Scrapbook Score

OBJECTIVE NAME / ADVANCED / PROFICIENT / PROGRESSING / BEGINNING

Summary Paragraph

WRITING 4 (W4)- LANGUAGE CONVENTIONS / Learner demonstrates exceptional command of the English language. There are few, if any, mistakes. Direct quotes and bibliography are flawless. / Learner demonstrates command of English grammar, usage, capitalization, punctuation and spelling when writing, can correctly provide direct quotes from another text, and can produce an accurate bibliography / Learner may demonstrate some errors in the command of English grammar, usage, capitalization, punctuation and spelling, but they do not drastically interfere with understanding of the writing. Learner can produce a bibliography. / Learner may demonstrate many errors in the command of English grammar, usage, capitalization, punctuation and spelling that drastically interfere with understanding of the writing. Learner may not demonstrate ability to produce a bibliography.
READING 5 (R5)- SUMMARY AND MAIN IDEA / Learner can explain a complex, underlying theme or lesson of a passage and/or provide an objective, proficient summary which is communicated eloquently. Transitions are engaging and interesting. Conclusion peaks interest. / Learner can explain the theme or central idea of a passage and/or provide an objective summary of the text that relays the appropriate amount of information. When writing, utilizes the 7 elements of summary. / Learner can identify the topic or central idea of a passage, and/or provide a summary of the text. Learner may or may not explain the theme. / Learner attempts to identify the topic or central idea of a passage and/ or attempts to summarize the text.

Theme

READING 5 (R5)- SUMMARY AND MAIN IDEA / Learner can explain a complex, underlying theme or lesson of a passage and/or provide an objective, proficient summary which is communicated eloquently. Transitions are engaging and interesting. Conclusion peaks interest. / Learner can explain the theme or central idea of a passage and/or provide an objective summary of the text that relays the appropriate amount of information. When writing, utilizes the 7 elements of summary. / Learner can identify the topic or central idea of a passage, and/or provide a summary of the text. Learner may or may not explain the theme. / Learner attempts to identify the topic or central idea of a passage and/ or attempts to summarize the text.
WRITING 1 (W1) - ORGANIZATION IN WRITING / Learner demonstrates thoughtful planning techniques, effectively engages and orients the reader by organizing the writing in a way that unfolds naturally and is intriguing, uses interesting and purposeful transitions and provides an eloquent conclusion. / Learner demonstrates sound planning techniques, engages and orients the reader by organizing the writing in a way that unfolds naturally and logically, uses a variety of purposeful transitions, and provides an effective conclusion. / Learner demonstrates minimal use of planning, orients the reader by organizing the writing in a way that unfolds naturally, uses basic transitions, and provides a basic conclusion. / Learner demonstrates minimal or no planning techniques, attempts to orient the reader by staying on the same topic, may demonstrate minimal use of transitions, may not provide a conclusion.
WRITING 3 (W3)- WRITING TECHNIQUES / Learner uses writing and poetic techniques to exhibit a sense of stylistic writing above what would be expected at the 8th grade level. / Learner uses writing techniques such as foreshadowing, as well as poetic techniques, figurative language and graphic elements to elaborate and clearly explain their ideas, as well as conducts detailed revision to ensure that their ideas are clearly communicated. / Learner uses writing techniques and poetic techniques that are relevant to their main idea. Writing may not be communicated clearly or techniques may be applied inaccurately. / Leaner attempts to use writing and poetic techniques. Learner attempts to communicate their ideas.
CRITICAL THINKING 11 (C11)- MOST EFFECTIVE SUPPORT / Learner selects and uses specific detail and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses specific details and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses references that vaguely support or relate his or her analysis, reflection or research. / Learner attempts to use references from a text that is related to the topic of focus.

Book Review

WRITING 2 (W2)- PURPOSE AND AUDIENCE / Learner demonstrates in-depth thinking and application skills that go above and beyond what was explicitly taught in class or outlined in the "proficient" column. / Learner establishes and maintains a main idea that is suitable for the purpose and intended audience, maintains a formal, academic style, and publishes work (either in final printed copy or via technology). / Learner can employ skills listed in the "proficient" column with assistance, or may demonstrate proficiency with some of the simpler skills, but have major errors or omissions regarding the more complex information / With assistance, the learner exhibits partial knowledge of the simpler and some of the complex information
WRITING 3 (W3)- WRITING TECHNIQUES / Learner uses writing and poetic techniques to exhibit a sense of stylistic writing above what would be expected at the 8th grade level. / Learner uses writing techniques such as foreshadowing, as well as poetic techniques, figurative language and graphic elements to elaborate and clearly explain their ideas, as well as conducts detailed revision to ensure that their ideas are clearly communicated. / Learner uses writing techniques and poetic techniques that are relevant to their main idea. Writing may not be communicated clearly or techniques may be applied inaccurately. / Leaner attempts to use writing and poetic techniques. Learner attempts to communicate their ideas.
CRITICAL THINKING 9 (C 9)- CRITICAL REASONING / Learner goes above and beyond demonstrating the skills listed as proficient. Questions and comments are extremely analytical and beyond 8th grade level analysis. Complex thoughts are communicated eloquently and poignantly. / Learner can pose questions for clarification as well as for rhetorical purposes, evaluate soundness of reasoning behind an argument, and/or offer analytical insight with purpose, point of view, implications, consequences, inferences and assumptions in mind. Leaner can communicate this analysis in an effective way. / Learner can pose basic questions that are relevant to the topic at hand, and/or provide a basic level critique of an argument. / Learner attempts to pose relevant questions and insights about the topic, and/or evaluate an argument.

