, representing the 365 days of the year. ‘'The Year's Rope'’ was the link between the winter and the summer, black and white representing the opposition and also the unity of the contraries: dark & light, cold & warmth, death & life.

According to the ancient Rome tradition, the ides of March was the perfect time to begin the war campaigns. Related to this context, it is considered that the red string of Mărţişor signifies the vitality, while the white one is the symbol of victory.

In modern times, the Mărţişor lost most of its talisman properties and became more of a symbol of friendship and love, appreciation and respect. The black threads were replaced with red, but the delicate wool ropes are still a ‘cottage industry’ among the country people. They still comb out the wool, dye the floss, and twist it into thousands of tassels. In certain areas the amulets are still made with black and white ropes, for warding off evil.

joi, 24 februarie 2011

Evaluating a Presentation

Final Presentation Rubric

Presentation Rubric

Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation because student jumps around.
Student presents information in logical sequence which audience can follow.
Student presents information in logical, interesting sequence which audience can follow.

Subject Knowledge
Student does not have grasp of information; student cannot answer questions about subject.
Student is uncomfortable with information and is able to answer only rudimentary questions, but fails to elaborate.
Student is at ease and answers most questions with explanations and some elaboration. 
Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

Visual Aids
Student uses superfluous visual aids or no visual aids.
Student occasionally uses visual aids that rarely support the presentation.
Student's visual aids relate to the presentation.
Student's visual aids explain and reinforce the presentation.

Student's presentation has four or more spelling errors and/or grammatical errors.
Presentation has three misspellings and/or grammatical errors.
Presentation has no more than two misspellings and/or grammatical errors.
Presentation has no misspellings or grammatical errors.

Eye Contact
Student makes no eye contact and only reads from notes.
Student occasionally uses eye contact, but still reads mostly from notes.
Student maintains eye contact most of the time but frequently returns to notes.
Student maintains eye contact with audience, seldom returning to notes.

Verbal Techniques
Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back of class to hear.
Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.
Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Group Work
Cannot work with others in most situations.  Cannot share decisions or responsibilities.
Works with others, but has difficulty sharing decisions and responsibilities.
Works well with others.  Takes part in most decisions and shares in the responsibilities.
Works very well with others.  Assumes a clear role in decision making and responsibilities.

Total Points:

    A=  26-28
   B=  24-25
    C=  21-23
   D=  19-20
     F=  0-18

Return to Student Page
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Author(s): Ronda Larson-Dranter ( Mary A.Warren (
School: Old Quarry Middle School, Lemont, IL (
Created: March 12 - Updated: March 13, 2001

Rubrics for assessing different skills (writing, presentations,making a poster)

Persuasive Essay Rubric

 10/5 = always/excellent
   8/4 = frequently/very good
   6/3 = sometimes/good
   4/2 = seldom/fair
   2/1 = never/needs                                                                
Student Score for each area
Includes a hook to get the reader's attention (5 POINTS)

Background/Elaboration from “the hook” (5 POINTS)

Goal/Thesis statement is clear (10 POINTS)

Topic sentence states the reason. (10 POINTS)

Elaboration to back the reason is clear and persuasive.

Topic sentence states the reason. (10 POINTS)

Elaboration to back the reason is clear and persuasive.

Third Argument
Topic sentence states the reason. (10 POINTS)

Elaboration to back the reason is clear and persuasive.

Opposing Viewpoint
Topic sentence states the opposing view. (10 POINTS)

Rebuttal is clear and makes sense. (10 POINTS)

Elaboration to back the rebuttal is clear and persuasive.

Paraphrase of main points (5 POINTS)

Restate thesis statement. (5 POINTS)

Personal comment or a call to action. (10 POINTS)

Sentences make sense (5 POINTS)

Spelling (5 POINTS)

capitals, punctuation (5 POINTS)

word usage; transition signals (5 POINTS)

POINTS (out of 150)

Making A Poster: Poster rubric

Teacher name: Miss Holder

Student Name ___________________

Required Elements
The poster includes all required elements as well as additional information.  Includes a simple message.
All required elements are included on the poster.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.
Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.
Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.
Labels are too small to view OR no important items were labeled.
Graphics - Relevance
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
Has a strong visual impact.
All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.
All graphics relate to the topic. One or two borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
The poster is exceptionally attractive in terms of design, layout, and neatness.
Makes the viewer want to take action.
The poster is attractive in terms of design, layout and neatness.
The poster is acceptably attractive though it may be a bit messy.
The poster is distractingly messy or very poorly designed. It is not attractive.
There are no grammatical/mechanical mistakes on the poster.
There are 1-2 grammatical/mechanical mistakes on the poster.
There are 3-4 grammatical/mechanical mistakes on the poster.
There are more than 4 grammatical/mechanical mistakes on the poster.

