          |
| RUBRIC | Sergeant 3 points  |
Corporal 2 points  |
Private 1 point  |
0 points |
|---|---|---|---|---|
| Cover sheet | Includes all required elements, properly identifying and summarizing research of first-person accounts. | Missing one or more required elements. First-person research summary may be unclear, but documentation is verifiable. | Cover page does not include photo or student's name. Documentation of first-person research is missing or unverifiable. | No cover sheet. |
|
Writing: Spelling, Grammar, and style |
Writing has hardly any spelling or grammar mistakes. There is a clear beginning, middle and end to the writing. Proper changes from draft were implemented. |
Writing has some spelling or grammar mistakes. It's hard to tell where the beginning, middle and end of the writing is. Incorporates changes from draft. |
Writing has many spelling or grammar mistakes. No clear beginning, middle and end. Changes and corrections requested from draft were inconsistently made. |
Writing has many spelling and grammar mistakes. No clear structure. Changes and corrections requested from draft not made. |
| Character Building: | Journal shows a fully rounded human being, with identifying information that flows from the narrative which includes: name, age, nationality, home town, task, and occupation | Journal shows well-developed character, identifying most of the characteristics, but the description is more a list than part of the narrative. | Narrative missing many or all vital descriptions about the character. Person is vague and difficult to understand. | Narrative missing all vital character descriptions. |
|
Historical facts: |
Journal properly identifies the battle and its military objectives. The writing is clear and easy to understand. |
Journal describes battle and objectives, but some ideas are not very clear or developed. |
Writing shows the student does not understand the battle. Many areas are unclear and hard to understand. |
No battle specified or almost entirely in error. Shows no understanding of D-Day or WWII on any level. |
|
Personal narrative: |
Student has created a believable narrative, showing strong grasp of what D-Day meant from a personal perspective. Provides vivid descriptions using all the senses, and showing the strong feelings of the character. |
Writing shows that the student has an understanding of D-Day on a personal level. Descriptions are adequate, but not vivid. Narrative is sometimes vague and impersonal. |
Writing shows that the student does not understand events of D-Day on a personal level. Many areas are unclear and hard to understand. Descriptions lack personal details and feeling. |
The writing fails to "get inside the head" of the character. Most areas are unclear and hard to understand. |
| Length | Meets minimum of 600 words in length. | Less than 600 words. | ||
| Presentation: | Clear presentation lasting 2 to 5 minutes. Well rehearsed and planned. Conveyed strong information, and may have even included visual aids. Had clear structure of beginning, middle, and end. | Informative presentation, but could presentation is awkward and could have used more rehearsal and organization. | Structure is unclear, lacking defined beginning, middle, and end. | Presentation less than 2 minutes and/or lacked any apparent structure. |
Maximum score of 20 points.
