The Breadwinner Character Sketch 1.0 and 2.

0 Rubric
Student Name: _________________________ Date: _________________________
Level
Excellent (5)

Proficient (4)

Adequate (3)

Limited (2)

Student offers an insightful

explanation of Parvanas character
traits in each required category.

Student offers a thoughtful

explanation of Parvanas character
traits in each required category.

Student offers a simplistic

explanation of Parvanas character
traits in each required category.

Student is unable to explain

any of Parvanas character
traits in the required
categories.

Student draws out compelling

connections from the novel and
uses those connections to fully
explain Parvanas character traits.

Student draws out meaningful

connections from the novel and
uses those connections to partially
explain Parvanas character traits.

Student draws out simplistic

connections from the novel and
uses those connections to
somewhat explain Parvanas
character traits.

Student is unable to draw out

connections from the novel
to explain Parvanas
character traits.

Student response is of an
appropriate length to offer an
insightful look at Parvanas
character traits.

Student response is of an
appropriate length to offer a
thoughtful look at Parvanas
character traits.

Student response is of an
appropriate length to offer a
simplistic look at Parvanas
character traits.

Student response is of an
inappropriate length and
does not allow for a look at
Parvanas character traits.

Student skillfully uses complete

sentences, vocabulary and
grammar to communicate their
ideas.

Student effectively uses complete

sentences, vocabulary and
grammar to communicate their
ideas.

Student ineffectively uses

complete sentences, vocabulary
and grammar to communicate
their ideas.

Student does not use

complete sentences,
vocabulary or grammar to
communicate their ideas.

Insufficient

Criteria

Content
/5 x 4 = 20
Connections to Text
/5 x 3 = 15

Length of Response

No score awarded:
insufficient evidence
of student
performance based on
requirements of
assessment task.

/5 x 2 = 10

Mechanics, Vocabulary
and Grammar
/5 x 1 = 5

Total =
Comments:

/50

Research Project Rubric

Student Name: _________________________ Date: _________________________
Level
Excellent (5)

Proficient (4)

Adequate (3)

Limited (2)

Student provided
information that
convincingly supported
their own point of view

Student provided
information that
believably supported their
own point of view

Student provided
information that weakly
supported their own point
of view

Student provided
information that did
not support their own
point of view

Use of a variety of
sources

Student skillfully
followed their own plan
for gathering research

Student effectively
followed their own plan
for gathering research

Student ineffectively
followed their own plan
for gathering research

Student did not

follow their own plan
for gathering research

Following of own
plan for gathering
research

Student utilized a wide

variety of sources in their
research.

Student utilized some

variety of sources in their
research.

Student utilized little

variety of sources in their
research.

Student did not use

variety of sources.

Student worked
collaboratively with peers
to provide insightful
feedback for revising and
editing research and
presentations.

Student worked
collaboratively with peers
to provide meaningful
feedback for revising and
editing research and
presentations.

Student worked
collaboratively with peers
to provide simplistic
feedback for revising and
editing research and
presentations.

Student did not work

collaboratively with
peers and did not
provided feedback for
revising and editing
research and
presentations.

Student used peer and

teacher feedback provided
in a purposeful way to
revise and edit their
research and presentation.

Student used peer and

teacher feedback provided
in an effective way to
revise and edit their
research and presentation.

Student used peer and

teacher feedback provided
in an ineffective way to
revise and edit their
research and presentation.

Student selected a
presentation format that
was engaging to their
audience and enhanced
their content.

Student selected a
presentation format that
was interesting to their
audience and supported
their content.

Student selected a
presentation format that
was not interesting to
their audience and
partially supported their
content.

Insufficient

Criteria

Content
Information provided
to support own point
of view

/5 x 4 = 20
LA 3.1, 3.2

Collaboration &
Use of Feedback
Working
collaboratively to
revise and edit
research and
presentation
Use of formative
feedback provided by
peers and teacher
/5 x 4 = 20

Student did not use

peer and teacher
feedback provided to
revise and edit their
research and
presentation.

LA 4.1

Appropriate
Medium
Use of a presentation
form that was selected
based on content and
audience
/5 x 1 = 5
LA 4.3

Student did not select

a presentation format
that was engaging to
their audience or
enhanced their
content.

No score
awarded:
insufficient
evidence of
student
performance
based on
requirements of
assessment task.

Social Studies
Connection
Understanding of how
historical legislation
influenced the
Canadian Charter of
Rights and Freedoms

Student demonstrated an
in-depth understanding of
how historical legislation
influenced the Canadian
Charter of Rights and
Freedoms.

Student demonstrated a
considerable
understanding of how
historical legislation
influenced the Canadian
Charter of Rights and
Freedoms.

Student demonstrated a
partial understanding of
how historical legislation
influenced the Canadian
Charter of Rights and
Freedoms.

Student did not

demonstrate an
understanding of how
historical legislation
influenced the
Canadian Charter of
Rights and Freedoms.

Volume is loud enough to

be heard by all audience
members throughout the
presentation.

Volume is loud enough to

be heard by all audience
members at least 90% of
the time.

Volume is loud enough to

be heard by all audience
members at least 80% of
the time.

Volume often too soft

to be heard by all
audience member

Stands up straight, looks

relaxed and confident.
Establishes eye contact
with everyone in the room
during the presentation.

Stands up straight and

establishes eye contact
with everyone in the room
during the presentation.

Sometimes stands up
straight and establishes
eye contact.

