Evaluation Rubric for Blogpost #2, Stage 1 and Developing a Planning Pyramid

Assignment

CRITERI Deficient Developmen Proficient Points Earned

A t Needed
0 points 1 point 2 points
Writing Many errors Some errors No errors in 2/2
Style in writing, in writing, writing, The writing style is clear and
grammar, grammar, grammar, professional, with minimal errors in
clarity or clarity or clarity or grammar and clarity. The document is
APA that APA that APA; blog is well-written and presents information
impede impede professional about the desired results, knowledge,
professional professional and well and skills for a creative writing unit for
6th-grade students effectively.
presentation. presentation. written.

Complete Topics for Some topics Blog post 2/2

answering the blog are for the blog addresses The blog post fully and thoroughly
of not are all questions addresses all questions, providing
questions addressed. addressed fully and comprehensive information on
thoroughly developing a creative writing unit for
6th-grade students.
Inclusion Template is Template is Template is 2/2
of Stage 1 missing. present but thorough The Stage 1 template is thorough and
template is not and contains all Understanding by Design
complete or contains all (UbD) elements, which are state
thorough. UbD content standards, expected
elements performances, enduring
for Stage 1. understandings, essential questions,
knowledge, and skills, providing a
comprehensive framework for the
creative writing unit.
Planning Planning Planning Planning 1/2
Pyramid pyramid is pyramid is pyramid is The planning pyramid is complete, but
incomplete complete complete the justifications for decisions include
or missing. and and only one reference to scholarly
justifications justifications literature. It would benefit from
for decisions for decisions additional scholarly references to
include one include two support the decisions made.
reference to references
scholarly to scholarly
literature. literature.
Question Engaging A question is Question 2/2
that asks question is presented, presented The question presented serves to
the reader missing. but it does serves to extend the learner further and requires
to consider not directly extend the reader to think more deeply about
the topic relate to the learner the topic of developing a creative
further topic further and writing unit, encouraging deeper
addressed. requires thinking and engagement with the
subject matter.
that the
reader think
Answer:
more deeply Storytelling is the vivid description of
about the ideas, beliefs, personal experiences, and
topic at life lessons through stories or narratives
hand. that evoke powerful emotions and insights
(Choo et al., 2020; Rahiem, 2021). One
way storytelling achieves this objective is
by allowing storytellers to immerse
audiences in vivid scenarios that mirror
real-life situations. Storytelling allows
audiences to explore diverse perspectives
and empathize with characters' struggles
and triumphs by creating relatable
characters, settings, and plotlines that
reflect universal themes. Moreover,
storytelling enables individuals to
articulate abstract concepts and intangible
emotions in tangible ways. Through
metaphor, symbolism, and allegory,
storytellers can convey complex ideas and
emotions that may otherwise be difficult to
articulate directly. According to Roundy
(2021), weaving together fantasy and
reality, storytelling creates a bridge
between the tangible and the abstract thus
invites audiences to engage with narratives
on multiple levels of interpretation.
Storytelling promotes connection and
understanding among individuals by
highlighting shared experiences and
common humanity. When storytellers
share personal anecdotes or draw from
collective cultural narratives, they create a
sense of solidarity and empathy among
listeners. By recognizing themselves in the
stories of others, audiences can gain a
deeper appreciation for the diversity of
human experiences
Total Points: 9 /10
References
Choo, Y. B., Abdullah, T., & Nawi, A. M. (2020). Digital storytelling vs. oral storytelling: An
analysis of the art of telling stories now and then. Universal Journal of Educational
Research, 8(5A), 46-50. https://doi.org/10.13189/ujer.2020.081907
Rahiem, M. D. (2021). Storytelling in early childhood education: Time to go digital.
International Journal of Child Care and Education Policy, 15(1), 4.
https://link.springer.com/article/10.1186/s40723-021-00081-x
Roundy, P. T. (2021). On entrepreneurial stories: Tolkien’s theory of fantasy and the bridge
between imagination and innovation. Business Perspectives and Research, 9(1), 31-45.
https://doi.org/10.1177/2278533720923464