Explain how you assigned points to each element of the rubric and conclude with how the use of rubrics can impact learning in your classroom: 
I will use this rubric after my students have completed their posters on WW1 propaganda posters.  This rubric ensures that the poster includes a simple message, has a strong visual impact, and makes the viewer want to take the action suggested.  This will take out the guess work for both students and instructors.  The instructor will have a consistent grading method and the students will know what they need to do in order to attain the grade they want.


Students will use this checklist to ensure that their final PowerPoint presentation is complete and correct. 
The checklist is similar to the rubric by which their presentation will be graded.

Power Point Presentation Title  _____________________________Date:  ______________

Group members:______________________________________________________________   


The information we gave was interesting or important to others.

We were well informed about our topic.

We included reliable, factual information.

We added supportive detail to the main point(s).

We utilized my prior projects for support.


We organized ideas in a logical way.

The information and arguments/details were easy to understand.

We stayed focused and did not get off the topic.

The introduction included a clear statement of the main point(s).

The body of the presentation contained supportive details about the main point(s).

We included a strong conclusion was present.

Visual Aids
And Technology Use

Pictures and graphics improved the presentation or reinforced main points.

Pictures, graphics and their placement were creative.

Presentation was attractive.

Letters and fonts were easily viewed and read by the entire audience.

Slides contained no spelling or grammatical errors.


We maintained eye-contact most of the time.

We spoke to the entire audience, not just one or two people and everyone could hear us.

We didn't speak too fast or too slow.

We used standard grammar.

We used my notes but I did not read directly from them.


We used resources that addressed the topic.

We used authentic print resources.

We used interviews with others as a resource.

We used our own words in the speech; we didn't copy all the words.

This is the rubric by which the students will be evaluated for the PowerPoint Presentation.

PowerPoint Presentation

Teacher name: Russell/Reinert

Group Name: ____________________________________________________________
Title of Presentation:  _____________________________________________________

Needs Improvement-1
Content - Accuracy
All content throughout the presentation is accurate. There are no factual errors.
Most of the content is accurate but there is one piece of information that seems inaccurate.
The content is generally accurate, but one piece of information is clearly inaccurate.
Content confusing or contains more than one factual error.
Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the next slide.
Most information is organized in a clear, logical way. One slide or piece of information seems out of place.
Some information is logically sequenced. An occasional slide or piece of information seems out of place.
There is no clear plan for the organization of information.
Project includes all material needed to give a good understanding of the topic. The project is consistent with the driving question.
Project is lacking one or two key elements. Project is consistent with driving question most of the time.
Project is missing more than two key elements. It is rarely consistent with the driving question.
Project is lacking several key elements and has inaccuracies. .Project is completely inconsistent with driving question.
Use of Graphics
All graphics are attractive (size and colors) and support the topic of the presentation.
A few graphics are not attractive but all support the topic of the presentation.
All graphics are attractive but a few do not support the topic of the presentation.
Several graphics are unattractive AND detract from the content of the presentation.
Text - Font Choice & Formatting
Font formats (color, bold, italic) have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formatting has been carefully planned to complement the content. It may be a little hard to read.
Font formatting makes it very difficult to read the material.
Spelling and Grammar
Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings, but no grammatical errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling errors.
Group shares tasks and all performed responsibly all of the time.
Group shares tasks and performed responsibly most of the time.
Group shares tasks and performs responsibly some of the time.
Group often is not effective in sharing tasks and/or sharing responsibility.

Members spoke at a good rate, volume and with good grammar.  They maintained eye-contact while using, but not reading their notes.
Members spoke a little faster or slower than necessary, or too quietly or loudly.  They used acceptable grammar.  They maintained eye-contact, but relied too much on their notes.
Members spoke at a good rate and volume, but used poor grammar.  They  relied heavily on their notes.
Members demonstrated having paid little attention to rate, volume or grammar.  They read nearly word for word from notes.

