iRubric: Literary Analysis Presentation rubric

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Literary Analysis Presentation

Students analyze "Jaque mate en dos jugadas" in Spanish using quotes from the text as evidence. The screen recording can last between 2-3 minutes, no longer. Post by 8am the day we meet again.

Rubric Code: EX9BBBC

By cchavez00

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Public Rubric

Subject: Foreign Languages

Type: Presentation

Grade Levels: 9-12

Literary Analysis Presentation Students analyze "Jaque mate en dos jugadas" in Spanish using quotes from the text as evidence.
	Excellent (N/A)	Good (N/A)	Fair (N/A)
Organization 20 %	Excellent •Students present a sophisticated, logical, and interesting organizational sequence, which the audience can easily follow. The recording is clear, student's voice volume is neither too loud nor too low.	Good •Students develop logical sequence, which the audience can follow. The recording is mostly clear, but sometimes the student's volume fluctuates.	Fair •Pattern is vague and ill-conceived; lacks clear structure, making it hard for the audience to follow. The recording sounds muted, the student's voice is too low for the audience to hear.
Delivery 20 %	Excellent •Students maintain eye contact with the audience and clear, correct, precise pronunciation of terms is used so that all audience members can hear the presentation. •Student is very enthusiastic and fluid. *Presentation demonstrates mastery of grammar, usage, mechanics and spelling.	Good •Students maintain eye contact most of the time and voices are clear. •Student pronounces most words correctly. •Most audience members can hear the presentation. The student creates a fluid presentation. •Presentation demonstrates control of grammar, usage, mechanics, and spelling.	Fair •Students occasionally use eye contact and their voices are low. •Students incorrectly pronounce or seem unfamiliar with terms. •Audience members have difficulty hearing the presentation. •Students are somewhat fluid in presentation. •Presentation contains some to frequent intrusive errors in grammar, usage, mechanics, and spelling.
Creativity 20 %	Excellent • Analysis and presentation are highly engaging to the audience, and precisely attuned to the selection. • Analysis and presentation demonstrate a high degree of creativity and originality. • Presentation is exactly tuned to the audience.	Good • Analysis and presentation are engaging to the audience and appropriate to the selection. • Analysis and presentation demonstrate a fair degree of creativity and originality. • Presentation is generally appropriate to the audience.	Fair • Analysis and presentation are somewhat engaging but not always appropriate to the selection. • Analysis and presentation demonstrate limited, occasional creativity and originality. • Presentation is sometimes appropriate to the audience.
Content 20 %	Excellent • Information shows expertise in textual understanding, use of literary terms, and establishing the context within the passage and in the text as a whole. • The analysis demonstrates a clear, complete understanding of the assignment and literature selection. • The analysis demonstrates a very clear purpose and focus. • Analysis seamlessly includes a synopsis of the literature selection.	Good •Students give accurate and sufficient information with attention to context and has a solid understanding of literary terms. • A good understanding of the assignment and literature selection is demonstrated. • The analysis demonstrates a clear purpose and focus. • Analysis includes a synopsis of the literature selection. • Presentation shows an understanding of elements of literary analysis.	Fair •Students give mostly accurate and sufficient information, with some (80%) attention to context. • The analysis demonstrates some but incomplete understanding of the assignment and/or literary analysis. • An incomplete understanding of the literature selection is demonstrated. • The analysis has an unstated purpose and focus. • Analysis includes an incomplete/inaccurate synopsis of the selection. • Few ideas and arguments.
Use of Evidence 20 %	Excellent •Students use textual evidence to support well-developed claims/ideas. •Evidence is substantial and has a direct correlation to the claim. •Evidence is correctly cited.	Good •Students use textual evidence to support ideas/claims. •Correlation may be difficult to follow at times, but an attempt to create a link is evident.	Fair •Students give broad ideas with some textual evidence; textual evidence may be misused. • Examples from the work of literature are quoted without a clear connection to the focus of the analysis.

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