Unit 1, Activity 4, Sentence Variety Mini-Lesson
Peer Review Checklist
Character Analysis Essay
1st Draft Markers (In REVISION stage):
Initial Here
| |Does this writing have a thesis statement? |
| |Does this writing analyze the development of a favorite character? |
| |Does the writing justify the character’s behavior with textual evidence arranged in ascending order? |
| |Does the writing make a judgment of the playwright’s skill in developing that character? |
No paper goes on to Editing Stage until all 1st Draft markers have been met.
Final Draft Markers (In EDITING stage):
Initial Here
| |Is this essay free of grammar/usage/mechanical errors? |
| |Does this essay use a variety of sentence structures to develop its paragraphs? |
| |Is the language of this writing clear and concise, and is the structure correct? |
| |Is this essay in correct Final Copy format? |
|Oral Presentation Rubric : Evaluating Student Presentations of Literary Devices |
| |
|CATEGORY |4 |3 |2 |1 |
|Subject Knowledge |Student demonstrates full |Student demonstrates |Student demonstrates |Student does not have |
| |knowledge (more than |enough (adequate) |knowledge of the chosen |grasp of required |
| |required) of the chosen |knowledge of the chosen |literary device but is not|information; student |
| |literary device and its |literary device and its |completely comfortable |cannot answer questions |
| |interpretation in the |interpretation in the |with explaining its |about it nor when |
| |selected works. |selected works as prompted|interpretation in the |prompted. |
| | |by questioning. |selected works. | |
|Choice of materials |Student uses relevant and |Student uses relevant |Student uses some examples|Student provides no |
| |creative examples of |examples of chosen |of chosen literary device,|examples of chosen |
| |chosen literary device. |literary device. |but some may not be |literary device or |
| | | |convincingly relevant. |examples that are neither |
| | | | |relevant nor clear. |
|Delivery |Student uses clear voice |Student's voice is clear. |Student's voice is low. |Student mumbles, |
| |and correct, precise |Student pronounces most |Student incorrectly |incorrectly pronounces |
| |pronunciation of terms so |words correctly. Most |pronounces terms. Audience|terms, and speaks too |
| |that all audience members |audience members can hear |members have difficulty |quietly for students in |
| |can hear presentation. |presentation. |hearing presentation. |the back of class to hear.|
LA. STATE RUBRIC FOR COMPOSITION (12 Points)
(Scoring for English language arts composition for 8th and 10th grades)
| | | |
|DIMENSIONS |Circle the number earned |Points Earned |
| | | | | | |
|I. Composing Dimension |Not Yet — 1 |Almost — 2 |Good — 3 |Wow! — 4 | |
|- Central Idea (Focus) |The writer demonstrates |The writer demonstrates |The writer |The writer | |
|- Support/Elaboration (Details) |little or no control of |enough inconsistent |demonstrates |demonstrates | |
|- Unity/Organization |most of the dimension’s |control of several |reasonable, but |consistent, though | |
| |features. |features to show |not complete |not necessarily | |
| | |significant weakness in |control of most |perfect, control of | |
| | |the dimension. |features in this |almost all of the | |
| | | |dimension. |dimension’s | |
| | | | |features. | |
| | | | | | |
|II. Style/Audience Awareness Dimension |Not Yet — 1 |Almost — 2 |Good — 3 |Wow! — 4 | |
|- Good Diction/Word Choice |The writer demonstrates |The writer demonstrates |The writer |The writer | |
|- No Unnecessary Information |little or no control of |enough inconsistent |demonstrates |demonstrates | |
|- Sentence Diversity |most of the dimension’s |control of several |reasonable, but |consistent, though | |
|- Consistent Tone |features. |features to show |not complete |not necessarily | |
|- Authentic/Natural Voice | |significant weakness in |control of most |perfect, control of | |
| | |the dimension. |features in this |almost all of the | |
| | | |dimension. |dimension’s | |
| | | | |features. | |
| | | | | |
|III. Sentence Formation |Not Yet — 0 |Good — 1 | | |
|- Avoidance of Run-ons |Unacceptable control: |Acceptable control: Few, | | |
|and Fragments |There are run-on |if any, run-on sentences | | |
|- Varied Sentence Patterns |sentences, fragments, |or fragments; various | | |
| |and/or poorly constructed |sentence structures. | | |
| |sentences; one type of | | | |
| |sentence pattern. | | | |
| | | | | |
|IV. Usage |Not Yet — 0 |Good — 1 | | |
|- Subject/Verb Agreement |Unacceptable control: |Acceptable control: If any| | |
|- Verb Tenses |Subject-verb agreement, |errors are present, they | | |
|- Adverb/Adjective Forms |verb tenses, adj/adv. |do not appear to be part | | |
| |Forms and word meaning are|of a pattern of usage | | |
| |generally correct; no |errors. | | |
| |pattern of errors. | | | |
| | | | | |
|V. Mechanics |Not Yet — 0 |Good — 1 | | |
|- Punctuation |Unacceptable control: |Acceptable control: If any| | |
|- Capitalization |Patterns of errors in |errors are present, they | | |
|- Formatting |punctuation, |do not appear to be part | | |
| |capitalization, and/or |of a pattern. | | |
| |formatting. | | | |
| | | | | |
|VI. Spelling |Not Yet — 0 |Good — 1 | | |
| |Unacceptable control: |Acceptable control: May be| | |
| |There is a pattern of |occasional misspelling; no| | |
| |misspelled words; |pattern of spelling | | |
| |indicates a weakness in |errors. | | |
| |spelling. | | | |
| | | |
| |TOTAL POINTS EARNED | |
| | | |
| | | |
| | | |
| |GRADE CONVERSION | |
GRADE CONVERSION Comments
| | | | | |
|Pts. Grade |Pts. Grade |Pts. Grade | | |
| | | | | |
|12 100% |8 86% |4 70% | | |
|11 96% |7 82% |3 66% | | |
|10 92% |6 78% |2 62% | | |
|9 88% |5 74% |1 58% | | |
formatted by Lanell S. Marks, Northside High School, Fall 2000
Peer Review Checklist
Research Essay
1st Draft Markers (In REVISION stage):
Initial Here
| |Does this writing integrate at least two direct quotations from the play? |
| |Does this writing summarize without plagiarizing the opinion of the scholarly essay? |
| |Does this writing provide an explanation of the writer’s agreement or disagreement with the opinions of the |
| |scholarly essay? |
| |Are correct citations (MLA format) provided within the text and in the bibliographic information? |
No paper goes on to Editing Stage until all 1st Draft markers have been met.
Final Draft Markers (In EDITING stage):
Initial Here
| |Is this essay free of grammar/usage/mechanical errors? |
| |Does this essay use a variety of sentence structures to develop its paragraphs? |
| |Is the language of this writing clear and concise, and is the structure correct? |
| |Is this essay in correct MLA Final Copy format with all citations properly documented? |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- public education department
- richland district one
- english language arts content standards 1997 curriculum
- grade level team meeting agenda
- knox county schools
- unit 1 activity 4 sentence variety mini lesson
- ccss for ela content standards ca dept of education
- sample general enduring understandings for reading
- first grade math i can statements
- common core state standard i can statements
Related searches
- theme mini lesson 4th grade
- theme mini lesson 5th grade
- mini lesson on theme
- theme mini lesson middle school
- not enough items 1 0 4 0 1 7 10
- x 2 1 x 4 1 dx
- kindergarten writing mini lesson plans
- mini lesson for reading comprehension
- mini lesson ideas for reading
- mini lesson 6 traits voice
- writers workshop mini lesson template
- writers workshop mini lesson plans