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Writing Prompt Rubric (Myelination Lesson)
By Sarah Bousquet
Writing Prompt Rubric
(Use following this unit)
Respond to the following prompt in a short-answer format. Be sure to address every component of the prompt.
How do people physically change during their life span? Consider the changes involved in the muscular, skeletal, digestive, and nervous systems. What causes these changes? When do they occur? What can be done to prevent or speed up these changes? Give specific examples to support your ideas.
| Category | Exceeds Standard | Meets Standard | Approaching Standard | Does Not Address or Addresses Inappropriately |
| Quality of Writing | The response clearly expresses the author’s main idea. Many relevant supporting details are used. All grammar and spelling is accurate. The writing is organized in paragraphs. | The response expresses the author’s main idea. Relevant supporting details are used. Most grammar and spelling is accurate. The writing is organized in paragraphs. | The response expresses the author’s main idea, however there is no clear thesis. There are many grammatical and/or spelling errors. The writing is organized in one paragraph. | The response does not have a main idea OR the response is shorter than a paragraph. |
| Identification of Bodily Changes During the Human Lifespan | The writing identifies more than one change for each of the following systems: muscular, skeletal, digestive & nervous. The student clearly explains when each change occurs. | The writing identifies more one change for each of the following systems: muscular, skeletal, digestive & nervous. The student clearly explains when each change occurs. | The writing identifies one or more change for 2-3 of the following four systems: muscular, skeletal, digestive & nervous. The student explains when each change occurs. However, the explanation may be unclear. | The student identifies one change for one bodily system OR the changes discussed are done in a manner that is inappropriate for school. |
| Ideas To Change the Pace of Human Change | The writing clearly explains more than 1 way to alter the tempo of each change that is mentioned in the essay. | The writing explains 1 way to alter the tempo of each change that is mentioned in the essay. | The writing explains 1 way to alter the tempo of some of the changes that are mentioned in the essay. | The writing does not explain any way to alter the tempo of any of the changes that are mentioned in the essay . |
Myelin in Action
1 Test Grade Per/ Group
In order to gain a better idea of when and why myelin forms around neurons we will be working in groups to create a class demonstration of the myelination process. The activity will have 4 stages.
Stage 1: Determine groups and select 1 activity that your group can teach your classmates in the classroom. Activities must be physically and mentally safe for all involved and be school appropriate. The activity must be something can be done as a group and repeated numerous times.
Stage 2: Students work with their group to develop a “lesson plan” that will teach their classmates and teacher their skill. The instruction must include shaping, modeling, and practice. Students practice presenting their lesson plan.
Stage 3: Students create a model neuron using Allergen-Free dough. The neuron must have the following components: the dendrites, axon, and soma. Do NOT place myelin around your neuron until stage 4.
Stage 4: Student groups will take turns presenting their “lesson plans”. Every time the audience performs a part of the task or practices the entire task, they use the dough to create a single layer of myelin around the neuron model. By the time the audience has mastered each task the students will be able to see the new layers of myelin that have formed as a result of their participation. (Between each presentation, the myelin is removed in order to start fresh and act as a visual for the neuron involved in the next task).
This will be a 2-day activity. Day One will involve a trip to the Wilson Center in order to research skills you may want to teach your classmates.
Myelin in Action
| Category | 34 points | 23 points | 13 points | 0 points |
| Stages 1& 2: Preparation | All students in the group are welcoming and cooperative. Students develop their lesson plan in detail before the close of the 1st hour of class. The lesson plan is written down by 1 or more member of the group and is approved by the teacher before the close of the 1st block of class time. The skill as well as the script for instruction are included. The lesson plan is creative and fun. | All students in the group are welcoming and cooperative. Students develop their lesson plan in detail before the close of the 1st class. The lesson plan is written down by 1 or more member of the group and is approved by the teacher before the close of the 1st block of class time. The skill as well as the script for instruction are included. The lesson plan is direct. | Most students in the group are welcoming and cooperative. Students develop their lesson plan in before the close of the 1st class. However, there is little detail. The lesson plan is written down by 1 or more member of the group and is approved by the teacher before the close of the 1st block of class time. The skill as well as the script for instruction are included. The lesson plan is lacking clarity. | The students in the group are not welcoming or cooperative. The lesson plan is not completed before the end of the first class OR is not able to gain approval from the teacher. |
