Play+Rubric


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 * || ===Story Writing : Page to Stage Playwriting Program===


 * Ms. Ferhani** || ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Setting || Many vivid, descriptive words are used to tell when and where the play takes place. || Some vivid, descriptive words are used to tell the audience when and where the play takes place. || The reader can figure out when and where the play takes place, but the author didn't supply much detail. || The reader has trouble figuring out when and where the play takes place. ||
 * Characters || The main characters are named and clearly described in text. Most readers could describe the characters accurately. || The main characters are named and described. Most readers would have some idea of what the characters looked like. || The main characters are named. The reader knows very little about the characters. || It is hard to tell who the main characters are. ||
 * Problem/Conflict || It is very easy for the reader to understand the conflict the main characters face and why it is a problem. || It is fairly easy for the reader to understand the conflict the main characters face and why it is a problem. || It is fairly easy for the reader to understand the conflict the main characters face but it is not clear why it is a problem. || It is not clear what conflict the main characters face. ||
 * Dialogue || There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. || There is too much dialogue in this story, but it is always clear which character is speaking. || There is not quite enough dialogue in this story, but it is always clear which character is speaking. || It is not clear which character is speaking. ||
 * Research/Accuracy of Facts || All facts presented in the story are accurate. || Almost all facts presented in the story are accurate. || Most facts presented in the story are accurate (at least 70%). || There are several factual errors in the story. ||
 * Play falls under theme of Power Structures Controlling Information || The entire story is related to the essential question/curriculum and allows the reader to understand much more about the topic. || Most of the story is related to the essential question/curriculum. The story wanders off at one point, but the reader can still learn something about the topic. || Some of the story is related to the essential question/curriculum, but a reader does not learn much about the topic. || No attempt has been made to relate the story to the essential question/curriculum. ||
 * Spelling and Punctuation || There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. || There is one spelling or punctuation error in the final draft. || There are 2-3 spelling and punctuation errors in the final draft. || The final draft has more than 3 spelling and punctuation errors. ||
 * Creativity/Originality || The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his or her imagination. || The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his or her imagination. || The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his or her imagination. || There is little evidence of creativity in the story. The author does not seem to have used much imagination. ||
 * Requirements/Play Format || All of the written requirements (# of pages and format) || Almost all (about 90%) the written requirements were met. || Most (about 75%) of the written requirements were met, but several were not. || Many requirements were not met. ||
 * Writing Process/ Working/On Time || Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. || Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. || Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. || Student devotes little time and effort to the writing process. Doesn't seem to care. ||




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