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Sample Assessments, Frameworks Table of Contents Document Page ELA Sample Selected Response Assessment #1 From Set (Eng I) 3 ELA Sample Performance Task: Writing Expectations/Guidelines 13 ELA Sample Performance Task: Writing Rubric 14 ELA & Social Studies Performance Task: Socratic Seminar Expectations/Guidelines 15 ELA & Social Studies Sample Speaking and Listening Rubric 17 ELA Performance Task:Socratic Seminar Example­Things Fall Apart 18 Social Studies Performance Task:Socratic Seminar Example­WW II 20 Social Studies Performance Task:Socratic Seminar Example­American Revolution 22 Social Studies Sample Selected Response Assessment #1 From Set (American 24 Revolution) Social Studies Essay Rubric 37 Spanish Sample Performance Task: Speaking Rubric 38 Spanish Sample Performance Task: Writing Rubric 39 Science Sample Constructed Response: Experimental Analysis 40 Music Sample Performance Task: Individual Performance Rubric 42 Physical Education Sample Performance Task: Fitness Rubric 43 2
English 9 Reading Assessment – 1 English Department 48 Questions = 48 Points General Directions: Please use a pencil on your bubble­sheet. Read each passage carefully, annotating the text as needed. Make sure your marks are erased before you turn this exam back in. Answer each multiple­choice question thoughtfully. Take note that questions are divided into sections based on the skill the exam is assessing. Read any/all directions carefully. Part I: Fiction Homer. The Odyssey. Translated by Robert Fagles. New York: Viking, 1996. (8th century BCE) From Book One Sing to me of the man, Muse, the man of twists and turns
1 driven time and again off course, once he had plundered the hallowed heights of Troy. Many cities of men he saw and learned their minds, many pains he suffered, heartsick on the open sea,
5 fighting to save his life and bring his comrades home. But he could not save them from disaster, hard as he strove— the recklessness of their own ways destroyed them all, the blind fools, they devoured the cattle of the Sun and the Sungod blotted out the day of their return.
10 Launch out on his story, Muse, daughter of Zeus. Start from where you will—sing for our time too. By now, all the survivors, all who avoided headlong death were safe at home, escaped the wars and waves.
15 But one man alone… his heart set on his wife and his return—Calypso, the bewitching nymph, the lustrous goddess, held him back, deep in her arching caverns, craving him for a husband. But then, when the wheeling seasons brought the year around.
20 That year spun out by the gods when he should reach his home, Ithaca—though not even there would he be free of trials, even among his loved ones—then every god took pity, all except Poseidon. He raged on, seething against
the great Odysseus till he reached his native land.
25 “Book 1: Athena Inspires the Prince” by Homer, from THE ODYSSEY by Homer, translated by Robert Fagles, copyright © 1996 by Robert Fagles. Used by permission of Viking Penguin, a division of Penguin group (USA) Inc. 1 3
Key Ideas and Details (9.RL.1, 2,3, 10): This section of the exam focuses on the student’s ability to understand, recognize and use key ideas and details from a work of fiction. This section consists of basic, standard, and expanded question types. 1. Who is the speaker addressing? (9.RL.1, basic) A. Odysseus B. the reader C. a Muse D. Calypso 2. Which statement best describes the main idea of the passage? (9.RL.2, basic) A. The passage presents a thoughtful analysis of man’s ability to reach their goals. B. The passage summarizes important events in a man’s epic journey. C. The passage describes heroic traits through figurative language. D. The passage argues that more readers need to demonstrate heroism. 3. From the information given, which word below best describes Odysseus’ personality? (9.RL.1, standard) A. Stubborn B. Meek C. Rageful D. Determined 4. What is the underlying theme of the passage? (9.RL.2, standard) A. Determination trumps hardship. B. Humans should respect one another’s property. C. Religious figures ought to be revered. D. Family is the most important. 5. Which group of words describes Odysseus’ relationship with the gods (excepting Poseidon)? (9.RL.3, standard)
A. Respectful; honored; privileged B. Sour; strained; angered C. Blank; weak; bare D. Passionate; familiar; easy 6. Why did the comrades traveling with Odysseus die? (9.RL.1, standard) A. They were killed in the battle at Troy. B. They were drowned in a storm. C. They were punished by the Sungod. D. They were killed upon their return home. 7. Which statement best predicts what will happen after the reader is informed of Poseidon’s dislike for Odysseus? (9.RL.3, standard) A. Odysseus will return Poseidon’s disdain. B. Odysseus will have to battle the great god. C. Odysseus will encounter trouble from the god. D. Odysseus will escape the god. 8. Based on the information given about Odysseus’ character, which approach should be recommended to him when
2 4
faced with Poseidon’s dislike? (9.RL.3., expanded) A. Odysseus should hide from Poseidon in order to make sure he returns home. B. Odysseus should antagonize Poseidon further to demonstrate he is not afraid. C. Odysseus should ignore Poseidon’s rage and avoid any obstacles created by the god. D. Odysseus should face Poseidon’s rage as it comes with bravery and determination. 9. Which of the following uses of this passage would be the most effective? (9.RL.2, expanded) A. This passage could be used to explain information about Greek gods and goddesses. B. The passage could be used to inspire bravery and determination in a group of readers. C. This passage could be used to tell a biography of Homer, the poet. D. This passage could be used to explain warfare of the ancient Greeks. Craft and Structure (9.RL.4, 5, 6, 10): This section of the exam focuses on the student’s ability to recognize various writing techniques in a passage and expand on the overall significance of a passage’s structure and style. This section consists of basic, standard, and expanded question types. 10. As it is used in line 3 of the passage, what is the meaning of the word hallowed? (9.RL.4, basic) A. Honored B. Destroyed C. Filthy D. High 11. What genre does the passage best fit in to? (9.RL.5, basic) A. Prose, or common language B. Verse, or poetry C. Drama, or a play D. A letter 12. In line 11, the poet asks the Muse to “Launch out his story”. Which analogy does this figurative phrase best connect to? (9.RL.4, standard) A. A ship headed out of dock on a journey. B. A traveler leaving home in search of something. C. A bird flying from the nest. D. A stone being thrown. 13. Which statement best describes the effect Homer’s invocation of the Muse has over the passage as a whole? (9.RL.6, standard) A. Lends an objective – or detached – tone. B. Lends a subjective – or attached – tone. C. Indicates that ancient Greek poets were not creative enough. D. Indicates that ancient Greek poet had a religious aspect. 14. One can infer from the passage that the author is telling the story in which order? (9.RL.5, standard) A. Out of order, with flashbacks B. Chronological order C. Grouped into sections on character traits D. Grouped into sections on topics 15. In line 20, the poet references “the wheeling seasons.” Which option best describes the poet’s meaning? (9.RL.4, standard) 3 5
A.
B.
C.
D.
The round seasons The fast seasons The passing seasons The slow seasons 16. Which excerpt from the text best supports this position: “Homer is not concerned about telling the poem in chronological order” ? (9.RL.5, expanded) A. “Many cities of men he saw and learned their minds…” B. “Start from where you will—sing for our time too.” C. “But one man alone…his heart set on his wife and his return…” D. “That year spun out by the gods when he should reach his home, Ithaca…” 17. What influence does the poet’s participation in the passage have over the reader? (9.RL.6, expanded) A. It makes the ancient Greek poets seem self­absorbed. B. It demonstrates a reliance on the gods for help in creating new things. C. It inspires readers of any age to create poetry as well. D. It indicates that poets of the age were talented. 18. Homer uses the words fighting, alone, and save in reference to Odysseus. What group of words could a reader use to further describe what the ancient Greeks might have admired about Odysseus? (9.RL.6, expanded) A. Weak, introverted, kind B. Strong, brave, determined C. Quiet, intelligent, cunning D. Angry, depressed, sour Integration of Ideas (9.RL.7, 9, 10): This section of the exam focuses on the student’s ability to analyze the passage in relationship to other materials and ideas. This section consists of basic, standard, and expanded question types. The picture below depicts Homer invoking – or calling on ­­ the muse to assist in the presentation of The Odyssey. http://www.mccunecollection.org 19. It can be inferred that Homer is…(9.RL.7, basic) A. represented by the helmet. B. represented by the shield. C. the woman playing the harp on the left. 4 6
D. the man playing the harp on the right. 20. Ancient Greek poetry was not written down on paper; it was told by word of mouth. What can one infer about the
telling of poetry in ancient Greece from the graphic? (9.RL.7, standard) A. Ancient Greek poetry had a musical element. B. Ancient Greek poetry had a visual element. C. Ancient Greek poetry had an emotional element. D. Ancient Greek poetry had a humorous element. 21. What can one infer from the passage and the graphic about the status of poetry in ancient Greek culture? (9.RL.7,
standard) A. Poetry was just for entertainment and fun. B. Poetry was for religious purposes only. C. Poetry was considered to be a sophisticated art form. D. Poetry was not important to the ancient Greeks. The following is an excerpt from a poem by Lord Alfred Tennyson in 1833, called Ulysses (the Roman spelling of Odysseus). 22. What is the main idea of the excerpt from Ulysses? (9.RL.9, basic) A. It’s okay to be weak. B. Physical strength is necessary for success. C. Time and fate are in control. D. Strength of will is sometimes the most important. 23. Which statement best highlights the similarity between the passage from The Odyssey and the excerpt from Ulysses? (9.RL.9, standard) A. Both Odysseus and the speaker of Ulysses believe in determination and perseverance. B. Both Odysseus and the speaker of Ulysses believe in peace and quiet. C. Both Odysseus and the speaker of Ulysses believe in equality and love. D. Both Odysseus and the speaker of Ulysses believe in the past and tradition. 24. Which phrase from Ulysses best supports Odysseus’ status as a hero? (9.RL.9, expanded) A. “Made weak by time and fate…” B. “…that which we are, we are…” C. “…strong in will/To strive, seek, to find, and not to yield…” D. “We are not now that strength which in old days/ Moved earth and heaven…” Part II: Nonfiction Angelou, Maya. I Know Why the Caged Bird Sings. New York: Random House, 1970. (1969) From Chapter 14 1 She said she was going to give me some books and that I not only must read them, I must read them aloud. She 5 7
suggested that I try to make a sentence sound in as many different ways as possible. “I’ll accept no excuse if you return a book to me that has been badly handled.” My imagination boggled at the punishmen
would deserve if in fact I did abuse a book of Mrs. Flowers’. Death would be too kind and brief. 5 The odors in the house surprised me. Somehow I had never connected Mrs. Flowers with food or eating or any other common experience of common people. There must have been an outhouse, too, but my mind never recorded it. The sweet scent of vanilla had met us as she opened the door. “I made tea cookies this morning. You see, I had planned to invite you for cookies and lemonade so we could have 10 thi
