1. Grade 8 Unit 2- Mental Health
Depression – Misconception V’s Reality Rubric
Create a "Misconceptions and Reality" poster (A4 size) about that aspect of depression. Your poster should highlight one misconception
and feature the truth. Use facts from the video and your own research. You can also include quotes from a variety of sources: the video,
their research, or anonymous interviews. The teacher will give you some ideas about common misconceptions about depression.
STUDENT ASSESSMENT (HIGHLIGHT THE RUBRIC AND ANSWER THE REFLECTION QUESTIONS):
7 6 6 5 4 4 3 2 2 1
Exemplary
Proficient Developing Emerging
Transfer of
Knowledge
Requirements
Deta il
Explanation
Cri tical Thinking
Gives the audience a clear
sense of the main idea and
explains the reality.
Cons istent evidence of
analysis, synthesis and
evaluation using more than
five appropriate facts and 2-3
quotes.
Gives the audience some
sense of the main idea.
Some evidence of analysis,
synthesis and evaluation
uses a few facts and at least
one quote.
Gives the audience a
confused sense of the main
idea.
Created a simplistic poster
with at least two facts and
no quotes.
Gives the audience no
sense of the main
idea.
Created a simplistic
pos ter with no facts or
quotes.
Communication
Originality
Use of vi suals
Ideas
Several of the graphics used
on the poster reflect an
exceptional degree of student
creativity in their creation.
One or two of the graphics
used on the poster reflect
s tudent creativity in their
creation and/or display.
The graphics are made by
the s tudent, but are based
on the designs or ideas of
others .
No graphics made by
the s tudent are
included.
Learning Habits
Engagement
Attentive and actively
engaged. Works with care
and attention to detail
Priori tizes responsibilities,
focuses on tasks s et and uses
class time highly effectively.
Di splays perseverance when
chal lenged by work.
Li stens carefully to
ins tructions and feedback.
Reflects on learning with
fluency and insight. Takes
action to improve.
Attentive and engaged.
Works with care.
Focuses on tasks s et and
uses class time effectively.
Needs occasional
as sistance of others when
chal lenged by work.
Li stens to instructions and
feedback. Reflects on
learning with several
sentences.
Needed assistance to stay
engaged in the ta sk.
Often lost track of time and
did not use their time
effectively.
Needs constant assistance of
others when challenged by
work.
Finds it difficult to follow
ins tructions and uses simple
sentence to reflect on
learning.
Did not use class time
to focus on the project
OR often distracted
others .

2. Misconception Vs Reality STUDENT REFLECTION: REVISE, REFLECT, REVIEW, RETURN
1. What were my strengths in this task and why?
2. What have I learnt about depression? How will I use this again?
3. What questions do I still have? Try to engage in the the learning process . . . what
wonderings/puzzles/challenges do you have about depression and its related issues?
4. What connections did I make to the learning experience? How did you relate to this topic? How did your
understandings build on what you already knew?
5. What would I change about my poster and why?
TEACHER ASSESSMENT:
7 6 6 5 4 4 3 2 2 1
Exemplary
Proficient Developing Emerging
Transfer of knowledge
Requirements
Deta il
Explanation
Cri tical Thinking
Gives the audience a clear
sense of the main idea and
explains the reality.
Includes more than five
appropriate facts and 2-3
quotes.
Gives the audience some
sense of the main idea.
Includes some facts and at
least one quote.
Gives the audience a
confused sense of the main
idea.
Created a simplistic poster
with at least two facts and
no quotes.
Gives the audience no
sense of the main
idea.
Created a simplistic
pos ter with no facts or
quotes.
Communication
Originality
Use of vi suals
Ideas
Several of the graphics used
on the poster reflect an
exceptional degree of student
creativity in their creation.
One or two of the graphics
used on the poster reflect
s tudent creativity in their
creation and/or display.
The graphics are made by
the s tudent, but are based
on the designs or ideas of
others .
No graphics made by
the s tudent are
included.
Learning Habits
Engagement
Attentive and actively
engaged. Works with care
and attention to detail
Priori tizes responsibilities,
focuses on tasks s et and uses
class time highly effectively.
Di splays perseverance when
chal lenged by work.
Li stens carefully to
ins tructions and feedback.
Reflects on learning with
fluency and insight. Takes
action to improve.
Attentive and engaged.
Works with care.
Focuses on tasks s et and
uses class time effectively.
Needs occasional
as sistance of others when
chal lenged by work.
Li stens to instructions and
feedback. Reflects on
learning with several
sentences.
Needed assistance to stay
engaged in the ta sk.
Often lost track of time and
did not use their time
effectively.
Needs constant assistance of
others when challenged by
work.
Finds it difficult to follow
ins tructions and uses simple
sentence to reflect on
learning.
Did not use class time
to focus on the project
OR often distracted
others .