rubric for comic strip - web viewstudent is to write and illustrate their own comic book or story...

Comic Strip / Story Board

Name(s) of Group Members: _________________________________________

Student is to write and illustrate their own Comic Book or Story Board based on the story.

Comic Book/Story Board for the Entire Storyline. For your novel project you will create a story board or comic book of the novel. Your story board/comic book must include:

All of the significant events in the novel. You should include captions to help depict what your book was about, the characters of the book, and what the theme of

the novel was. You should include dialogue, narrative, and onomatopoeia according to each scene. Your story board/comic book should include no fewer than 10 pages and 5-9 significant entries per page.

Presentation:

You will read your comic strip to the class and present your illustration

Grading Criteria: Presentation Based on rubric

Checklist / Requirements:The pictures and captions reflect an exceptional degree of student creativity. There is great attention to detail. _______/5All pages and panels relate to the theme.

_______/5The main characters are clearly identified, and their actions and dialogue are well-matched to each other. _______/5Landscape and props are directly related to the theme or purpose of the comic book / story board and enhance understanding of the scene. _______/5Your story board/comic book has at least 10 pages and 5-9 significant entries per page.

_______/5Spelling, punctuation, and grammar accuracy. Title and Author are clearly identified.

_______/5Project time was used wisely. Much time and effort went into the planning and design of the comic. _______/5

Final Grade _______/35

Rubric for Comic Strip / Story Board

5 4 3 2Creativity The pictures and

captions reflect an exceptional degree of student creativity. There is great attention to detail.

All but 1-2 of the pictures and captions reflect an exceptional degree of student creativity.

All but 3-4 of the pictures and captions reflect an exceptional degree of student creativity.

More than 5-6 of the pictures and captions reflect little degree of student creativity.

Theme All panels relate to the theme.

75% of the panels relate to the theme.



Characters and Dialogue

The main characters are clearly identified, and their actions and dialogue are well-matched to each other.

The main characters are clearly identified, and their actions and dialogue match most of the time.

The main characters are identified but not well developed and their actions and dialogue are too general.

It is hard to tell who the main characters are.

Landscape and Props

Landscape and props are directly related to the theme or purpose of the comic and enhance understanding of the scene.

Landscape and props are directly related to the theme or purpose of the comic.

Landscape and props are generally related to the theme or purpose of the comic.

Landscape and props seem randomly chosen OR distract the reader.

Number of Items

The comic has at least 10 pages with 5-9 panels per page.

The comic has 8-9 pages and/or 4 panels per page.

The comic has 6-7 pages and/or 3 panels per page.

The comic has less than 4-5 pages and/or less than 3 panels per page.

Spelling, Punctuation, and Grammar

There are no spelling, punctuation, or grammar errors.

There are 1-3 spelling, punctuation, or grammar errors.

There are 4-5 spelling, punctuation, and grammar errors.

There are more than 5 spelling, punctuation, and grammar errors.

Time and Effort

Class time was used wisely. Much time and effort went into the planning and design of the comic.

Class time was used wisely, however the student could have put in more time and effort into the planning.

Class time was used wisely, however the student could have put more time and effort into the design.

Class time was not used wisely.

Creative WritingSTUDENT NAME(S) ___________________________________________________________________

OBJECTIVE: Students will create an alternate ending different from the actual ending in the book, or they will create a journal based on an alternate character. Use your imagination, but relate the ending to actual events and reality according to the story.Write an Alternate EndingYou will write an alternate ending different from the actual ending in the book. Use your imagination, but relate the ending to actual events and reality according to the story. Your ending should include:

2 pages minimum typed (12pt font, double spaced, standard margins) Visual images (minimum 3) Include all relevant characters. Connect all events logically, do not leave grey areas that the reader has to guess. Provide details to insights that allow the reader to imagine what they are reading.

Write a Journal (The Color Purple Only)You will write journal entries describing your daily life as an alternate character from the story. Your journal entries should include:

Evidence of events that happened in the story, according to that character’s point of view. 5-10 Journals typed (each 1 page, 12pt font, double spaced, standard margins) Visual images totaling at least half of the journal entries Readable text (although colloquial language may be used)

Requirements/ Checklist:Creativity ____/5

Grammar, spelling, punctuation ____/5

Word Choice ____/5

Supporting details in relevance to the theme ____/5

Coherence and Fluidity ____/5

Organization and Development ____/5

Format: 2 pages minimum, double-spaced, 12pt font, structure, grammar, punctuation, spelling, etc. ____/5Visual aids – At least 3 visual aids that relate to the story.