little chat. The lemonade is in the icebox.” It followed that Mrs. Flowers would have ice on an ordinary day, when most families in our town bought ice late on Saturdays only a few times during the summer to be used in the wooden ice­cream freezers. She took the bags from me and disappeared through the kitchen door. I looked around the room that I had never in my wildest fantasies imagined I would see. Browned photographs leered or threatened from the walls and the 15 white, freshly done curtains pushed against themselves and against the wind. I wanted to gobble up the room entire
and take it to Bailey, who would help me analyze and enjoy it. Key Ideas and Details (9.RI.1, 2,3, 10): This section of the exam focuses on the student’s ability to understand, recognize and use key ideas and details from a work of nonfiction. This section consists of basic, standard, and expanded
question types. 25. Who does Mrs. Flowers lend books to? (9.RI.1, basic) A. Bailey B. The narrator (Angelou) C. Families in the town D. The author does not make it clear 26. Which statement best describes the main idea of the passage? (9.RI.2, basic) A. Hospitality is an important virtue to have. B. Respect for other’s property is the only way to earn respect. C. There is more to a person than what meets the eye. D. Gossips are rarely included in tasteful social circles. 27. From the information given, which word best describes Mrs. Flowers’ personality? (9.RI.1, standard) A. Friendly B. Rude C. Shy D. Intense 28. What is the underlying theme of the passage? (9.RI.2, standard) A. Reading literature of merit is the greatest form of expression. B. Neighbors are an important part of developing a functional community. C. Small communities are more connected than larger communities. D. Friendship can provide escape and comfort from life’s hardships. 6 8
29. Which group of words best describes Angelou’s relationship with Bailey? (9.RI.3, standard) A. Distant; acquaintance; dissimilar B. Passionate; romantic; deep C. Passionate; enemies; opposing D. Close; familial; trusting 30. Why is Angelou afraid of punishment from Mrs. Flowers? (9.RI.1, standard) A. Mrs. Flowers has warned her about treating her books poorly. B. Mrs. Flowers is known throughout the town as being mean. C. Mrs. Flowers has threatened Angelou before. D. Mrs. Flowers has good reason to be angry ant Angelou and her family. 31. Which statement best predicts the conversation Angelou might have with Bailey about her visit with Mrs. Flower
(9.RI.3, standard) A. Angelou will most likely tell Bailey about how she is afraid of Mrs. Flowers. B. Angelou will most likely tell Bailey about the stories she read that day. C. Angelou will most likely tell Bailey about the feelings Mrs. Flowers’ home stir up. D. Angelou will most likely tell Bailey about her dislike for Mrs. Flowers. 32. Based on the information given, what can you infer Mrs. Flowers’ feels towards Angelou? (9.RL.3, expanded) A. Mrs. Flowers wants to get to know Angelou more. B. Mrs. Flowers wants to comfort Angelou in some way. C. Mrs. Flowers finds Angelou to be a nuisance. D. Mrs. Flowers wishes Angelou would work harder. 33. Which of the following uses for this passage would be the most effective? (9.RI.3, expanded) A. This passage could be used to teach students about the importance of reading. B. This passage could be used to illustrate the importance friendship has in their lives. C. This passage could be used to instruct readers to serve afternoon tea. D. This passage could be used to help readers talk to people they don’t know very well. Craft and Structure (9.RI.4, 5, 6, 10): This section of the exam focuses on the student’s ability to recognize various writing techniques in a passage, and expand on the overall significance of a passage’s structure and style. This section consists of basic, standard, and expanded question types. 34. As it is used in line 11 of the passage, what is the meaning of followed? (9.RI.4, basic) A. happened next B. went after a leader C. copied a previous action D. shadowed 7 9
35. Which genre does the passage best fit in to? (9.RI.5, basic) A. Newspaper article B. Instruction manual C. Historical account D. Autobiography 36. In line 4, Angelou says, “Death would be too kind and brief.” Which statement below best explains what she means? (9.RI.4, standard) A. Death is nothing to be afraid of. B. Death is quick and painless. C. Death would be a better punishment. D. Death is meaningless. 37. Which statement best describes the effect Angelou’s use of imagery has on the reader? (9.RI.6, standard) A. Angelou’s imagery creates as sense of anger. B. Angelou’s imagery creates a sense of anxiety. C. Angelou’s imagery creates a sense of comfort. D. Angelou’s imagery creates a sense of loss. 38. One can infer from the passage that the events describe happened at which point of Angelou’s life? (9.RI.5, standard) A. At the beginning of her life – her childhood. B. In the middle of her life – her adulthood. C. At the end of her life – her elder years. D. At the end of her childhood – her adolescent years. 39. In lines 15­16, Angelou says she “wanted to gobble up the room entire and take it to Bailey.” Which statement best describes her meaning? (9.RI.4, standard). A. The room and its scents make Angelou hungry. B. The room and its sights make Angelou eager to share her experience. C. The room and its scents make Angelou feel lost and helpless. D. The room and its sights make Angelou eager to establish a similar lifestyle. 40. Which line from the passage best supports this position: “Angelou’s life was laced with hardship.” (9.RI.5, expanded) A. “I wanted to gobble up the room entire and take it to Bailey, who would help me analyze and enjoy it.” B. “The sweet scent of vanilla had met us as she opened the door.” C. “She said she was going to give me some books and that I not only must read them, I must read them aloud.” D. “Browned photographs leered or threatened from the walls and the white, freshly done curtains pushed agains
themselves and against the wind.” 41. What influence does Angelou’s narration have over the passage? (9.RI.6, expanded) A. The narration lends a sense of credibility – or truth – since Angelou is narrating her own experiences. B. The narration lends a sense of fantasy since Angelou references supernatural experiences. C. The narration lends a sense of distance since Angelou makes it seem like she is separate from her experience. D. The narration lends a sense of poetry since Angelou makes use of imagery, rhythm, and metaphor. 42. Angelou notes that Mrs. Flowers teachers her how to read aloud from books as well as care for them. She also notes that Mrs. Flowers serves Angelou tea cookies and lemonade. What other words might be used to describe 8 10
Mrs. Flowers? (9.RI.6, expanded) A. Stern; shrew; brief B. Meek; timid; quiet C. Firm; fair; kind D. Passionate; loud; intense Integration of Ideas (9.RI.7, 8, 9, 10): This section of the exam focuses on the student’s ability to analyze the passage in
relationship to other materials and ideas. This section consists of basic, standard and expanded question types. Angelou took the title of her autobiography – I Know Why the Caged Bird Sings – from a poem called “Sympathy” by an
African American poet, Paul Laurence Dunbar. The poem is below: Sympathy I know what the caged bird feels, alas! When the sun is bright on the upland slopes; When the wind stirs soft through the springing grass, And the river flows like a stream of glass; When the first bird sings and the first bud opes, And the faint perfume from its chalice steals – I know what the caged bird feels! I know why the caged bird beats his wing Till its blood is red on the cruel bars; For he must fly back to his perch and cling When he fain would be on the bough a­swing; And a pain still throbs in the old, old scars And they pulse again with a keener sting— I know why he beats his wing! I know why the caged bird sings, ah me, When his wing is bruised and his bosom sore— When he beats his bars and he would be free; It is not a carol of joy or glee, But a prayer that he sends from his heart’s deep core, But a plea, that upward to Heaven he flings – I know why the caged bird sings! 43. It can be inferred from this poem and the nonfiction passage that Angelou…(9.RI.7, basic) A. …hated reading earlier in her life. B. …found comfort in reading earlier in her life. C. …didn’t know how to read earlier in her life. D. …criticized poetry earlier in her life. 44. Angelou did not work with Dunbar on her novel. What can you infer about the effect Dunbar’s poem had on Angelou? (9.RI.7, standard) A. The poem caused Angelou to question themes presented in the poem. B. The poem caused Angelou to doubt Dunbar’s beliefs about freedom. C. The poem caused Angelou reject the possibility of freedom. D. The poem caused Angelou to feel inspired about the idea of freedom. 45. Which line from the poem best highlights the similarities between the poem and the nonfiction passage from I Kn
Why the Caged Bird Sings? (9.RI.9, standard) A. “When his wing is bruised and his bosom sore­­­/ When he beats his bars and he would be free;” B. “When the sun is bright on the upland slopes;/ When the wind stirs soft through the springing grass.” 9 11
C. “Tis its blood is red on the cruel bars;/ For he must fly back to his perch and cling.” D. “But a prayer that he sends from his heart’s deep core,/ But a plea, that upward to Heaven he flings.” The following passage is a literary analysis from Sparknotes regarding the nonfiction passage above. Even though many of the adults in Maya’s life show their flaws, Maya continues to receive attention and care from others. The fact that Maya and Bailey have begun to grow naturally apart perhaps exacerbates Maya’s isolation and confusion, but Bailey remains the most important person in her life. He persuades her to reveal the identity of the rapist, and his tearful reaction to learning that the man who lived with him raped Maya reveals the loving support he gives her. Bailey does not betray her trust. He never blames her for the rape or for their sudden return to Stamps [Arkansas]. Once there, Mrs. Flowers offers Maya a way to speak without fear. Maya welcomes their return to Stamps because life there is predictable, but both Maya’s silence and a general silence regarding the rape persist, and she continues to carry her unarticulated burden of guilt. Reading aloud from books or reciting poems with Mrs. Flowers allows Maya to speak through the words of others. Maya considers Mrs. Flowers a hero and thus shows that she has begun to forget, to a certain extent, the fact that books portray only males as heroes. 46. Which of the following statements best summarizes the argument Sparknotes makes about the passage?(9.RI.8, basic) A. Sparknotes argues that Mrs. Flowers is a flawed adult; thereby making her a villain. B. Sparknotes argues that Mrs. Flowers helps to free Angelou; thereby making her a hero. C. Sparknotes argues that Mrs. Flowers is powerless to free Angelou; thereby making her a flat character. D. Sparknotes argues that Mrs. Flowers is unimportant to Angelu’s narrative. 47. What does Sparknotes identify as a conflict – or problem – in the nonfiction passage? (9.RI.8, standard)? A. Mrs. Flowers and Bailey have naturally begun to grow apart. B. Mrs. Flowers and Angelou have naturally begun to grow apart. C. Angelou and Bailey have naturally begun to grow apart. D. Angelou and the rapist have naturally begun to grow apart. 48. Which line from the nonfiction passage from I Know Why the Caged Bird Sings best supports Mrs. Flowers’ status as a real­life hero for Angelou? (9.RI.9, expanded) A. “I’ll accept no excise if you return a book to me that has been badly handled.” B. “The sweet scent of vanilla had met us as she opened the door.” C. “…most families in our town bought ice late on Saturdays only a few times during the summer to be used in th
wooden ice­cream freezers.” D. “She said she was going to give me some books and that I must not only read them, I must read them aloud.” 10 12
SAMPLE HIGH SCHOOL
PAPER ASSIGNMENT, EXPECTATIONS, AND SUBMISSION GUIDELINES
Paper Assignment
*Insert the specifics of the assignment here.