/5 x 3 = 15
SS 6.1.3

Presentation
Elements
Demonstrate control
of voice, pacing,
gestures
and facial
expressions; arrange
props and
presentation space to
enhance
communication
Emphasize key ideas
and information to
enhance
audience
understanding and
enjoyment
/5 x 2 = 10
L.A. 4.3

Total =

/70

Slouches and/or does

not look at people
during the
presentation.

Clay Pinch Pot Rubric

Level
Excellent (5)

Proficient (4)

Adequate (3)

Limited (2)

Form is carefully planned, form is

balanced. Edges are smooth
refined. Walls are an even
thickness.

Form is somewhat planned, form

is slightly asymmetrical. Most
edges are smooth, refined. Walls
are even thickness with minimum
wobbles.

Form is unplanned and lacks

balance. Some edges are smooth
but many are un-refined. Walls
vary in thickness with some
wobbles.

Form lacks planning and

effort. Surfaces are of
uneven thickness.

Design is unique, and displays

elements are totally their own.
Evidence of detail, pattern or
unique applications.

Design is expressive; has some

unique features. Has branched
out to some degree.

Design lacks individuality. Has

few details or is not appropriate
for the form being expressed.

Lacks many design elements

or interest. Has minimal
additional features or copies
the ideas of others. Not much
attempt to show
individuality.

Uses class time to the maximum.

Always on task. Time and effort
are evident in the execution of the
piece.

Uses class time for work but is

sometimes distracted by others.

Has difficulty focusing on the

project much of the time. Easily
distracted by others.

Hardly evidences caring

about quality of the work.
No additional effort is noted
than to complete it.

Is respectful and open to positive

suggestions. Cleans work area
thoroughly and in a timely
manner.

Is respectful and accepts

suggestions. Cleans work area
most of the time in a somewhat
timely manner.

Lacks openness of suggestions for

improvement. Has difficulty
being on task while cleaning up.

Leaves clean up to others. Is

not respectful or open to
assistance or suggestions.

Finished product is able to

accomplish the desired task
effectively and is able to be used
in the way it was intended.

Finished product is mostly able to

accomplish the desired task
effectively and is mostly able to
be used in the way it was
intended.

Finished product is somewhat

able to accomplish the desired
task effectively and is somewhat
able to be used in the way it was
intended.

Finished product is unable to

accomplish the desired task
effectively and is unable to
be used in the way it was
intended.

Insufficient

Criteria

Craftsmanship
/5 x 1 = 5
Creativity
/5 x 1 = 5

Production/Effort

No score awarded:
insufficient evidence
of student
performance based on
requirements of
assessment task.

/5 x 2 = 10

Work Habits/Attitude
/5 x 2 = 10

Functionality
/5 x 1 = 5

Total =

Comments:

Student Name: _________________________ Date: April 19, 2016______________

Clay Hedgehog Rubric

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Level
Excellent (5)

Proficient (4)

Adequate (3)

Limited (2)

Form is carefully planned, form is

balanced. Edges are smooth
refined and are of an even
thickness. Holes are carefully
crafted to the correct dimensions.
Base is hollowed out to the proper
depth.

Form is somewhat planned, form

is slightly asymmetrical. Most
edges are smooth, refined. Walls
are even thickness with minimum
wobbles. Holes are somewhat
crafted to the correct dimensions.
Base is hollowed out to near the
proper depth.
Glazing is expressive; has some
unique features. Has branched
out to some degree.

Form is unplanned and lacks

balance. Some edges are smooth
but many are un-refined. Walls
vary in thickness with some
wobbles. Holes are not carefully
crafted to the correct dimensions.
Base is not hollowed out to the
proper depth.
Glazing lacks individuality. Has
few details or is not appropriate
for the form being expressed.

Form lacks planning and

effort. Surfaces are of
uneven thickness. Holes are
non-existent Base is not
hollowed out.

Uses class time to the maximum.

Always on task. Time and effort
are evident in the execution of the
piece.

Uses class time for work but is

sometimes distracted by others.

Has difficulty focusing on the

project much of the time. Easily
distracted by others.

Hardly evidences caring

about quality of the work.
No additional effort is noted
than to complete it.

Is respectful and open to positive

suggestions. Cleans work area
thoroughly and in a timely
manner.

Is respectful and accepts

suggestions. Cleans work area
most of the time in a somewhat
timely manner.

Lacks openness of suggestions for

improvement. Has difficulty
being on task while cleaning up.

Leaves clean up to others. Is

not respectful or open to
assistance or suggestions.

Finished product is able to

accomplish the desired task
effectively and is able to be used
in the way it was intended.

Finished product is mostly able to

accomplish the desired task
effectively and is mostly able to
be used in the way it was
intended.

Finished product is somewhat

able to accomplish the desired
task effectively and is somewhat
able to be used in the way it was
intended.

Finished product is unable to

accomplish the desired task
effectively and is unable to
be used in the way it was
intended.

Insufficient

Criteria

Craftsmanship
/5 x 1 = 5

Creativity

Glazing is unique, and displays

elements are totally their own.
Evidence of detail, pattern or
unique applications.

/5 x 1 = 5

Production/Effort

No score awarded:
insufficient evidence
of student
performance based on
requirements of
assessment task.

Lacks many design elements

or interest. Has minimal
additional features or copies
the ideas of others. Not much
attempt to show
individuality.

/5 x 2 = 10

Work Habits/Attitude
/5 x 2 = 10

Functionality
/5 x 1 = 5

Total =

Comments:
Student Name: _________________________ Date: April 19, 2016______________

/35