ANIMAL FARM Essay Rubric

Unit Outcome: Students will determine themes, symbols, and motifs of Animal Farm and
analyze in detail their development over the course of the text, including how they emerge and
are shaped and redefined by specific details.
Learning Targets:
ELA10.1.4 – Make up claims about texts using specific textual evidence.
ELA10.1.5 – Create paraphrases and integrate quotes that support relevant evidence from texts.
ELA10.1.6 – Examine and convey complex ideas and write informative texts.
Section
8 4 Points: Thesis Statement

6 A. Names of symbolic characters

B. Emphasizes types of behavior
4
C. States consequences of behavior
2
3 Points: Plot Summary
1 1 Point: Title, Author
0
Score BODY ONE
15 2 Points: Topic Sentence
A. Names character

12 B. Describes behavior
3 Points: Specific examples of behavior related to loss of freedom and equality

9 9 Points: Answers Questions A-D from Step 1

A. What specific actions does the leader take that destroy freedom and weaken equality on Animal
Farm? List at least five examples from the novel.
6
B. How would you judge or characterize the behavior of the leader? For example, is it selfish?
Fearful? Grandiose? Manipulative?
3
C. How does that leader gain and keep power?
D. What does the goal or the aim of the leader seem to be? Does he achieve it?
0
1 Point: Concluding Sentence
Score BODY TWO
15 2 Points: Topic Sentence
A. Names character

12 B. Describes behavior
3 Points: Specific examples of behavior related to loss of freedom and equality

9 9 Points: Answers Questions A-D from Step 2

A. How does the character act in specific situations to weaken equality and give up his or her
freedom? List at least three examples.
6
B. Does the character realize that the animals are losing their freedom and equality? Why or why
not?
3
C. Does the character influence the attitudes and behaviors of other followers on Animal Farm? If
so, how? If not, why not?
0
D. Is the behavior of the character typical of that of most other followers on Animal Farm? Can you
identify the type of behavior that puts the ideals of freedom and equality in danger?
1 Point: Concluding Sentence

Score CONCLUSION
8
6
4 Points: Echoes the main idea stated in the thesis
4
4 Points: Summaries main points
2
0
Final Comments
Score

______/50
Figure 7.9 Rubric Evaluation form
Check the Rubric for Rubrics in your textbook, pages 257-259, to see how to score each indicator on a
rubric you use. There are three levels for scoring:
Level 3: Ready to Use
Level 2: Needs Some Revision
Level 1: Needs Major Revisions OR Don’t Use

Please give a reason/comment when an Indicator scores 3. If less than 3, recommend a change.

1. Content: What does the rubric assess?

Indicator Level Reasons/Comments/Recommended Changes

3 Each of the three targets are aligned to the
Target Alignment rubric. The students will be making up claims,
creating paraphrases and integrating quotes, and
writing informative texts.
3 I have removed content, such as mechanics in
Match to Essential Elements the rubric as it does not align with the learning
targets.

2. Structure: Is the rubric organized logically?

Indicator Level Reasons/Comments/Recommended Changes

2 My rubric is analytical because it is complex. The
Number of Criteria number of criteria does not appropriately define
categories of proficiency. I need to add such
phrases as proficient, satisfactory,
unsatisfactory, etc.
3 Each section of the rubric is labeled with a
Independence of Criteria heading and has its own specific set of points.

3 The grouping of each category will follow the

Grouping of Descriptors student’s logical sequence as they are writing
their paper
3 I am expecting four paragraphs in this paper and
Number of Levels so the sections are labeled for the students to
follow that logic.

3. Descriptors: Are the details fleshed out well?

Indicator Level Reasons/Comments/Recommended Changes

3 I have labeled each section, I have dedicated a
Kind of Detail section for the score, and next to each item
there is how many points that specific item will
be calculated.
2 I would not say that the rubric is parallel in
Content of Levels content across levels as each section has its own
 criteria and score. This will probably cause more
work for myself when I am grading.
3 Students can easily use the rubric to revise their
Formative Usefulness own work if I decided to make this rubric for a
formative assessment. The students can even
use this on their rough draft which would be a
formative assessment.
 ANIMAL FARM Essay Rubric
Unit Outcome: Students will determine themes, symbols, and motifs of Animal Farm and
analyze in detail their development over the course of the text, including how they emerge and
are shaped and redefined by specific details.
Learning Targets:
ELA10.1.4 – Make up claims about texts using specific textual evidence.
ELA10.1.5 – Create paraphrases and integrate quotes that support relevant evidence from texts.
ELA10.1.6 – Examine and convey complex ideas and write informative texts.

Section 8-7 6-5 4-3 2-1

Excellent Proficient Satisfactory Unsatisfactory
I 4 Points: Thesis Statement
N
A. Names of symbolic characters
T
R B. Emphasizes types of behavior
O
C. States consequences of behavior
D
U 3 Points: Plot Summary
C
1 Point: Title, Author
T
I
O
N
Section 15-12 11-8 7-4 3-1
Excellent Proficient Satisfactory Unsatisfactory
2 Points: Topic Sentence
C. Names character
D. Describes behavior
3 Points: Specific examples of behavior related to loss of freedom and equality
B
9 Points: Answers Questions A-D from Step 1
O
D E. What specific actions does the leader take that destroy freedom and weaken equality on Animal
Y
Farm? List at least five examples from the novel.
O F. How would you judge or characterize the behavior of the leader? For example, is it selfish?
N
E Fearful? Grandiose? Manipulative?
G. How does that leader gain and keep power?
H. What does the goal or the aim of the leader seem to be? Does he achieve it?
1 Point: Concluding Sentence

Section 8-7 6-5 4-3 2-1

 Excellent Proficient Satisfactory Unsatisfactory

2 Points: Topic Sentence

C. Names character
D. Describes behavior
B 3 Points: Specific examples of behavior related to loss of freedom and equality
O
9 Points: Answers Questions A-D from Step 2
D
Y E. How does the character act in specific situations to weaken equality and give up his or her

T freedom? List at least three examples.

W F. Does the character realize that the animals are losing their freedom and equality? Why or why
O
not?
G. Does the character influence the attitudes and behaviors of other followers on Animal Farm? If
so, how? If not, why not?
H. Is the behavior of the character typical of that of most other followers on Animal Farm? Can you
identify the type of behavior that puts the ideals of freedom and equality in danger?
1 Point: Concluding Sentence

Section 8-7 6-5 4-3 2-1

Excellent Proficient Satisfactory Unsatisfactory
C
O
N
C 4 Points: Echoes the main idea stated in the thesis
L 4 Points: Summaries main points
U
S
I
O
N
Final Comments
Score

______/50