____/5Final Grade ____/40

Creative Writing Assignment

Exceeds Standards5 pts

Meets Standards4 pts

Almost Meets Standards3 pts

Does Not Meet Standards2 pts

Creativity Writing is extremely creative. Ideas and style is refreshing and imaginative. Talented writing.

Writing is somewhat creative. Some new and imaginative ideas. Good writing.

Writing contains a few creative ideas but style is mostly uninspired.

Writing contains many cliché ideas and an uninspired style

Spelling and Grammar

Proper use of spelling and grammar is employed consistently throughout the writing assignment.

There are a few spelling and grammar errors, however it does not take away from the overall quality of the writing assignment.

Poor spelling and grammar muddle the overall effectiveness of this piece.

There are so many spelling and grammar errors that it is difficult to comprehend the meaning.

Word Choice Strong, vivid words and descriptions throughout. Words are above average, and used appropriately throughout the work.

Strong words and descriptions throughout. Many words are above average and used appropriately throughout the work.

Some strong words and descriptions. Some above average word choices however, many words are used inappropriately.

Poor word choice and descriptions throughout. Elementary word choices and many words misused.

Fluidity There is a strong rhythm and flow of language. Sentence structure is varied through out piece.

There is a rhythm and flow of language. Sentence tructure is often varied.

An obvious attempt to create a rhythym and flow. Sentence tructure not varied.

No attempt to create a rhythym. Sentence structure not varied.

Organization and Development

Excellent idea creativity. Organization and use of supporting details evident in the work.

Good idea creativity. Organization and use of supporting details evident in the work.

Some idea creativity. Attempted organization and use of some supporting details evident in the work.

No creativity, poor organization and no attempt to supply supporting details.

Formatting Contains no errors in formatting.

There are a few errors in formatting, however it does not take away from the overall quality of the writing assignment.

Poor formatting muddle the overall effectiveness of this piece.

There are so many formatting errors that it is difficult to logically read.

Visual Aids Includes at least 3 visual aids that relate to the subject.

Includes 2 visual aids that relate to the subject.

Includes 1 visual aid that relates to the subject.

Includes at least 1 visual aid, but they do not relate to the subject.

Letter-Writing : Journal Writing

Student Name(s): ________________________________________

CATEGORY 5 4 3 2Sentences & Paragraphs

Sentences and paragraphs are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Salutation and Closing

Salutation and closing have no errors in capitalization and punctuation.

Salutation and closing have 1-2 errors in capitalization and punctuation.

Salutation and closing have 3 or more errors in capitalization and punctuation.

Salutation and/or closing are missing.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Length Each journal is 10 or more sentences.

Each journal is 8-9 sentences.

Each journal is 5-7 sentences.

Each journal is less than 5 sentences.

Capitalization and Punctuation

Writer makes no errors in capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and punctuation.

Neatness The journal is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.

The journal is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.

The journal is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.

The journal is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.

Format Complies with all the requirements for a friendly letter.

Complies with almost all the requirements for a friendly letter.

Complies with several of the requirements for a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

Content Accuracy The journal contains at least 5 accurate facts about the topic.

The journal contains 3-4 accurate facts about the topic.

The journal contains 1-2 accurate facts about the topic.

The journal contains no accurate facts about the topic.

Character Analysis Lap Book

Choose one important character in the novel and create a Character Analysis Lap Book for him or her. Include the following items in your analysis:

Setting Appearance Actions Ideas(what the character thinks) Manner(how the character acts) Reactions of others to the character Feelings of the character throughout the novel At least 3 quotes that highlight the character’s personality Words that describe the character

Checklist / Requirements:Title

_______/5Content - Accuracy

_______/5Graphics - Relevance

_______/5Required Elements

_______/5Labels

_______/5Attractiveness

_______/5Mechanics

_______/5Project time was used wisely.

_______/5


Presentation:

You will present and read your Lap Book to the class.

Grading Criteria: Presentation Based on rubric

Character Analysis Lap Book Rubric

Student Name(s):

CATEGORY 5 4 3 2Title Title of unit is

displayed clearly and accurately on the front of the lapbook.

Title of unit is displayed, but it has a few errors.

Title of unit is displayed, but it is not clear.

Title of unit is incorrect.