Examples of Narrative Essays

Examples of narrative
Hedge river
A Farmer And A Hedgehog Statue Folklore From West Kalimantan
It was a very hot day. A farmer was working on his field. He was there for several hours. He was very tired and wanted to get some rest. Just before he found a nice place to rest, he saw something very shiny. He came to the shiny object and took it. It was a hedgehog statue. It was very beautiful. Its eyes were made of diamond. Those were the shiny objects he saw. The farmer then brought the statue home. He wanted to show it to his wife. His wife was so happy. They were so poor and planned to sell the statue.
At night, the farmer had a dream. A giant hedgehog came to him. He said, “Please let me stay in your home. As a return, I will give you everything you want. Just caress the statue’s head and say the prayer. There are two kinds of prayers, one is to start your wish and the second is to stop your wish. Now memorize the prayers.” The farmer told his wife about his dream. They really wanted to prove it. The farmer slowly caressed the statue's head. He said the prayer and asked for rice. Suddenly, a magic thing happened. Rice came out of the mouth of the statue. The rice kept on coming out from the statue's mouth. The farmer immediately said the prayer to stop it. It worked! The rice then stopped coming out from the statue's mouth. Now the farmer mentioned other things, they were jewelery and other stuffs they needed. In just a moment, the farmer and his wife became very rich. They then shared their materials with the neighbors.
There was one neighbor who was very jealous. He was actually a thief! He wanted to know how the poor farmers became rich. After the thief found out, he stole the magic hedgehog statue. He immediately took it and ran away. He was very tired from running and was very thirsty. He wanted to get some water from the statue. He said the prayer. His wish came true. Water came out of the statue’s mouth. The thief was so happy. He drank and drank the water. He wanted to stop drinking but he did not know how to stop the water. He forgot the prayer to stop the wish. Water kept on coming out. He did not know what to do. He was really panic. He asked for help. People who saw the incident were really scared. They ran away to avoid the water. More and more water surrounded him. Slowly, it became a small pond. Water flowed on the ground. It became a river. People then named the river as Hedgehog River or Sungai Landak.

Cane Toad
The Cane Toad ( Bufo marinus ), also known as the Giant Neotropical Toad or Marine Toad , is a large, terrestrial true toad native to Central and South America. It is a member of the sub genus Chaunus of the genus Bufo, which includes many different true toad species throughout Central and South America. The Cane Toad is a prolific breeder; females lay single-clump spawns with large numbers of eggs. Its reproductive success is partly because of opportunistic feeding: it has a diet, unusual among Anurans, of both dead and living matter. Adults average 10 to 15 centimeters (4–6 in) in length; the largest recorded specimen weighed 2.65 kg (5.8 lb) with a length of 38 cm (15 in) from snout to vent.
The Cane Toad has poison glands, and the tadpoles are highly toxic to most animals if ingested. Because of its voracious appetite, the Cane Toad has been introduced to many regions of the Pacific and the Caribbean islands as a method of agricultural pest control, notably failing in the case of Australia in 1935, and derives its common name from its use against the gray back cane beetle pests. The Cane Toad is now considered a pest in many of its introduced regions, because its toxic skin kills many native predators when ingested. It has many negative effects on farmers because of pets and animals eating the creatures.

Taj Mahal is regarded as one of the eight wonders of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra.
Taj Mahal is a Mausoleum that houses the grave of queen Mumtaz Mahal. The mausoleum is a part of a vast complex comprising of a main gateway, an elaborate garden, a mosque (to the left), a guest house (to the right), and several other palatial buildings. The Taj is at the farthest end of this complex, with the river Jamuna behind it.
The Taj stands on a raised, square platform (186 x 186 feet) with its four corners truncated, forming an unequal octagon. The architectural design uses the interlocking arabesque concept, in which each element stands on its own and perfectly integrates with the main structure. It uses the principles of self-replicating geometry and a symmetry of architectural elements.
Its central dome is fifty-eight feet in diameter and rises to a height of 213 feet. It is flanked by four subsidiary domed chambers. The four graceful, slender minarets are 162.5 feet each. The central domed chamber and four adjoining chambers include many walls and panels of Islamic decoration.
Taj Mahal is built entirely of white marble. Its stunning architectural beauty is beyond adequate description, particularly at dawn and sunset. The Taj seems to glow in the light of the full moon. On a foggy morning, the visitors experience the Taj as if suspended when viewed from across the Jamuna river.

                   The Wallow: Water for the Animals and Opportunity for the Hunter
Every September seems to find me in a tree stand above a wallow, hearing elk screaming out their mating calls to each other. In this tree stand, I wait for a big bull to come in and give me a nice shot. This wallow may teach a few lessons in life and also many things about nature. At least that's the things I received from sitting at this wallow. As I sat in the top wallow in water gulch, I learned tons of patience, and even got a feel for the elk's need for this wallow. This wallow is very meaningful to me and will remain this way forever. This is also a place that I find to be very addictive and beautiful.

