Student: ______Hour: 2-3 5-6 8-9

6
Superior / 5
Strong / 4
Good / 3
Okay / 2
Poor / 1
Incomplete
Has a complete grasp of the qualities; no visible errors are present. / Shows control and skill in the main requirements for this trait; many strengths are present. / On balance, the strengths outweigh the weaknesses; a small amount of revision is needed. / Strengths and the need for revision are about equal; about half-way home. / Need for revision outweighs strengths; needs a lot of work to meet the expectations for this trait. / A bare beginning; writer not yet showing any control or mastery of this trait.

Read each section below and pay attention to what is expected.

Check box 1 when you have addressed and shown evidence for the expectation.

When your writing is finished, put a score in the Student Score column.

Score yourself a 6 if this is a Superior part and a 3 if that section is just ok.

If you score yourself a 2 or 1, go back and correct what you see as missing.

6 + 1 Traits / General Description
of Trait / Specific Expectations for This Assignment
Key:
þ = Area of weakness; may be revised to improve
o = Satisfactory / Student
Score
(x 1) / Teacher
Score
(x 4) / Grade
Process and Presentation / µ  The construction of the words and ideas
µ Awareness of the rubric and expectations
µ Care and pride in the publication of the piece / Staple Together / Prewriting / £  / £  Created a list of possible topics / total
points
grade
1st drafts / £ 
£  / £  Font size 16-18
£  Double spaced
1st revisions / £ 
£ 
£ 
£ 
£  / £  Boxed the prepositions
£  Underlined descriptive words
£  Adds/Changes a line
£  Reviewed by a friend, ______
£  Checked for wraparound lines
Edit / £ 
£  / £  Circled possible spelling errors
£  Corrected errors
Staple / Final copy / £ 
£ 
£  / £  Good Spacing
£  Font clean and 14-18
£  Packet is organized & paperclipped(top to bottom) rubric, final, rough draft)
ê / What was the most important step for you in the Process part of this assignment?
Ideas / µ  The main point or storyline
µ Awareness of details
µ Knowing what’s interesting/important
µ Clarity, Focus, and Purpose / Focus / £ 
£  / £  Sticks to one idea throughout the poem
£  Is writer’s own thoughts and words / ____tp
____g
Details / £ 
£  / £  Connects lines together
£  Uses a variety line lengths
ê / What is your focus for the poem?
Word Choice / µ  Evidence of precision in the use of words
µ Awareness of language
µ Understanding that there are different words to say things
µ Stretching to use new words / Description / £  Use of unique adjectives / ____tp
____g
Language / £  Use of memorable words or phrases
£  Does not overuse words
ê / What are your two favorite prepositional phrases? / 1.
2.

Preposition Poem Brainstorming

Create a list of possible topics.

Think of locations and start from there.

Think of ways to describe things in that location.

Think of a sequence of events that you could follow.

1.______

2. ______

3. ______

4. ______

5. ______

Share your ideas with a neighbor or peer.

Select from the list above(or pick a new topic).

Selected topic: ______

Create a list of prepositional phrases that could be associated with that topic.

1.  ______

2.  ______

3.  ______

4.  ______

5.  ______

6.  ______

Begin writing a finalized poem.

Use the above to spark new ideas.

Play with the words.

Prepositional Poem Examples