Content-Accuracy

At least 7 accurate facts are displayed on the poster

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Graphics-Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topicOR several borrowed graphics do not have a source citation.

RequiredElements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 2 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 2 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be rad from at least 2 ft. away.

Labels are too small to view OR no important items were labeled.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Mechanics Capitalization and punctuation are correct throughout the poster

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than2 errors in capitalization or punctuation.

Use of ClassTime

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Dramatization of an Impactful EventStudents will work in groups to recreate scenes from the novel in a video format.

Students will chunk the novel into sections and select a set of letters to choose from. Groups will select scenes with vivid description to use for their video recreation, using costumes and props.

While filming, one person will narrate the scene while other students act it out. Students will complete the process on movie-making software; provide a soundtrack, scripts, and slides

describing the scene. Students might also choose to modify this activity by filming from another character’s point of view.

Checklist / Requirements:Storyline Accuracy

_______/5Role

_______/5Voice - Consistency

_______/5Voice - Pacing

_______/5Soundtrack - Emotion

_______/5Images

_______/5Economy

_______/5Grammar

_______/5Point of View – Purpose

_______/5Props and Costumes

_______/5


Role Play : DramatizationStudent Name: ________________________________________

CATEGORY 5 4 3 2Storyline Accuracy

All storyline information appeared to be accurate

and in chronological order.

Almost all storyline information appeared to be

accurate and in chronological order.

Most of the storyline information was accurate

and in chronological order.

Very little of the storyline information was accurate and/or in chronological

order.

Role Point-of-view, arguments, and solutions proposed

were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed

were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Voice - Consistency

Voice quality is clear and consistently audible

throughout the presentation.


throughout the majority (85-95%) of the

presentation.


through some (70-84%) of the presentation.

Voice quality needs more attention.

Voice - Pacing The pace (rhythm and voice punctuation) fits the

story line and helps the audience really \"get into\"

the story.

Occasionally speaks too fast or too slowly for the

story line. The pacing (rhythm and voice

punctuation) is relatively engaging for the audience.

Tries to use pacing (rhythm and voice

punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is

not consistently engaged.

No attempt to match the pace of the storytelling to

the story line or the audience.

Soundtrack - Emotion

Music stirs a rich emotional response that matches the story line

well.

Music stirs a rich emotional response that somewhat matches the

story line.

Music is ok, and not distracting, but it does not

add much to the story.

Music is distracting, inappropriate, OR was not

used.

Images Images create a distinct atmosphere or tone that

matches different parts of the story. The images may communicate symbolism

and/or metaphors.

Images create an atmosphere or tone that

matches some parts of the story. The images may

communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it

needed more work. Image choice is logical.

Little or no attempt to use images to create an

appropriate atmosphere/tone.

Economy The story is told with exactly the right amount of detail throughout. It does not seem too short

nor does it seem too long.

The story composition is typically good, though it seems to drag somewhat OR need slightly more

detail in one or two sections.

The story seems to need more editing. It is

noticeably too long or too short in more than one

section.

The story needs extensive editing. It is too long or

too short to be interesting.

Grammar Grammar and usage were correct (for the dialect

chosen) and contributed to clarity, style and character

development.

Grammar and usage were typically correct (for the

dialect chosen) and errors did not detract from the

story.

Grammar and usage were typically correct but errors detracted from

story.

Repeated errors in grammar and usage

distracted greatly from the story.

Point of View - Purpose

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the presentation.

There are a few lapses in focus, but the purpose is

fairly clear.

It is difficult to figure out the purpose of the

presentation.

Props/Costume Student uses several props (could include costume)

that accurately fit the period, show considerable work/creativity and make

the presentation better.

Student uses 1-2 props that accurately fit the period,

and make the presentation better.

Student uses 1-2 props which make the

presentation better.

The student uses no props OR the props chosen

detract from the presentation.

Book Trailer Students will create a book trailer video or presentation to capture the interest of the audience. Book trailers should include:

Setting, Rising Action, and Plot Readable text Clear recordings Interesting, clear images Timing of images Concise language Music that reflects the mood of the book Narration that is louder than the background music Enough details to be interesting but not enough to give away the ending Ends with a question or scene that makes the audience want to read the book Synopsis explaining why someone would want to read this book.

