Project+Rubrics

Here are the rubrics for your story and your presentation.
 * Project Rubrics **

Folklore Rubric Exceeds Expectations || 3 Meets Expectations || 2 Approaching Expectations || 1 Below Expectations ||
 * || 4
 * Characters || Characters are very creative, believable, and thoroughly described. || Characters are mostly believable and generally clearly described. || Characters are only somewhat believable or don’t make sense and may not be clearly described. || Characters are not described or are not believable for the story. ||
 * Setting || Setting fits the story, is creatively and clearly described using imagery, and makes the reader feel like he/she is “there.” || Setting fits the story and is clearly described using some imagery. || Setting only somewhat fits the story and/or is not clearly described with imagery. || Setting is not described. ||
 * Dialogue || Correctly and creatively uses several examples of dialogue. || Correctly uses at least two examples of dialogue. || Uses at least one example of dialogue; may not be correctly punctuated. || Does not use dialogue. ||
 * Plot and Conflict || Sequence of events is creative, clear, and easy to follow. The plot makes sense and skillfully shows action and conflict. || Sequence of events is clear and easy to follow, makes sense, and shows action and conflict. || Sequence of events may be hard to follow or parts may not make sense; may not clearly show action or conflict. || Sequence of events is difficult or impossible to follow, makes little sense, and fails to show action and conflict. ||
 * Moral/Lesson (Theme) || Has a clear moral or lesson which fits excellently and cleverly into the story. || Has a moral or lesson which fits into the story. || May have a moral or lesson, but is hard to identify or does not fit with the story. || Does not have a moral or lesson. ||
 * Grammar, Spelling, and Mechanics || Very few errors in grammar, spelling, or mechanics. || Few errors in grammar, spelling, or mechanics. || Several errors in grammar, spelling, or mechanics. || Errors in grammar, spelling, or mechanics that interfere with the understanding of the story. ||
 * Overall Quality of Writing || Shows outstanding creativity and original thought.

Is clearly in the style of a folktale, legend, or myth.

Uses language and word choice in a powerful and engaging way with a clear command of audience and purpose. || Shows creativity and original thought.

Is generally in the style of a folktale, legend, or myth.

Uses language and word choice with awareness of audience and purpose. || Shows some creativity and original thought.

Is only partially in the style of a folktale, legend, or myth.

Uses language and word choice with little awareness of audience and purpose. || Shows little to no creativity or original through.

Is not in the style of a folktale, legend, or myth.

Shows poor language and word choice with little awareness of audience and purpose. ||
 * Rough Draft || Rough draft is complete and turned in on time. Student showed great effort in completing the story. || Rough draft is mostly complete. Student showed effort in completing the story. || Rough draft is not complete. Student showed little effort in completing the story. || Rough draft was incomplete. Student showed no effort in writing the story. ||

Oral Presentation Rubric
 * || 4

Exceeds Expectations || 3

Meets Expectations || 2

Approaching Expectations || 1

Below Expectations ||
 * Content || Shows a full understanding of the topic. || Shows a good understanding of the topic. || Shows a good understanding of parts of the topic. || Does not seem to understand the topic very well. ||
 * Enthusiasm || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * Time-Limit || Presentation is 3-4 minutes long. || Presentation is 2-3 minutes long. || Presentation is 1-2 minutes long. || Presentation is less than 1 minute OR more than 4 minutes. ||
 * Speaks Clearly || Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || Often mumbles or can not be understood OR mispronounces more than one word. ||
 * Posture and Eye Contact || Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || Stands up straight and establishes eye contact with everyone in the room during the presentation. || Sometimes stands up straight and establishes eye contact. || Slouches and/or does not look at people during the presentation. ||
 * Volume || Volume is loud enough to be heard by all audience members throughout the presentation. || Volume is loud enough to be heard by all audience members at least 90% of the time. || Volume is loud enough to be heard by all audience members at least 80% of the time. || Volume often too soft to be heard by all audience members. ||
 * Props || Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. || Student uses 1 prop that shows considerable work/creativity and which make the presentation better. || Student uses 1 prop which makes the presentation better. || The student uses no props OR the props chosen detract from the presentation. ||
 * Preparedness || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||