Rubrics


 * //JCHS Mythology Project Rubrics//**
 * ** Creating a Myth ** ||

|| ** CATEGORY **

**Conflict** || It is very easy for the reader to understand the problem the main characters face and why it is a problem. || It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. || 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 not clear what problem the main characters face. ||  || **Resolution** || The solution to the character's problem is easy to understand, and is logical. There are no loose ends. || The solution to the character's problem is easy to understand, and is somewhat logical. || The solution to the character's problem is a little hard to understand. || No solution is attempted or it is impossible to understand. ||  ||
 * 9-10 || 7-8 || 5-6 || 3-4 || ** Score ** ||
 * **Title** || Title is creative, sparks interest and is related to the story and topic. || Title is related to the story and topic. || Title is present, but does not appear to be related to the story and topic. || No title. ||  ||
 * **Characters** || The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. || The main characters are named and described. Most readers would have some idea of what the characters looked like. || The main characters are named. The reader knows very little about the characters. || It is hard to tell who the main characters are. ||  ||
 * **Setting** || Many vivid, descriptive words are used to tell when and where the story took place. || Some vivid, descriptive words are used to tell the audience 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. || The reader has trouble figuring out when and where the story took place. ||  ||
 * **Problem/**
 * **Action** || Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting! || Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be. || A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way. || Little variety seen in the verbs that are used. The story seems a little boring. ||  ||
 * **Solution/**
 * **Creativity** || The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. || The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. || The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. || There is little evidence of creativity in the story. The author does not seem to have used much imagination. ||  ||
 * **Accuracy of Facts** || All facts presented in the story are accurate. || Almost all facts presented in the story are accurate. || Most facts presented in the story are accurate (at least 70%). || There are several factual errors in the story. ||  ||
 * [[image:file:///C:/DOCUME%7E1/HSOPTI%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif width="789" height="2"]] **Illustrations**

**Spelling, Grammar Mechanics** || Original illustrations are detailed, attractive, creative and relate to the text on the page.

The paper has very few errors in spelling grammar or mechanics. || Original illustrations are somewhat detailed, attractive, and relate to the text on the page.

Minor errors in spelling grammar or mechanics that do not interfere with the readability of the paper. || Original illustrations relate to the text on the page.

Occasional errors in spelling, grammar or mechanics that somewhat interfere with the readability of the paper. || Illustrations are not present OR they are not original.

Frequent errors in spelling, grammar or mechanics that often interfere with the readability of the paper. ||  ||

Totals

||


 * ** Creating a Board Game ** ||

|| ** CATEGORY **

|| **14-12** || **11-9** ||
 * || 20-18 || **17-15**
 * **Accuracy of Content** || All information cards made for the game are correct. || All but one of the information cards made for the game are correct. || All but two of the information cards made for the game are correct. || Several information cards made for the game are not accurate. ||  ||
 * **Knowledge Gained** || All students in group could easily and correctly state several facts about the topic used for the game without looking at the game. || All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. || Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. || Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game. ||  ||
 * **Creativity** || The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board. || The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters. || The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game. || Little thought was put into making the game interesting or fun. ||  ||
 * **Rules** || Rules were written clearly enough that all could easily participate. || Rules were written, but one part of the game needed slightly more explanation. || Rules were written, but people had some difficulty figuring out the game. || The rules were not written. ||  ||
 * **Cooperative work** || The group worked well together with all members contributing significant amounts of quality work. || The group generally worked well together with all members contributing some quality work. || The group worked fairly well together with all members contributing some work. || The group often did not work well together and the game appeared to be the work of only 1-2 students in the group. ||  ||
 * Totals || /100 ||


 * ** Classified Ad ** ||

|| ** CATEGORY **

organization seems logical and based on characteristics of the items. || The student has tried to classify and organize the items, but the method of doing so seems flawed. || The student did not make an effort to classify and organize the items. ||  ||
 * 20-18 || 17-15 || 14-12 || ** 11-9 ** || ** Score ** ||
 * **Display** || The ad is attractive and well-organized. The artifacts are relevant to the unit. || The ad is attractive and well-organized. The artifacts are relevant to the unit. || The ad is somewhat organized. Some artifacts are relevant to the unit. || The ad is not organized OR the artifacts not are relevant to the unit. ||  ||
 * **Number of items** || Ad has 4 items related to the selected character. || The ad has 4 items for sale but all 4 do not connect to the selected character. || The ad has at least 3 related, items. || The display has less than 3 items OR the items are all unrelated to the character. ||  ||
 * **Labels** || Each artifact has a label and paragraph explaining its use or value and where it was derived. || Each artifact has a label paragraph explaining its use or value and where it was derived. || Each artifact has a label, but some lack some required information. || One or more items is not labeled and described. ||  ||
 * **Classification** || The student has used scientific and/or historical information to try to classify and organize the items. Great effort was put into the classification. || The student has put quite a bit of effort into trying to classify and organize the items. Classification/
 * **Cooperative work** || The group worked well together with all members contributing significant amounts of quality work. || The group generally worked well together with all members contributing some quality work. || The group worked fairly well together with all members contributing some work. || The group often did not work well together and the game appeared to be the work of only 1-2 students in the group. ||  ||

||


 * **Powerpoint Parallel** ||

|| ** CATEGORY **


 * ** 20-18 ** || ** 17-15 ** || ** 14-12 ** || ** 11-9 ** || ** Score ** ||
 * **Accuracy of Retelling A Story** || The storyteller includes all major points and several details of the story s/he is illustrating || The storyteller includes all major points and 1-2 details of the story s/he is illustrating || The storyteller includes all major points of the story s/he is illustrating || The storyteller forgets major points of the story s/he is illustrating ||  ||
 * **Setting** || Lots of vivid, images are used to indicate to the reader when and where the story takes place. || Some vivid, images are used to indicate to the reader when and where the story takes place. || The reader can figure out when and where the story took place, but there isn't much detail (e.g., once upon a time in a land far, far away). || The reader has trouble telling when and where the story takes place. ||  ||
 * **Characters** || The main characters are named and clearly described (through pictures and/or actions). The audience knows and can describe what the characters look like and how they typically behave. || The main characters are named and described (through pictures and/or actions). The audience has a fairly good idea of what the characters look like. || The main characters are named. The audience knows very little about the main characters. || It is hard to tell who the main characters are. ||  ||
 * **Sequence** || Retells story in correct sequence leaving out no important parts of story. || Retells story in sequence with 2-3 omissions. || Retells story with several omissions, but maintains sequence of those told. || Retells story out of sequence. ||  ||
 * **Problem** || It is very easy for the audience to understand what problem the main character(s) face and why it is a problem. || It is fairly easy for the audience to understand what problem the main character(s) face and why it is a problem. || It is fairly easy for the audience to understand what problem the main character(s) face and but it is not clear why it is a problem. || It is not clear what problem the main character(s) face. ||  ||

|| Totals



|| ** CATEGORY **
 * ** Tabloid Cover ** ||


 * ||  ||   ||   || ** Score ** ||