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1
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2
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3
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4
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Written work - Recording
specific examples of idioms/figurative Language from
The Phantom Tollbooth
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Students did not successfully
record any idioms/figurative language from the Phantom
Tollbooth.
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Students recorded one
or two examples of idioms/figurative language from The
Phantom Tollbooth.
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Students recorded at
least three examples of idioms/figurative language from
The Phantom Tollbooth.
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Students successfully
recorded more than three different examples of idioms/figurative
language from The Phantom Tollbooth.
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Oral communication-
Expressing the comprehension of concept of figurative
language
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Student did not express
comprehension of the concept of figurative language,
by sharing examples in groups or to the class as a whole.
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Student expressed a
developing comprehension of the concept of figurative
language, by sharing examples in groups or to the class
as a whole.
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Student expressed a
good comprehension of the concept of figurative language,
by sharing examples in groups or to the class as a whole.
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Student orally expressed
an in depth comprehension of the concept of figurative
language, by sharing examples in groups or to the class
as a whole.
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Comparing Figurative
and Literal Language
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Students did not contrast
the literal and figurative meaning of any idioms.
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Students completed
the worksheets by contrasting both the literal and figurative
meaning of one or two idioms.
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Students completed
the worksheets by contrasting both the literal and figurative
meaning of at least three idioms.
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Students completed
the worksheets by contrasting both the literal and figurative
meaning of more than three idioms.
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Comprehending the
function of idioms.
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Students do not express
an understanding of why an author uses figurative language
orally or on paper.
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Students express verbally
and/or on paper, a developing understanding of why an
author uses figurative language.
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Students express verbally
and/or on paper, a good understanding of why an author
uses figurative language.
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Students express verbally
and/or on paper, an exemplary understanding of why an
author uses figurative language.
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The student must
provide the definition of the Each figurative language
term. There are 6 terms.
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The student only has
none definitions provided for the terms correctly.
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The student has 2 or
less of the definitions provided for the terms correctly.
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The student has 4 or
less of the definitions provided for each term correctly.
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The student has all
of the definitions provided for each term correctly.
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The cover flap should
provide the students name, class period, Title (Figurative
Language Project). Each flap should be labeled and easy
to read.
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The student does not
have their flaps labeled or are missing more than one
component on the cover flap
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The student has less
that 2 of the flaps labeled and is missing some components
of the cover flap
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The student has 4 or
less of the flaps labeled.
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The student has all
of the flaps labeled and has all of the components on
the cover flap.
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____
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The student must
have all of the six definitions provided on the back
of their foldable.
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The student did not
write down any of the definitions.
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The student has only
provided 2 or less of the definitions correctly.
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The student has only
provided 4 or less of the definitions correctly.
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The student has provided
all of the definitions correctly.
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____
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The student must
illustrate each of the definitions under the flaps.
They must represent their example and be colorful.
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The student did not
match their drawing with the example provided or did
not use color on any of the examples.
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The student matched
their drawing with only 2 of their examples or used
no color.
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The student matched
their drawing with only 4 or less of their examples
or used very little color.
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The student has illustrated
all of their examples and used color in all their drawings.
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Capitalization &
Punctuation
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The essay has 3 or
more capitalization & punctuation errors.
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The essay has 1 or
2 capitalization & punctuation errors.
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The essay is free of
capitalization & punctuation errors.
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Level Of Engagement
In Class
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Student never contributes
to class by offering ideas and asking questions.
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Student proactively
contributes to class by offering ideas and asking questions
once per class.
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Student proactively
contributes to class by offering ideas and asking questions
more than once per class.
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Total---->
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