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iRubric: World Language Restaurant Skit rubric

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World Language Restaurant Skit World Language Restaurant Skit When traveling to a foreign country you will need to EAT! This is a great opportunity for you to practice your conversation skills in order to interact with your friends and the waiter or waitress. It is your first night out on the town and you meet up at a hip little cafe in town. You are spending the evening catching up with each other and of course eating your favorite native cuisine. Rubric Code: PXX7ACX By SabWhitney Draft Public Rubric Subject: Foreign Languages Type: Presentation Grade Levels: 9-12

Task 1: Brainstorming
	Advanced 4 pts	Goal 3 pts	Progressing 2 pts	Beginning 1 pts
Content Group listed 10 vocabulary items/phrases per section	Advanced listed 70 vocabulary words with some expanded phrases	Goal listed 70 vocabulary words	Progressing listed 50-69 vocabulary items	Beginning listed 49 or less vocabulary items
Participation Did you individually contribute during brainstorming	Advanced Team member initiated collaboration with in the group. Contributed useful suggestions for each section. Always displayed on task behavior.	Goal When asked, team member collaborated with the group. Often contributed useful suggestions. Usually displayed on task behavior.	Progressing Team member only collaborated with the group when needed. Contributions were not always useful. Had to be redirected because of off task behavior.	Beginning Team member did not collaborate or contribute to the group. Was often off task.
Task 2: Writing
	Advanced 4 pts	Goal 3 pts	Progressing 2 pts	Beginning 1 pts
Grammar Spelling	Advanced Skits contain no spelling errors.	Goal Skits contains 1-5 spelling errors	Progressing Skit contains 6-10 spelling errors	Beginning Skit contains more than 10 errors.
Grammar Verb Conjugations	Advanced All verbs are conjugated correctly.	Goal Skit contains 1-3 conjugation errors.	Progressing Skit contains 4-6 conjugation errors.	Beginning Skit contains more than 6 conjugation errors.
Grammar Number and Gender Agreement	Advanced All nouns agree in gender and number.	Goal Skit contains 1-3 agreement errors.	Progressing Skit contains 4-6 agreement errors.	Beginning Skit contains more than 6 agreement errors.
Vocabulary Use of pertinent vocabulary	Advanced Students compound most vocabulary phrases to create well developed sentences. The majority of the vocabulary came from the brainstorm list.	Goal Students compound many vocabulary phrases to create well developed sentences. Approximately 70% of the vocabulary came from the brainstorm list.	Progressing Students compound some vocabulary phrases to create well developed sentences. Approximately 50% of the vocabulary came from the brainstorm list.	Beginning Students use mostly one word vocabulary and most sentences are not well developed. Much of the vocabulary from the brainstorming list is not used.
Comprehension Dialog is comprehensible to the reader.	Advanced Students used proper sentence structure to express themselves. Dialog was logical and well organized. Easy for audience to follow.	Goal Students mostly used proper sentence structure to express themselves. Dialog overall was logical and well organized. Easy for audience to follow.	Progressing Students struggled to use proper sentence structure to express themselves. Dialog did not always follow a logical order. Parts of the skit were difficult for audience to follow.	Beginning Students did not use proper sentence structure to express themselves. Dialog does not follow a logical order and was not easy to follow.
Participation Did you individually contribute during brainstorming	Advanced Team member initiated collaboration within the group. Contributed useful suggestions for each section. Always displayed on task behavior.	Goal When asked, team member collaborated with the group. Often contributed useful suggestions. Usually displayed on task behavior.	Progressing Team member only collaborated with the group when needed. Contributions were not always useful. Had to be redirected because of off task behavior.	Beginning Team member did not collaborate or contribute to the group. Was often off task.
Task 3: Editing
	Advanced 4 pts	Goal 3 pts	Progressing 2 pts	Beginning 1 pts
Group Editing Working collaboratively	Advanced Team member initiated collaboration within the group. Contributed useful suggestions for corrections in each section. Always displayed on task behavior.	Goal When asked, team member collaborated with the group. Often contributed useful suggestions for corrections. Usually displayed on task behavior.	Progressing Team member was unable to find corrections for most sections. Contributions were not always useful. Had to be redirected because of off task behavior.	Beginning Team member did not collaborate or contribute to the group. Was often off task.
Individual Editing Working independently to fix their mistakes	Advanced Team member did not have any mistakes and/or changed all of the errors pointed out by the teacher in his/her lines of the skit.	Goal Team member corrected approximately 80% of the corrections in his/her lines of the skit.	Progressing Team member corrected at least 50% of the corrections in his/her lines.	Beginning Team members showed no effort to correct his/her lines.
Task 4: Performance
	Advanced 4 pts	Goal 3 pts	Progressing 2 pts	Beginning 1 pts
Fluency Ability to make conversation flow.	Advanced Student spoke clearly and distinctly all the time with no unnatural pauses or distractions.	Goal Student spoke clearly most of the time with one or two unnatural pauses or hesitations.	Progressing Student had several unnatural pauses and spoke in a halting manner that affected delivery.	Beginning Student had many long pauses and few connected verbalizations.
Pronunciation Ability to use target language speech patterns properly.	Advanced Perfect or nearly perfect pronunciation. Great intonation. Native speech patterns were exhibited.	Goal Student had few pronunciation errors. Good intonation. Speech was comprehensible and slightly non-native.	Progressing Student had several words that were mispronounced. Limited intonation. Speech was mostly comprehensible to a sympathetic listener.	Beginning Student did not make an effort to use target language throughout. Incomprehensible at times.
Individual Memorization Student has memorized their individual lines.	Advanced Student is completely prepared and has obviously rehearsed. All lines came automatically and the conversation flowed with the group.	Goal Student was mostly prepared. Many lines came automatically but required less than two prompts from teacher or other group members.	Progressing Student did not seem to prepare themselves. Lines were not automatic. Required more than two prompts from the teacher or other group members.	Beginning Student used whole/part of a written script during presentation. Little or no effort was made to memorize skit.
Individual Creativity Use of props and scenery.	Advanced Student put forth effort to enhance their role and contributed to the overall quality of their group skit. They brought/made props or costumes that helped make the skit more authentic.	Goal Student put forth effort to enhance their role. They brought/made props or costumes that helped make the skit more authentic.	Progressing Student put forth minimal effort. The props brought/made detracted from the overall quality of the skit.	Beginning Student did not use manipulatives in the skit.

Subjects:

Foreign Languages

Types:

Presentation

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