English Example: Take one of the short stories you have read during this unit and provide
a literary analysis regarding a thematic development. For example, The Most Dangerous
Game would allow you to analyze whether or not man is the true animal or vice versa.
Your paper will contain an in-depth critical analysis of plot and character development
and literary devices, while providing numerous citations from the text, or sources related
to the text, to support your position. Please keep in mind that with such citations, you
have to explain, if not also elaborate, upon their relevance to your respective main ideas
and the thesis as a whole.
Social Studies Example: You have been provided with a list of current domestic policies
that are currently under scrutiny from various groups, inevitably reaching a climax unto
the Supreme Court. You will choose one of these policies and assess its merits and
deficiencies to provide a concluding argument about its Constitutionality and whether
implementation can be had and maintained in the United States. Your position will be
supported with various citations and sources where you will explain their relevancy to
your overall assessment.
Due Dates and Turn-In Details:
1. The paper must be a minimum of _____ to a maximum of _____ pages long.
2. The paper’s evidence/sources are due on ____________________________.
3. The paper’s outline is due on _____________________________.
4. The rough draft is due on _____________________________.
5. The final draft is due on ____________________________. The due date has
been firmly established here. If you are absent on the due date with an excused
reason from the main office, it must be turned in on the day you return or suffer a
full letter grade penalty. Papers may be e-mailed to me, but must be done so by
4:00 PM that day. All late papers will suffer a full letter grade penalty. If the
paper has not been submitted within one (1) week’s time, it is a zero.
6. Revisions can be submitted within one (1) week’s time of receiving the graded
paper. The previously graded paper and its rubric must accompany the revision.
If the revision has not been submitted within the designated time above, it will not
be accepted.
7. Revisions can only be submitted if the paper a) was turned in on time, b) fulfilled
the minimum page requirement, and c) showed a reasonable effort upon its
submission based on the guidelines and expectations established throughout this
document.
8. If the paper has been plagiarized in any length, the paper will receive a zero in
accordance with school policy and cannot be made up.
9. Your paper must meet all of the submission guidelines noted later on. This can
affect your overall grade, in addition to whether or not it can be accepted.
13
4 3 The general analysis connects most evidence to relevant claims. The analysis attempts to display reasoning in the course of the explanation. The student attempts a conclusion. This includes a closing argument, staying on topic, and attempts to extend ideas. There are some errors in grammar and spelling. There is an attempt to vary sentence structure with some relevant vocabulary that is appropriate for audience and purpose. The insightful analysis possesses depth and connects all evidence to relevant claims. The analysis also displays strong reasoning in the course of the explanation. The student has an established conclusion. This includes an effective closing argument, staying on topic, and extending ideas. There are little to no errors in grammar and spelling. There is purposeful and varied sentence structure with relevant vocabulary that is appropriate for audience and purpose. Analysis (Bodies) Conclusion Mechanics The paper has relevant supporting evidence. The evidence is properly cited and attempts to integrate itself throughout the paper. The paper has effective and relevant supporting evidence. The evidence is properly cited and is seamlessly integrated throughout the paper. Evidence (Bodies) The paper attempts fluid transitions. Most claims connect to the thesis statement and most of the evidence and analysis connect to the claims. Student attempts an introduction. This includes supporting information that provides reader with some background information and a fairly relevant thesis that somewhat informs the reader of the paper’s purpose. Organization Student has an established introduction. This includes supporting information that provides the reader with relevant background information and a relevant thesis that is inventive and informs the reader of the paper’s purpose. The paper has fluid transitions. All claims connect to the thesis statement and all evidence and analysis connect to claims. Score Introduction Name: ___________________________________________ Sample High School 14
2 1 The paper contains serious errors throughout, and has no variety in sentence structure or relevant vocabulary utilized. There is no established conclusion. The student is missing a closing argument and extension of ideas. The analysis does not display connection between evidence and claim or reasoning. The paper lacks supporting evidence. The paper lacks fluid transitions. Little to no claims connects to the thesis statement and little to no evidence and analysis connect to the claims. The student has no established introduction. The student is missing background information and a thesis statement. 0 The paper made no attempt to address the rules of writing mechanics. The paper has no conclusion. The paper has no analysis. The paper has no evidence. The paper has no organization. The paper does not have an introduction. 23-­‐24 -­‐-­‐-­‐ 100% 21-­‐22 -­‐-­‐-­‐ 92% 18-­‐20 -­‐-­‐-­‐ 85% 16-­‐17 -­‐-­‐-­‐ 79% 14-­‐15 -­‐-­‐-­‐ 74% 12-­‐13 -­‐-­‐-­‐ 65% 11 and Under -­‐-­‐-­‐ 50% Total: _________ There are errors in grammar and spelling that distract or confuse the reader. The student struggles to vary sentence structure and has little relevant vocabulary utilized. The student struggles with a conclusion. It has an ineffective closing argument and little attempt to extend ideas. The analysis struggles to explain or connect evidence to relevant claims. There is a general summary of evidence. The paper has irrelevant evidence. The evidence is improperly cited and is not integrated throughout the paper. The paper struggles with fluid transitions. Some claims connect to the thesis statement and some of the evidence and analysis connect to the claims. Student struggles with an introduction. This includes supporting information that minimally provides reader with little background information and a thesis that is general and lacks connection to the paper’s purpose. Date Submitted: _____________________________________
Paper Scoring Guide
2013-­‐14
SAMPLE HIGH SCHOOL
SOCRATIC SEMINAR ASSIGNMENT, EXPECTATIONS, AND
PERFORMANCE GUIDELINES
Socratic Seminar Assignment
*Insert the specifics of the assignment here.
English Example: Take The Great Gatsby and provide an analysis regarding thematic and
character development. For example, The Great Gatsby would allow you to analyze the
role of human identity throughout the text and what prompted certain characters to alter
who they are to pursue the American Dream. An extension of this topic could lead into
how the pursuit of the American Dream led to some characters not adapting well to their
new social class and how this started their possible disillusionment. Your discussion will
contain an in-depth critical analysis of plot and character development and literary
devices, while providing numerous citations from the text, or sources related to the text,
to support your position. Please keep in mind it is expected for you to contribute
positively and substantively throughout the Socratic Seminar.
Social Studies Example: You have been provided with a list of examples of imperialism,
predominantly those done in the history of the United States. The discussion will focus
on the causes and effects of certain decisions regarding U.S. territories and how these
decisions affected domestic and foreign diplomacy. For example, you can discuss the
inconsistent policies of the federal government with annexing Hawaii, but not doing so
with other territories. The discussion could also lead to how such decisions could impact
federal funding, trade, the make-up of the United States Congress, immigration policies,
and so on. Your discussion will contain an analysis of current and former policies and
historical events, in addition to providing numerous citations from texts. Please keep in
mind it is expected for you to contribute positively and substantively throughout the
Socratic Seminar.
Due Dates and Assignment Details:
1. The discussion will take place on the following date(s): _________________.
2. The discussion’s evidence/sources and preliminary work are due on
____________________________.
3. The discussion date has been firmly established here. If you are absent on the
discussion date with an excused reason from the main office, the make-up
assignment must be turned in the following day. The make-up assignment may be
e-mailed to me, but must be done so by 4:00 PM that day. All late work will
suffer a full letter grade penalty. If the make-up assignment has not been
submitted within one (1) week’s time, it is a zero.
4. There is no retake to be made for this assignment with it being difficult to recreate
the circumstances of a classroom discussion.
5. It is important to adhere to the expectations of this assignment and its preliminary
work and to also be aware of the expectations located on the Speaking and
Listening Rubric.
15
Socratic Seminar Information
A Socratic Seminar is a student-led discussion that is based on an “essential question.”
Socrates, an Athenian philosopher born in 469 BC, is credited with formulating this
method of discussion. Encouraging participants to sit in a circle, Socrates would draw
knowledge from the group by presenting a series of deeply philosophical questions. A
seminar consists of three elements: a text, essential questions, and active participants.
You have the following responsibilities in a Socratic Seminar:
• Refer to the text(s) when needed during the discussion. A seminar is not a test of
memory. You are not “learning a subject”; your goal is to understand the ideas,
issues, and values reflected in the text.
• Ask questions about the reading or issues related to the reading or unit. Ask for
clarification of something you do not understand.
• Locate facts and examples that can be cited as evidence for an argument, avoid
generalizations, and provide a connection to the real world.
• It is OK to “pass” when asked to contribute.
• Do not participate if you are not prepared. A seminar should not be a session
where you “wing it.”
• Stick to the point currently under discussion and avoid being repetitive with your
questions and/or contributions.
• Listen attentively and patiently and take turns speaking (do not raise your hand).
When you speak, be sure all can hear you and that you are talking to everyone and
not just to one person or the teacher.
• Exhibit mature behavior with patience and self-control, do not interrupt someone
else when s/he is speaking, and avoid side conversations.
It is expected for you to come to the seminar prepared with a rough draft of questions and
possible points and answers to bring up throughout the discussion. You must participate
regularly and with merit, or, in other words, you participate in a meaningful way. This
means you make a connection with the text or topic, ask questions that build upon what
other participants are saying, and so on.
To be an academic participant, you should be productive, clear and audible, an attentive
listener, respectful, relevant, prepared, interested, and a team player.
16
The student demonstrates a knowledge and understanding of the topic(s), material(s), and resource(s). The student is prepared for the assessment, having completed most of the necessary work prior. This includes completing most of the homework, classwork, and research related to the assessment. The student participates in the assessment. There are little to no behavior issues. The student demonstrates a deep knowledge and understanding of the topic(s), material(s), and resource(s). The student is excessively prepared for the assessment, having completed the necessary work prior. This includes completing homework, classwork, and research related to the assessment. The student actively and consistently participates in the assessment. There are no behavior issues. Analysis Preparation Participation Decorum Through comments or actions that increase awareness of the topic, the student displays s/he is listening to other participants or presenters. Through comments or actions that increase awareness of the topic, the student actively displays s/he is listening to other participants or presenters. Listening 3 The student provides appropriate responses to questions posed and topics discussed, and presents in a nearly effective manner. 4 2 1 There are frequent behavior issues. The student rarely participates in the assessment. The student is not very prepared for the assessment, having barely completed the necessary work prior. This includes rarely completing homework, classwork, and research related to the assessment. The student demonstrates very little knowledge and understanding of the topic(s), material(s), and resource(s). Through comments or actions that increase awareness of the topic, the student displays very little that s/he is listening to other participants or presenters. The student provides little to no appropriate responses to questions posed and topics discussed, and is rarely effective when presenting. 0 There is constant misbehavior throughout. The student does not participate in the assessment. The student is not prepared for the assessment, having not completed the necessary work prior. This includes not completing homework, classwork, and research related to the assessment. The student does not demonstrate knowledge and understanding of the topic(s), material(s), and resource(s). Through comments or actions that increase awareness of the topic, the student does not display s/he is listening to other participants or presenters. The student provides inappropriate responses to questions posed and topics discussed, and presents ineffectively. 23-­‐24 -­‐-­‐-­‐ 100% 21-­‐22 -­‐-­‐-­‐ 92% 18-­‐20 -­‐-­‐-­‐ 85% 16-­‐17 -­‐-­‐-­‐ 79% 14-­‐15 -­‐-­‐-­‐ 74% 12-­‐13 -­‐-­‐-­‐ 65% 11 and Under -­‐-­‐-­‐ 50% Total: _________ There are some behavior issues. The student somewhat participates in the assessment. The student is somewhat prepared for the assessment, having completed some of the necessary work prior. This includes completing some homework, classwork, and research related to the assessment. The student demonstrates some knowledge and understanding of the topic(s), material(s), and resource(s). Through comments or actions that increase awareness of the topic, the student somewhat displays s/he is listening to other participants or presenters. The student provides somewhat appropriate responses to questions posed and topics discussed, and presents somewhat effectively. Date: _____________________________________
Speaking and Listening Scoring Guide
The student is mature and provides appropriate responses to questions posed and topics discussed, and presents in an effective manner. Score Speaking / Presentation Name: ___________________________________________ SAMPLE High School 17
2013-­‐14
SAMPLE HIGH SCHOOL
SOCRATIC SEMINAR ASSIGNMENT, EXPECTATIONS, AND
PERFORMANCE GUIDELINES
Socratic Seminar Assignment
You have read Things Fall Apart. Your discussion will contain an in-depth critical
analysis of plot and character development and literary devices, while providing
numerous citations from the text, or sources related to the text, to support your position.
Your discussion will cover some of the following topics:
•
•
•
•
Struggle between tradition and change
Varying interpretation of masculinity
Community versus the individual
Relationships between parents and children
Please keep in mind it is expected for you to contribute positively and substantively
throughout the Socratic Seminar.
Due Dates and Assignment Details:
1. The discussion will take place on the following date(s): _________________.
2. The discussion’s evidence/sources and preliminary work are due on
____________________________.
3. The discussion date has been firmly established here. If you are absent on the
discussion date with an excused reason from the main office, the make-up
assignment must be turned in the following day. The make-up assignment may be
e-mailed to me, but must be done so by 4:00 PM that day. All late work will
suffer a full letter grade penalty. If the make-up assignment has not been
submitted within one (1) week’s time, it is a zero.
4. There is no retake to be made for this assignment with it being difficult to recreate
the circumstances of a classroom discussion.
5. It is important to adhere to the expectations of this assignment and its preliminary
work and to also be aware of the expectations located on the Speaking and
Listening Rubric.
18
Socratic Seminar Information
A Socratic Seminar is a student-led discussion that is based on an “essential question.”
Socrates, an Athenian philosopher born in 469 BC, is credited with formulating this
method of discussion. Encouraging participants to sit in a circle, Socrates would draw
knowledge from the group by presenting a series of deeply philosophical questions. A
seminar consists of three elements: a text, essential questions, and active participants.
You have the following responsibilities in a Socratic Seminar:
• Refer to the text(s) when needed during the discussion. A seminar is not a test of
memory. You are not “learning a subject”; your goal is to understand the ideas,
issues, and values reflected in the text.
• Ask questions about the reading or issues related to the reading or unit. Ask for
clarification of something you do not understand.
• Locate facts and examples that can be cited as evidence for an argument, avoid
generalizations, and provide a connection to the real world.
• It is OK to “pass” when asked to contribute.
• Do not participate if you are not prepared. A seminar should not be a session
where you “wing it.”
• Stick to the point currently under discussion and avoid being repetitive with your
questions and/or contributions.
• Listen attentively and patiently and take turns speaking (do not raise your hand).
When you speak, be sure all can hear you and that you are talking to everyone and
not just to one person or the teacher.
• Exhibit mature behavior with patience and self-control, do not interrupt someone
else when s/he is speaking, and avoid side conversations.
It is expected for you to come to the seminar prepared with a rough draft of questions and
possible points and answers to bring up throughout the discussion. You must participate
regularly and with merit, or, in other words, you participate in a meaningful way. This
means you make a connection with the text or topic, ask questions that build upon what
other participants are saying, and so on.
To be an academic participant, you should be productive, clear and audible, an attentive
listener, respectful, relevant, prepared, interested, and a team player.
19
SUBURBAN HIGH SCHOOL
SOCRATIC SEMINAR ASSIGNMENT, EXPECTATIONS, AND
PERFORMANCE GUIDELINES
Socratic Seminar Assignment
These are the following topics you will openly discuss concerning the events leading up
to, involving, and resulting in of World War II:
•
Why do you think the U.S. maintained a position of neutrality in World War II for
so long? What was the role of the U.S. in this conflict before the official
declaration of war and how was their role affected afterwards?
•
What is the definition of fascism? Why do you think Hitler was able to amass so
much power so quickly and was this strategy sustainable?
•
Do you think most U.S. soldiers during World War II were proud to be fighting in
the war? What were some other emotions they experienced as soldiers and is this
a commentary on patriotism?
•
What were some of the new opportunities opened up to women during the World
War II era? Do you think the war had a long-term impact on gender roles in
American society?
•
What effect do you think segregation had on soldiers during World War II? How
do you think the war influenced American race relations overall?
Your discussion will contain an analysis of current and former policies and historical
events, in addition to providing numerous citations from texts. Please keep in mind it is
expected for you to contribute positively and substantively throughout the Socratic
Seminar.
Due Dates and Assignment Details:
1. The discussion will take place on the following date(s): _________________.
2. The discussion’s evidence/sources and preliminary work are due on
____________________________.
3. The discussion date has been firmly established here. If you are absent on the
discussion date with an excused reason from the main office, the make-up
assignment must be turned in the following day. The make-up assignment may be
e-mailed to me, but must be done so by 4:00 PM that day. All late work will
suffer a full letter grade penalty. If the make-up assignment has not been
submitted within one (1) week’s time, it is a zero.
4. There is no retake to be made for this assignment with it being difficult to recreate
the circumstances of a classroom discussion.
20
5. It is important to adhere to the expectations of this assignment and its preliminary
work and to also be aware of the expectations located on the Speaking and
Listening Rubric.
