RUBRIC FOR UNIT PROJECT 1 THEME PAPER

Student Name: CATEGORY 15

________________________________________ 10 5 0 The information appears to be disorganized.

Organization Information is very Information is Information is organized with wellorganized with wellorganized, but constructed paragraphs. constructed paragraphs. paragraphs are not well-constructed. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Information clearly relates to the main topic. No details and/or examples are given. Paragraphs included related information but were typically not constructed well.

Information has little or nothing to do with the main topic. Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Paragraph All paragraphs include Construction introductory sentence, explanations or details, and concluding sentence.

Thesis

Thesis shows the main idea of the paper and is arguable - not a mere statement of fact. The paper talks about two specific themes from Macbeth, using three specific examples (quotes from the play) for each theme to show how it is a part of the play. Examples to support themes are direct quotes or specific paraphrases/summaries, documented by line number.

Thesis contains a vague main idea of the paper and is arguable - not a mere statement of fact. The paper talks about two specific themes from Macbeth, using less than three specific examples for each theme to show how it is a part of the play. Examples to support themes are quotes or paraphrases/summaries, not documented by line number.

The thesis does not No thesis is apply to the paper, or is found. a mere statement of fact. The paper talks about one theme from the play, using three examples to show how it is a part of the play. The paper talks about vague themes, using vague examples from the play for support.

Themes

Supporting Examples

Examples to support themes are inaccurate quotes or vague paraphrases/summaries not documented by line number.

Examples do not support the themes or are extremely vague, and are not documented.

Application

Themes are applied to the play, showing how the themes support the plot of the play.

Themes are somewhat applied to the play, showing how the themes somewhat support the plot of the play. At least one reliable source is used in addition to the text. All sources (information and graphics) are accurately documented, but a few are not in the desired format. The paper has one formatting error. The paper has between foursix spelling/grammar errors.

Themes are somewhat Themes are not applied to the play, applied to the without showing how play at all. the themes support the plot of the play. At least one reliable source is used in addition to the text. All sources (information and graphics) are accurately documented, but many are not in the desired format. The paper has two formatting errors. The paper has between seven and ten spelling/grammar errors. No additional sources are used. Sources are not accurately documented.

Sources

At least two reliable sources are used in addition to the text. All sources (information and graphics) are accurately documented in the desired format. The paper aligns to MLA format standards as laid out by Writers Inc. The paper contains fewer than three spelling/grammar errors.

Formatting and Mechanics

The paper has multiple formatting errors or more than ten spelling/grammar errors.

Total: _____/ 135

RUBRIC FOR UNIT PROJECT 2 BE A DIRECTOR

Student Name: CATEGORY 15

________________________________________ 10 5 0 The information appears to be disorganized.

Organization Information is very Information is Information is organized with wellorganized with wellorganized, but constructed paragraphs. constructed paragraphs. paragraphs are not well-constructed. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Information clearly relates to the main topic. No details and/or examples are given. Paragraphs included related information but were typically not constructed well.

Information has little or nothing to do with the main topic. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. No categories are planned in detail, or the directors ideas are not planned. Fewer than 80% of the remaining categories are touched on (without appropriate graphics.) Ideas carry no support from the play and are impossible to comprehend.

Paragraph All paragraphs include Construction introductory sentence, explanations or details, and concluding sentence.

Planning Specific Categories

Two categories are planned in detail, with supporting ideas and graphics sufficient to express the directors ideas. The remaining categories are touched on with at least five sentences each (or appropriate graphics) that give a general idea of the directors ideas. Ideas are supported with examples/quotes from Macbeth so that the directors ideas can be brought to life.

Two categories are planned, with some supporting ideas and graphics to express the directors ideas. The remaining categories are touched on with fewer than five sentences each (or appropriate graphics) that give a general idea of directors ideas. Ideas carry some support but the directors ideas are difficult to understand.

One category is planned, with vague ideas to express the directors ideas.

Planning General Categories

At least 80% of the categories are touched on (with appropriate graphics) that give a vague idea of the directors ideas. Ideas carry little support and the directors ideas are not understandable.

Support for Directors ideas

Creativity

The production plan contains imaginative work and descriptions, along with original drawings or idea boards.

The production plan contains some imaginative work and descriptions, lacking original drawings or idea boards. The ideas set forth are somewhat practical for theatrical use and could be used to stage a production of Macbeth with some modification. The paper has one formatting error. The paper has between foursix spelling/grammar errors.

The production plan contains no individual vision; it is lacking descriptions, original drawings, and idea boards. The ideas set forth are not practical/hard to comprehend, but may be able to be heavily modified to stage a production of Macbeth. The paper has two formatting errors. The paper has between seven and ten spelling/grammar errors.

The production plan is a copy of a work already created.

Theatricality The ideas set forth are practical for theatrical use and could be used to stage a production of Macbeth. Spelling and The paper aligns to Mechanics MLA format standards as laid out by Writers Inc. The paper contains fewer than three spelling/grammar errors. Total: _____/ 135

The ideas set forth could are inadequate to stage a real production of Macbeth. The paper has multiple formatting errors or more than ten spelling/grammar errors.

RUBRIC FOR UNIT PROJECT 3 AMBITION ESSAY

Student Name: CATEGORY 15

________________________________________ 10 5 0 The information appears to be disorganized.

Organization Information is very Information is Information is organized with wellorganized with wellorganized, but constructed paragraphs. constructed paragraphs. paragraphs are not well-constructed. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Information clearly relates to the main topic. No details and/or examples are given. Paragraphs included related information but were typically not constructed well.

Information has little or nothing to do with the main topic. Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Paragraph All paragraphs include Construction introductory sentence, explanations or details, and concluding sentence.

Thesis

Thesis shows the main idea of the paper and is arguable - not a mere statement of fact. The paper compares the theme of ambition from Macbeth to the ambition of the author, using three specific examples (including quotes from the play and real-world applications.) Examples are direct quotes or specific paraphrases/summaries, documented by line number.

Thesis contains a vague main idea of the paper and is arguable - not a mere statement of fact. The paper compares the theme of love from Macbeth to the ambition of the author, using fewer than three specific examples (including quotes from the play and real-world examples.) Examples are quotes or paraphrases/summaries, not documented by line number.

The thesis does not No thesis is apply to the paper, or is found. a mere statement of fact. The paper lacks evidence from either the play or the ambitions of the author, using fewer than three examples. The paper is vague about both the play and the authors ambitions, using little or no examples.

Comparison

Supporting Examples

Examples are inaccurate quotes or vague paraphrases/summaries not documented by line number.

Examples do not support the paper or are extremely vague, and are not documented.

Application

Themes are applied to the play, showing how the themes support the plot of the play.

Themes are somewhat applied to the play, showing how the themes somewhat support the plot of the play. The paper is mostly balanced between ambition in Macbeth and ambition in the authors life, using a few more examples of one or the other. The paper has one formatting error. The paper has between foursix spelling/grammar errors.

Themes are somewhat Themes are not applied to the play, applied to the without showing how play at all. the themes support the plot of the play. The paper is unbalanced between ambition in Macbeth and ambition in the authors life, using a more examples of one or the other. The paper has two formatting errors. The paper has between seven and ten spelling/grammar errors. The paper does not use any examples from Macbeth or the Authors life.

Structure

The paper is a balance between ambition in Macbeth and ambition in the authors life, using a balanced number of examples from each. The paper aligns to MLA format standards as laid out by Writers Inc. The paper contains fewer than three spelling/grammar errors.

Formatting and Mechanics

The paper has multiple formatting errors or more than ten spelling/grammar errors.

