|
|
1
|
2
|
3
|
4
|
|
|
Students will write
a persuasive ad for the new product GIGGLE GUM.
|
Student shows no knowledge
of what persuasive writing should include.
|
Student shows partial
knowledge of what persuasive writing should include.
|
Student shows a great
degree of knowledge of what persuasive writing should
include.
|
Student shows mastery
of what persuasive writing includes.
|
____
|
|
Student will use
the correct writing conventions in their persuasive
ad for GIGGLE GUM.
|
Student has more than
10 errors in writing conventions.
|
Student has more than
5 errors in writing conventions.
|
Student has between
2-4 errors in writing conventions.
|
Student has none or
one error in writing conventions.
|
____
|
|
Students will design
a persuasive ad for their GIGGLE GUM creation.
|
Student has no propaganda
techniques in the printed ad.
|
Student has a few propaganda
techniques in the printed ad.
|
Student has some propaganda
techniques in the printed ad.
|
Student includes many
examples of propaganda techniques in the printed ad.
|
____
|
|
Student shows creativity
in the printed ad for GIGGLE GUM.
|
Student shows little
time and effort in the printed ad.
|
Student shows some
time and effort in the printed ad.
|
Student shows more
time and effort in the printed ad.
|
Student shows a great
deal of time and effort in the printed ad.
|
____
|
|
|
|
|
|
|
____
|
| |
|
|
|
Total---->
|
____
|