|
|
1
|
2
|
3
|
4
|
|
|
CREATIVITY/ORIGINALITY
|
Story is not original,
displays little creativity.
|
Creative story but
may not be original. Story is adequate and works well.
|
Creative story and
somewhat original. Story exhibits a unique view, but
the idea may have been used before.
|
Original, fresh story
- story exhibits exceptional creativity and is unique.
|
____
|
|
PLOT DEVELOPMENT
|
Plot is underdeveloped
and needs a lot of work.
|
Plot needs to be developed
more; pace needs work, moves too quickly or too slowly
for the style. Needs work.
|
Plot is developed;
story moves at a good pace for the style and plot. Adequate
plot to keep reader interested.
|
Plot is well developed;
story moves at an appropriate pace for the style and
plot; keeps reader's interest throughout
|
____
|
|
CHARACTER DEVELOPMENT
|
Characters are not
developed well.
|
Some characters may
be well developed but others may need work. Some improvement
needed.
|
Characters are developed
adequately for the story and plot.
|
Main characters are
well developed and fleshed out, allowing the reader
to connect to them. Supporting characters are appropriately
developed as necessary to the plot.
|
____
|
|
SETTING
|
Setting needs work.
Not developed well or used well in the story.
|
Setting needs some
work, but some development is noticeable.
|
Adequate use of setting
in the story. Imagery used well to develop setting for
the reader.
|
Setting is constructed
and described well for the reader as necessary for the
plot of the story. Exceptional use of setting throughout
the story.
|
____
|
|
GRAMMAR/LANGUAGE
USE
|
Five or more grammar/spelling
errors. Sloppy work with numerous grammatical and language
usage errors.
|
Less than four grammar/spelling
errors. More sentence variety needed, transitions.
|
Less than two grammar/spelling
errors. Sentence variety evident.
|
One or less mistakes/errors
in grammar and spelling throughout the story. Strong
sentence variety and structure evident.
|
____
|
|
Title
|
No title
|
Title is present, but
does not appear to be related to the topic.
|
Title is related to
the story and topic.
|
Title is creative,
sparks interest and is related to the topic.
|
____
|
|
Setting
|
The reader has trouble
figuring out when and where the story took place.
|
The reader can figure
out when and where the story took place, but the author
didn't supply much detail.
|
Some vivid, descriptive
words are used to tell the audience when and where the
story took place.
|
Many vivid, descriptive
words are used to tell when and where the story took
place.
|
____
|
|
Characters
|
It is hard to tell
who the main characters are.
|
The main characters
are named. The reader knows very little about the characters.
|
The main characters
are named and described. Most readers would have some
idea of what the characters looked like.
|
The main characters
are named and clearly described in text as well as pictures.
Most readers could describe the characters.
|
____
|
|
Problem/Conflict
|
It is not clear what
problem the main characters face.
|
It is fairly easy for
the reader to understand the problem the main characters
face but it is not clear why it is a problem.
|
It is fairly easy for
the reader to understand the main characters face and
why it is a problem.
|
It is very easy for
the reader to understand the problem the main characters
face and why it is a problem.
|
____
|
|
Solution/Resolution
|
No solution is attempted
or it is impossible to understand.
|
The solution to the
character's problem is a little hard to understand.
|
The solution to the
character's problem is easy to understand, and is somewhat
logical.
|
The solution to the
character's problem is easy to understand and is logical.
There are no loose ends.
|
____
|
|
Manage time wisely
|
*goofing off. *Talking
to other students and wasting time. *Not doing any of
the work in the class time or at home. *Didn't participate
in group discussion.
|
*Goofing off beforehand
but tried to fix behavior at the end due to teacher
discussion. *Talking to friends but tried to fix behavior
at the end. *off task
|
*participating in group
discussion but not fully focused. *still talking when
the teacher is not looking at them. *completed the project
but not with their best effort.
|
*worked diligently.
*were on task *participated in group discussion and
were focused at all times. completed the project with
their best effort.
|
____
|
|
completes and turns
in
|
#did not turn or very
late
|
#turned in little to
no work #turns in a little late
|
#turned in all the
work but did not show their best effort #work was sloppy
|
#completes and turns
in on the due date #turns in on time and shows their
best effort associated with the project.
|
____
|
|
written communication
|
work was sloppy and
contained terrible stories
|
work was not as bad
but still sloppy
|
work was not sloppy
but did not show their best effort
|
work was not sloppy
and showed their best effort
|
____
|
|
oral communication
|
you did not have any
short stories to present or ere too scared to present
|
*you spoke fast when
presenting to try to get it over with *you only presented
a few of your stories
|
you spoke in the middle
of fast and slow and your stories were not good
|
your stories were excellent
and you spoke were all the audience could hear you.
|
____
|
|
Knowledge / Understanding:
The student
|
uses strategies for
developing character (dialogue, actions...) with limited
effectiveness
|
uses strategies for
developing character (dialogue, actions...) with some
effectiveness
|
uses strategies for
developing character (dialogue, actions...) with considerable
effectiveness
|
uses strategies for
developing character (dialogue, actions...) with a high
degree of effectiveness
|
____
|
|
Thinking: The student
demonstrates
|
limited originality
in story concept and development
|
some originality in
story concept and development
|
considerable originality
in story concept and development
|
a high degree of originality
in story concept and development
|
____
|
|
Communication: The
student demonstrates
|
limited logic and unity
in story development
|
some logic and unity
in story development
|
considerable logic
and unity in story development
|
a high degree of logic
and unity in story development
|
____
|
|
|
limited accuracy in
the use of language conventions (spelling, grammar,
sentence structure, punctuation)
|
some accuracy in the
use of language conventions (spelling, grammar, sentence
structure, punctuation)
|
considerable accuracy
in the use of language conventions (spelling, grammar,
sentence structure, punctuation)
|
a high degree of accuracy
in the use of language conventions (spelling, grammar,
sentence structure, punctuation)
|
____
|
|
Application: The
student demonstrates
|
limited use of the
writing process to develop the story (brainstorming,
planning, drafts showing revisions and editing)
|
some use of the writing
process to develop the story (brainstorming, planning,
drafts showing revisions and editing)
|
considerable use of
the writing process to develop the story (brainstorming,
planning, drafts showing revisions and editing)
|
thorough and effective
use of the writing process to develop the story (brainstorming,
planning, drafts showing revisions and editing)
|
____
|
| |
|
|
|
Total---->
|
____
|