rubric gallery

Persuasive Letter to Sir John A. MacDonald with map of Canada to convince the Prime Minister to build the proposed railway from Halifax to Victoria.

Students required to write a persuasive letter to the prime minister of Canada. The letter will ask him to continue to work hard to make a sincere reconciliation to Canada's First Nation People for the Canadian Government's role in the Residential Schools.

The student will respect rights and feelings of others; accept responsibility; follow class and school rules; cooperate with others; use time wisely; follow directions; demonstrate organizational skills; exhibit positive attitude; and complete assignments on time.

Students will create a suitcase for the main character of the novel and present what the suitcase represents as well as the individual items in the suitcase.

French Oral Presentation: Introduction, questions and farewell

French Oral Presentation: drama conversation

This rubric is to check myself on how I persevered today?

This rubric is to grade students on their effort/perseverance, craftsmanship/skill, and creativity/originality.

Practicing Dimension: Managing Self - Middle School Aligned Values in Focus: Responsibility – Perseverance - Integrity. Self Assessment Statement: I know how learning works in my classroom and the part I play in our class community. • Give 3 examples of how have you have used Ultranet to manage yourself as a learner in our class community? • What level would you place yourself on this rubric? (Portfolio Evidence Sample)

This rubric defines the Behavior and Work Habits that are assessed for the APS Third Grade Report Card.

This rubric will let students self-assess their work habits when working with partners, trios, or small groups.

This rubric will let students self-assess their work habits when working with partners, trios, or small groups.

This rubric will let students self-assess their work habits when working with partners, trios, or small groups.

(20 POINTS - 4 points each section) Below is a chart that shows you exactly how your class participation grade will be determined. All students are expected to participate in class! I do understand that some students are shy and participate in ways other than class discussion. Forms of participation other than participating in class discussion (although this is a primary form of participation) include coming to me for extra help, giving other students feedback in class, adhering to the no-voice and no-phone rule, consistent attendance, and being able to answer in-class ASL dialogue from both the teacher and other students. NOTE: If you get to the point of having a fair/poor participation grade in one or more areas, it will probably be recommended that you withdraw from the class, as you probably will not be able to keep up with the material. If a student is absent, s/he losts points on the punctuality grade rubric also.

Increases students' ability to gain insight and learn to navigate emotions and behaviors associated with self-regulation skills.

Students will create a comic strip in French, focusing on character development and all relating details such as habits, special tools or powers, qualities and sayings, in the rough draft (brouillon) stage. Students will demonstrate their understanding of the steps and elements of a "bande dessinée" throughout the creation process and with the final presentation of their comic strip.

Dessinez une bande dessinée qui a au moins 6 scenes. Chaque scene doit avoir au moins 5 mots. Utilisez des temps convenables de la classe de francais. Utilisez des adjectifs et faites l'accord!

Complete the Mighty Mineral Info sheet. Information sheets must be NEAT and contain all info requested. Create a cartoon/advertisement for your mineral, including the mineral's name, chemical formula, and a cartoon/ad slogan that describes one or more of its important uses. You must also include pictures or a cartoon character that relates to your slogan. Cartoons/ads must be neat and colorful. You may do free hand or computer printed. Have fun and be creative.

After reading different Native American and Cultural Myths and having a class discussion, the students will write their own myth/legend. The myth/legend must follow the myth/legend format.