Outsiders Project
I.S.239Name______
Class______ID______Date______
Outsiders Project
CATEGORY / 4 (100-90) Exceeding the Standards / 3 (89-90) Meeting The Standards / 2 (79-70) Approaching The Standards / 1 (69-60) Attempting The Standards / NA/0 (60 and Below)ORGANIZATION / Creates an organizational structure consisting of an introduction, body paragraph(s), and conclusion with proper use of diverse transitions, effective topic sentences and concluding statements, and an evident thesis statement. / Creates an organizational structure consisting of an introduction, body paragraph(s), and conclusion with proper use oftransitions,topic sentences, concluding statements, and an evident thesis statement. / Creates an organizational structure consisting of an introduction, body paragraph(s), and conclusion. Some transitions fit better into the structure than others. Topic sentences, concluding statements,and thesis statement are not accurately executed. / Creates some organization into the assignment, but inattention to key structural elements and/or transitions creates confusion. Topic sentences, concluding statements,and thesis statement are not present. / Method of organization is not present.
MECHANICS / The student proofread all work. There are few errors related to spelling and/or grammar. The paragraph is easy to read and flows nicely. / The student proofread the work. There are minor errors relating to grammar and/or spelling. The paragraph is easy to read and generally flows nicely. / The student shows some evidence of proofreading the work there are many errors relating to spelling and/or grammar. The paragraph’s flow is interrupted due to the errors. / The student lacks proofreading skills. There are excessive errors relating to spelling and/or grammar. The paragraph lacks flow due to the error count. / Evidence of proofreading is not present.
TEXUAL AND LYRICAL ANALYSIS / A clear connection is made between the text and the song. Written analysis focuses on multiple relevant and relative strengths on how the tone and emotion of the scene are enhanced by the tone and emotion of the song. / A clear connection is made between the text and the song. Written analysis focuses on relevant and relative strengths on how the tone and emotion of the scene are enhanced by the tone and emotion of the song. / Connection is made between the text and the song. Analysis is less explicit and gives some examples on how the tone and emotion of the scene are enhanced by the tone and emotion of the song. / Connection between the text and the song is hard to follow. There is little to no relevant analysis. / Textual and lyrical analysis was not attempted.
ELABORATION / Selects reasons and many pieces of supporting evidence that strongly support the scene and music connection. / Provides multiple reasons that make sense and support the scene and music connection. / Provides mostly relevant reasons and includes some evidence that support the scene and music connection. / Provides few reasons and little evidence that support the scene and music connection. / Elaboration was not evident.
VOCABULARY / Exhibits skillful use of vocabulary that is precise and purposeful. / Exhibits reasonable use of vocabulary that is precise and purposeful. / Exhibits minimal use of vocabulary that is precise and purposeful. / Lacks use of vocabulary that is precise and purposeful.
FINAL PRODUCT / All aspects of the checklist have been completed. Cover page and work cited page are formatted correctly. Rubric is attached. / All aspects of the checklist have been completed. Cover page and work cited page are have minor formatting errors. Rubric is attached. / Most aspects of the checklist have been completed. Cover page and work cited page are have minor formatting errors. Rubric is attached. / Few aspects of the checklist have been completed. Cover page and work cited page are have many formatting errors. Rubric is not attached.
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Parent Signature______