Character 1: Tris

CRITICAL THINKING 9 (C 9)- CRITICAL REASONING / Learner goes above and beyond demonstrating the skills listed as proficient. Questions and comments are extremely analytical and beyond 8th grade level analysis. Complex thoughts are communicated eloquently and poignantly. / Learner can pose questions for clarification as well as for rhetorical purposes, evaluate soundness of reasoning behind an argument, and/or offer analytical insight with purpose, point of view, implications, consequences, inferences and assumptions in mind. Leaner can communicate this analysis in an effective way. / Learner can pose basic questions that are relevant to the topic at hand, and/or provide a basic level critique of an argument. / Learner attempts to pose relevant questions and insights about the topic, and/or evaluate an argument.
CRITICAL THINKING 11 (C11)- MOST EFFECTIVE SUPPORT / Learner selects and uses specific detail and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses specific details and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses references that vaguely support or relate his or her analysis, reflection or research. / Learner attempts to use references from a text that is related to the topic of focus.
WRITING 4 (W4)- LANGUAGE CONVENTIONS / Learner demonstrates exceptional command of the English language. There are few, if any, mistakes. Direct quotes and bibliography are flawless. / Learner demonstrates command of English grammar, usage, capitalization, punctuation and spelling when writing, can correctly provide direct quotes from another text, and can produce an accurate bibliography / Learner may demonstrate some errors in the command of English grammar, usage, capitalization, punctuation and spelling, but they do not drastically interfere with understanding of the writing. Learner can produce a bibliography. / Learner may demonstrate many errors in the command of English grammar, usage, capitalization, punctuation and spelling that drastically interfere with understanding of the writing. Learner may not demonstrate ability to produce a bibliography.

Character 2: ______

Character 3:______

CRITICAL THINKING 9 (C 9)- CRITICAL REASONING / Learner goes above and beyond demonstrating the skills listed as proficient. Questions and comments are extremely analytical and beyond 8th grade level analysis. Complex thoughts are communicated eloquently and poignantly. / Learner can pose questions for clarification as well as for rhetorical purposes, evaluate soundness of reasoning behind an argument, and/or offer analytical insight with purpose, point of view, implications, consequences, inferences and assumptions in mind. Leaner can communicate this analysis in an effective way. / Learner can pose basic questions that are relevant to the topic at hand, and/or provide a basic level critique of an argument. / Learner attempts to pose relevant questions and insights about the topic, and/or evaluate an argument.
CRITICAL THINKING 11 (C11)- MOST EFFECTIVE SUPPORT / Learner selects and uses specific detail and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses specific details and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses references that vaguely support or relate his or her analysis, reflection or research. / Learner attempts to use references from a text that is related to the topic of focus.
WRITING 4 (W4)- LANGUAGE CONVENTIONS / Learner demonstrates exceptional command of the English language. There are few, if any, mistakes. Direct quotes and bibliography are flawless. / Learner demonstrates command of English grammar, usage, capitalization, punctuation and spelling when writing, can correctly provide direct quotes from another text, and can produce an accurate bibliography / Learner may demonstrate some errors in the command of English grammar, usage, capitalization, punctuation and spelling, but they do not drastically interfere with understanding of the writing. Learner can produce a bibliography. / Learner may demonstrate many errors in the command of English grammar, usage, capitalization, punctuation and spelling that drastically interfere with understanding of the writing. Learner may not demonstrate ability to produce a bibliography.

Character 4:______

CRITICAL THINKING 9 (C 9)- CRITICAL REASONING / Learner goes above and beyond demonstrating the skills listed as proficient. Questions and comments are extremely analytical and beyond 8th grade level analysis. Complex thoughts are communicated eloquently and poignantly. / Learner can pose questions for clarification as well as for rhetorical purposes, evaluate soundness of reasoning behind an argument, and/or offer analytical insight with purpose, point of view, implications, consequences, inferences and assumptions in mind. Leaner can communicate this analysis in an effective way. / Learner can pose basic questions that are relevant to the topic at hand, and/or provide a basic level critique of an argument. / Learner attempts to pose relevant questions and insights about the topic, and/or evaluate an argument.
CRITICAL THINKING 11 (C11)- MOST EFFECTIVE SUPPORT / Learner selects and uses specific detail and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses specific details and references that most strongly support his or her analysis, reflection, or research. / Learner selects and uses references that vaguely support or relate his or her analysis, reflection or research. / Learner attempts to use references from a text that is related to the topic of focus.
WRITING 4 (W4)- LANGUAGE CONVENTIONS / Learner demonstrates exceptional command of the English language. There are few, if any, mistakes. Direct quotes and bibliography are flawless. / Learner demonstrates command of English grammar, usage, capitalization, punctuation and spelling when writing, can correctly provide direct quotes from another text, and can produce an accurate bibliography / Learner may demonstrate some errors in the command of English grammar, usage, capitalization, punctuation and spelling, but they do not drastically interfere with understanding of the writing. Learner can produce a bibliography. / Learner may demonstrate many errors in the command of English grammar, usage, capitalization, punctuation and spelling that drastically interfere with understanding of the writing. Learner may not demonstrate ability to produce a bibliography.

Overall: