Writing Rubrics

Scoring Guide for Topic/Idea Development
Score
Description
6
Rich topic/idea development
Careful and/or subtle organization
Effective/rich use of language
5
Full topic/idea development
Logical organization
Strong details
Appropriate use of language
4
Moderate topic/idea development and organization
Adequate, relevant details
Some variety in language
3
Rudimentary topic/idea development and/or organization
Basic supporting details
Simplistic language
2
Limited or weak topic/idea development, organization, and/or details
Limited awareness of audience and/or task
1
Little topic/idea development, organization, and/or details
Little or no awareness of audience and/or task
Scoring Guide for Standard English Conventions
Score
Description
4
Control of sentence structure, grammar and usage, and mechanics (length and complexity of essay provide opportunity for student to show control of standard English conventions)
3
Errors do not interfere with communication and/or
Few errors relative to length of essay or complexity of sentence structure, grammar and usage, and mechanics
2
Errors interfere somewhat with communication and/or
Too many errors relative to the length of the essay or complexity of sentence structure, grammar and usage, and mechanics
1
Errors seriously interfere with communication AND
Little control of sentence structure, grammar and usage, and mechanics

Soph Lit:

Today in class....

We concluded our review for the English section of the MCAS exam, which will take place Tuesday. I saw continuous marked improvement in all of you, specifically in your writing.

At the end of class, I collected your MCAS review pack. If you were absent, or missing sections, please have them for Monday. I will look these over this weekend and offer final helpful comments on Monday as you prepare to take the test. I am quite confident that ALL of you will successfully complete the English portion.

We also re-enacted a MCAS correcting session. I broke you into small groups with a team leader and asked you to grade each writing prompt with a set of rubrics. Your in-group discussions of what makes a good written response will help you on Tuesday.

I also have additional review questions if anyone would like additional practice over the weekend. Please see me if interested.

World of Shakespeare:

Today in class:

Each of you recited your section from Hamlet. Please note that if you were not prepared, you have 10 points deducted for each missed school day. We will have a make-up on Monday for anyone needed additional time.

Parent-Teacher Night

It was nice to meet you all. I apologize for the line waiting to speak with me. If you did not get a chance to see me, or have any additional questions or concerns, please feel free to contact me directly.

For those of you visiting the blog for the first time- welcome!

I hope that you and your student find this information helpful. If during the course you have any questions about things happening in class, please feel free to ask. I believe that open communication by us is helpful in achieving academic success.

Soph Lit:

Today in class:

We continued to review for the MCAS. A reminder: MCAS testing is March 23rd.

We are in the computer lab Thursday to type your writing prompt. Please make sure that you have completed all section of the MCAS review pack.

I am also after school today and Thursday if anyone needs one-on-one help. I would encourage everyone to take advantage on this.

World of Shakespeare:

Today we took on Mr. Metz in his history challenge.

HW: Please have your 10 Hamlet lines memorized for this Friday.

Soph Lit:

We continued on our MCAS prep today.

Specifically, we focused on the 5 paragraph essay, writing a clean, clear thesis statement, and using transitional words and phrases.

Please note that all parts of the practice packet are due this Friday.

Wed. we will be working on writing a strong conclusion.

World of Shakespeare:

Today in class:
I passed out the Hamlet lines to learn for this Friday.

We discussed the many differences between How Mel and Ken approach the mind of Hamlet.

I passed back your 12th Night Exams. Please see me if you have not completed it ASAP.

Mr. Metz has invited us down to his annual history challenge. Please bring your best game face to class Wed as we destroy his class. No pressure.

Soph Lit:

Today:

We continued our MCAS prep.

Journal #20: "Creativity is the power to connect the seemingly unconnected."
William Plomer

Hamlet:
To be, or not to be, that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles
And by opposing end them. To die—to sleep,
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to: 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep, perchance to dream—ay, there's the rub:
For in that sleep of death what dreams may come,
When we have shuffled off this mortal coil,
Must give us pause—there's the respect
That makes calamity of so long life.
For who would bear the whips and scorns of time,
Th'oppressor's wrong, the proud man's contumely,
The pangs of dispriz'd love, the law's delay,
The insolence of office, and the spurns
That patient merit of th'unworthy takes,
When he himself might his quietus make
With a bare bodkin? Who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscovere'd country, from whose bourn
No traveller returns, puzzles the will,
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all,
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pitch and moment
With this regard their currents turn awry
And lose the name of action.
Hamlet Act 3, scene 1, 55–87

World of Shakespeare:

Today:

We looked at the famous To be, or not to be speech.
In groups of 3, I asked you to convert each line into one of the following:
- Mob Boss -Sport coach -President -teacher

We then practiced it. For this Friday, you will need to memorize the first 10 lines and recite it to the class.

We began Act 3 in class and discussed the events in Act 1-2.

Word O' the Week:

Cogitate [koj-i-tayt]
Verb. To ponder; mediate; think deeply.

Think:

In Cleveland, it is illegal to catch mice without a hunting license.