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iRubric: Scary Story Narrative rubric

iRubric: Scary Story Narrative rubric

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Scary Story Narrative 
Scary Story Narrative
Students used descriptive language and sensory images to write a scary story around Halloween.
Rubric Code: VXB9948
By PLaursen
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: 6-8

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Creative Writing
  Exceeding

My work is excellent. I have gone beyond the scope of the assignment. There is a "WOW" factor.

(N/A)

Acquired

I have completed my assignment and met all of the required criteria. My work is very good.

(N/A)

Beginning

My work is almost complete, but there is still more I could do to meet the full criteria of the assignment.

(N/A)

Learning

My work is incomplete. I still need to learn more about the topic in order to meet the criteria of the assignment.

(N/A)

Plot

Student uses the main events to advance the plot of the story. The plot has a clear beginning, middle, and end.
Exceeding

Each section of the story (beginning, middle, end) is clear and well developed. The story flows smoothly. Elements of suspense and mystery have been added to the plot.
Acquired

Each section of the story (beginning, middle, end)is clear and makes sense. The story flows smoothly. The reader is not confused.
Beginning

Each section of the story (beginning, middle, end) is beginning to be developed. Parts of the story may be choppy. The reader may be confused.
Learning

Sections of the story (beginning, middle, end) may not be clear. The reader is confused. The student is still learning how to organize their story with a clear beginning, middle and end.
Resolution

Student includes a clear resolution to the story.
Exceeding

The story depicts a clear resolution of the conflict.
Acquired

The story depicts a resolution of the conflict.
Beginning

The story depicts a resolution of the conflict, but it is somewhat vague.
Learning

The student is learning how to depict a resolution of the conflict to a story.
Descriptive Details

Exceeding

The story includes vivid sensory images and a variety of descriptive words that greatly enhance the readers ability to visualize the story. Descriptive language may include :similies, metaphors, personification, and triple scoop words.
Acquired

The story includes sensory images and a variety of descriptive words that enhance the readers ability to visualize the story. Descriptive language may include :similies, metaphors, personification, and triple scoop words.
Beginning

The student is beginning to use sensory images and a descriptive words to enhance the readers ability to visualize the story. Descriptive language may include :similies, metaphors, personification, and triple scoop words.
Learning

The student is learning to include sensory images and descriptive words that will enhance the readers ability to visualize the story. The student is learning to include :similies, metaphors, personification, and triple scoop words.
Hook

Student uses a hook to grasp the reader's interest.
Exceeding

Story has a clear, creative beginning that hooks the attention of the reader.
Acquired

Story has a clear begining that attempts to hook the attention of the reader.
Beginning

Story has a begining that is clear but it does not hook the attention of the reader.
Learning

Writer has no clear begining.There is no hook to capture the attention of the reader.
Scary Element

Scary Element
Student uses a scary story element to enhance their story: suspense, sensory, surprise ending, surprise element, etc.
Exceeding

Student clearly uses two or more scary story elements.
Acquired

Student clearly uses one scary story element.
Beginning

Student attempts to use a scary story element.
Learning

Student fails to use a scary story element.
Dialogue

Exceeding

The story contains multiple examples of dialogue, but is not overused. The dialogue serves the purpose of adding details to the story and advancing the plot.
Acquired

The story contains multiple examples of dialogue.
Beginning

There is minimal dialogue in the story. The dialogue may be overused/not needed OR there more dialogue is needed.
Learning

There is no dialogue in the story.
Editing & Revising

Evidence of Proofreading
Student demonstrates careful attention to rules of grammar, punctuation, and spelling
Exceeding

Student demonstrates significant evidence of proofreading. Story contains few errors in spelling, punctuation, and/or grammar.
Acquired

Student demonstrates evidence of proofreading. Story contains few errors in spelling, punctuation, and/or grammar.
Beginning

Student demonstrates some evidence of proofreading. Story contains some errors in spelling, punctuation, and/or grammar.
Learning

Student is learning how to proofread. Story contains many errors in spelling, punctuation, and/or grammar.



Keywords:
  • sensory images, narrative, figurative language

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