Social
Studies (2)
1. The Great Depression and the New Deal
2. Global Affairs and the Beginning of WWII
Visual Presentation Rubric
Student Name:
Category
4
3
2
1
Title
Title can be read from 6 ft. away and is quite creative.
Title can be read from 6ft. away and describes the content well.
Title can be read from 4 ft. away and describes the content well.
The title is too small and/or does not describe the content of the poster well.
Attractiveness
The poster is exceptionally attractive in terms of design, layout, and neatness.
The poster is attractive in terms of design, layout and neatness.
The poster is acceptably attractive though it may be a bit messy.
The poster is distractingly messy or very poorly designed. It is not attractive.
Graphics- Relevance
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.
All graphics relate to the topic. Most borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Graphics- Originality
Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.
One or two of the graphics used on the poster reflect student creativity in their creation and/or display.
The graphics are made by the student, but are based on the designs or ideas of others.
No graphics made by the student are included.
Content Knowledge
Student demonstrates full knowledge of the content.
Student is at ease with content but fails to elaborate.
Student is able to demonstrate basic concepts, but is uncomfortable with the content.
Student does not grasp the information and cannot demonstrate basic concepts.
Grammar and Spelling
There are no grammatical and spelling mistakes.
There are no more than 2 mistakes.
There are three mistakes.
There are four or more mistakes.
Capitalization and Punctuation
There are no mistakes in capitalization and punctuation.
There are no more than two mistakes.
There are three mistakes.
There are four or more mistakes.
Creative Writing RubricStudent Name:
Category
4
3
2
1
Organization
Information is logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content Knowledge
Student demonstrates full knowledge of the content.
Student is at ease with content but fails to elaborate.
Student is able to demonstrate basic concepts, but is uncomfort-able with the content.
Student does not grasp the information and cannot demonstrate basic concepts.
Grammar and Spelling
Presentation has no misspellings or grammatical errors.
Presentation has no more than two errors.
Presentation has three errors.
Presentation has four or more errors.
Capitalization and Punctuation
Presentation has no punctuation or capitalization errors.
Presentation has no more than two errors. Presentation has three errors.
Presentation has three errors.
Presentation has four or more errors.
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is illegible.
Letter Writing RubricStudent Name:
Category
4
3
2
1
Salutation and Closing
Salutation and closing have no errors in capitalization and punctuation.
Salutation and closing have 1-2 errors in capitalization and punctuation.
Salutation and closing have 3 or more errors in capitalization and punctuation.
Salutation and/or closing are missing.
Sentences and Paragraphs
Sentences and paragraphs are complete, well constructed and of varied structure.
All sentences are complete and well constructed (no fragments, no run-ons). Paragraphing is generally done well.
Most sentences are complete and well constructed. Paragraphing needs some work.
Many sentence fragments or run-on sentences OR paragraphing needs lots of work.
Ideas
Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.
Ideas were expressed in a pretty clear manner, but organization could have been better.
Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.
The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.
Grammar and Spelling
Writer makes no errors in capitalization and punctuation.
Writer makes 1-2 errors in grammar and/or spelling.
Writer makes 3-4 errors in grammar and/or spelling.
Writer makes more than 4 errors in grammar and/or spelling.
Capitalization and Punctuation
Writer makes no errors in capitalization and punctuation.
Writer makes 1-2 errors in capitalization and pun
Writer makes 3-4 errors in capitalization and punctuation.
Writer makes more than 4 errors in capitalization and punctuation.
Neatness
Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections.
Letter is nearly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.
Letter is typed or written and is crumpled or slightly stained. It may have 1-3 distracting error corrections.
Letter is typed or written and looks like it had been shoved in a pocket or lock. It may have several distracting error corrections.
Essay RubricStudent Name:
Category
4
3
2
1
Focus or Thesis Statement
The thesis statement names the topic of the essay and outlines the main points to be discussed.
The thesis statement names the topic of the essay.
The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
The thesis statement does not name the topic AND does not preview what will be discussed.
Support for Position
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader’s concerns, biases or arguments.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Sequencing
Arguments and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author’s train of thought.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
Transitions
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Transitions show how ideas are connected, but there is little variety.
Some transitions work well, but some connections between ideas are fuzzy.
The transitions between ideas are unclear or nonexistent.
Content Knowledge
Student demonstrates full knowledge.
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student does not have grasp of information; student cannot answer questions about subject.
Closing Paragraph
The conclusion is strong and leaved the reader solidly understanding the writer’s position. Effective restatement of the position statement begins the closing paragraph.
The conclusion is recognizable. The author’s position is restated within the first two sentences of the closing paragraph.
The author’s position is restated within the closing paragraph, but not near the beginning.
There is no conclusion- the paper just ends.
Grammar and Spelling
Author makes no errors in grammar or spelling that distracts the reader from the content.
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
Author makes 3-4 errors in grammar or spelling.
Author makes more than 4 errors in grammar or spelling.
Capitalization and Punctuation
Author makes no errors.
Author makes 1-2 errors.
Author makes 3-4 errors.
Author makes more than 4 errors.