Water Gulch is a big gulch on our hunting property up above Crawford. We lease this 3,500 acre ranch for elk and deer hunting during the months of August through November. The gulch is a big draw that is full of beautiful aspen trees and thick oak brush. It is very thick and hard to spot animals until they reach the bottom of the draw. The bottom of the draw contains three different wallows. The wallows are all surrounded by extremely steep slopes that even I don't want to challenge. On this particular occasion, I chose to sit at the top wallow in a tree stand. This wallow served as a mud bath for the magnificent elk. Broken tree limps and brush covered the wallow, making many obstacles for the elk to reach the water. This large mud bath had proven itself a great place to hunt in the past, so I gave it a try. I was only 12 years old on this day and what a day it turned out to be.

The weather was perfect for a great September archery hunt. It was the last day of the season and throughout the year I had seen many large bulls at this same exact location. I had even seen a monster five point that would score around 300 inches. An extraordinary bull in many hunters' books.

This beautiful day started with me climbing up an aged aspen tree at approximately 6 o'clock in the morning. It was about 30-40 degrees and the chill made my neck hair stand straight up. After scaling straight up the tree, I settled in and got cozy. The wait that was ahead of me was not one that I was extremely happy about, but I knew if I stuck it out, it would pay off.

Sitting in the tall, almost deceased tree, I anxiously awaited a big bull to pass by. Early in the morning, I heard many bugles and cow calls off in the distance. I also heard many birds chirping and cows mooing. I sat, wondering if I would even see an elk on this morning. If not, my first year of bow hunting would turn out to be unsuccessful. I had worked hard the whole entire season, and I hoped that on this day, my hard work would pay off.

At about 7 o'clock in the morning, a slight wind picked up, and I felt my tree stand swaying and rocking back and fourth. The trunk of the old aspen began to creak, and I questioned my presence up in the top of the tree. Butterflies filled my stomach, and my heart started pounding a little harder than usual. I began to wonder if this tree would hold up and support my weight for the entire morning. As the wind died down, the game activity picked up. This sprang my thoughts into confidence, and I started to get a good feeling deep inside me. I felt as if I might be successful on this morning.

The distance elk calls were getting closer by the minute, and soon I felt that the elk would drop down off the steep ridge into the bottom of water gulch. I thought to myself, surely with all of the passionate breeding and rutting that was going on, a bull would need a drink sometime.

The warm, crisp sun started to rise up over the crest of the hill behind me, and I started to feel as if I were sitting in front of the fireplace, a very comforting feeling. What a great feeling the sun provides on a cold, brisk morning in September.

I was still feeling the heat of the sun and hearing the calls of nature when out of no where, a beautiful five point bull broke off the crest of the hill and started in my direction. My whole body began to shake and my teeth began to chatter. My first year bow hunting might be successful after all. The bull had just left his harem of cows on the top of the ridge and came for a drink from the wallow, which I was sitting over.

The five point, which was a very considerable bull to me, wasted no time speeding to the bottom of the thickly blanketed hill and into the wallow. I slowly began to pick up my brand new, Mathews solo cam bow. I latched my hand onto the bow and quietly nocked a 29 inch carbon arrow that was tipped with a 100 grain Thunderhead broad head. Then, I gently began to rise up out of my tiny seat and take aim at the bull. All of this motion and activity, surprisingly enough, was done undetected by the bull elk.

The large bull entered the wallow facing straight toward me and finally turned broadside. I new it was now or never! Slowly and quietly, I drew back my bow and put the 20 yard pin slightly behind the magnificent animal's shoulder blade. I took a look through my peep sight, lined up my pin, and let the blazing shaft of carbon fly. The arrow zipped straight threw the bull's boiling room and stuck right into the bank of the far side of the wallow. The bull spun 90 degrees and took off trotting up the hill. About halfway up the hill, the bull slowed to a frantic walk and soon disappeared over the hill top.

My emotions were flying by this time, and I couldn't even think straight. I was shaking twice as bad now than I was before. I felt like I was going to throw up and pee my pants. I sat back down on the uncomfortable tree stand seat and tried to collect myself. It was obvious, I was uncontrollable! I had a hard time sitting in the stand and letting the bull bleed out and die. This is the worst time for a bow hunter, nothing but waiting and wondering.

