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Bringing Books Alive with Technology Rubric

Mary Kate McNulty GRIT 671 Goal 1: Students will be able to use a wide variety of strategies, tools, and media to comprehend, interpret, analyze, and evaluate grade-appropriate text. Goal 2: Students will be able to gather, organize, and present information through various forms of media. Goal 3: Students will be able to identify and explore the elements of literature, such as characters, setting, plot, conflict, and problem/solution. Goal 4: Students will be able to make inferences about characters in text and compare the characters traits. Goal 5: Students will be able to create a character avatar and description and present to the class. Goal 6: Students will be able to respond to shared text during group discussions and online blog posts. Goal 7: Students will be able to synthesize and critique ideas through small group discussions. Goal 8: Students will be able to develop oral presentation skills by presenting small projects to classmates. Goal 9: Students will be able develop arguments about the text and support ideas with evidence from the text. Goal 10: Students will be able to use a flipcamera and software to show their understanding of the novel.
Artifacts Standards (Common Core) Objective Goals Unsatisfactory Emerging Proficient Accomplished

Kidblog Entries

RL.4.3 1, 2, 3, 4, 6, 7 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). SL.4.1C Pose and respond to specific

There are no entries or responses to other students blogs. Posts are completely irrelevant and show little or no understanding.

Write one blog entry each week and respond to one other students blog each week. Posts show some understanding of what was read but are short and irrelevant.

Write at least one blog entry each week and respond to at least one other students blog each week. Posts show an understanding of what was read but may contain irrelevant material.

Write at least one blog entry each week and respond to more than one other students blog each week. Posts show insight and understanding of what was read.

questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Create an avatar of a character RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or 1, 2, 3, 4, 5, 8 An avatar was not created or there was no presentation to the class about the avatar and no presentation tool is used. Create an avatar with little accuracy. Presentation to the class is unclear as to why the avatar was created that way and no presentation tool is used. Create a somewhat accurate avatar using information from the text. Explain to the class why the avatar was created that way and put information into a powerpoint or prezi presentation. Create an accurate avatar using information from the text. Explain in detail why the avatar was created that way and put information into a powerpoint or prezi presentation.

actions). Create a Facebook page for a character RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 1, 3, 4, 7, 9 Facebook page is not written in first person, is not completed, and does not provide any accurate information. Facebook page is not completely written in first person, is less than halfway completed, and does not provide accurate information. Facebook page is written in first person, is mostly completed, and provides mostly accurate examples. Facebook page is written in the first person, has a completed profile page, and provides accurate examples.

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Create a RL.4.1 Refer commercial/rewrite to details and scene of novel examples in a text when explaining what the text says explicitly and when drawing inferences

1, 2, 6, 7, 8, 9, 10

Video does not present information of the novel clearly, logically, or accurately. It shows students minimal understanding of the novel. Video is not a commercial for the novel.

Video presents information of the novel somewhat clearly, logically, and accurately, but there are parts that are unclear. It shows students minimal understanding of the novel. Video is a commercial for the

Video presents information of the novel clearly, logically, and accurately, but one part may be unclear. It shows students understanding of the novel. Video is a commercial for the novel.

Video presents information of the novel clearly, logically, and accurately. It shows students understanding of the novel. Video is a commercial for the novel.

from the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). SL.4.1A Come 1, 2, 3, 4, 6, 7, to discussions 9 prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL. 4.1CPose and respond to specific questions to

novel.

Book Club discussions

Students do not come prepared. Students lack in at least two of the following areas: ask questions, contribute to the discussion, analyze the text, and show responsibility.

Students come somewhat prepared. Students lace in at least one of the following areas: ask questions, contribute to the discussion, analyze the text, and show responsibility.

Students come mostly prepared, ask questions, contribute to the discussion, analyze the text, and show responsibility.

Students come prepared, ask questions, contribute to the discussion, analyze the text, and show responsibility.

clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others

Presentation to the class

SL.4.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Student presents information in no logical sequence. Student does not have an understanding of what is being presented. Student makes no eye contact. Student mumbles, talks too quietly, or pronounces key ideas/terms incorrectly.

Student presents information in a way that is difficult to follow. Student only shows a rudimentary understanding of what is being presented. Student occasionally makes eye contact, but mostly reads presentation. Students voice is low and/or rushed.

Student presents information in a logical sequence and demonstrates a knowledge of what is being presented. Student maintains eye contact most of the time and speaks in a clear voice.

Student presents information in a logical and interesting sense and demonstrates full knowledge of what is being presented. Student maintains eye contact and speaks in a clear, loud voice.