My MONSTER In A Jar:
A Language and Visual Art Project
Dear Parent(s)/Guardian:
Our class will be working steadily on a Language project that will last throughout November and
December. It will incorporate the following forms of writing:
- Descriptive
- Persuasive
- Writing in proper letter format
- Media Literacy (newspaper article)
A mark will be collected for each form of writing and will be used as part of the report card marks
for Term 1. Please carefully read over the assignment sheets and rubrics for each task.
A visual arts mark will also be recorded. Your child will create a 3 Dimensional work of art of their
monster. They must find a suitable jar for their completed 3-D monster.
Please be aware that time will be given in class for your child to complete most of their work.
I have read and understand all components of this project outline. I have looked over each task and
have seen each rubric.
Student Signature ___________________________________________
Parent Signature ____________________________________________
Date: ______________________________________
Task 1:
Persuasive/Descriptive Letter
Due Date: ___________________________
Task: You will write a letter to your teacher. Your letter must persuade your teacher to
look after your monster while you are away (e.g. perhaps on vacation, at work, on a school
trip, on a top secret mission, etc.). It is up to you…BE CREATIVE! You will describe your
monster using all 5 senses.
Learning Goal: To use persuasive and descriptive language to communicate your thinking
to a specific audience.
Curriculum Expectations:
Writing – 1.2 Developing Ideas; 1.4 Classifying Ideas; 1.5 Organizing Ideas; 1.6 Review; 2.1
Form; 2.3 Word Choice; 2.4 Sentence Fluency; 2.7 Revision; 3.1 Spelling Familiar Words;
3.4 Punctuation; 3.5 Grammar; 3.6 Proofreading; 3.8 Producing Finished Works
Success Criteria:
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persuasive (must include position statement)
includes specific details
proper letter format (date, heading, salutation, body, closing, signature)
no less than 2 pages and no more than 3
good copy must be typed and personally signed by you
taken through publishing process
Task 1 Rubric (Letter with Persuasive and Descriptive Writing)
Level 1
Level 2
Level 3
Level 4
Includes only 1 or no
parts of a friendly letter.
Includes only 2-3 parts
of a friendly letter.
Includes most or all
parts of a friendly using
standard conventions.
Includes all parts of a
friendly letter, some in a
creative way.
Length
Letter is 3 paragraphs or
less.
Letter is 4 paragraphs.
Letter is 5 paragraphs.
Letter is 6 or more
paragraphs.
Sentences &
Paragraphs
Many run-on or
sentence fragments.
Paragraphs need a lot of
work.
Most sentences are
complete and wellconstructed.
Paragraphing needs
some work.
All sentences are
complete and wellconstructed.
Paragraphing is
generally well done.
Sentences and
paragraphs are
complete, wellconstructed and have
varied structure.
Writer makes more than
4 errors in grammar
and/or spelling.
Writer makes 3-4 errors
in grammar and/or
spelling.
Writer makes 1-2 errors
in grammar and/or
spelling.
Writer makes no errors
in grammar or spelling.
Statement of position
cannot be determined.
Position is stated, but is
not maintained
consistently.
Position is clearly stated
and consistently
maintained.
Position is thoroughly
stated and consistently
maintained.
Evidence is unrelated to
argument.
Argument is supported
by limited evidence.
Evidence clearly
supports the position,
but there is not enough
evidence.
Evidence clearly
supports the position;
evidence is sufficient.
Letter seemed to be a
collection of unrelated
sentences. It was very
difficult to follow the
letter.
Ideas somewhat
organized, but were not
very clear. It took more
than one reading to
follow the letter.
Ideas were expressed in
a clear manner, but it
could have been more
logically organized.
Ideas were expressed in
a clear and organized
manner. It was easy to
follow.
Limited word choice;
little attempt at using
descriptive words.
Some word choice is
appropriate; some
attempt at using
descriptive words.
Strong verbs and
adjectives; good variety
of words used.
Variety of strong verbs
and vivid adjectives;
words enhance ideas.
