Poet biography rubric high school
-The writer seems to
be writing from
knowledge or
experience of knowing
this person. The author
has taken the ideas and
made them "his own."
-The writer seems to
be drawing on
knowledge or
experience of knowing
this person, and there
is some ownership of
the topic.
-The writer relates
some of his own
knowledge or
experience of this
person, but there is
some lack of ownership
of the topic.
-The writer has not
tried to transform the
information in a
personal way. The ideas
and the way they are
expressed seem to
belong to someone else.
-Writer uses vivid
words and phrases that
linger or draw pictures
in the reader's mind.
-Writer attempts to
use descriptive words
and phrases that draw
pictures in the
reader's mind.
-Writer uses some
words that
communicate clearly,
but the writing lacks
variety, punch or flair.
-Writer uses a limited
vocabulary that does
not communicate
strongly or capture the
reader's interest.
-The writing “flows”
because sentences
begin in a variety of
interesting ways, and
there are a variety of
longer and shorter
sentences.
-An attempt has been
made to begin
sentences differently,
and there is evidence
of both longer and
shorter sentences.
-There is some fluency
in the writing and
variety in sentence
length, but several
sentences begin the
same way (e.g., “My
papa…”, “My papa…”).
-Writing fluency is
limited due to
sentences often
Use this rubric when you are having your students write their own poetry. Grading your students work will be easier with this rubric that has all the essential components such as: organization, elements of poetry writing, grammar, usage, mechanics, and spelling. This printable includes directions for how to score each element independently, and a space for comments with which teachers can offer specific or collective feedback. Use this resource as part of a language arts class - it is appropriate for creative writing, poetry, or journaling.This is geared towards grades 6-12 and can be used as is or can be differentiated accordingly.
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Assignment Biography: Student Criteria and Rubric for Writing
The genre of biography can also be categorized in the sub-genre of narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person’s words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies. The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment.
Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.
According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book Taking Action on Adolescent Literacy:
"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).
Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict. Students should know that a good biography is more than a timeline of ev Body biographies are an excellent tool to help students develop their literary analysis skills and explore character development in depth. This assignment allows students to Body biographies are rooted in the Common Core Standards for Reading Literature. They require students to As your students delve into the nuances that breathe life into literary figures, they’ll hone their ability to make insightful inferences and come to understand the intricate interplay between character and plot. This assignment is also great because it is tied to the Common Core’s emphasis on textual evidence and analysis. By requiring the inclusion of carefully chosen quotes and detailed explanations, body biographies compel students to engage in close reading, cultivating their skills in comprehension, interpretation, and evidence-based reasoning. Students can express themselves creatively and communicate ideas in a multimodal way. This approach: As students integrate visual elements, make artistic choices, and decide how to present their information, they tap into their imaginative capacities, fostering a deeper emotional connection with the characters they study. My students have come up with SO MANY cool ideas for these; it really does amaze me! Check out some examples in this video: Body Biography ExamplesEnglish with Mrs. Lamp
What Makes Body Biographies a Powerful Tool for Character Analysis in English Class?
Aligning with Common Core Standards
Fostering Creativity and Multimodal Expression
Developing Essential Academic Ski