Colonial Life Rubric

Name: ________________________

Teacher: ________________________

Date: _________________________

Colony: _________________________

  Score
1
2
3
4
Planning:
Inspiration Outline		  

Questions or main ideas are teacher generated.

 Student requires prompts to generate questions and or main ideas. Student generates limited number of questions and or main ideas. Facts are included. Student properly generates questions and or main ideas around a topic. Facts are included.  Notes are generated.
Project Requirements   Incomplete Student met requirements with much assistance. Student met requirements with minimal prompting. Student met all requirements.  Student maintained responsible attitude and followed through  on all requirements.
Written Project   Writing does not clearly communicate knowledge, point of view. Sense of audience is vague. Writes  related, quality paragraphs. Uses voice/point of view. Composes to a specific audience. Writing is purposeful and focused with strong voice/point of view, and engages the audience. Writing is confident and clearly focused with a distinct, unique voice/point of view and is skillfully adapted to the audience. 
Organization/Tasks   Writing is confused and loosely organized. Transitions are weak and closure is ineffective.  No tasks are  fully implemented (i.e. HyperStudio,table, etc.). Uses correct writing format. Incorporated a coherent closure.  Some tasks are correctly implemented. Writing includes a strong beginning, middle, and end with some transitions and good closure.  Tasks are completed correctly for the most part. Writing includes a strong beginning, middle, and end with clear transitions and focused closure.   All tasks are correctly implemented.
Vocabulary   Shows some use of varied word choice.  There is inaccurate word choice which obscures meaning. Uses a variety of word choice to make writing interesting. Purposeful use of word choice. Effective and engaging use of word choice.
Language
Mechanics		   Some run-ons and fragments. Limited variety in sentence structure. Occasional errors between parts of speech. Some errors in mechanics. Uses simple, compound, and complex sentences. Maintains agreement between parts of speech. Uses correct punctuation, capitalization, etc. Frequent use of varied sentence structure. Consistent agreement between parts of speech. Few errors in mechanics.  Consistent variety of sentence structure throughout. Uses consistent agreement between parts of speech. Few, if any, errors in mechanics.
Editing   Limited evidence of spelling strategies, limited evidence of editing. Applies basic grade level spelling.  Incorporates the entire writing process using resources. Consistent use of spelling strategies. Consistent evidence of editing. Creative and effective use of spelling strategies. Skillfully edited.

Delivery

 

   Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student’s movements were distracting.

Student's voice is clear. Student pronounces most words correctly.  Eye contact with audience was effective.

Student used a clear voice, and correct, precise pronunciation of terms.  Student appeared confident and knowledgeable, made eye contact effectively, and maintained audience’s attention.

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