Character Claims



English I Claim-Evidence Paragraph Grading Rubric Ms. Arendt

Name ________________________________________________ Date_______________________ Period ___

| |Exceeds |Meets |Emerging |Little or No Evidence |

| |(4) |(3) |(2) |(1) |

|Structure: |Claim: Every paragraph includes a |Claim: Every paragraph includes a |Claim: Every paragraph includes a |Claim: Every paragraph includes a |

| |clear and elaborated claim, or what |clear claim stating specifically what|claim that states what the author |clear claim, or what the author will |

|Claim-Evidence |the you intend to prove through your |you will prove in your literary |intends to prove in a general way.|attempt to prove in each paragraph |

| |literary analysis clearly siting one |analysis. | | |

| |of a wide variety of specific |Evidence: Specific quotes or |Evidence: Are general, or the most|Evidence: Is either vague or omitted |

| |literary concepts. |paraphrased examples are provided |commonly selected examples are |entirely |

| |Evidence: Thoughtfully selected |from the text to illustrate the claim|used from the text to support the | |

| |specific quotes or paraphrased |as evidence and is analyzed in a way |claim as evidence therefore, not |Formatting: Does not meet many of |

| |examples are provided from the text |to demonstrate your ability to think |demonstrating the depth and |the requirements for a formal, |

| |to the claim as evidence which are |critically about a text using higher |breadth of your ability to think |writing submission. |

| |then in turn analyzed to show clear |order thinking strategies and show a |critically about a text. | |

| |cause-and-effect relationship of your|clear relationship between the |Formatting: Meets most | |

| |higher order critical thinking |evidence selected to illustrate the |requirements, but some errors are | |

| |skills. |literary concept and the text. |distracting and could have been | |

| |Formatting: Meets all requirements |Formatting: Meets all requirements |revised before submitting | |

|Content: |A wide variety of literary concepts |Some variety of literary concepts is |Little variety of literary |Very little variety, if any at all, |

| |are the focus for claim-evidence |present. |concepts is the focus for |of literary concepts is the focus for|

|Literary Concepts |paragraphs demonstrating your ability|Relationship between the story and |claim-evidence paragraphs. |claim-evidence paragraphs. |

| |to think and read critically. |literary concept clearly support the | | |

| | |student’s claim through a thoughtful |Higher Order Thinking Skills show | |

| |Relationship between the story and |analysis of the text using HOTS |you have not yet begun to |Higher Order Thinking Skills, if |

| |literary concept clearly support the |(higher order thinking strategies and|challenge your thinking to produce|present, are superficial and reflect |

| |student’s claim through a thoughtful |skills). |original and thoughtful analysis |and do not show that you understand |

| |analysis of the text using HOTS | |of a text |the author’s purpose for writing the |

| |(higher order thinking strategies and|You make some inferences; find some | |text. |

| |skills). |relevance, to show the depth & | | |

| | |breadth of the complexity of your |Relationship between the story and|Relationship between the story and |

| |You make thoughtful inferences, find |ability to analyze a text. |literary concept weakly support |literary concept is unclear and does |

| |relevance, and address the depth & | |your claims about the significance|not support the your claim |

| |breadth to demonstrate the complexity|There is a relationship between the |of the examples you selected to | |

| |of your analysis of the text. |evidence selected and your analysis |illustrate each literary concept. | |

| | |of its connection to literary | | |

| | |concept. | | |

Total: +____ / 8 x 5 = + ____ / 40

Additional Comments

Name _______________________________ Date __________________ Period ____

Literary Analysis: Supporting Claims with Text-Based Evidence

You’ll be writing FOUR (4) claim-evidence paragraphs; each one will focus on a specific focus of a literary concept. You will use the stories we read for this class as evidence to support your claims. In other words,

□ Choose a story that best illustrates a clear example of a specific type of external OR internal conflict (consider the different types of external conflict).

□ Choose a story that best demonstrates characterization (specifically STATIC and DYNAMIC) characters—consider the consider STEAL method of character analysis to help you explain your thesis.

□ Choose the story that is the best example of irony (situational, dramatic, and/or verbal).

□ Which story had a central idea (or author’s purpose) that was clear and easily relatable to you? In other words, which of the stories had the best theme and why? Analyze the relevance of each story to you drawing inferences from the text to support your claim.

PLEASE NOTE: You may use some of the stories twice, but only if you focus on TWO entirely separate literary concepts.

|Title of Story |Literary |Specific Focus |Thesis |Evidence |

| |Concept | | | |

| | | | |Frightened and lost in the woods, Goldilocks must |

| | | | |decide if she should continue to look for an adult to |

| | | | |help her or if she should trespasses into the private |

|Example: | | |Central conflict an external one stemming from |residence of the Bears to find food there. Goldilocks’|

|Goldilocks and the |Conflict |External |a false sense of human entitlement defying the |false sense of entitlement as a lost human girl, |

|Three Bears | |(person vs. |laws of nature. In this “beloved fairy-tale” |empowers her to break into the Bears’ home and steal |

| | |society) |the presumed protagonist(s), Goldilocks engages|their provisions, destroying a valuable family heirloom|

| | | |in a brief internal conflict (should she break |rocking chair in the process because she is a human and|

| | | |into a home and steal food and take a nap |a lost little girl and therefore feels more entitled to|

| | | |because she’s hungry and tired or should she be|survival than the powerful. Even more appalling is |

| | | |responsible for herself and find food and |that she is so certain of her superiority that, she |

| | | |shelter on her own?), which she quickly |decides to linger for a nap after taking her free |

| | | |determines to be logical and reasonable because|lunch, demonstrating a flagrant attitude of defiance |

| | | |she so firmly believes that humans are superior|and a seeming sense of invincibility (because in |

| | | |to all other animals in the global society. |reality Goldi v. any bear, the bear will always win). |

| | | | |She continues to believe in this societal myth of human|

| | | | |superiority which could have led to a gruesome end for |

| | | | |her had the Bears not demonstrated civility when they |

| | | | |discovered the criminal destruction of their property |

| | | | |and that the vandal was actually asleep in one of their|

| | | | |beds. |

Example paragraph:

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download