Checklist / Requirements:Presentation (Persuasion)

_______/5Content (Storyline or Plot)

_______/5Images

_______/5Voice (Soundtrack)

_______/5Audio (Soundtrack)

_______/5Video Editing

_______/5Reflection (Awareness of Audience)

_______/5Presentation (Interest level)

_______/5Presentation (Duration/length)

_______/5


Book Trailer RubricCATEGORY High Performance (5)

At or Above Average (4)

At or below Average (3) Low performance (2)

Presentation(Persuasion)

The trailer flows very smoothly and captivates the attention of the audience. It compels the viewer to read the book.

The trailer flows smoothly and holds the attention of the audience. The viewer is left interested in the book.

The trailer flows reasonably but there are some transitions that need improvement in order for the viewer to be persuaded to read the book.

The scenes from the trailer are choppy and the transitions seem abrupt. The viewer may be left confused and not inclined to read the book

Content(Storyline or plot)

Key scenes or themes from the book have been creatively presented. These make the content of the book clear to the viewer

There is one key scene or theme from the book represented in the trailer. This makes the viewer generally aware of the content of the book.

An attempt has been made to depict some aspect of the book, however from the content of the book has not been made clear to the viewer.

There is no scene in the trailer that suggests that the student has read the book. The viewer also has no idea of what the book is about.

ImagesImages create a distinct atmosphere or tone that matches the different parts of the story.

The images create an atmosphere or tone that match some parts of the story

An attempt was made to use images that create an atmosphere or tone but it needed more work. The choice of images is logical.

Little or no attempt has been taken to use images to create an appropriate atmosphere or tone.

Voice(Soundtrack)

The voice track is clean and fully understandable. The pace fits the storyline. The viewer is always engaged.

The voice track is occasionally too fast/slow for the storyline. The pacing is relatively engaging for the viewer.

Tries to use pacing and rhythm but it is often noticeable that it does not fit the storyline. The viewer is not engaged consistently.

No attempt to match the pace f the storytelling to the storyline. The viewer was not engaged.

Audio(Soundtrack)

The music stirs an emotional response that matches the storyline.

The music stirs and emotional response that somewhat matches the storyline.

The music is adequate and does not distract but not much was added to the story either.

The music is distracting, inappropriate or was not used.

Video Editing

Editing demonstrates a full working knowledge of the software. Many effects were incorporated and used effectively.

Editing demonstrates a good working knowledge of the software. Some effects were incorporated and used effectively.

Editing demonstrates a fair knowledge of the software. Limited special effects were incorporated into the video.

Editing shows a lack of understanding of the software. No special effects were used in the making of the video.

Reflection(Awareness of

Audience)

Strong awareness of the audience in the design. Can clearly explain why they chose the vocabulary, audio, and graphics to fit the target audience.

An awareness of the audience in the design. Can explain why they chose the vocabulary, audio, and graphics to fit the target audience.

Some awareness of audience in the design. Some difficulty in explaining the choice of vocabulary, audio, and graphics for the target audience.

Limited awareness of the needs and interests of the target audience.

Presentation(Interest level)

A very exciting presentation. It grabbed the attention of the viewer with suspense, humour or intrigue from the beginning.

A good presentation that used suspense, humour or intrigue well and caught the attention of the viewer from the beginning.

A passable presentation. Some suspense, humour or intrigue but no real “hook” present at the start.

Flat presentation. Little or no suspense, humour or intrigue to capture the attention of the viewer.

Presentation(Duration/length)

The presentation was the right length to keep/get the viewer involved.

The presentation was the right length to keep/get the viewer involved.

The length of the presentation was too long/short to keep/get attention of the viewer

The length of the presentation was too long/short to keep/get attention of the viewer.

Create a News Video or Newsletter You will create a news video or newsletter based on current events in the book. Your work should include:

All major events that happen in the book. You may include other items as well for smaller articles. Readable text Clear recordings Interesting, clear images Timing of images Concise language You may include interviews of characters. Must be organized logically and concisely. Do not lose your viewers or readers!

Checklist / Requirements:Opening and Intro

_______/5Clarity and Organization

_______/5Content

_______/5Style and Delivery

_______/5Visual Aids

_______/5Summary

_______/5Addressing Questions

_______/5


News Video Rubric

Category Excellent (5) Good (4) Adequate (3) Inadequate (2)Opening &intro

Clearly, quickly established the focus of the presentation, gained audience attention

Established focus by the end of the intro, but went off on a tangent or two.Gained attention.

Audience had anidea of what was coming, but the intro did not clarify the main focus.

Little or no intro,such that audience did not know the speaker’s main focus.

