Utopian Society / 5
Excellent / 4
Very Good / 3
Acceptable / 2
Below Average / 1
Not Acceptable
Location/Place
Physical Structure / Includes Map, Name, Physical/Human Features – shows understanding to why location is important / Includes all information, does not show understanding to why location is important / Missing 1 or 2 parts of information, does not show understanding / Missing 3 or 4 parts of information, does not show understanding / Missing all information, shows no understanding
Culture
Roles / Includes what people do, groups, beliefs, flag – shows understanding on how a Utopian culture would function / Includes all information, does not show understanding of how a Utopian culture would function / Missing 1 or 2 parts of information, does not show understanding / Missing 3 or 4 parts of information, does not show understanding / Missing all information, shows no understanding
Environment / Includes land, climate, resources, interaction – shows understanding on importance of environment / Includes all information, does not show understanding on how environment impacts people / Missing 1 or 2 parts of information, does not show understanding / Missing 3 or 4 parts of information, does not show understanding / Missing all information, shows no understanding
Economics
Work
Technology / Includes jobs, money, transportation, education, trade, economic issues/standard of living, technology – shows understanding on how economy functions / Includes all information, does not show understanding on how economy functions / Missing 1 or 2 parts of information, does not show understanding / Missing 3 or 4 parts of information, does not show understanding / Missing all information, shows no understanding
Politics
Law & Order / Includes political regions, laws, conflicts – shows understanding of how political structures function / Includes all information, does not show understanding of political systems / Missing 1 or 2 parts of information, does not show understanding / Missing 3 or 4 parts of information, does not show understanding / Missing all information, shows no understanding

Working with Group Members:

CATEGORY / AboveStandards / MeetsStandards / ApproachingStandards / BelowStandards
Time-management / Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. / Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. / Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. / Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Problem-solving / Actively looks for and suggests solutions to problems. / Refines solutions suggested by others. / Does not suggest or refine solutions, but is willing to try out solutions suggested by others. / Does not try to solve problems or help others solve problems. Lets others do the work.
Focus on the task / Consistently stays focused on the task and what needs to be done. Very self-directed. / Focuses on the task and what needs to be done most of the time. Other group members can count on this person. / Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. / Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others / Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. / Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. / Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. / Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Group Presentation Rubric:

COLLAGE / Group’s collage demonstrated a significant amount of effort and included numerous 3-D items that emphasize character development in the novel. / Group’s collage demonstrated an acceptable amount of effort and included several 3-D items that emphasize character development in the novel. / Group’s collage demonstrated a minimal amount of effort, but included several 3-D items that emphasize character development in the novel. / Group’s collage demonstrated little to no effort and included only a few 3-D items.
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.
PREPAREDNESS / Group is completely prepared and has obviously rehearsed. / Group seems pretty prepared but might have needed a couple more rehearsals. / The group is somewhat prepared, but it is clear that rehearsal was lacking. / Group does not seem at all prepared to present.
CONTENT / Demonstrated a full understanding of the novel. / Demonstrated an acceptable understanding of sequence of events in the novel. / Demonstrated a good understanding of certain parts of the novel. / Did not seem to understand the novel very well.
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.
LISTENS TO OTHERS’ PRESENTATION / Listens intently. Does not make distracting noises or movements. / Listens intently but has one distracting noise or movement. / Sometimes does not appear to be listening but is not distracting. / Sometimes does not appear to be listening and has distracting noises or movements.
COMPREHENSION / Group is able to accurately answer almost all questions posed by classmates about the topic. / Group is able to accurately answer most questions posed by classmates about the topic. / Group is able to accurately answer a few questions posed by classmates about the topic. / Group is unable to accurately answer questions posed by classmates about the topic.

Individual Assessment – The Giver Menu Projects

CATEGORY / Above Standards / Meets Standards / Approaching Standards / Below Standards
Graphics -Clarity / Graphics are all in focus and the content easily viewed and identified from 6 ft. away. / Most graphics are in focus and the content easily viewed and identified from 6 ft. away. / Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. / Many graphics are not clear or are too small.
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.
Labels / All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. / Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. / Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. / Labels are too small to view OR no important items were labeled.
Graphics - Relevance / All graphics are related to the topic and make it easier to understand. / All graphics are related to the topic and most make it easier to understand. / All graphics relate to the topic. / Graphics do not relate to the topic.
Required Elements / The poster/project includes all required elements as well as additional information. / All required elements are included on the poster. / All but 1 of the required elements are included on the poster. / Several required elements were missing.
Knowledge Gained / Student can accurately answer all questions related to facts in the poster/project and processes used to create the poster. / Student can accurately answer most questions related to facts in the poster/project and processes used to create the poster. / Student can accurately answer about 75% of questions related to facts in the poster/project and processes used to create the poster. / Student appears to have insufficient knowledge about the facts or processes used in the poster/project.
Attractiveness / The poster/project is exceptionally attractive in terms of design, layout, and neatness. / The poster/project is attractive in terms of design, layout and neatness. / The poster/project is acceptably attractive though it may be a bit messy. / The poster/project is distractingly messy or very poorly designed. It is not attractive.
Attention to Theme / The student gives a reasonable explanation of how every item in the project is related to the assigned topic. For most items, the relationship is clear without explanation. / The student gives a reasonable explanation of how most items in the project are related to the assigned topic. For many of the items, the relationship is clear without explanation. / The student gives a fairly reasonable explanation of how most items in the project are related to the assigned topic. / The student\'s explanations are weak and illustrate difficulty understanding how to relate items to the assigned topic.
Time and Effort / Class time was used wisely. Much time and effort went into the planning and design of the project. It is clear the student worked at home as well as at school. / Class time was used wisely. Student could have put in more time and effort at home. / Class time was not always used wisely, but student did do some additional work at home. / Class time was not used wisely and the student put in no additional effort.
Titles and Text / Titles and text were written clearly and were easy to read from a distance. Text varied in color, size and/or style for different text elements. / Titles and text were written clearly and were easy to read close-up. Text varied in color, size and/or style for different text elements. / Titles and text were written clearly and were easy to read close-up. There was little variation in the appearance of text. / Titles and/or text are hard to read, even when the reader is close.