Total: _____/ 135

RUBRIC FOR UNIT PROJECT 4 MACBETH: THE SOUNDTRACK

Student Name: ________________________________________

CATEGORY Requirements

15 A minimum of two songs are present for each act, and an applicable CD cover is included. Songs make sense in the spot the student has placed them, they fit the mood of the scene/act and are appropriate for school. The student obviously used the text and supporting works to create the work, explaining it in the corresponding paper.

10 Only eight of the ten songs required are present, and an applicable CD cover is included. Songs kind of make sense in the spot the student has placed them, ambiguously fitting in to the act/scene and are appropriate for school. The student somewhat used the text and supporting works to create the work, explaining it in the corresponding paper. It was somewhat clear that much time and effort went into the planning and design of the work. Student adequately describes where and why the songs should be placed. There is little confusion to the reader where a song should be played or why a song was chosen. Act/Scene/Line numbers are used.

5 Only six of the ten songs required are present, OR an applicable CD cover is not missing. Many songs do not fit into the scene/act the student has placed them OR onetwo songs are not appropriate for school. The student somewhat used the text and supporting works to create the work, mentioning it in the corresponding paper.

0 Five or fewer songs are present, and/or an applicable CD cover is not present. Most songs do not fit into the scene/act the student has placed them and/or more than two songs are not appropriate for school. The student did not use the text or supporting works to create the work, nor was it explained it in the corresponding paper.

Song Choices

Sources of Inspiration

Time/Effort

It is clear much time and effort went into the planning and design of the work.

Work is sloppy or Work is hastily completed, incomplete or more time and effort extremely sloppy. could have gone into the planning and design of the work. Student describes via writing in an unorganized fashion where and why the songs should be placed. There is confusion to the reader where a song should be played or why a song was chosen. The accompanied explanation is not included or extremely confusing.

Explanation

Student excellently describes via writing where and why the songs should be placed. There is no confusion to the reader where a song should be played or why a song was chosen. Act/Scene/Line numbers are used.

Creativity

Student has taken the theme being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. The cover displays an image that relates to Macbeth and the songs contained on the soundtrack in an exemplary way.

Student has taken the theme being studied and has used text as a starting place. The student's personality comes through in parts of the work. The cover displays an image that relates to Macbeth and the songs contained on the soundtrack in an ambiguous way. The writing generally shows in some way the themes, symbols, and motifs from Macbeth. Three or four spelling/grammar errors throughout the written work.

Student has taken the theme being studied and somewhat source material as a starting place. The student's personality comes through in small ways throughout the work.

Student has not made much attempt to meet the requirements of the assignment.

Cover

The cover displays The covers image an image that relates is sloppy or to Macbeth OR the incomprehensible. songs contained on the soundtrack, but not both. The writing does little to show the themes, symbols, and motifs from Macbeth. Five or six spelling/grammar errors throughout the written work. The writing does not, in any way, show themes, symbols, and motifs from Macbeth. Seven or more spelling errors throughout the written work.

Written Explanation The writing - Application specifically shows in some way the themes, symbols and motifs from Macbeth. Spelling and Grammar Two or fewer spelling/grammar errors throughout the written work.

Total: _____/ 135

RUBRIC FOR UNIT PROJECT 5 ORIGINAL THEME ART

Student Name: ________________________________________

CATEGORY

15

10 Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill. Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.

5 Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing. Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.

0 The student does not appear to be able to apply most design principles to his/her own work.

Design/Composition Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.

Color Choices

Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed. (Black and white/Greyscale shows appropriate contrasts) It is clear much time and effort went into the planning and design of the work.

Student needs to work on learning color relationships and using that knowledge in his/her work.

Time/Effort

It was somewhat clear that much time and effort went into the planning and design of the work. Student can somewhat describe how the final project is envisioned and can describe some of the steps that will be used to reach the goal. Focused with some planning.

Work is sloppy or Work is hastily completed, incomplete or more time and effort extremely sloppy. could have gone into the planning and design of the work. Student can describe how the final product is envisioned but finds it difficult to describe how the goal will be reached. Has set a goal, but lets things evolve in somewhat random manner. Student has thought very little about the project. Is present but is not invested in the product.

