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iRubric: Un cuento chino rubric

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Un cuento chino 
Proyecto Enigmas y Misterios
Proyecto de Lectura Spanish III Students had to write a diary based from the perspective of one of the protagonists with at least 5 entries
Rubric Code: CXBB396
By cloud1505
Ready to use
Public Rubric
Subject: Foreign Languages  
Type: Project  
Grade Levels: 9-12

Powered by iRubric Un cuento Chino
Write a diary based on "Un cuento chino" from the perspective of one of the protagonists
  A/A-

(N/A)

B+/B/B-

(N/A)

C+/C/C-

(N/A)

D+/D/D-

(N/A)

Content
20 %

Enter description
A/A-

All content areas show a deep understanding and appreciation of the text. The voice of the character is presented in an authentic fashion, clearly depicting his thoughts and feelings as well as outlining the events that took place during the plot.
The presentation is creative and imaginative.
At least 5 entries have been written and the rminimum amount of words has been written
B+/B/B-

Most content areas show a deep understanding and appreciation of the text. The voice of the character is presented in an authentic fashion, clearly depicting his thoughts and feelings as well as outlining the events that took place during the plot.
The presentation is creative and imaginative.
At least 5 entries have been written and the rminimum amount of words has been written
C+/C/C-

Some content areas show a baisc understanding of the text. The voice of the character is shows some authenticity in partsand includes a basic outline of his thoughts and feelings related to the plot.
The presentation is basic.
At least 3 entries have been written and^or the length of the text is slightly below the rminimum amount of words.
D+/D/D-

The content areas show an incomplete and patchy understanding of the text.
The voice of the character is not shown in the texts and thoughts and feelings are barely included and/ or are unrelated to the plot.
The presentation is very basic.
Less than 2 entries have been written and^or the length of the text is significantly below the rminimum amount of words.
Oral presentation
30 %

Enter description
A/A-

Student speaks with fluency. A variety of structures is used to communicate both basic and more complex ideas effectively.
Intonation and pronunciation are accurate and authentic and include some idiomatic expression.
B+/B/B-

Student speaks at normal speed and employs a good range of structures to communicate basic ideas effectively. The are some successful attempts at communicating slightly more complex ideas.
Pronunciation and intonation are generally correct.
C+/C/C-

The student manages to communicate basic ideas effectively with some variety of vocabulary and grammatical structures.
Pronunciation and intonation generally do not obstruct communication.
D+/D/D-

The student's presentation is hesitant and even basic ideas cannot always be communicated effectively. Pronunciation and intonation are often incorrect and sometimes impede communication.
Writing organisation
10 %

A/A-

All texts have been organised in line with the formal requirements for the chosen text type.
B+/B/B-

Most sections have been organised with some awareness of formal requirements for the chosen text type.
C+/C/C-

Some sections comply with the most basic formal requirements of the chosen text type
D+/D/D-

Formal requirements have been largely ignored and the text type is not clearly recognizable.
writing vocabulary
20 %

A/A-

The author confidently uses a wide range of vocabulary and idiomatic expressions appropriate to the context of the book.
B+/B/B-

The author employs a good range of vocabulary and some idiomatic expressions.
C+/C/C-

The author employs basic voccabulary correctly with a few idiomatic expressions.
D+/D/D-

The authors employs a a very limited range of vocabulary and expresions.
writing grammar
20 %

A/A-

The author employs a wide range of structures including some complex ones correctly. Occasional errors do not affect communication.
B+/B/B-

The author employs basic structures correctly with some successful attempts at more complex structures. Errors rarely affect communication.
C+/C/C-

The author employs basic structures correctly.
Errors usually sometimes interfere with communication.
D+/D/D-

There are many errors even in basic structures. Errors often impede communication



Keywords:
  • independent reading


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