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1
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2
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3
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4
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Story Map - Original
Tale
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The student attempted
a map of the original tale but many elements are missing
or incomplete.
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The student began a
story map of the original tale. Some elements are vague
or incomplete.
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The student completed
a story map of the original fairy tale. There is evidence
of understanding of story elements and how they are
used in a story.
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The student completed
a detailed story map of the original tale. All elements
are complete and many concrete examples are provided.
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____
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Brainstorming or
Mind Map
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The student has thought
of some minor, predictable changes or has relied on
only those discussed in class.
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The student has thought
of some new ways to fracture the original fairy tale.
However, there is little evidence of humor and changes
do not show creativity or an understanding of the original
tale.
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The student has thought
of some unusual or creative ways to fracture the original
tale. There is some evidence of humor and a good understanding
of the original tale.
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There is clear evidence
of humor and the student has generated many creative
options or ways to fracture the original fairy tale.
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____
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Story Map - New
Fairy Tale
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The changes do not
alter the original tale in a significant way or the
story wanders away from the original tale to such a
degree that it is no longer recognizable as a fractured
version of the original tale.
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The story loosely follows
the original tale and there is some evidence of an effort
to make some interesting changes.
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The story flows well
and changes are interesting and clearly evident.
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The story flows well,
changes from the original tale are well crafted and
appropriate, and there is a sense of humor while still
maintaining the integrity of the original tale.
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Revision
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The story shows little
or no understanding of revision concepts.
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The revised story shows
inconsistent understanding of revision concepts.
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The revised story shows
that the writer understands the concept of revision
and has attempted to present a fully developed, well
revised story. There may be some issues with editing.
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The revised story shows
the writer's clear understanding of revision. There
is evidence of revision for ideas and content. The story
has been well edited and contains no errors in spelling
or mechanics.
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Writing Process
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The student did not
fully participate during writing time. Brainstorming
or other steps were skipped or incomplete.
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The student was minimally
involved in the writing process. Not all of the time
was spent on task.
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The student was actively
engaged most of the time and put forth effort in creating
their tale.
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The student was constantly
actively engaged in the writing process and made use
of all resources available in order to put forth an
exceptional piece.
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Total---->
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