| Stage 3:* | Students use the dough to create accurate neuron models. The dendrites, axon, and soma are clearly visible. The student adds myelin layers to the appropriate part of the neuron after each attempt at a new task. The student is engaged throughout the activity and is supportive of peers. The student assists in cleanup. | Students use the dough to create accurate neuron models. The dendrites, axon, and soma are visible.The student adds myelin layers to the appropriate part of the neuron after each attempt at a new task. The student is engaged throughout the activity. The student assists in cleanup. | Students use the dough to create neuron models. The model includes 2 of the following: dendrites, axon, and soma. The student does NOT add a layer of myelin to the neuron after EACH attempt at a new task. The student assists in cleanup. | The student does not create a neuron model OR does not add any layers of myelin to the neuron during the activity. The student does not cleanup after himself/herself. |
| Performance | During the lesson presentation all group members share an equal role. While each individual’s talents help them to play a specific part in the presentation, all group members have a speaking role. Students are easy to hear, follow pacing cues from the audience, and show confidence in their classmates’ ability. Patience is displayed at all times. Presenters remind the audience to myelinate their neurons. The presentation is clear and easy to follow. | During the lesson presentation most group members share an equal role. While each individual’s talents help them to play a specific part in the presentation, all group members have a speaking role. Students are primarily easy to hear, follow pacing cues from the audience, and show confidence in their classmates’ ability. Patience is displayed throughout most of the presentation. Presenters remind the audience to myelinate their neurons. The presentation has some challenging moments but is primarily easy to follow. | During the lesson presentation group members do NOT share an equal role. NOT all members have a speaking role. Students are difficult to hear and/ or do NOT follow pacing cues from the audience.. Patience is lacking. Presenters fail to remind the audience to myelinate their neurons. The presentation is disjointed. | The group chooses not to present, quits their presentation part way through their lesson plan, OR is disrespectful of the varying learning paces in the audience. |
*Students who choose not to participate in the model making or skill learning portion of the activity will only affect their personal grades and not the grades of the entire group.
The Talent Code Essay
In order to better understand the numerous applications of the Daniel Coyle’s work, you will be researching a talented individual in a field that interests you. The goal of your work is to identify how the individual met Coyle’s three criteria for excellence: deep practice, ignition, and master coaching.
You must use APA format to cite your work with in-text citations and a works cited page.TheSon Of Citation MachineWebite offers a great way to easily make your citations. Remember, works cited pages must have a hanging indent.
Essays should be typed in 12 font, Times New Roman and double spaced. While quality, concise writing is the goal, you must provide supporting details in order to convince the reader that your selected athlete, artist, business-person, or scholar does in fact fit into Coyle’s equation for talent. Suggested lengths are 3 pages for honors students, 2 pages for college preparatory advanced students and 1 page for college preparatory students. These suggestions exclude the works cited page.
Writing is due the day of the Neuroplasticity Quiz and is one test grade.
| Category |
25 |
17 |
9 |
0 |
| Research | Student uses all class time effectively. All research derives from academic and/or reliable sources. Proper APA format is followed at all times. | Student is on task most of the time. Most research derives from academic/or reliable sources. There are few flaws in APA format. | Student is primarily off task during preparation time. Most research derives from questionable sources OR APA format is extremely flawed. | The student is off task throughout the preparation time AND/OR no sources or provided. |
| Brief biography of the chosen subject | The student provides a 1-2 paragraph biography of the subject. The biography included who they are studying, why they selected the individual, what the person is known for, where and when the person lived. | The student provides a 1-2 paragraph biography of the subject. The biography includes 3-4 of the following: who they are studying, why they selected the individual, what the person is known for, where and when the person lived. | The student provides a biography that provides little information about their selected topic. | There is no biography or there are no references given for biographic information. |
| Connection to Coyle’s theory | The writing clearly explains how the subject participated/participates in intense practice, identifies evidence of ignition, and explains the role of master coaching in the subject’s life. The connection between the subject’s thoughts and actions and Coyle’s theory are explicitly stated. Details are provided throughout the text. | The writing explains how the subject participated/participates in intense practice, identifies evidence of ignition, and explains the role of master coaching in the subject’s life. The connection between the subject’s thoughts and actions and Coyle’s theory are explicitly stated. There are few details. | The writing does NOT directly address all 3 components of Coyle’s Talent Code in relation to the subject. | None of The Talent Code components are addressed at all in the writing OR there are not citations for the research. |
| Writing | The student uses proper grammar and spelling throughout the work. The writing flows in a natural manner. There is a clear thesis, introduction and conclusion. The work is typed according to the required format. | The student uses proper grammar and spelling throughout MOST of the work. The writing is somewhat disjointed or awkward at times. There is a thesis, introduction and conclusion. The work is typed according to the required format. | There are many grammatical and/or spelling errors. There is not an introduction or conclusion. The thesis is unclear. The paper is not typed according to the required format. | The paper includes plagiarism of any sort. |
Neuroplasticity Test
Name____________________________________