Socratic Seminar Information
A Socratic Seminar is a student-led discussion that is based on an “essential question.”
Socrates, an Athenian philosopher born in 469 BC, is credited with formulating this
method of discussion. Encouraging participants to sit in a circle, Socrates would draw
knowledge from the group by presenting a series of deeply philosophical questions. A
seminar consists of three elements: a text, essential questions, and active participants.
You have the following responsibilities in a Socratic Seminar:
• Refer to the text(s) when needed during the discussion. A seminar is not a test of
memory. You are not “learning a subject”; your goal is to understand the ideas,
issues, and values reflected in the text.
• Ask questions about the reading or issues related to the reading or unit. Ask for
clarification of something you do not understand.
• Locate facts and examples that can be cited as evidence for an argument, avoid
generalizations, and provide a connection to the real world.
• It is OK to “pass” when asked to contribute.
• Do not participate if you are not prepared. A seminar should not be a session
where you “wing it.”
• Stick to the point currently under discussion and avoid being repetitive with your
questions and/or contributions.
• Listen attentively and patiently and take turns speaking (do not raise your hand).
When you speak, be sure all can hear you and that you are talking to everyone and
not just to one person or the teacher.
• Exhibit mature behavior with patience and self-control, do not interrupt someone
else when s/he is speaking, and avoid side conversations.
It is expected for you to come to the seminar prepared with a rough draft of questions and
possible points and answers to bring up throughout the discussion. You must participate
regularly and with merit, or, in other words, you participate in a meaningful way. This
means you make a connection with the text or topic, ask questions that build upon what
other participants are saying, and so on.
To be an academic participant, you should be productive, clear and audible, an attentive
listener, respectful, relevant, prepared, interested, and a team player.
21
SUBURBAN HIGH SCHOOL
SOCRATIC SEMINAR ASSIGNMENT, EXPECTATIONS, AND
PERFORMANCE GUIDELINES
Socratic Seminar Assignment
These are the following topics you will openly discuss concerning the events leading up
to, involving, and resulting in of the American Revolution:
•
Give examples of how King George III tried to control the lives of the Colonists
and how the Colonists protested the King’s actions.
•
During the Revolutionary War, people living in the Colonies were split into three
(3) categories: Patriots, Loyalists, and Neutral. Explain the reasoning behind why
a Colonist would choose one of these categories, including the repercussions of
their decisions regardless of their chosen category.
•
Why is the Declaration of Independence such a revolutionary document?
How did it build upon the ideas of Enlightenment philosophers?
•
What were some of the consequences of the American Revolution for both
the United States of America and Great Britain, including their allies and
role(s) in the rest of the world?
Your discussion will contain an analysis of current and former policies and historical
events, in addition to providing numerous citations from texts. Please keep in mind it is
expected for you to contribute positively and substantively throughout the Socratic
Seminar.
Due Dates and Assignment Details:
1. The discussion will take place on the following date(s): _________________.
2. The discussion’s evidence/sources and preliminary work are due on
____________________________.
3. The discussion date has been firmly established here. If you are absent on the
discussion date with an excused reason from the main office, the make-up
assignment must be turned in the following day. The make-up assignment may be
e-mailed to me, but must be done so by 4:00 PM that day. All late work will
suffer a full letter grade penalty. If the make-up assignment has not been
submitted within one (1) week’s time, it is a zero.
4. There is no retake to be made for this assignment with it being difficult to recreate
the circumstances of a classroom discussion.
5. It is important to adhere to the expectations of this assignment and its preliminary
work and to also be aware of the expectations located on the Speaking and
Listening Rubric.
22
Socratic Seminar Information
A Socratic Seminar is a student-led discussion that is based on an “essential question.”
Socrates, an Athenian philosopher born in 469 BC, is credited with formulating this
method of discussion. Encouraging participants to sit in a circle, Socrates would draw
knowledge from the group by presenting a series of deeply philosophical questions. A
seminar consists of three elements: a text, essential questions, and active participants.
You have the following responsibilities in a Socratic Seminar:
• Refer to the text(s) when needed during the discussion. A seminar is not a test of
memory. You are not “learning a subject”; your goal is to understand the ideas,
issues, and values reflected in the text.
• Ask questions about the reading or issues related to the reading or unit. Ask for
clarification of something you do not understand.
• Locate facts and examples that can be cited as evidence for an argument, avoid
generalizations, and provide a connection to the real world.
• It is OK to “pass” when asked to contribute.
• Do not participate if you are not prepared. A seminar should not be a session
where you “wing it.”
• Stick to the point currently under discussion and avoid being repetitive with your
questions and/or contributions.
• Listen attentively and patiently and take turns speaking (do not raise your hand).
When you speak, be sure all can hear you and that you are talking to everyone and
not just to one person or the teacher.
• Exhibit mature behavior with patience and self-control, do not interrupt someone
else when s/he is speaking, and avoid side conversations.
It is expected for you to come to the seminar prepared with a rough draft of questions and
possible points and answers to bring up throughout the discussion. You must participate
regularly and with merit, or, in other words, you participate in a meaningful way. This
means you make a connection with the text or topic, ask questions that build upon what
other participants are saying, and so on.
To be an academic participant, you should be productive, clear and audible, an attentive
listener, respectful, relevant, prepared, interested, and a team player.
23
The American Revolution
Unit Exam
Reading Passage. 1776 by David McCullough
A memorable story of an incident that occurred at about this time may or may not be entirely
reliable, but portrays vividly the level of tension among the troops and Washington’s own pentup anger and exasperation. It was told years afterward by Israel Trask, the ten-year-old boy who
had enlisted with his father and in whose eyes Washington seemed almost supernatural.
A snowball fight broke out on Harvard Yard between fifty or more backwoods Virginia riflemen
and an equal number of sailors from the Marblehead regiment. The fight quickly turned fierce,
with “biting and gouging on the one part, and knockdown on the other part with as much
apparent fury as the most deadly enmity could create,” according to Trask. Hundreds of others
rushed to the scene. Soon more than a thousand men had joined in a furious brawl. Then
Washington arrived:
I only saw him and his colored servant, both mounted [Trask remembered]. With the spring of a
deer, he leaped from his saddle, threw the reins of his bridle into the hands of his servant, and
rushed into the thickest of the melee, with an iron grip seized two tall, brawny, athletic, savagelooking riflemen by the throat, keeping them at arm’s length, alternating shaking and talking to
them.
Seeing this, the others took flight “at the top of their speed in all directions from the scene of the
conflict.” If Trask’s memory served, the whole row, from start to finish, lasted all of fifteen
minutes and nothing more came of it.
On November 25, the British sent several boatloads of the ragged poor of Boston, some 300
men, women, and children, across the Back Bay, depositing them on the shore near Cambridge
for the rebels to cope with.
They were a heartrending sight. Many were sick and dying, “the whole in the most miserable and
piteous condition,” wrote Washington. According to one explanation, General Howe was making
room in Boston for the reinforcements expected to arrive anytime. But it was also said that
numbers of the sick had been sent “with [the] design of spreading the smallpox through this
country and camp,” an accusation Washington refused to believe. But when another 150
desperate people were dispatched from Boston, as smallpox continued unabated there,
Washington described the disease as a “weapon of defense they are using against us.”
Nearly all his efforts and those of his senior officers were concentrated now on trying to hold the
army together. The Connecticut troops, whose enlistments were to expire on December 9, were
counting the days until they could start for home. Nothing, it seemed, could change their minds.
A stirring summons to renewed devotion to the cause of liberty, as strong and eloquent an appeal
to the men in the ranks, “the guardians of America,” as had yet been seen in print, appeared in
the New England Chronicle, signed simply “A Freeman.” Not only did it celebrate the Glorious
Cause, but it spoke of a break with Britain soon to come and a future “big with everything good
and great,” when Americans would decide their own salvation…
24
...But reenlistments were alarmingly few. Of eleven regiments, or roughly 10,000 men, fewer
than 1,000 had agreed to stay. Some stimulus besides love of country must be found to make
men want to serve, Washington advised Congress. Paying the troops a few months in advance
might help, he wrote, but again he had no money at hand. By late November, he could report that
only 2,540 of his army had reenlisted. “Our situation is truly alarming, and of this General Howe
is well apprised…. No doubt when he is reinforced he will avail himself of the information.”
Washington was a man of exceptional, almost excessive self-command, rarely permitting himself
any show of discouragement or despair, but in the privacy of his correspondence with Joseph
Reed, he began now to reveal how very low and bitter he felt, if the truth were known. Never had
he seen “such a dearth of public spirit and want of virtue” as among the Yankee soldiers, he
confided in a letter to Reed of November 28. “These people” were still beyond his
comprehension. A “dirty, mercenary spirit pervades the whole,” he wrote. “Could I have
foreseen what I have and am like to experience, no consideration upon earth should have induced
me to accept this command.”
For six long months there had been hardly a shred of good news, no single event to lift the spirits
of the army, no sign to suggest better days might lie ahead.
The next day, amazingly, came “glad tidings.” A privateer, the schooner Lee, under the
command of Captain John Manley, had captured an enemy supply ship, the brig Nancy, off Cape
Ann, north of Boston. The ship was loaded with military treasure—a supply of war material such
as Congress could not be expected to provide for months to come, including 2,500 stands of
arms, cannon, mortars, flints, some forty tons of shot, and 2,000 bayonets—nearly everything
needed but powder.
The Lee was one of the first of several armed schooners Washington had sent out to prey on
enemy shipping. It was a first triumph for his new “navy,” and John Manley, a first hero. It was
an “instance of divine favor, for nothing surely ever came more apropos,” Washington wrote
immediately to Joseph Reed.
1. (RI1) The best way to describe the Continental Army, according to this passage, would
be…
A. …there is no Continental Army due to a lack of competence of General George
Washington.
B. …there is an on-going fear of dying to the elements and an on-going outbreak of
small pox.
C. …the Continental Army is fickle and difficult to control despite the best efforts of
General George Washington.
D. …the British mistakenly feared the Continental Army would have the upper-hand due
to familiarity of the terrain.
2. (RI1) What can be best inferred from Trask’s account and how does this differ from
General George Washington’s view of the Continental Army?
A. Trask feels General Washington, as a man, is a savior to the Colonies while
Washington does not have an understanding of who makes up the Colonies.
25
B. Trask feels General Washington is a capable leader when called upon while
Washington feels the Continental Army is beyond reason or approach.
C. Trask feels General Washington does not have control of the Continental Army while
Washington maintains an illusion he feels he does have complete control.
D. Trask feels General Washington’s leadership and military capabilities are grossly
misunderstood by the Continental Army, a sentiment Washington agrees with.
3. (RI2) Which lines best summarize the above passage? You need both answers to be
correct to receive credit.
A. “…but portrays vividly the level of tension among the troops and Washington’s own
pent-up anger and exasperation.”
B. “Not only did it celebrate the Glorious Cause, but it spoke of a break with Britain soon to
come and a future ‘big with everything good and great,’ when Americans would decide
their own salvation…”
C. “Washington was a man of exceptional, almost excessive self-command, rarely
permitting himself any show of discouragement or despair…he began now to reveal how
very low and bitter he felt, if the truth were known.”
D. “The Lee was one of the first of several armed schooners Washington had sent out to
prey on enemy shipping. It was a first triumph for his new ‘navy,’ and John Manley, a
first hero. It was an ‘instance of divine favor, for nothing surely ever came more
apropos,’ Washington wrote immediately to Joseph Reed.”
E. “...But reenlistments were alarmingly few. Of eleven regiments, or roughly 10,000 men,
fewer than 1,000 had agreed to stay. Some stimulus besides love of country must be
found to make men want to serve, Washington advised Congress. Paying the troops a few
months in advance might help, he wrote, but again he had no money at hand.”
4. (RI2) Which thesis best describes the theme of the passage above?
A. The Colonies were prepared for war with Great Britain, only to have the high morale
dampened by continued poor decision-making by General Washington and lack of
faith from the Continental Congress.
B. The Continental Army was not properly equipped for military engagement with
General Howe, only compounded by the complex relationship between the men and
General Washington affecting morale.
C. Both the Colonies and Great Britain lacked an understanding of each other, and this
misunderstanding resulted in poor tactical decisions and deployment on both sides
leading to a multi-year military engagement.
D. General Washington and Howe had similar problems in the beginning of the war with
a lack of resources and veteran soldiers, all heightened by poor weather and
continuous outbreaks of small pox.
5. (RI3) Which word or phrase best describes General Washington’s feeling of the
American Revolution and the situation he found himself in?
A. “glad tidings”
B. virtuous
C. messianic
D. “low and dispirited”
26
6. (RI4) The phrase “dirty, mercenary spirit pervades the whole” is in reference to…
A. …General Washington’s continued failed attempts to counter General Howe.
B. …a lack of newfound patriotism in the Colonies and their army to sustain morale.
C. …a feeling of selfishness from the citizens to fund the Continental Army.
D. …General Howe’s continued war of attrition against the Colonies.
7. (RI4) What reasons would the author have of writing about the snowball fight and
subsequent brawl? You must choose both correct answers to receive credit.
A. The author wanted to illustrate the difficult task General Washington has in uniting
the soldiers, let alone being able to lead them.
B. The author wanted to illustrate how even in moments of brevity, there was a constant
state of anxiety.
C. The author wanted to provide an anecdote to support the legendary leadership of
General Washington.
D. The author wanted to provide an anecdote to provide levity to a startling picture of
General Washington’s despair.
E. The author deliberately wanted to provide a bias view of the increasing incompetence
of General Washington’s army.
8. (RI5) Colonial propaganda called the Continental Army “guardians of America” while
General Washington referred to the Continental Army as “these people.” In one
complete paragraph, in 7-10 complete sentences, explain the significance of these
differing viewpoints of the Continental Army. There must be a minimum of two citations
from the passage to support your answer.
______________________________________________________________________________
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9. (RI6 and 7) You have watched multiple clips from the HBO miniseries “John Adams.”
The clips you were shown reflect the differing viewpoints of Colonies’ rebellion of
George Washington, Benjamin Franklin, Thomas Jefferson, John Adams, Samuel Adams,
and others. How does the passage support or differ from how these historical characters
were interpreted in the miniseries? The answer must be written in two complete
27
paragraphs, 7-10 complete sentences each. You may use your notes and worksheets from
those activities to help you in writing your answer and be sure to provide citations from
the passage.
______________________________________________________________________________
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10. (RI9) How does this passage differ from or support the “perception” modern America has
of their Founding Fathers, especially with President George Washington? In one
complete paragraph, in 7-10 complete sentences, explain the significance of these
differing or similar viewpoints. There must be a minimum of two citations from the
passage to support your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28
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Reading Passage. 1776 by David McCullough
“I have no doubt but the nation at large sees the conduct in America in its true light,” he had
written to his Prime Minister, Lord North, “and I am certain any other conduct but compelling
obedience would be ruinous and…therefore no consideration could bring me to swerve from the
present path which I think myself in duty-bound to follow.”
In the House of Lords in March of 1775, when challenged on the chances of Britain ever winning
a war in America, Lord Sandwich, First Lord of the Admiralty, had looked incredulous.
“Suppose the colonies do abound in men, what does that signify?” he asked. “They are raw,
undisciplined, cowardly men.” And Lord Sandwich was by no means alone in that opinion.
General James Grant, a member of the House of Commons, had boasted that with 5,000 British
regulars he could march from one end of the American continent to the other, a claim that was
widely quoted.
But in striking contrast, several of the most powerful speakers in parliament, like the flamboyant
Lord Mayor of London, John Wilkes, and the leading Whig intellectual, Edmund Burke, had
voiced ardent support for and admiration of the Americans. On March 22, in the House of
Commons, Burke had delivered in his heavy Irish brogue one of the longest, most brilliant
speeches of his career, calling for conciliation with America.
Yet for all that, no one in either house, Tory or Whig, denies the supremacy of Parliament in
determining what was for America. Ever Edmund Burke in his celebrated speech had referred
repeatedly to “our” colonies.
Convinced that his army at Boston was insufficient, the King had dispatched reinforcements and
three of his best major generals: William Howe, John Burgoyne, and Henry Clinton. Howe, a
member of Parliament and a Whig, had earlier told his Nottingham constituents that if it came to
war in America and he were offered a command, he could decline. But now duty called. “I was
ordered, and could not refuse, without incurring the odious name of backwardness, to serve my
county in distress,” he explained. Howe, who had served in America during the Seven Years’
War—or the French and Indian War, as it was known in America—was convinced the
“insurgents” were few in number in comparison to those loyal to the Crown.
29
War had come on April 19, with the first blood shed at Lexington and Concord near Boston, then
savagely on June 17 at Breed’s Hill and Bunker Hill. (The June engagement was commonly
known as the Battle of Bunker Hill on both sides of the Atlantic.) British troops remained under
siege at Boston and were running short of food and supplies. On July 3, General George
Washington of Virginia had taken command of the American “rabble.”
With 3,000 miles of ocean separating Britain from her American colonies, accounts of such
events took a month or more to reach London. By the time the first news of Lexington and
Concord arrived, it was the end of May and Parliament had begun its long summer holiday, its
members departing London for their country estates.
When the outcome at Bunker Hill became known in the last week of July, it only hardened the
King’s resolve. “We must persist,” he told Lord North. “I know I am doing my duty and
therefore can never wish to retract.”
The ever-obliging North suggested that in view of the situation in America, it might no longer be
regarded as a rebellion, but as a “foreign war,” and thus “every expedient” might be employed.
At a hurried meeting at 10 Downing Street, on July 26, the Cabinet decided to send 2,000
reinforcements to Boston without delay and to have an army of no fewer than 20,000 regulars in
America by the following spring.
Bunker Hill was proclaimed a British victory, which technically it was. But in plain truth His
Majesty’s forces, led by General Howe, had suffered more than 1,000 casualties in an appalling
slaughter before gaining the high ground. As was observed acidly in both London and Boston, a
few more such victories would surely spell ruin for the victors.
At summer’s end a British ship out of Boston docked at Plymouth bearing 170 sick and wounded
officers and soldiers, most of whom had fought at Bunker Hill and “all in great distress,” as
described in a vivid published account:
A few of the men came on shore, when never hardly were seen such objects: some without legs,
and others without arms; and their clothes hanging on them like a loose morning gown, so much
were they fallen away by sickness and want of nourishment. There were, moreover, near sixty
women and children on board, the widows and children of men who were slain. Some of these too
exhibited a most shocking spectacle; and even the vessel itself, though very large, was almost
intolerable, from the stench arising from the sick and wounded.
The miseries of the troops still besieged at Boston, and of those Americans loyal to the King
who, fearing for their lives, had abandoned everything to find refuge in the town, were also
described in letters published in the London papers or in correspondence to friends and relatives
in London. In the General Evening Post, one soldier portrayed the scene in Boston as nothing but
“melancholy, disease, and death.” Another, whose letter appeared in the Morning Chronicle and
Advertiser, described being “almost lost for want of fresh provisions…. We are entirely blocked
up…like birds in a cage.”
