iRubric: The Great Gatsby Group Presentation rubric

• Information shows expertise in textual understanding, use of literary terms, and in •Information presented establishes context within the passage and in the text as a whole.
• The analysis demonstrates a clear, complete understanding of the assignment and literature selection.
• The analysis demonstrates a very clear purpose and focus.
• Analysis seamlessly includes a synopsis of the literature selection.

•Student gives accurate and sufficient information with attention to context and has solid understanding of literary terms.
• A good understanding of the assignment and literature selection is demonstrated.
• The analysis demonstrates a clear purpose and focus.
• Analysis includes a synopsis of the literature selection.
• Presentation shows an understanding of elements of literary analysis.

•Student gives mostly accurate and sufficient information, with some attention to context
• The analysis demonstrates some but incomplete understanding of the assignment and/or literary analysis.
• An incomplete understanding of the literature selection is demonstrated.
• The analysis has an unstated purpose and focus.
• Analysis includes an incomplete/inaccurate synopsis of the selection.

•Student gives inaccurate or insufficient information and student fails to address context.
• An incomplete and sometimes inaccurate understanding of the literature
selection and/or the assignment is demonstrated.
• No purpose and focus are presented.
• Analysis may not include a synopsis of the literature selection.
• Presentation shows little or an inaccurate understanding of literary analysis.

•Student maintains eye contact with audience and voice is clear and correct, •Student has precise pronunciation of terms
• All audience members can hear presentation.
•Student is very enthusiastic and fluid.
•Presentation demonstrates
mastery of grammar, usage, mechanics and spelling.

•Student maintains eye contact most of the time and voice is clear.
•Student pronounces most words correctly.
•Most audience members can hear presentation. Student creates a fluid presentation.
•Presentation demonstrates
control of grammar, usage,
mechanics and spelling.

•Student occasionally uses eye contact and voices are low.
•Student incorrectly pronounces or seems unfamiliar with terms.
•Audience members have difficulty hearing presentation.
•Student is somewhat fluid in presentation.
•Presentation contains some intrusive errors in grammar,usage, mechanics and spelling.

•Student presents information with no eye contact.
•Student mumbles, incorrectly pronounces or uses terms, and speaks too quietly for students in the back of class to hear.
•Body language is too distracting.
•Presentation contains
frequent, severe errors in
grammar, usage, mechanics and spelling.

•Student presents a sophisticated, logical, and interesting organizational sequence which audience can easily follow.

•Student develops logical sequence which audience can follow.

•Student's presentation and pattern is vague and ill-conceived; lacks clear structure, making it hard for the audience to follow

• Student is lacking in organization and the audience cannot follow their presentation