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iRubric: Levels of Reading Night rubric

iRubric: Levels of Reading Night rubric

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Levels of Reading Night 
Levels of Learning in Jane Eyre
This activity asks students to analyze an important word from the memoir Night. They will define the word, provide illustrations for how the word is used in the memoir, and create two thematic statement that have a connection to the word they chose.
Rubric Code: MXC356W
By masloneatsf
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: 9-12

Powered by iRubric Night Three Levels of Reading
  Distinguished

10 pts

Proficient

8 pts

Apprentice

7 pts

Novice

6 pts

Required Elements

Distinguished

The Levels of Learning activity contains an important word in the text, three examples of textual evidence with images, and two thematic statements connected to the word. Each section is sophisticated and insightful.
Proficient

The Levels of Learning activity contains an important word in the text, three examples of textual evidence with images, and two thematic statements connected to the word. Each element is competent.
Apprentice

The Levels of Learning activity contains an important word in the text, three examples of textual evidence with images, and two thematic statements connected to the word. Some elements may not be correct or are too general.
Novice

The Levels of Learning activity is missing at least two of the required elements or is wrong.
Conclusion

Distinguished

A rich, specific conclusion is drawn about the word. The thematic statements are unique to the word and reflect a sophisticated reading of the text.
Proficient

A competent, correct conclusion is drawn about the word. Although the thematic statements are accurate, they reflects a traditional reading of the text.
Apprentice

A broad conclusion is drawn about the text. The word/thematic statement is vague and reveals a simplistic, cliched reading of the text.
Novice

An incorrect conclusion is drawn about the text. The word/statement is not reflective of the text and reveals a faulty reading of the text.
Textual Evidence and Images

Distinguished

Three pieces of rich, insightful textual evidence are provided and have a direct correlation to the conclusion. The images effectively depict the evidence. Both reflect a sophisticated reading of the text.
Proficient

Three pieces of correct, competent textual evidence is provided and have a direct correlation to the conclusion. The images directly depict the evidence. Both reflect a traditional reading of the text.
Apprentice

Three pieces of textual evidence is provided but it may be broad or ineffective. The images generally reflect the evidence It may or may not directly relate to the assertion and reflects a simplistic, cliched reading of the text.
Novice

Some textual evidence is provided but does not effectively support the conclusion. The images are ineffective or incorrect. Little or no connection is made to the conclusion and reveals a faulty reading of the text.
Assertion

Distinguished

An assertion about the influences of the word are insightful and reflect a sophisticated reading of the text.
Proficient

An assertion about the influences of this word are competent and correct and reflect a traditional reading of the text.
Apprentice

An assertion about the influences of this word may be too broad and reflect a simplistic, cliched reading of the text.
Novice

An attempt at an assertion is made about the influences of this word, but it is incorrect and reflects a faulty reading of the text.
Language and Mechanics

Distinguished

Language and mechanics choices enhance the presentation of the Levels of Learning.
Proficient

Language and mechanics choices effectively communicate the presentation of the Levels of Learning.
Apprentice

Some errors in language and mechanics are evident but do not interfere with the understanding of the presentation of the Levels of Learning.
Novice

Language choices and errors in mechanics interfere with the understanding of the presentation of the Levels of Learning.




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