- Username
- Password
forgot?

iRubric: "Where I'm From" Poem Rubric

(draft) edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
"Where I'm From" Poem Rubric "Where I'm From" Poem Rubric Used for grading poems written by students. Rubric Code: V23X3XW By madisoncarter Draft Public Rubric Subject: English Type: Writing Grade Levels: 9-12

Where I'm From Poem
	3 3 pts	2 2 pts	1 1 pts
Meaning and Originality You poem is based on the template that is creative and meaningful to your life.	3 The poem is presented in a creative, unique way that reflects the author’s overall purpose or makes distinct connections to the past.	2 The poem is presented in a creative way with some sort of decoration that connects with the purpose or past of the author.	1 The poem is presented in a thoughtful way but contains minimal to no decoration that connects with the purpose or past of the author.
Imagery/Sensory Details Your poem contains descriptive details throughout so the reader can visualize your "story"	3 Sensory details are used throughout the poem and highlighted by the student. The use of the senses make the poem come alive for the reader.	2 Sensory details is used in some of the poem, but does not extend throughout the poem.	1 Sensory details are used only once or twice in the poem.
Figurative Language Your poem contains the necessary literary devices required by the prompt.	3 Figurative language is used throughout the poem. The student includes all of the following: a simile OR metaphor, personification, and imagery.	2 Figurative language is used in some of the poem, but the student only includes 2 of the 3 required elements.	1 Figurative language appears in the poem, but the student only includes 1 of the required elements.
Reflection Responses Your responses carefully consider a word or phrase from your poem, the affect it has on the reader, and makes connections to our text and essential unit questions. (RL.9-10.4 and RL.9-10.5)	3 Responses to the three questions are complete and thorough. The student makes a connection to the concepts (diction, foreshadowing, tradition/progress) and the text of the unit.	2 Responses are completed with an attempt to make the connection to the concepts or text for the unit.	1 Responses are incomplete and do not connect to the concepts or text for the unit.