Native American Dance, Music, and Celebration Through the Choctaw Wedding

Assessments

  • Through a checklist, determine the accuracy of the answers given for the classroom discussion. (This is teacher conducted using a checklist that students are famiiar with and that the teacher controls.)
  • The interview questions will be assessed according to the purpose for which the interviews will be conducted. (This will follow the study of techniques for conducting a successful interview.) See a sample rubric below.
  • The results of the interviews will be assessed by group consensus to determine if the interviews were successful in obtaining information.
  • A rubric will be used to determine the level of understanding of the events in the traditional wedding ceremony, as dramatized in class or the school assembly. 
  • A writing rubric will be utilized to interpet the effectivenss of the creative writing. The stages of the writing process will be assessed (planning, drafting, revising, and publishing). See below for an appropriate rubric.

RUBRIC FOR CREATIVE WRITING- 8th GRADE

 

½ point

1 point

Sentence structure

Student sentences are not complete, they are short and the verbs do not agree with the pronoun. Common mistake with present simple “to be” and simple present.

Sentences are complete and well structured. The verbs agree with the pronoun and the usage of the “to be”, present simple and present progressive is correct. 

Word choice

The selection of the vocabulary is poor but well applied. They use few adjectives to describe the celebration they chose. They make several mistakes.

The selection of the vocabulary is more complete and is well applied. They still make mistakes but not as many.  They use more adjectives to describe the celebration they chose.

Introductions sentence and description

Students are not able to use an introductory sentence in their writing. They begin by describing the celebration in 4-5 sentences

Students introduce the celebration in one complete sentence. After the introductory sentence they begin describing the celebration in 6-7 sentences.

Conclusion

They use one, poor, not well structured sentence to express, in a very limited, way an opinion.

They use more than one complete sentence to express their personal opinion. The conclusion is not as limited but has few mistakes.

Presentation

Students present their writings written in computer, using the correct font that has been required. No clarity and cleanness.

No folder.

Students present their writings in computer, using the font that has been required, clarity, cleanness and the assigned color folder.

 

Poetry Rubric

 

Name:_____________________________                Date:_________________________

 

 

 

Criteria

 

4

 

 

3

 

2

 

Ideas and content

Focuses on an idea, feeling or experience.  Uses specific, concrete images.  May include poetic sound devices

 

Exceptional focus of an idea, feeling or experience.  Exceptional use of images. Includes many examples poetic sound devices

 

Adequate focus of an idea, feeling or experience. Adequate use of images. Includes some examples poetic sound devices

 

 

Inadequate focus of an idea, feeling or experience. Adequate use of images. Includes no examples poetic sound devices

 

 

Sentence Fluency

Uses lines of varying lengths and a variety of sentence structures

 

Uses a large variety of varying sentence lengths and structure.

 

Uses some variety of varying sentence lengths and structure.

 

Uses no variety of varying sentence lengths and structure.

 

Organization

Uses a logical, effective organizational strategy.

 

Uses an exceptional logical and effective organizational strategy.

 

 

Uses an adequate logical and effective organizational strategy.

 

Uses an inadequate organizational strategy.

 

Voice

Uses own unique style.  Writes honestly, as if the reader were right there.  Writes with confidence and enthusiasm.

 

 

Uses an exceptional and unique writing style.  Writes exceptionally honest, as if the reader were right there.  Writes with exceptional confidence and enthusiasm.

 

Uses an adequate writing style. Writes somewhat honestly, as if the reader were right there.  Writes with a standard amount of with confidence and enthusiasm.

 

Uses an inadequate writing style.  Does not make the reader feel a part of the text. Writes with minimal confidence and enthusiasm.

Mechanics

Grammar

Spelling

Punctuation

Capitalization

 

Text contains only a minimal amount of errors

 

Text contains several errors.

 

Text contains numerous errors.

 

Total:  ______

     15

 

 

 

 

INTERVIEW RUBRIC

 

 

1.

2.

3.

4.

5.

SCORE

Preparation before the interview.

No preparation was made.

A few questions were prepared.

An adequate number of questions, most of which relate in some way to the research focus, was prepared.

A comprehensive list of questions relating directly to research focus was prepared. 

A comprehensive list of questions and supplementary questions relating directly to research focus was prepared.  Background knowledge of the person, if known, was included.

 

Establishing rapport

No attempt was made to establish rapport with the person.

The student introduced himself and began to ask questions.

The student introduced himself, briefly mentioned the purpose of the interview and began with an easy question.

The student introduced himself, explained the purpose of the interview and began with an easy open-ended question.

The student introduced himself, explained the purpose of the interview, made eye contact, smiled encouragement, and began with an easy, open-ended question.

 

Manner

The student interrupted or hurried the person being interviewed and forgot to thank them at the end.

The student made an attempt to be polite.  .  Listened, and thanked the person at the end of the interview.

The student was polite.  Tried to make eye contact and nodded encouragement occasionally.  Listened, and thanked the person at the end of the interview.

The student was polite and tried to put the person at ease with the situation.  Made some eye contact and nodded encouragement occasionally.  Listened, didn’t interrupt and thanked the person at the end of the interview.

The student was friendly and polite, putting the person at ease with the situation.  Made eye contact and nodded encouragement.  Listened, didn’t interrupt and thanked the person at the end of the interview.

 

Matter

The student asked the person a few questions.

The student asked the person a reasonable number of appropriate questions.

The student asked appropriate questions and tried to encourage the person to give more detail. 

The student asked appropriate questions, clarified comments, and encouraged the person to give more detail.  Asked some supplementary questions.

The student asked appropriate questions, rephrasing them if necessary.  Clarified comments, summarised what was said and encouraged the person to give more detail.  Asked relevant supplementary questions based on what the person said.

 

Knowledge gained

The student cannot answer questions about the person who was interviewed.

The student can answer some questions about the person who was interviewed.

The student can answer questions about the person’s views and begins to make connections between the interview and the research focus. 

The student can explain the person’s views in detail and the ways in which they relate to the research focus. 

The student can explain the person’s views in detail and the ways in which they relate to the research focus.  The student can also evaluate the significance of the interview to the project.

 

 

 

 

 

 

Transactional Writing Rubric

 

 

Name: _____________________________                  Date:________________________

 

 

Criteria

 

3

 

2

 

1

Idea Development

Develops relevant ideas.  Uses descriptive details and examples

Focuses on an idea, feeling or experience.

 

 

Relevant ideas are exceptionally developed.  Exceptional use of descriptive details and examples.  Text is exceptionally focused on an idea, feeling or experience.

 

 

Relevant ideas are adequately developed.  Adequate use of descriptive details and examples.  Text adequately focuses on an idea, feeling or experience.

 

Relevant ideas are inadequately developed.  Inadequate use of descriptive details and examples.  Text inadequately focuses on an idea, feeling or experience.

Organization

Organizes information clearly and logically.

Uses appropriate format for type of text chosen.

Originality of presentation format.

 

 

 

Text is exceptionally organized, clear and logical.  Text uses an appropriate format for type of text chosen and an original presentation format.