Clarity &Organization

Main points clearlystated and explained; logical, smooth organization

Main points fairlyclear; some missing links or transitions.

Main points must be inferred by audience; holes are evident.

Presentation jumps among random topics. Main points unclear

Content Evidence clearly presented. Thorough, knowledgeable interesting, logical. Assumptions and interpretations clear, and clearly identified.

Evidence perhaps not quite clearly separated from assumptions and interpretation of evidence, but story is logical.

Evidence, assumptions, and interpretation difficult to untangle from one another.

Lacks key observations. Evidence unclear. Appears largely opinion-based.

Style &Delivery

Audience could see &hear speakers clearly. Effective pauses and verbal intonation.

Audience could see& hear speakers clearly, Most pauses & verbal intonation were effective.

Audience couldmostly see & hear speakers. Speakers show some hesitation or uncertainty.

Speakers spoke to the screen or mostly to one person in the audience. Poorly timed. Appears to have not practiced.

Visual Aids Well-selected, well-placed images and text. Figures clearly support ideas presented without extraneous info.

Reasonable imagesand text, not always well-placed. Figures clearly support ideas presented. May have some extra/missing info

Some chosen images extraneous to presentation or marginally support presentation. Too much/little extra detail.

Chosen images and text marginally useful. Too much/little extra detail. Lack of connection to topic.

Summary Conclusions clearly stated. Summary integrated main points and brought the presentation to a logical & effective closure

Conclusions stated. Summary perhaps not quite fully supported by evidence shown, but main points clear.

Summary shown but poorly explained by speaker. Audience has to summarize for themselves.

Summary nonexistent or very abrupt. Lack of synthesis.

Addressingquestions

Questions handledwith confidence and in a knowledgeable way. Speaker clearly demonstrated further depth of knowledge than just the information in his/her presentation.

Questions handled ina knowledgeable way but with some hesitation. Speaker clearly demonstrated further depth of knowledge than just the information in his/her presentation.

Speaker made a strong effort to answer questions, but lacked depth of knowledge beyond what he/she already presented.

Speaker lacked answers to obvious questions the audience would be likely to ask.Speaker struggled to link answer to content of presentation.

Newsletter RubricCATEGORY 5 4 3 2

Layout - Headlines & Captions

All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.

All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.

Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.

Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.

Layout - Columns Columns are neatly typed in the \"justified\" type style. There are adequate and consistent \"gutters\" between all columns and articles. A glance at the newspaper makes you think \"professional.\"

Columns are neatly typed. There are adequate and consistent \"gutters\" between all columns and articles. A glance at the newspaper makes you think \" fairly professional.\"

Columns are typed. There are adequate \"gutters\" between most columns and articles. It is easy to read, but looks somewhat nonprofessional.

Columns are not neatly typed and/or \"gutters\" are not adequate, so newspaper is somewhat difficult to read.

Layout - Flag The name of the newspaper is centered and is in a font that makes it stand out from other content. The date and edition of the newspaper appear below the name in a smaller font.

The name of the newspaper is in a font that makes it stand out from other content. The date and edition of the newspaper appear below the name in a smaller font.

The name of the newspaper is in a font that makes it stand out from other content. Either the date or the edition number of the newspaper appears below the name in a smaller font.

The name of the newspaper does not stand out OR both the name and edition of the newspaper are missing on one or more pages.

Knowledge Gained All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.

Spelling and Proofreading

No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper.

Articles - Purpose 90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Articles - Supporting Details

The details in the articles are clear, effective, and vivid 80-100% of the time.

The details in the articles are clear and pertinent 90-100% of the time.

The details in the articles are clear and pertinent 75-89% of the time.

The details in more than 25% of the articles are neither clear nor pertinent.

Graphics Graphics are in focus, are well-cropped and are

Graphics are in focus and are clearly related to the

80-100% of the graphics are clearly related to the

More than 20% of the graphics are not clearly

clearly related to the articles they accompany.

articles they accompany. articles they accompany. related to the articles OR no graphics were used.

Articles - Interest The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.

The articles contain facts, figures, and/or word choices that make the articles interesting to readers.

The article contains some facts or figures but is marginally interesting to read.

The article does not contain facts or figures that might make it interesting to read.

Use of Primary Sources

Reading of primary source material was thorough.

Reading of primary source material was fairly thorough.

Reading of primary source material was incomplete.

Reading of primary source material was not done.

rubric for comic strip - web viewstudent is to write and illustrate their own comic book or story...

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