Survival Short Story: Reading & Literature Circle RubricCreated by amy robertson
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| 4. Exceeding Standard | 3. Standard Met | 2. Approaching Standard | 1. Standard Not Met | |
|---|---|---|---|---|
RL.11-12.1.A - Reading: LiteratureCite strong and thorough textual evidence to support analysis of what the text says explicitly | Identified the strongest evidence of what the text directly states and proposed an argument for why this is the strongest evidence | Identified the strongest evidence of what the text directly states | Identified evidence of what the text directly states | Struggled to identify evidence of what the text directly states |
RL.11-12.2.A - Reading: LiteratureDetermine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account | Evaluated and explained how two or more themes or central ideas in a text developed over the course of the text. Evaluated how they interact and build on one another. | Examined and explained how two or more themes or central ideas in a text developed over the course of the text. Explained how they interact and build on one another. | Identified the details in the text that contributed to the development, emergence, or refining of multiple themes or central ideas. | Identified details in the text that contributed to the development of a theme or central idea. |
RL.11-12.3 - Reading: LiteratureAnalyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). | Evaluated how the author's choices on how to develop and relate elements of the story or drama impacted the story as a whole. Proposed possible changes the author could have made. | Explained how the author's choices on how to develop and relate elements of the story or drama impacted the story as a whole. | Identified choices the author made to develop and relate elements of the story or drama. | Struggled to identify choices the author made to develop and relate elements of the story or drama. |
RL.11-12.4 - Reading: LiteratureDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) | Evaluated and clearly explained the most important symbolic and metaphorical meanings of words and phrases in the text AND clearly explained an evaluated the most important connotations and suggested meanings. Identified and evaluated how specific word choices impact the meaning and tone, including analogies and allusions to other texts. Evaluated and explained the impact of words with multiple meanings or language that is particularly fresh, engaging, or beautiful. | Explained the symbolic and metaphorical meanings of words and phrases in the text AND explained the feelings and meanings the text suggests. Identified and explained how specific word choices impact the overall meaning and tone. Examined and explained the impact of words with multiple meanings or language that is particularly fresh, engaging, or beautiful. | Identified the metaphors and symbolism within the text but did not explain the suggested meanings. Identified word choices that impact the meaning and tone, but struggled to explain how or why. Identified words with multiple meanings or language that is particularly fresh, engaging, or beautiful. | Struggled to identify the meanings of words or phrases in the text, including metaphors or symbolism and suggested meanings. Struggled to identify specific word choices that impact meaning or tone. Struggled to identify words with multiple meanings or language that is particularly fresh, engaging, or beautiful. |
RL.11-12.5 - Reading: LiteratureAnalyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. | Evaluated and explained how an author's choices on how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Suggested other choices the author could have made | Examined and explained how an author's choices on how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact | Identified choices an author made on how to structure specific parts of a text that contributed to the overall structure or meaning as well as its aesthetic impact | Identified choices an author made on how to structure specific parts of a text |
RL.11-12.6 - Reading: LiteratureAnalyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). | Evaluated the impact a case of satire, sarcasm, irony, or understatement had on a text overall. Explained why the use was important to the overall meaning of the text | Examined and explained the impact that a case of satire, sarcasm, irony, or understatement had on a text overall | Identified a case of satire, sarcasm, irony, or understatement in a text and compared and contrasted what the text directly stated and what was really meant | Identified a case of satire, sarcasm, irony, or understatement in a text |
RL.11-12.10.A - Reading: Literatureread and comprehend stories | Read and explained the overall meaning of the story as well as the theme, central ideas, or subtle inferences in the story | Read and explained the overall meaning of the story | Read and described a basic overview of the story | Read the story but had trouble understanding it |