Individual whiteboards Learning objectives Students will be able to express the people, things, places, and ideas that are meaningful to them through the use of writing and illustrations. Introduction 5 minutes Draw a large heart on the chart paper with a marker. Explain to your students that they will write meaningful topics and keep these topics in their desks for the entire year to refer back to when they can't think of things to write about.
Variety of ideas and contexts Ideas represent a startling variety of important concepts from different contexts or disciplines.
Ideas represent important concepts from different contexts or disciplines. Ideas represent important concepts from the same or similar contexts or disciplines.
Ideas do not represent important concepts. Variety of sources Created product draws on a wide variety of sources, including different texts, media, resource persons, or personal experiences.
Created product draws on a variety of sources, including different texts, media, resource persons, or personal experiences. Created product draws on a limited set of sources and media.
Created product draws on only one source or on sources that are not trustworthy or appropriate. Combining ideas Ideas are combined in original and surprising ways to solve a problem, address an issue, or writing a process speech rubric something new.
Ideas are combined in original ways to solve a problem, address an issue, or make something new. Ideas are combined in ways that are derived from the thinking of others for example, of the authors in sources consulted.
Ideas are copied or restated from the sources consulted. Communicating something new Created product is interesting, new, or helpful, making an original contribution that includes identifying a previously unknown problem, issue, or purpose.
Created product is interesting, new, or helpful, making an original contribution for its intended purpose for example, solving a problem or addressing an issue. Created product serves its intended purpose for example, solving a problem or addressing an issue.
Created product does not serve its intended purpose for example, solving a problem or addressing an issue. Brookhart, Alexandria, VA: Copyright by ASCD. I created this rubric with some trepidation—because where there's a rubric, there will be someone who's thinking of using it to grade.
Generating a grade is not the intended purpose of the rubric for creativity. Rubrics help clarify criteria for success and show what the continuum of performance looks like, from low to high, from imitative to very creative.
For that reason, rubrics are useful for sharing with students what they're aiming for, where they are now, and what they should do next. I do not recommend grading creativity. Another advantage of the rubric for creativity is that it functions as a visual organizer that makes us consider creativity apart from the other criteria for the work.
For example, in the acrostic poem assignment, other criteria might include the quality of the ideas conveyed, word choice and use, and correct application of the acrostic format.
There's more opportunity for creativity in some criteria ideas than in others using the acrostic format properlyso creativity is not entirely separate from the quality of the work. Still, taking a step back from the work and focusing on its creativity allows for the kind of feedback missing in those opening classroom examples.
Giving Feedback on Creativity As you might expect with such a broad concept as creativity, there's no single formula that will always work.
Start by helping students understand what creativity is, using rubrics, examples, and discussion about these. Then give feedback on the level of creativity you observe in their work. In the example of the acrostic poem, the teacher might have coached the girl to work with more originality, explaining that her work was very much like many other poems and challenging her to write a poem that was less like those of others.
The boy needed to know that his use of unique personality terms—such as aggressive and nutty—was creative and poetically skilled. In these cases, a few words of feedback to each student would probably have sufficed.
The important thing is to say the words—to name, note, encourage, and value the creativity in the work. Teachers can give more complex feedback on more complex assignments.
For example, in the write-a-melody music assignment, some melodies will sound very much like themes that other composers have written. Pointing out those similarities and asking for more differences may be useful.
Can you put together a series of four notes that work as a melody but that don't sound like anything else you've ever heard? They don't necessarily have to redo their work, although that's one way to give them such an opportunity.
They could also brainstorm fresh ways they might have approached the problem, written the poem, and so on. But they need to do something with the feedback immediately. Minds need to stretch to grow more creative.
Her students were learning to identify polygons and understand their characteristics.Pearson Prentice Hall and our other respected imprints provide educational materials, technologies, assessments and related services across the secondary curriculum.
Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. The word rubric comes from the Latin word for red. The online Merriam-Webster dictionary lists the first meaning of rubric as "an authoritative rule" and the fourth meaning as "a guide listing specific criteria for grading or scoring academic papers, projects, or tests." How did the name for a color.
Writing Process Rubric Name: _____ CATEGORY 4 3 2 1 Prewriting Student devotes a lot of time and effort to the prewriting process. Student is able to accurately independently and complete this stage of the writing process.
Student devotes sufficient time and effort to the prewriting process. A rubric that assesses students' use of the writing process.
This rubric also assesses students' reflection of their writing. The tone and mood words listed below are also available as a Word document.. Tone and mood both deal with the emotions centered around a piece of writing. Though they seem similar and can in fact be related causally, they are in fact quite different.