rubric gallery

Research the approved topic. Submit one 2-4 page typed paper, double spaced, 11 point font following MLA guidelines. Include a bibliography citing at least 4 resources used researching the paper. (use quotes from all 4) You are encouraged to interject your personal opinion into this paper. Paper will be graded on quality of research to support the topic, effective use of information gained through research, credibility of sources, content, grammar and mechanics, and bibliography.

Each student will create a modern-day pilgrim for our New Caney Tales using Geoffrey Chaucer's Canterbury Tales as a mentor text.

After reading about epic heroes and learning about the hero's journey, students are to create their own epic hero. They are to apply their knowledge of the hero's journey to their hero.

Students will take a piece of early 20th-century writing from historically significant American speeches and shift the language into modern speech without losing any of the meaning.

Students will have 30 minutes to reflect on everything they have learned about The American Dream in the last 6 weeks.

General rubric for elements of writing, not intended to address content.

Assessment of a piece of writing with a focus on grammar, punctuation, spelling and sentence structure.

Students will break down the article “The Two Clashing Meanings of ‘Free Speech’ into modern language that anyone in this school would be able to understand. Materials- Google Slides or craft materials

Students will break down the article “The Two Clashing Meanings of ‘Free Speech’ into modern language that anyone in this school would be able to understand. Materials- Google Slides or craft materials

Students will use a combination of elements to create a visual representation of their perspective on high school pep rallies.

Change the setting. Analyze the ways in which the plot/characters/people/events would have been different had the text been set in a different time/place in history

Ponder the reason(s) or ways in which the book you read has been or may be challenged or censored. Argue for or against challenging or censoring the book. Answer the question: Why it is or isn't a threat to readers?

Analyze the author's use of language and its effect on your perception of the text. Focus on diction (word choice), syntax (arrangement of words/phrases/sentences/punctuation), structure (organization), etc. Note how the use of language defines the text.

Research the time period in which the book is set using trusted sources and MLA citations. Offer an in-depth historical lens analysis of how the time period contributed to the character/plot/conflicts of the text.

Using a biographical lens, provide an in-depth case study of the author, using trusted sources and MLA citations such as: biographies, author websites, published works, awards, interviews, accomplishments, etc. DO NOT simply provide a life story of the author. You MUST prove how the author's life affected his or her work.

Link a poem, fim, or other text that connect thematically to the book. Summarize the book you read and the connected text. Choose key passages and/or lines from each text and analyze the relationships using logical connective reasoning.

Connect your book to a current event or social issue. Analyze with text evidence and reasoning, how the book is similar and/or different to the real life event or issue.

Write a letter to a character or real person profiled in the book. Write from one of these voices: yours, another character's, or a historical figure's. Approve or disapprove of the character's or person's actions. Offer them advice and hypothesize the results.