Express Yourself Rubric Template

Hi class,

This is the rubric for the Express Yourself challenge. I have added the learning outcomes from the curriculum into the first column. In your expert groups, please come up with criteria for Level 1, 2, 3, and 4 for your area. We will share this with the class and develop one final rubric.

Rubric Doc

Communication (EN/XXC)

·         Finished product shows good proofreading and editing (i.e. attention to detail, and sense of individuality) (*a)

·      Plans and rehearses oral presentations (*b) ·     Uses oral communication techniques (eg. vocal techniques, style and tone, nonverbal techniques, visual aids, organizational and memory aids, monitoring methods) (*c) ·      Explains how features of the product construct meaning (e.g. form , symbolism, use of language, visual/artistic devices) (*d)

Thinking (EN/XXC)

·         Show reflection and explores ideas and information to express self in product (*e) ·         Creatively uses product form to enhance meaning and artistry, in the organization of ideas and information, and  text features or visual/artistic devices (*f)

Social and Personal Responsibility

·         Shows respect to others ideas and products AND contributes to the safety of the group by engaging in the activity (XXC)

·         Completes all the “Must Haves” (includes, a draft to share, a good copy/polished product, a format that can be posted on blog) (*a) (XXC/EN)

As you see, there are "*" with letters next to them. Those link to the curriculum text that supports these standards. You can see how I am assessing the Grade 9 English standards in this project. There are other standards that are not being assessed. I can give you that list too if you would like.

§  (*a) select and use a range of strategies to revise, edit, and publish writing and representing, including – checking work against established criteria – enhancing supporting details and examples – refining specific aspects and features of text – proofreading

§  (*b)select and use a range of strategies to prepare oral communications, including – interpreting a task and setting a purpose – considering audience – generating ideas – making connections among relevant knowledge and experiences – planning and rehearsing presentations;
§  (*c) select and use a range of strategies to express ideas and information in oral communications, including – vocal techniques – style and tone – nonverbal techniques – visual aids – organizational and memory aids – monitoring methods;

§  (*d) recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including – form and genre – functions of text – literary elements – literary devices – use of language – non-fiction elements – visual/artistic devices

§  (*e) create thoughtful representations that communicate ideas and information to explore and respond, engage

§  (*e) write meaningful personal texts that explore ideas and information to express self;

§  (*f) use and experiment with elements of form in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – organization of ideas and information – text features and visual/artistic devices

Beth