rubric gallery

adapted from Herman, J.H. & Nilson, L.B. (2018) Gauging the effectiveness of a discussion. In S.D. Brookfield, Creating Engaging Discussions. Sterling, VA: Stylus Publishing, LLC

Students will identify the genre. They will cite textual evidence to support their choices.

Used for grading poems written by students. Standard 6: Students read, write, and view texts to examine the choices artists make and to reflect on how their choices affect their audiences. Standard 1: Students use the writing process to produce clear responses to writing tasks that fulfill a variety of purposes and address a variety of audiences.

Students will narrate a personal memoir. The memoir should focus on an event that had a substantial impact on the student. The memoir must include effective use of dialogue, imagery, and a reflection, as well as a compelling lead paragraph and a memorable concluding paragraph.

The student will type a summary and personal response of their independent reading book of at least one page from the provided book list. Student will include the title, author, and number of pages. With in the summary students will use a topic sentence that cites their book and author using the IVF topic sentence structure. The summary should include the main characters, the conflict and resolution, a summary of the plot, and a personal connection to the book. Students will also complete the notes for their book and turn in those notes with the typed summary/personal response.

High school students in creative writing will write a short story to present first grade and kindergarten students.

Principles and Strategies of a Good Meeting.

High school students in creative writing will write a short story to present first grade and kindergarten students.