After about a half hour of suffering in the tree stand, I decided that it was time to go and see if I had killed the bull. The nerves were still rumbling, and they didn't seem as if they would ever go away. In fact, in all of the excitement, I forget to take the safety belt off before climbing down the tree. I always wore this safety belt in order to reassure myself about my presence in the tree. On my way down, I felt the belt tighten around my waist, and I instantly knew what I had done. I had to crawl back up onto the stand and unhook the harness. This mistake was just one more thing that convinced me I was a nervous wreck.

After a long crawl down the tree, I finally reached the ground. I then quickly got my bow and headed over to the wallow where the bull once stood, not 30 seconds earlier. When I reached the torn up ground of the wallow, I started staring at the wet dirt in search of blood. I instantly found the blood trail going up the hill, and I began to slowly and carefully follow it. The trail then topped out over the hill, and about ten yards up on top of the large hill, my heart started thumping a hundred miles an hour. I was once again an uncontrollable, nervous wreck. The bull was lying dead only eighty yards from the wallow. I couldn't believe the accomplishment I had just made. I had harvested a nice five point bull in my first year of bow hunting. What an unforgettable memory!

Ever since this day, the wallow in water gulch has been one of my favorite places to hunt. God's creation of this wallow had helped me succeed in harvesting a nice bull elk. There is no way to describe this place other than absolutely incredible! This wallow will always be something that I will remember, even after the day when it dries up and no longer provides the water for the animals and the opportunity for the hunter.

Examples of procedure text

Procedure Text in Making Candles

Making colored and scented candles is really quick and simple. What's more, you'll save so much money. If making candle is easy, why do you ever bought one from a shop?
What you need in making candle are wax, moulds, wick, dye discs, essential oils, and a double boiler. All these materials are available from craft shops. If you do not want to buy them, you can improvise with an old saucepan, Pyrex jug, or even a sturdy can, in a pot of water. After providing the materials, follow this procedure or instruction in making candles!
First of all, melt the wax. All wax has a flash point, so to prevent it bursting into flames you must melt it in a double boiler, with water in the bottom pan. Then, prepare the mould with the wick. Thread the wick through the mould and make sure that you leave a good few centimeters sticking out of the hole in the bottom. After that, add the scent. If you want a scented candle, add a few drops of essential oil to the melted wax. You can use any essential oil you like, as long as it doesn't contain water.
Next step, pour the wax into the mould. Try and tip the wax into the mould quickly, all in one go, to minimize spillage and air bubbles. Then, release the bubbles and top it up. Releasing the air bubbles will eventually make the candle sink, so you will need to top it up with more melted wax.
Finally, remove it from the mould. After four or five hours, the candle can be taken out of its mould. Your candle is now ready for display. Remember, you must always leave it for a day before lighting it.

Initial Brooch
                Many people like to look at those glittering displays of jewelry in shop windows. Not so many can afford to buy and wear them. All over the world, and through many centuries, people have been making their own jewelry from much simpler materials that were a part of their everyday life. From junk, for example, we can make various nice accessories for us to use in our outfits. Brooch can fit perfectly on clothes or even on jilbab. It is made in different shapes and materials. The following steps are about how to make initial brooch.
                Making an initial brooch is very easy and simple. It is economic too, because the materials are from not-wanted junk and can be found in our surroundings. All you need to prepare is a thick cardboard, a pencil, sticky tape, a safety pin, scissors, glitter, glue, old beads and buttons. You can get the thick cardboard from an unused box.
                First of all, grab a pencil and draw your initial on the cardboard. Don’t make it too small because it will be difficult to stick the decorations on, so make it big so everyone could see it. After that, cut the shape out. Attach a safety pin to one side of the cardboard with the sticky tape. Make sure that the pin part is free to move so you can pin it to your clothes or jilbab.
                Next, on the other side of the cardboard, spread glue to the whole surface and then stick on the glitter, beads and buttons in whatever pattern you like. This part is fun because it doesn’t need to be in order. So can stick it anywhere you like. Just follow your instinct of art and creativity. Done with that, leave it dry and pin it to your sweater, hat, jilbab or shirt. Let everyone try to guess your name.
                In brief, making an initial brooch can be made by people from any ages. Besides easy and simple, it is also cheap because it is made from unused stuff. There are a lot of other brooch ideas. You may like to make a fish or star shape, for instance. You could also attach an old hair slide to the back, instead of the safety pin so you can clip it to your hair. The main basic skill is creativity. Being creative is fun.
By: Rainy Pertiwi, 2011
Other helpful Sources: