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Critical Book Review 
Critical Book Review
Students chose a book to read independently and then review. The review incorporates information about the book's characters, setting, plot, genre, theme, and writing style.
Rubric Code: PXW5A88
By mbradley0722
Ready to use
Public Rubric
Subject: English  
Type: (Other)  
Grade Levels: 6-8

Powered by iRubric Book Report
  Expert

25 pts

Proficient

Mechanics factor in.

20 pts

Apprentice

Mechanics factor in

15 pts

Novice

Mechanics factor in

0 pts

Introduction

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text. [RL.5.1]
2. Determine a theme of a story, drama, or poem from details in the text, including how characters
in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text. [RL.5.
Expert

The author, title, genre, setting, and basic problem are clearly described and complete sentences are used.
Proficient

The author, title, genre, and setting are described but no other information is provided.
Apprentice

At least two details are not immediately mentioned but are eventually provided in a sentence or two.
Novice

Three or more details are not mentioned, or they are written on a separate line instead of in a sentence.
Protagonist

10. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text. [RI.5.1]
11. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text. [RI.5.2]
12. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
[RI.5.
Expert

The protagonist is mentioned by name. He is described in as much detail as given by the book. His/her role in the story are clear.
Proficient

The protagonist is mentioned but some descriptions are left out. Does not define role.
Apprentice

Protagonist is mentioned. Description of him/her is minimal and/or confusing.
Novice

The review does not mention the protagonist to the story. No elaboration of a main character is mentioned.
Antagonist

10. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text. [RI.5.1]
11. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text. [RI.5.2]
12. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
[RI.5.
Expert

The Antagonist is mentioned by name. He is described in as much detail as given by the book. His/her role in the story are clear.
Proficient

The Antagonist is mentioned but some descriptions are left out. Does not define role.
Apprentice

Antagonist is mentioned. Description of him/her is minimal and/or confusing.
Novice

The review does not mention the protagonist to the story. No elaboration of a main character is mentioned.
Conflict

16. Draw on information from multiple print or digital sources, demonstrating the ability to locate
an answer to a question quickly or to solve a problem efficiently. [RI.5.7]
17. Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s). [RI.5.8]
18. Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably. [RI.
Expert

The conflict is expressed clearly. Student states at least one reason for the conflict. The type of conflict: person vs. person, man vs. machine, man vs. nature, etc. is listed as well.
Proficient

Student can state the conflict but not the reason for it. Type of conflict is listed correctly.
Apprentice

Student states the conflict, but incorrectly, does not list the type.
Novice

Student can not identify the conflict or the reason for the conflict.
Setting

16. Draw on information from multiple print or digital sources, demonstrating the ability to locate
an answer to a question quickly or to solve a problem efficiently. [RI.5.7]
17. Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s). [RI.5.8]
18. Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably. [RI.
Expert

Many vivid descriptive words are used to tell when (the time period) and where the story took place
Proficient

Some vivid descriptive words are used to tell the audience when (time period) and wher the story took place.
Apprentice

The reader can figure out when ( time period) and where the story took place, but the author did not supply much detail.
Novice

The reader has trouble figuring out when (time period) and where the story took place.
Plot/Theme

10. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text. [RI.5.1]
11. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text. [RI.5.2]
12. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
[RI.5.
Expert

The plot description is brief, does not seem to give away too much, and is clear and easy to follow. After reading the description, the reader feels curious about the plot.
Proficient

The plot description is brief and easy to follow. A bit more information should have been given or too much has been provided. The description lacks interest.
Apprentice

The plot description is overly complicated, overly simple, or overly boring. Events may also be disorganized.
Novice

The plot description is very minimal, way too detailed, or confusing due to disorganization.
Climax

24. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. [W.5.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or
both; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
Expert

The climax is describeb as the most exciting, interesting, and important part of a story, the high point, that occurs usually at or near the end.
Proficient

The climax is described as the exciting and interesting part of the book but fails to gives reason of the climax.
Apprentice

The climax is described as interesting but few details are given as to why.
Novice

The description of the climax is very minimal, not too detailed, leaves the reader confused as to what happened
Mechanics

25. Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 22-24 above.) [W.5.4]
Expert

Writing and illustrations show strong final effort above grade-level. No spelling or grammatical errors are present.
Proficient

Writing and illustrations look as though less than a strong effort was made but work is on grade-level. Written sentences are well done, but may contain a few spelling or grammatical errors.
Apprentice

Writing and illustrations look like less than grade-level effort and time were taken to complete and neatness is not always evident. Written information may contain spelling and grammatical errors throughout but is still legible.
Novice

Writing and illustrations look like little effort and time were taken to complete and neatness is not very evident. Written information contains many spelling and grammatical errors throughout, making it difficult to read.
Biography

Writes a complete biography of the subject using an introduction main body and a conclusion.
Expert

Introduction is clearly labeled , book title is listed, author is listed. In addition the student describes why he/she chose the book. The life of the subject is well documented. Conclusion overall opinion of the book and the most important thing you want other people to know about it. Writing and illustrations show strong final effort with original thoughts. No spelling or grammatical errors are present.
Proficient

Introduction is lacking either author, title of book or student description. Life of the subject somewhat documented. Conclusion is lacking. Writing and illustrations look as though less than a strong effort was made. Written sentences are well done, but may contain a few spelling or grammatical errors.
Apprentice

Introduction is missing some elements. Conclusion is missing some elements. Writing and illustrations look like not much effort was put in to his/her work. In addition, time was not taken to complete and neatness is not always evident. Written information may contain spelling and grammatical errors throughout but is still legible.
Novice

Introduction is missing, conclusion is missing. Writing and illustrations look like little effort and time were taken to complete and neatness is not very evident. Written information contains many spelling and grammatical errors throughout, making it difficult to read.



Keywords:
  • Literature reading book review writing

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