iRubric: American War Poetry Unit Rubric

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American War Poetry Unit Rubric

After experiencing three lessons centered around war poetry from the American Revolution, the American Civil War, and World War One, our students should have a firm command of basic poetic terminology, a rough sense of American history, and the intersections between the two.

Rubric Code: Z5987C

By OSU791

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: 9-12

American War Poetry
	Great 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Historic Background	Great Student can identify distinct characteristics of each time period without extensive prompting, and they can identify all root causes and effects of each conflict.	Good Student can identify some characteristics of each time period with minor prompting, and they can identify some root causes and effects for some or all of the conflicts.	Fair Student has trouble ordering time periods and identifying more than one root cause or effect for any conflict studied.	Poor Student can identify no or only a few characteristics, causes, and effects for each time period and conflict, and a lack of attention and preparation is obvious.
Poetic Terminology	Great Student can define, compare, contrast, and provide examples of nine or ten of the following ten poetic terms: metaphor, simile, alliteration, rhyme scheme, meter, diction, hyperbole, personification, speaker, and stanza.	Good Student can define six to eight of the ten poetic terms and can identify basic differences and similarities between them. Student can identify examples of terms but not create new examples.	Fair Student can define three to five of the terms, but has trouble distinguishing between them. Student can correctly identify examples approximately half of the time.	Poor Students can define less than three terms and cannot compare or contrast them. Student cannot correctly identify examples with discernible accuracy.
Poetic Usage	Great Student can apply knowledge of poetic terms to identify themes and form valid interpretations of works using higher level thinking skills. Student can evaluate and critique alternate interpretations.	Good Student can sometimes use poetic terms to form an interpretation, but the argument is incomplete or insufficient. Student cannot entertain alternate interpretations.	Fair Student has limited applied use of poetic terms and cannot independently form a sound opinion or interpretation of a poem, but effort and knowledge is apparent.	Poor Student cannot apply any knowledge of terms to interpret poems. Their argument, if it exists, is simplistic or absent.
Participation	Great Student actively participated in class discussion with insightful, measured commentary. All work was submitted complete and on time.	Good Student contributed to class discussion, but comments were either simplistic or repetitive. All work was submitted complete, but one piece may have been late.	Fair Student barely contributed to discussion, and comments were often unrelated or not constructive. Work submissions were late, incomplete, or both.	Poor Student did not participate in discussion, or contributions were unrelated or distracting. Work was late, incomplete, or missing.

Subjects:

English

Types:

Assessment

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