Unit 7 EA 1 Prompt 1 Ethics Analysis Rubric
Unit 7 EA 1 Prompt 1 Ethics Analysis Rubric
English 11-12 / Reading: Key Ideas and Details: Literary4.0
Exceeds / Student utilizes strong and thorough text evidence to fully analyze and infer a theme related to ethics, character development, and connections between ideas, and among outside informational texts, fully analyzing the impact of the author’s choices (setting, plot, and characterization) as they relate to developing the theme related to ethics.
3.0
Meets / Student utilizes strong and thorough text evidence to analyze and infer theme related to ethics, character development, and connections between ideas, and among outside informational texts, analyzing the impact of the author’s choices (setting, plot, and characterization) as they relate to developing the theme related to ethics.
2.0
Approaching / Student utilizes relevant text evidence to partially analyze and infer theme, character development, and connections between ideas, and/or among outside informational texts, partially analyzing the impact of the author’s choices (setting, plot, and characterization) as they relate to developing the theme related to ethics.
1.0
Below / Student utilizes some text evidence to partially analyze and infer theme related to ethics, character development, and/or connections between ideas, and/or among outside informational texts, partially analyzing the impact of the author’s choices (setting, plot, and characterization) as they relate to developing the theme related to ethics; or with help analyzes at a higher level.
0.0 / Student shows no evidence of analysis and may simply summarize details from the novel.
English 11-12 / Reading: Key Ideas and Details: Informational
4.0
Exceeds / Student consistently cites strong and thorough textual evidence to support an in-depth analysis of text that determines two or more central ideas related to ethics in the work place and how they develop over the course of the text including how they emerge, are shaped, refined through details, interact with and build on each other, and where the text leaves matters uncertain. Student consistently makes strong connections among these central ideas, evidence from the selected novel, and the theme related to ethics.
3.0
Meets / Student cites strong and thorough textual evidence to support analysis of text that determines two or more central ideas related to ethics in the work place and how they develop over the course of the text including how they emerge, are shaped, refined through details, interact with and build on each other, and where the text leaves matters uncertain. Student makes interesting connections among these central ideas, evidence from the selected novel, and the theme related to ethics.
2.0
Approaching / Students cites textual evidence to support analysis of text that determines at least one central idea and how it develops over the course of the text including how they emerge, are shaped, refined, and interact with or build on each other. Student makes some connections among these central ideas, evidence from the selected novel, and the theme related to ethics.
1.0
Below / Student cites textual evidence to support analysis of text, but there may not be a connection between analysis and evidence; Student may make a connection between these central ideas, evidence from the selected novel, and/or the theme related to ethics; or with help, performs at a higher level.
0.0 / Student shows no evidence of analysis. Student may simply provide a summary of the text.
English 11-12 / Writing: Process Writing
4
Exceeds / Expertly blends writing techniques to support developed knowledgeable significant claims about the relevance of topics related to ethics using proven valid reasoning, the most relevant and sufficient evidence, logical organization, and thorough counterclaims, to examine and convey complex ideas and information clearly and accurately through effective, insightful selection, logical organization, and deep analysis of content building on previous elements to create a unified whole, and to develop vivid, significant experiences or events using effective techniques, well-chosen details, and well-structured event sequences creating a smooth progression of events or experiences. Writes to a specific audience (with knowledge of audiences, possible biases, and values) using appropriate style and tone, varied and appropriate syntax, precise language, cohesion, clarity, correct formatting, an interesting introduction, and an insightful conclusion, and attending to the norms and conventions of the discipline. Makes connections to larger issues and demonstrates upper level thinking by fully utilizing the writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, and/or trying a new approach to produce a clear and coherent text through focused interaction and collaboration with others, and can skillfully employ technology in the process, production and publication of texts in or beyond the classroom setting; text is appropriate to task, purpose, and audience.
3
Meets / Blends writing techniques to support developed claims about the relevance of topics related to ethics using valid reasoning, the most relevant and sufficient evidence, logical organization, and effective counterclaims, to examine and convey complex ideas and information clearly and accurately through effective selection, logical organization, and thorough analysis of content building on previous elements to create a unified whole, and to develop vivid, significant experiences or events using appropriate techniques, well-chosen details, and well-structured event sequences creating a progression of events or experiences. Writes to a specific audience (with knowledge of audiences, possible biases, and values) using appropriate style and tone, varied and appropriate syntax, precise language, cohesion, clarity, correct formatting, an introduction, and conclusion, and attending to the norms and conventions of the discipline. Demonstrates upper level thinking by utilizing the writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, and/or trying a new approach to produce a clear and coherent text through interaction and collaboration with others, and can employ technology in the process, production and publication of texts; text is appropriate to task, purpose, and audience, blending writing techniques.
2
Approaching / Applies writing techniques to support claims about the relevance of topics related to ethics using some valid reasoning, at least some relevant evidence, somewhat logical organization, and at least one counterclaim, to examine ideas and information through analysis of content, and to develop experiences or events using appropriate techniques, details, and logical event sequences creating a progression of events or experiences. May inconsistently write to a specific audience using mostly appropriate style and tone, mostly correct formatting, an introduction, and conclusion, and mostly attending to the norms and conventions of the discipline by using the writing process to produce a text, applying some stages of the writing process, including interaction with others, and can employ some technology in the process, production and publication of texts; text is appropriate to task, purpose, and audience, applying writing techniques.
1
Below / Writes to support claims about the relevance of topics related to ethics using some evidence of reasoning, at least some appropriate evidence, somewhat logical organization, and may attempt at least one counterclaim, to examine ideas and information through limited analysis of content, and to develop experiences or events using some appropriate details and logical event sequences. May inconsistently write to a specific audience, using a beginning, middle, and end, and inconsistently attending to the norms and conventions of the discipline by using technology to complete some parts of the writing process to produce a text that is somewhat publishable; evidence of an attempt at task, purpose, and audience; or with help produces at a higher level.
0 / Student shows no evidence of writing in an appropriate mode (purpose) and/or provides an off-topic response and/or shows no evidence of utilizing the assigned stages of the writing process to determine appropriateness to task, purpose, and/or audience.
English 11-12 / Writing: Research to Build and Present Knowledge
4
Exceeds / Student conducts thorough research that addresses the issue of ethics in the work place today using relevant and multiple sources. Fully assesses the validity and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw evidence to support clear analysis, reflection and research. Precisely follows a standard format for citation—error-free. Does not plagiarize.
3
Meets / Student conducts research that addresses the issue of ethics in the work place today using relevant and multiple sources. Assesses the validity and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw evidence to support analysis, reflection and research. Correctly follows a standard format for citation. Does not plagiarize.
2
Approaching / Student conducts limited research that addresses the issue of ethics in the work place today using sources. Mostly assesses the validity and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw some evidence to support analysis, reflection and research. Mostly follows a standard format for citation. Does not plagiarize.
1
Below / Student conducts limited research addresses the issue of ethics in the work place today. Little or no effective assessment of the validity of the information researched. Can draw minimal evidence to support analysis, reflection and research. Partially follows a standard format for citation. Does not plagiarize; or with help, performs at a higher level.
0 / Student shows no evidence of research and/or assessment and/or student plagiarizes.