Planning and Explanation

Student can describe in detail at any point during the creation process how the final product is envisioned and how they intend to reach their goal. Very focused and goal-oriented.

Sources of Inspiration

The student obviously used the text and supporting works to create the work, explaining it in the corresponding paper.

The student somewhat used the text and supporting works to create the work, explaining it in the corresponding paper. Student has taken the theme being studied and has used text as a starting place. The student's personality comes through in parts of the work. The writing explains what the theme chosen for the work is, and how the theme is present in Macbeth. The writing explains how the original artwork embodies the theme from Macbeth. Three or four spelling/grammar errors throughout the written work.

The student somewhat used the text and supporting works to create the work, mentioning it in the corresponding paper. Student has taken the theme being studied and somewhat source material as a starting place. The student's personality comes through in small ways throughout the work. The writing explains in a vague way what the theme chosen for the work is, and how the theme is present in Macbeth. The writing explains in a vague way how the original artwork embodies the theme from Macbeth Five or six spelling/grammar errors throughout the written work.

The student did not use the text or supporting works to create the work, nor was it explained it in the corresponding paper. Student has not made much attempt to meet the requirements of the assignment.

Creativity

Student has taken the theme being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.

Written Explanation The writing explains of Theme in a clear and articulate way what the theme chosen for the work is, and how the theme is present in Macbeth. Written Explanation The writing explains - Application in a clear and articulate way how the original artwork embodies the theme from Macbeth. Spelling and Grammar Two or fewer spelling/grammar errors throughout the written work.

The writing does not explain what the theme chosen for the work is, or how the theme is present in Macbeth. The writing does not explain how the original artwork embodies the theme from Macbeth. Seven or more spelling errors throughout the written work.

Total: _____/ 135

RUBRIC FOR UNIT PROJECT 6 GLAMIS TIMES (NEWSPAPER)

Student Name: ________________________________________

CATEGORY Layout Headlines & Captions

15 All articles have headlines that capture the reader's attention and accurately describe the content. All graphics have captions that adequately describe the people and action in the graphic. 90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. The details in the articles are clear, effective, and vivid 90-100% of the time. The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. The information was accurate and there was a clear reason for including the editorial in the newspaper.

10 All articles have headlines that accurately describe the content. All graphics have captions.

5 Most articles have headlines that accurately describe the content. Most graphics have captions.

0 Articles do not have adequate headlines OR many graphics do not have captions.

Articles Purpose

85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. The details in the articles are clear and pertinent 8089% of the time. The articles contain facts, figures, and/or word choices that make the articles interesting to readers. The information was accurate and there was a fairly good reason for including the editorial in the newspaper.

75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. The details in the articles are clear and pertinent 7079% of the time. The article contains some facts or figures but is marginally interesting to read.

Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. The details in more than 30% of the articles are neither clear nor pertinent. The article does not contain facts or figures that might make it interesting to read.

Articles Supporting Details

Articles Interest

Editorials Worthwhile

The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.

The information was typically inaccurate, misleading or libelous.

Use of the Text

Articles contain wellchosen quotes from the text and strong evidence the text was used throughout the writing. Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.

Articles contain quotes and some evidence that the text was used throughout the writing. Graphics are in focus and are clearly related to the articles they accompany.

Articles contain very few quotes or little evidence the text was used throughout the writing. 80-100% of the graphics are clearly related to the articles they accompany.

Articles contain no quotes or evidence that the text was used throughout the writing. More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

Graphics

Spelling and Proofreading

Two or fewer spelling Three-five spelling Six-nine spelling or Ten or more or grammar errors. or grammar errors. grammar errors. spelling or grammar errors.

Requirements

All of the required content was present. (Four newspapers containing a headline article, side article, editorial, a header containing a title, volume, and issue number, and graphics.)

Almost all the required content was present.

At least 75% of the Less than 75% of required content the required content was present. was present.

Total: ____/ 135