Rubrics


 * ** Timeline for Absolutely True Diary of a Part-Time Indian ** ||
 * ** Student: Score: ** ||
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Content/Facts ** || All of the events were accurate for theme reported on in the timeline and clearly connects to the novel. || Events were accurate for most of the theme reported on in the timeline and connected to the novel. || Events were accurate for most (~75%) of the theme and somewhat applied to a theme from the novel. || The events were often inaccurate for the theme reported on the timeline and didn't connect to a theme in the novel. ||
 * ** Dates ** || An accurate, complete date has been included for each event with a corresponding connection to the novel. || An accurate, complete date has been included for almost every even with a corresponding connection to the novel. || An accurate date has been included for almost every event and the theme can be seen in some of the events. || Dates are inaccurate and/or missing for several events or were not relevant to the theme. ||
 * ** Learning of Content ** || The student can accurately describe 75% (or more) of the events on the timeline without refering to it, can can quickly determine which of two events occurred first, and can easily relate the events to the novel. || The student can accurately describe 50% of the events on the timeline without refering to it, can quickly determine which of two events occurred first and can relate the events to the novel. || The student can describe any event on the timeline if allowed to refer to it, can determine which of two events occurred first and can relate some events to the novel. || The student cannot use the timeline effectively to describe events, to compare events, nor relate the events to the novel. ||
 * ** Readability ** || The overall appearance of the timeline is pleasing and easy to read. || The overall appearance of the timeline is somewhat pleasing and easy to read. || The timeline is relatively readable. || The timeline is difficult to read. ||


 * ** Book Trailer/ Digital Story Rubric ** ||
 * ** Student Name: Score: ** ||
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Point of View - Purpose ** || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * ** Point of View - Awareness of Audience ** || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary; audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary; audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness of the needs and interests of the target audience. ||
 * ** Dramatic Question ** || Realization is dramatically different from expectation. || Realization differs noticeably from expectation. || Realization barely differs from the expectation. || Realization and expecation do not differ. ||
 * ** Images ** || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * ** Voice - Consistency ** || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * ** Economy ** || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs extensive editing. It is too long or too short to be interesting. ||


 *  ** Deep Questions ** ||
 * ** Student: Score: ** ||
 *  CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Support for Topic (Content) ** || Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. || Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. || Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. || Supporting details and information are typically unclear or not related to the topic. ||
 * ** Adding Personality (Voice) ** || The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." || The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||
 * ** Commitment (Voice) ** || The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic. || The writer successfully uses one or two reasons/appeals to try to show why the reader should care or want to know more about the topic. || The writer attempts to make the reader care about the topic, but is not really successful. || The writer made no attempt to make the reader care about the topic. ||
 * ** Completion of Questions ** || The writer responds to and creates all required questions with careful consideration and draws deep connections from the text. Two of the teachers, three generated by peers and posts two original deep questions || The writer responds to and creates all required questions illustrating some consideration and draws some connections from the text. || The writer responds to and creates most required questions showing little consideration and barely draws any connections to the text. || The writer does not respond to, nor create all of the required questions and shows no consideration or connections to the text ||


 * ** Wordle ** ||
 * ** Student: Score: ** ||
 * CATEGORY  || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Number of Items ** || The Wordle includes 15 items, each different, but clearly relating to the novel.  ||  The Wordle includes 10-14 different items relating to the novel.  ||  The Wordle includes 9 different items, most relate to the novel.  ||  The Wordle contains fewer than 9 different items, some relate to the novel.  ||
 * ** Attention to Theme ** || The student gives a reasonable explanation of how every item in the Wordle is related to the novel. For most items, the relationship is clear without explanation.  ||  The student gives a reasonable explanation of how most items in the Wordle are related to the novel. For many of the items, the relationship is clear without explanation.  ||  The student gives a fairly reasonable explanation of how most items in the Wordle are related to the novel.  ||  The student's explanations are weak and illustrate difficulty understanding how to relate items to the novel.  ||