11. (RI1) The phrase “war came on April 19” is referencing what historical event in the
Colonies?
a. The Battles of Lexington-Concord
30
b. The Boston Massacre
c. The Boston Tea Party
d. Formation of the Second Continental Congress
12. (RI1) The passage has a number of military-based opinions and possible strategies the
British felt they could apply if war did come to the Colonies. Which tactic best describes
General James Grant’s boast?
a. Economy of Force
b. Guerilla Warfare
c. Preemptive Strike
d. War of Attrition
13. (RI2) Despite a heavy voice in Britain for a call to arms against the Colonies, John
Wilkes and Edmund Burke were against this notion. What could be inferred as to the
reason(s) why?
a. They felt England was too embroiled in debt due to their repetitious campaigns
against their neighbor, France.
b. They felt England has already stretched out its resources due to an increase of
imperialism, particularly that in India.
c. They felt it would be strategically better, economically and militarily, to have a
strong ally in the American continents.
d. They felt a pacifist voice would provide a strong voter turnout for their own
political party in the upcoming elections.
14. (RI2) With Edmund Burke calling the Colonies England’s, what two answers best
describe Burke’s views on the situation with the Colonies and those of his supporters?
You must choose both correct answers to receive credit.
a. They did not believe in warfare, yet wanted the benefits of said victory.
b. They were hypocritical in condemning Britain’s behavior.
c. They believed in England’s imperialism, but did not approve of its management
of said achievements.
d. They maneuvered themselves with the hawks and Lord North.
e. They wanted to maintain nationalism, but change course.
15. (RI3) The word “insurgents” in the last paragraph can be described as ironic in today’s
world. Which explanation best reasons why this is?
a. America was able to use the citizens of its own territories during military
conflicts, such as the Philippines in World War II.
b. America invaded and occupied Iraq for many years, calling nationalists
“insurgents” as opposed to “freedom fighters.”
c. America was able to use the citizens of foreign countries to facilitate their own
military campaigns, such as South Vietnam in the Vietnam Conflict.
d. Insurgent is a politically motivated term with little to no military connection
despite its inference.
31
16. (RI3 and 5) The word “rabble” in this passage describes the Parliament’s view of the
Continental Army in a specific context. What line from the first passage supports that
same view from their general, George Washington, in similar context?
A. “With the spring of a deer, he leaped from his saddle, threw the reins of his bridle into
the hands of his servant, and rushed into the thickest of the melee, with an iron grip
seized two tall, brawny, athletic, savage-looking riflemen by the throat, keeping them
at arm’s length, alternating shaking and talking to them.”
B. “Many were sick and dying, ‘the whole in the most miserable and piteous condition,’
wrote Washington.
C. “...But reenlistments were alarmingly few. Of eleven regiments, or roughly 10,000
men, fewer than 1,000 had agreed to stay.
D. “‘These people’ were still beyond his comprehension. A ‘dirty, mercenary spirit
pervades the whole,’ he wrote.”
17. (RI4) What reason would the author have to spend such an amount of time on the views
and positions of key British military and political leaders?
a. The author wanted to demonstrate the deafness the leaders of Great Britain had
for the events occurring in the Colonies.
b. The author wanted to illustrate how difficult the situation was for leaders in Great
Britain to handle, especially those sympathetic to the cause.
c. The author wanted to create a narrative that differed from the “traditional” storytelling most often found in modern American media and public education.
d. The author wanted to create a parallel argument occurring between the Colonies
and the British Parliament in the economic and diplomatic effects of possible war.
18. (RI5) Lord North held the Colonials in contempt for their actions against Great Britain.
To what effect did other prominent British leaders share this view and how much did it
affect their decision(s)? In one complete paragraph, in 7-10 complete sentences, explain
the significance of these similar or differing viewpoints of the Colonies. There must be a
minimum of two citations from the passage to support your answer.
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32
19. (RI6 and 7) The British sought a military response, more out of nationalism than forging
a prosperous strategic partnership. The Colonists also felt a sense of patriotism as they
felt a sense of entitlement to the Colonies and beyond. Explain how each side was
motivated based on their beliefs and feelings for their homeland that motivated them
politically and militarily. How have these concepts played out in modern American
media and public education? The answer must be written in two complete paragraphs, 710 complete sentences each. You may use your notes and worksheets from those
activities to help you in writing your answer and be sure to provide citations from the
passage.
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20. (RI9) There is a clichéd quote that paraphrased is “The victor often writes the history.”
Describe the political and socio-economic conditions of the Colonists deciding to
separate from England, and the realities each side faced in making their decision and
eventual outcome. It is suggested to also consider the definitions of “patriot” and
“traitor” when it comes to answering this question. The answer must be written in two
complete paragraphs, 7-10 complete sentences each. You may use your notes and
33
worksheets from those activities to help you in writing your answer and be sure to
provide citations from the passage.
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Multiple Choice.
21. How was the mantra “taxation without representation” indicative of the Colonists’ views
towards Britain and its policies?
a. The Colonists felt that if there was no representation in British Parliament then all
taxes and laws were illegitimate in the Colonies.
b. The British felt there was no choice but to tax the Colonies, since their own
people were already heavily taxed, to cover military expenses.
c. The Colonies and Britain survived through a trade agreement that could only
thrive with the exclusion of abusive taxes.
d. British Parliament felt taxation of the Colonies was justified due to the Colonies
being temporary, not permanent, land acquisitions.
22. The abuses made by Britain led to the Continental Congress pulling from John Locke’s
Two Treatises of Government. Of all the ideologies mentioned in this 17th century
document, which one had the most impact on the Congress’ actions?
a. a divinely-ordained government
b. a divine right of kings
c. the social contract
d. the state of nature
23. Britain was most concerned about conducting a preemptive strike on the Colonies,
primarily in fear of a treaty being formed with whom?
a. France
b. Native Americans
c. Slaves
d. Spain
34
24. John Adams, James Madison, and Benjamin Franklin found themselves to be correct
about how significant of a deficiency the Colonies had before and during the revolution
due to what chief obstacle?
a. The lack of disciplined militia and inexperienced officers, especially in naval
servicemen.
b. The lack of funds to carry out the revolution and establish a sound national and
international economy.
c. The lack of medicine and supplies that led to widespread breakout of disease,
especially in cities.
d. The lack of food due to the British desperately acting out on a war of attrition
throughout the rural colonies.
25. What was the greatest outcome for Britain on the international stage?
a. The threat of further abuse by an all and powerful monarch.
b. A boom in the economy due to continued trade with America.
c. The threat of further military threats in various territories, like India.
d. The weakening of several of their enemies, specifically France and Spain.
26. The international stage took a primary lesson from the American Revolution that became
a cornerstone in reform for the following century. What was this lesson?
a. The notion of a monarchy has several limitations and the world can no longer
function under a select few.
b. All governments should become aware of the value of representation and
parliament reform to avoid government entrenchment.
c. Imperialism, once a boon for governments, has now become a risky asset and
should be reconsidered.
d. Europe was no longer the leviathan on the world stage and other regions could
begin competing.
27. The pamphlet that helped persuade Colonists that independence was necessary and a key
to the future was called…
A. …The Quibbler.
B. …Tar and Feathers.
C. …The Tyranny of King George
D. …Common Sense.
28. The Bill of Rights was important to the Colonists because it…
A. …spelled out the right they had as citizens.
B. …gave them the right to elect members to government.
C. …defined crimes made against them from the British.
D. …limited the King of England’s power on the Colonists.
29. Why did General Putnam, or Prescott, order, “Don’t fire until you see the whites of their
eyes?”
A. He wanted the enemy to pay for treason.
B. He worried about his soldiers confusing colors of the enemy for an ally.
35
C. He wanted to limit the amount of ammunition used.
D. He wanted to convey the important of their stand.
30. Before 1763, it can be best described the Colonies had been…
A. …ruled firmly by Parliament.
B. …denied religious freedom of the Church of England.
C. …heavily taxed to maintain peace with the Native Americans.
D. …left alone to govern by themselves.
36
4 3 The general analysis connects most evidence to relevant claims. The analysis attempts to display reasoning in the course of the explanation. The student attempts a conclusion. This includes a closing argument, staying on topic, and attempts to extend ideas. There are some errors in grammar and spelling. There is an attempt to vary sentence structure with some relevant vocabulary that is appropriate for audience and purpose. The insightful analysis possesses depth and connects all evidence to relevant claims. The analysis also displays strong reasoning in the course of the explanation. The student has an established conclusion. This includes an effective closing argument, staying on topic, and extending ideas. There are little to no errors in grammar and spelling. There is purposeful and varied sentence structure with relevant vocabulary that is appropriate for audience and purpose. Analysis (Bodies) Conclusion Mechanics The paper has relevant supporting evidence. The evidence is properly cited and attempts to integrate itself throughout the paper. The paper has effective and relevant supporting evidence. The evidence is properly cited and is seamlessly integrated throughout the paper. Evidence (Bodies) The paper attempts fluid transitions. Most claims connect to the thesis statement and most of the evidence and analysis connect to the claims. Student attempts an introduction. This includes supporting information that provides reader with some background information and a fairly relevant thesis that somewhat informs the reader of the paper’s purpose. Organization Student has an established introduction. This includes supporting information that provides the reader with relevant background information and a relevant thesis that is inventive and informs the reader of the paper’s purpose. The paper has fluid transitions. All claims connect to the thesis statement and all evidence and analysis connect to claims. Score Introduction Name: ___________________________________________ Suburban High School 37
2 1 The paper contains serious errors throughout, and has no variety in sentence structure or relevant vocabulary utilized. There is no established conclusion. The student is missing a closing argument and extension of ideas. The analysis does not display connection between evidence and claim or reasoning. The paper lacks supporting evidence. The paper lacks fluid transitions. Little to no claims connects to the thesis statement and little to no evidence and analysis connect to the claims. The student has no established introduction. The student is missing background information and a thesis statement. 0 The paper made no attempt to address the rules of writing mechanics. The paper has no conclusion. The paper has no analysis. The paper has no evidence. The paper has no organization. The paper does not have an introduction. 23-­‐24 -­‐-­‐-­‐ 100% 21-­‐22 -­‐-­‐-­‐ 92% 18-­‐20 -­‐-­‐-­‐ 85% 16-­‐17 -­‐-­‐-­‐ 79% 14-­‐15 -­‐-­‐-­‐ 74% 12-­‐13 -­‐-­‐-­‐ 65% 11 and Under -­‐-­‐-­‐ 50% Total: _________ There are errors in grammar and spelling that distract or confuse the reader. The student struggles to vary sentence structure and has little relevant vocabulary utilized. The student struggles with a conclusion. It has an ineffective closing argument and little attempt to extend ideas. The analysis struggles to explain or connect evidence to relevant claims. There is a general summary of evidence. The paper has irrelevant evidence. The evidence is improperly cited and is not integrated throughout the paper. The paper struggles with fluid transitions. Some claims connect to the thesis statement and some of the evidence and analysis connect to the claims. Student struggles with an introduction. This includes supporting information that minimally provides reader with little background information and a thesis that is general and lacks connection to the paper’s purpose. Date Submitted: _____________________________________
Paper Scoring Guide
2013-­‐14
38
Response is entirely
in English.
