Ms. Webb
Class Participation/Class Work
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9-10 (A-A+)(20) |
7-8 (B-B+)(18) |
5-6(C-C+)(15) |
4 (D)(13) |
3 and below (F)(0-10) |
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Focus and Engagement in Class |
Always stays on-task. Always completes “Do Nows” without having to be reminded. |
Almost always stays on-task. Almost always completes “Do Nows” without having to be reminded. |
Generally on task. |
Needs to be reminded to stay on task. Needs regular reminders to focus on “Do Now.” Occasionally puts head down. |
Stays off task after being reminded to work. Disregards reminders to focus. Often puts head down. |
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Discussion / Listening |
Offers opinions without dominating and builds off of the ideas of others. Always pays attention while others speak. Answers thoughtfully and bravely when called upon. Always engaged and moves conversations forward in pairs or groups |
Regularly offers opinions (without dominating) during discussions. Almost always listens while others speak. Does best to answer when called upon. Almost always engaged when working in pairs or groups. |
Sometimes offers valuable opinions and observations Usually pays attention while others speak. Usually makes a good effort to answer questions when called upon. Usually engaged when working in pairs or groups. |
Rarely offers opinions. Sometimes talks and/or occasionally interrupts while others speak. Sometimes evades questions (says “I don’t know” instead of trying). Sometimes withdrawn or off-task when working in pairs or groups. |
No positive contribution to discussions. Talks when others speak and/or interrupts others. Evades questions or refuses to answer. Withdraws or disrupts while working in pairs or groups. |
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Respect for Others |
Always courteous; helps others learn and is never disrespectful. |
Never displays disruptive behavior during class. Never disrespectful. |
Always shows respect to others. Almost never allows a negative attitude to affect participation. |
Occasionally displays disruptive behavior (by calling out, etc.)and/or projects a negative attitude. |
Requires consequences due to disruptive behavior and/or disrespect to others (criticizing, saying “shut up,” etc.). |
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Preparation |
Always prepared for class with assignments, binder, text, pen, and other required class materials. |
Almost always prepared for class with assignments and/or required class materials. |
Usually prepared for class with assignments and/or required class materials. |
Often not prepared for class with assignments and/or required class materials. |
Frequently not prepared for class with assignments and/or required class materials. |
Name__________________________________________Class_________Date________
Language Arts Homework Rubric
- This rubric will be applied to your homework. Attach this rubric to your notebook for reference. Homework is worth between 1-10 points, the rubric shown here is an example of an assignment worth 10 points.
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0 |
(0 Points) Incomplete – Homework is not completed. |
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√ |
(1-3 Point) Work is completed but does not meet minimal requirements. Work is not thorough, and shows a lack of effort. |
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√ |
(4-6 Points) Work is completed to the minimal expectations of the assignment. Student did not go above the minimal requirements. |
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√+ |
(7-10 Points) Work is complete, thorough and shows full effort and thought. Student went well beyond minimal requirements. |
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Persuasive Essay
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KEY TRAITS |
4 |
3 |
2 |
1 |
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DEVELOPMENT OF IDEAS |
• introduction is memorable and persuasive;claim clearly states a position on a substantive topic. • Valid reasons and relevant evidence convincingly support the writer’s claim. • Opposing claims are anticipated and effectively addressed with counterclaims. • The concluding section effectively summarizes the claim and makes a clear call to action. |
• introduction is interesting; claim states a position on a substantive topic. • Valid reasons and relevant evidence support the writer’s claim. • Opposing claims are anticipated and addressed with counterclaims. • The concluding section summarizes the claim and ends with a call to action |
• introduction fails to engage reader; claim is missing. • Reasons are not developed; little supporting evidence is presented. • Opposing claims are mentioned but not addressed. • The concluding section repeats part of the claim but lacks a summary and a call to action.
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• introduction is missing. • Significant supporting reasons and evidence are missing. • Opposing claims are neither anticipated nor addressed. • The concluding section is missing.
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ORGANIZATION OF IDEAS |
• The reasons and evidence are organized consistently and logically throughout the argument. • Varied transitions logically connect reasons and evidence to the writer’s claim. |
• The reasons and evidence are organized consistently and logically throughout most of the argument. • Transitions logically connect most reasons and evidence to the writer’s claim.
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• The organization is ineffective; reasons and evidence need to be rearranged in order of importance. • Only one or two transitions are used, making it sometimes difficult to follow the writer’s claim. |
• An organizational strategy is not used; reasons and evidence are presented randomly. • Transitions are not used, making the argument difficult to understand. |
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LANGUAGE FACILITY AND CONVENTIONS |
• The writing reflects a formal style and an objective, or controlled, tone. • Sentence beginnings, lengths, and structures vary and have a rhythmic flow. • Spelling, capitalization, and punctuation are correct. • Grammar and usage are correct |
• The writing generally conveys a formal style and an objective tone. • Sentence beginnings, lengths, and structures mostly vary and contribute to an effective argument. • Spelling, capitalization, and punctuation are mostly correct. • Grammar and usage have minor errors. |
• The style is informal and the tone is inappropriate or dismissive of other viewpoints. • Most sentences have the same beginning, length, and structure. Many fragments and run-on sentences are present. • Spelling, capitalization, and punctuation are often incorrect. • Grammar and usage are often incorrect and distract from meaning. |
• The style and tone are inappropriate for the argument. • Repetitive sentence structure, fragments, and run-on sentences make the writing monotonous and hard to follow. • Spelling and capitalization are often incorrect, and punctuation is missing. • Many grammatical and usage errors change the meaning of ideas. |