Knowledge
Format
Grammar & Spelling
Thinking
Position Statement
Supporting
Information
Communication
Ideas
Word Choice
Comments:
Overall Grade:
Task 2: Newspaper Article
Due Date: ______________
Task: You will write a newspaper article about your monster. Think about what you would
like to report on (e.g. positive/negative situations such as: a lost monster, a town scare,
monster winning an award or doing a good deed, monster saves the day or commits a
crime, etc. BE CREATIVE!).
Learning Goal: To inform your audience about a specific event, related to your monster,
using your knowledge of the newspaper writing format.
Curriculum Expectations:
Writing – 1.1 Purpose and Audience; 1.2 Developing Ideas; 1.4 Classifying Ideas; 1.5
Organizing Ideas; 1.6 Review; 2.1 Form; 2.3 Word Choice; 2.4 Sentence Fluency; 2.6
Preparing for Revision; 2.7 Revision; 3.1 Spelling Familiar Words; 3.4 Punctuation; 3.5
Grammar; 3.6 Proofreading; 3.7 Publishing; 3.8 Producing Finished Works
Media – 3.3 Conventions and Techniques; 3.4 Producing Media Texts
Success Criteria:
Complete a list of questions, based on the 5 Ws and H, about your topic
Fill out a graphic organizer, or write jot notes that answer the questions
Article includes an interesting and relevant headline
All parts of a news report are included (lead paragraph, body paragraphs, closing paragraph,
picture, and caption)
3-6 paragraphs long
Paragraphs are a minimum of 3 sentences
Quotations/eyewitness accounts included in article
News report is taken through the entire publishing process (teacher conference, peer editing,
self-editing, revising, typed or neatly written final copy)
Task 2 Rubric (Newspaper Article)
Knowledge
Format
Layout
Headline and
Captions
Sentences &
Paragraphs
Grammar & Spelling
Thinking
5 W’s and 1 H
Quotations
Communication
Ideas
Word Choice
Level 1
Level 2
Level 3
Level 4
Includes only 1 or none of
the parts of a newspaper
article.
Includes only 2-3 parts of a
newspaper article.
Includes most or all parts
of a newspaper article.
Includes all parts of a
newspaper article, using
several relevant
quotations, pictures, etc.
Columns are not adequate
and are difficult to read.
Columns are somewhat
adequate. The article
appears non-professional.
Columns are neatly
completed and the article
appears fairly professional.
Columns are correctly
justified and the article
appears professional..
Headline and/or caption is
missing or does not
describe content of article
or picture.
Headline and/or caption
somewhat describes the
content of article or
picture.
Headline and/or caption
somewhat describes the
content of article or
picture.
Headline and/or caption
creatively describes the
content of article or
pictures.
Many run-on or sentence
fragments. Paragraphs
need a lot of work.
Most sentences are
complete and wellconstructed. Paragraphing
needs some work.
All sentences are complete
and well-constructed.
Paragraphing is generally
well done.
Sentences and paragraphs
are complete, wellconstructed and have
varied structure.
Writer makes more than 4
errors in grammar and/or
spelling.
Writer makes 3-4 errors in
grammar and/or spelling.
Writer makes 1-2 errors in
grammar and/or spelling.
Writer makes no errors in
grammar or spelling.
Article does not
adequately address the
5W’s and 1 H.
Article address some of the
5W’s and 1 H.
Article adequately address
most of the 5W’s and 1 H.
Article adequately and
thoroughly addresses all of
the 5W’s and 1 H.
No quote present or is not
relevant to article.
1 quote present that is
somewhat relevant to
article.
1-2 quotes used that are
relevant to the article.
2 or more quotes are used
that are highly relevant to
the article.
Ideas are confused or
details do not relate to the
purpose of the article.
Ideas somewhat relevant
and organized, but were
not very clear.
Ideas were expressed in a
clear and somewhat
creative manner, that
supports the purpose of
the article, but it could
have been more logically
organized.
Ideas were expressed in a
clear, creative and
organized manner. It was
easy to follow.
Limited word choice; little
attempt at using
descriptive words.
Some word choice is
appropriate; some attempt
at using descriptive words.
Strong verbs and
adjectives; good variety of
words used.
Variety of strong verbs and
vivid adjectives; words
enhance ideas.
Topic does not reflect
knowledge of real world
and/or news-worthy
situation.
Topic somewhat reflects
real world and/or newsworthy situation.
Topic adequately reflects
knowledge of real world
and news-worthy
situations.
Topic shows a firm
understanding of real
world and news-worthy
situations, making strong
connections or insights.
Application
Comments:
Overall Grade:
Task 3: Three Dimensional Monster Art
Due Date: ________________________________
Task: You will complete a sketch of your monster inside of a jar. Using your sketch, you
will construct your monster 3 dimensionally. Remember that your monster must fit into
the jar you have provided. The size of the jar is up to you.
Several materials will be provided. Feel free to bring in additional materials to create your
monster. Remember to think about your own comfort level with certain materials when
creating the design. Consider using the following materials: plasticine, paper mache,
various fabrics. Also think about how you will attach/connect the various parts of your
monster together.
Curriculum Expectations:
D1 – apply the creative process to create a three-dimensional form
Success Criteria:
Sketch was completed
neatly and creatively.
3-D sculpture matches the
monster’s description.
The construction of the 3-D
monster is strong, stable
and secure.
The student used a variety
of materials to construct
their monster.
The 3-D monster is unique
in detail and design.
Evident
2 marks
Somewha
t Evident
1 mark
Not
Evident
0 marks
Completes a detailed sketch of monster, indicating materials to be used
Follows safety rules and regulations when handling art materials
Monster adequately fits into the jar
Creation is strong, stable, and secure
Variety of materials are used
Design is unique in detail and design
Comments:
Total Marks:
/10
Task 4: Presenting the Monster
Due Date: ____________________________
Task: You will conduct an oral presentation in front of the class that encompasses each of
the previous tasks.
Learning Goal: To clearly communicate information about your creation to a specific
audience, using your knowledge of appropriate presentation skills.
Oral Presentation Rubric
Level 1
Clarity and
Coherence
Oral Comm. 2.3
Appropriate
Language
Oral Comm. 2.4
Vocal Skills and
Strategies
Oral Comm. 2.5
Non-Verbal Cues
Oral Comm. 2.6
Comments:
Level 2
Level 3
Does not speak clearly,
mumbling or
mispronouncing several
words.
Speaks clearly most of
the time, mumbling or
mispronouncing a few
words.
Speaks clearly and
distinctly most of the
time.
Most parts of
assignment, or details
of monster, are not
included.
Some parts of the
assignment, and most
details about the
monster, are included.
Word choice is very
simple and does not
engage audience or
accurately
communicate
information.
Speaker is difficult to
hear due to
inappropriate tone,
pace, pitch or volume.
Word choice shows
some ability to engage
audience and
communicate
information.
Most parts of the
assignment, and all
details about the
monster, are included
and presented in a
logical order.
Word choice shows
good ability to engage
audience and
communicate
information.
Little or no eye contact
is made with the
audience. No body
language or facial
expressions are used to
enhance words.
Speaker can be heard
some of the time
through the use of
appropriate tone, pace,
pitch, or volume.
Some eye contact is
made with the
audience. Speaker uses
a few facial expressions
or body language to
enhance words.
Speaker can be heard
most of the time
through the use of
appropriate tone, pace,
pitch, or volume.
Good eye contact is
made with the
audience. Speaker
regularly uses a facial
expressions or body
language to enhance
words.
Overall Grade:
Level 4
Speaks clearly and
distinctly all of the time.
Information from the
assignments and details
about the monster are
presented logically and
with excellent attention
to detail.
Word choice shows
excellent creativity, is
highly engaging to the
audience and effectively
communicates
information.
Speaker can be heard at
all times through the
use of appropriate tone,
pace, pitch, or volume.
Consistent eye contact
is made with the
audience. Speaker uses
facial expressions or
body language to
effectively enhance
words.