rubric gallery

Depict your chosen character with at least five entries for each act of the five acts of "Cyrano de Bergerac" via your choice of social media. Your final product should analyze how your chosen complex character developed over the course of the text, interacted with other characters, and advanced the plot or develop the themes in the play.

Daily Plans are submitted during the first 15 minutes of class. Plan formatting is student choice. Reflections are submitted anytime from the last 5 minutes of our designated class time through 11:59 PM of the same school day. Reflections MUST BE 3-5 sentences in length, and they MAY NOT simply state that you "worked on your project" or "followed daily plan exactly." Correct grammar, accurate spelling, proper punctuation and capitalization are required.

Compose a five paragraph reflective/ introspective essay in which you evaluate your performance in Autonomous Learner this semester. Use information from your prewriting questions to compose your essay.

This rubric shows three major critical thinking areas - idea, evidence, and response - - at seven performance levels.

POSTED DIRECTIONS: Read "iNeed?" in Time Magazine (Sept 2014). Compose a one paragraph reading review of the content and intended message.

This rubric is to be used to assess a student's final copy of an article for "Behind the Stripes" before publishing to the internet.

Throughout the reading of A Separate Peace, students are introduced to numerous characters. Analyzing the characters and their motives is crucial to understanding John Knowles’ novel.

Student demonstrates the ability to be an autonomous learner. With teacher guidance and detailed (student-chosen) project instructions, students become responsible for their learning and for the learning environment.

Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm