iRubric: STEAL Characterization Foldable rubric

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STEAL Characterization Foldable

The student will use the STEAL acronym to create a foldable in order to analyze the characterization used in a given text.

Rubric Code: U63AW4

By anjiecarp

Draft

Public Rubric

Subject: English

Type: Assignment

Grade Levels: 6-8

STEAL Characterization Foldable Enter rubric description
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Cited Text CCS REA #1, WR #9 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	Poor The student did not cite text to support his or her analysis of the character, or the text cited was unrelated.	Fair The student cited text to minimally support his or her analysis of the character.	Good The student cited text that adequately supported his or her analysis of the character.	Excellent The student cited text that significantly supported his or her analysis of the character.
Characterization CCS REA #3 Analyze how particular lines of dialogue or incidents in a story or drama reveal aspects of the character, provoke a character's decisions and actions, or impacts others in the plot.	Poor The student's product fails to demonstrate analysis of how the text reveals aspects of the character, provokes a character's decisions/actions, or impacts others in the story.	Fair The student's product demonstrates minimal analysis of how the text reveals aspects of the character, provokes a character's decisions/actions, or impacts others in the story.	Good The student's product demonstrates adequate analysis of how the text reveals aspects of the character, provokes a character's decisions/actions, or impacts others in the story.	Excellent The student's product demonstrates significant analysis of how the text reveals aspects of the character, provokes a character's decisions/actions, or impacts others in the story
Related Reading CCS REA #10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.	Poor The student did not actively engage in reading the related material.	Fair The student was somewhat engaged in reading the related material.	Good The student was actively engaged in reading the related material.	Excellent The student was actively engaged in reading, rereading and analyzing the related material.
Written Content CCS WR #4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	Poor Student's writing is unclear, not concise and/or inappropriate for the given task, purpose or audience.	Fair Student's writing is somewhat clear and concise, and somewhat appropriate for the given task, purpose or audience.	Good Student's writing is clear and concise, and appropriate for the given task, purpose or audience.	Excellent Student's writing is exceptionally clear and concise, and appropriate for the given task, purpose or audience.
Spelling CCS LA #2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Poor The student's errors in capitalization, punctuation, and spelling are excessive.	Fair The student's errors in capitalization, punctuation, and spelling are frequent.	Good The student's errors in capitalization, punctuation, and spelling are infrequent.	Excellent The student has no errors in capitalization, punctuation, and spelling.
Presentation Neat, original, colorful and creative, demonstrating the student's best work.	Poor The finished product fails to be neat, original, colorful and creative, and doesn't demonstrate the student's best work.	Fair The finished product is somewhat neat, original, colorful and creative, but doesn't demonstrate the student's best work.	Good The finished product is neat, original, colorful and creative, demonstrating the student's best work.	Excellent The finished product is exceptionally neat, original, colorful and creative, demonstrating the student's best work.
Following Directions	Poor The student did not follow directions.	Fair The student followed some of the directions.	Good The student followed directions.	Excellent The student took great pains to follow directions and exceed expectations.

Keywords:

characterization, foldable, STEAL

Subjects:

English

Types:

Assignment

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