No attempt
Totally irrelevant
answer
Completion of
the prompt
Use of the
target
language
No attempt
Totally irrelevant
answer
No attempt or
repeats cue
Syntax
Vocabulary
No attempt; Totally
irrelevant
No attempt
Fluency
Pronunciation
0
Response is almost
entirely in English, few
Spanish words are used.
Does not complete
response
Responses one or two
words in length
Vocabulary repeated
Most structures incorrect
Constant use of infinitive;
no conjugation
Listener understands only
because of past
experience
Does not complete
responses; Responses
one or two words in
length; Vocabulary
repeated
Most utterances contain
errors
Many utterances are
incomprehensible
Little communication
1
Response includes
many English words.
Prompt partially
answered
Inadequate
vocabulary or
incorrect use of
lexical items
Communication
difficult
Many errors
(agreement, verb
forms)
Errors in basic
structures
Errors impede
communication
Frequent hesitations,
searches for words
Overly translates
questions before
response
Repeats question
word before
response
Eventually responds
Many errors that
interfere with
comprehensibility
2
3
Response mostly in
Spanish, some
English words
Vocabulary is just
adequate to respond
No attempt to vary
expressions
Basic
Frequent errors
Self­corrects on
some
Halting, hesitating
Visibly translating
before responding
Can rephrase and
respond
Frequent errors that
confuse listener and
require guessing at
meaning
Speaking Rubric for Spanish 1­4
Response mostly in
Spanish, very few
English words
Good, appropriate
vocabulary
Generally good
response
Some errors
Self­corrects on
most
Occasional
hesitation, searching
for words
Speaker can
self­correct and
respond to
cues
Comprehensible,
generally correct
Occasional error
4
Response is entirely
in Spanish
Prompt completely
answered
Very good; wide
range
Uses appropriate
and new words and
expressions
Interesting response
No grammatical
errors
Speaker
self­corrects without
hesitation
Smooth flow
Quick, continuous
flow
Natural pauses
Phonetically correct
Almost error­free
Awareness of accent
Genuine effort to
sound like native
speaker
5
39
Ideas are disconnected Lacks organization, few Well organized, some and unclear, no obvious details, unclear details, clear purpose, purpose
purpose, lacks lacks personality
personality
Far below goal
Few to no Spanish words used.
Only did minimum to get by.
Ideas, Organization, and Voice
Length* Spanish
Risk­taking, signs of improvement
Little creativity. Very little elaboration. Some English words used.
Almost meets goal
Choppy (but complete) sentences with few details.
Choppy, incomplete sentences with few details.
Sentence Fluency
Some creativity. The story was written correctly with some elaboration.
Few English words used.
Meets goal
Long/compound sentences, similar sentence format throughout.
Some errors with verb endings, spelling/accents, word order. Understandable.
More errors than correct Error patterns make usage make writing some things difficult to difficult to understand
understand
Variety of recent vocabulary used accurately
Conventions (Structures & Spelling)
Limited set of vocabulary is mostly accurate
Proficient ­ 4
Few, basic terms / used inaccurately
Developing ­ 3
Word Choice
(Vocabulary)
Emerging ­ 2
Relaxed Writing Assessment Rubric (Spanish I­V)
Story is creative. Used transition words and/or inserted colorful comments. You tried new structures.
Only real Spanish words used.
Exceeds goal
Well organized, clear purpose, many details included, interesting to read.
Long/compound sentences with a variety of formats.
No error patterns; advanced structures used
Wide range from throughout the year used accurately
Advanced ­ 5
Scientific Practices Assessment­Multi­Grade
SAMPLE Next Generation Science Tool
This tool can be used to assess student growth:
● Using a different set of research during each administration of this assessment
● Using a rubric to grade free response answers OR constructing multiple choice
questions of comparable cognitive demand
Questions:
1. What question is the research (experiment) trying to answer?
2. What original observation do you think a scientist made that led to this experiment?
3. Based on the experiment, what is a related question that could be answered by doing a new
experiment?
4. Describe a model that could have been used to explain/design this experiment? Examples of
models include diagrams, physical replicas, mathematical representations, analogies and
computer simulations.
5. Thinking of the model that you described in the last question, what possible limitations would
that model have? How would the model not correspond exactly to the real world?
6. Explain, step by step, the procedure that in this experiment.
8. In the experiment, what was the control? (more advanced: what were the independent and
dependent variables?)
9. In the experiment what tools were used and how was data collected?
10. What trends in the data do you see?
11. What new data should be gathered in order to make a more accurate conclusion?
12. Explain any information you see from the data, including mean, median, mode, or variability.
13. Use a mathematical concept to help explain the data. Choose ratio, rate, percent, basic
operations, or simple algebra. Show your work, use a calculator if needed, and explain why you
chose this mathematical concept to help explain the data.
14. How could you use computers and technology to help you collect/analyze the data?
Adapted and reproduced with Permission.
Original Document created by Science Teacher Sarah Meador, 2013
@MeadorScience on Twitter
40
15. Explain the parts of the provided data table or graph.
16. Using the data provided, what predictions can you make about the data collected in future
experiments?
17. What conclusions can you make, and what specific pieces of data helped you come to that
conclusion?
18. Give an example of a relevant conclusion that is not supported by the data, and explain the
flaws of the conclusion.
19. Explain something that should be done because of the conclusions that you made from the
data. Support your idea.
20. Explain how would someone be able to claim that your conclusions made from this data are
incorrect?
21. Give an example of a fact from the data, and an example of speculation about the data.
22. Who would be interested in the data from this kind of experiment? Explain why this
audience would be interested in this type of data.
23. If you wanted to compare data on similar experiments from other sources, what types of
research would you do? Where would you go to do the research? What resources would you
use?
24. Explain what you would do if you wanted to present this data to the scientific community.
Adapted and reproduced with Permission.
Original Document created by Science Teacher Sarah Meador, 2013
@MeadorScience on Twitter
41
42
Typically performs with nuance
and style indicated in the
written music or which is
suggested by instructor or
peer.
Attention to dynamic levels is not
obvious.
Very few accurate or secure pitches.
The beat is usually erratic and
rhythms are seldom accurate.
Inaccuracies detract significantly
from the overall performance.
beginning
2
The tone is often not focused, clear
or centered regardless of the range.
The tone quality significantly detracts
from the overall performance.
Sometimes performs with nuance and
Rarely demonstrates expression and
style that is indicated in the written music style. Just trys to play the notes on
or which is suggested by instructor or
the page.
peer.
Attacks are rarely secure. Markings are Few secure attacks. Markings are
often, but not always executed
generally not executed accurately.
accurately as directly by the music
and/or the conductor.
Dynamic levels fluctuate but can be
discerned.
Some accurate pitches, but there are
frequent and/or repeated errors.
The beat is somewhat erratic. Only
some rhythms are accurate. Frequent or
repeated duration errors. Rhythm
problems detract somewhat from the
overall performance.
Total number of points : 24 x 100 = _________ (grade) Any points exceeding 100 are extra credit.
EXPRESSION
and STYLE
Performs with creative
nuance and style in response
to the written music and
limited coaching.
Dynamic levels are generally
accurate and consistent.
Dynamic levels are obvious,
consistent, and an accurate
interpretation of the music
being played.
DYNAMICS
Attacks are usually secure with
occasional isolated errors.
Markings are executed
accurately as directed by the
music and/or the conductor.
An occational isolated error,
but overall, pitch is accuarte
and secure.
Virtually no errors. Pitch is
very accuarate at all times.
PITCH
ARTICULATION Secure attacks. Markings
(stacatto, legato, slur,
accents, etc.) are executed
accurately as directed by the
music and/or the conductor.
The beat is secure and the
rhythms are mostly accuarte. If
there are duration errors, they
do not detract from the overall
performance.
The beat is secure and the
rhythms are completely
accuarte for the style of the
music being played
approaching
3
Tone is often focused, clear and
centered, but sometimes is uncontrolled
in the (grade level) playing range.
Extremes in range are usually
uncontrolled. Occasionally the tone
quality dtracts from the overall
performance.
RHYTHM
Student Name
exceeding
5
TONE QUALITY Tone is consistently focused,
clear, and centered
throughout the range of the
instrument. Tone has a
professional quality.
meeting
4
Tone is focused, clear and
centered throughout the (grade
level) playing range of the
instrument. Extremes in range
sometimes cause tone to be
less controlled. Tone quality
does not generally dtract from
the performance.
Induvidual Performance RUBRIC
43