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Setting

Point of View

Character Development

9th Grade Summative Assessment: Reading Project


H.M. Booklet
4
Student thoroughly
addressed all
elements of
character
development for at
least two characters
and their actions,
beliefs, motives,
reactions, and
feelings via indirect
character
development using
four of the five
means: the
characters speech
or thoughts,
feelings, actions,
appearance, or
reactions of other
characters.

3
Student thoroughly
addressed all
elements of
character
development for at
least one characters
actions, beliefs,
motives, reactions,
and feelings via
indirect character
development using
three of the five
means: the
characters speech or
thoughts, feelings,
actions, appearance,
or reactions of other
characters.

Student
addressed at
least two areas of
character
development
such as actions,
beliefs, motives,
reactions, and
feelings via
indirect character
development
using two of the
five means: the
characters
speech or
thoughts,
feelings, actions,
appearance, or
reactions of other
characters.

Student
addressed less
than two areas
of character
development
such as actions,
beliefs, motives,
reactions, and
feelings via
indirect
character
development
using one of the
five means: the
characters
speech or
thoughts,
feelings, actions,
appearance, or
reactions of
other characters.
Student
attempted to
address point of
view elements
such as the style,
naming the
character(s)
involved, and
giving a quote
from the
selection of
literature
illustrating the
type of p.o.v.
Student
attempted to
include elements
of setting but did
so incorrectly.

Student correctly
cited the point of
view style, named
the character(s)
involved, and gave a
quote from the
selection of
literature
illustrating the type
of p.o.v.

Student fulfilled two


of the three:
correctly cited the
point of view style,
named the
character(s) involved,
and gave a quote
from the selection of
literature illustrating
the type of p.o.v.

Student fulfilled
one of the three:
correctly cited
the point of view
style, named the
character(s)
involved, and
gave a quote
from the
selection of
literature
illustrating the
type of p.o.v.

Student correctly
identified and
included all of the
elements of the
literatures setting
including place,
time, and
societal/cultural
context.

Student correctly
identified and
included only two
elements of setting
from place, time, and
societal/cultural
context.

Student correctly
identified and
included only one
element of
setting from
place, time, and
societal/cultural
context.

0
Student did
not address
character
development.

Student did
not address
point of view.

Student did
not address
setting.

Universal Themes
Plot Development, including
Flashback or Foreshadowing
Symbolism
Mood/Tone
Allusion

Student correctly
explored more than
one universal
theme, and
explained how
those themes
interacted, built
upon, or conflicted
with one another.

Student correctly
explored more than
one universal theme,
but did not explain
how they interacted,
built upon, or
conflicted with one
another.

Student correctly
explored at least
one universal
theme but did
not have a
comparison or
contrasting
theme.

Student
attempted to
identify a theme
statement but
did so
incorrectly.

Student did
not address
theme
development.

Student labeled and


correctly explained
at least seven
elements of plot
development
including the
exposition:
problem/ situation,
complications;
rising action;
climax, falling
action, and
denouement:
resolution, as well
as examples of both
flashback and
foreshadowing.

Student labeled and


correctly explained at
least four elements
of plot development
exposition: problem/
situation,
complications; rising
action; climax, falling
action, and
denouement:
resolution, as well as
examples of both
flashback and
foreshadowing.

Student labeled
and correctly
explained at least
three elements
of plot
development
including the
exposition:
problem/
situation,
complications;
rising action;
climax, falling
action, and
denouement:
resolution, as
well as examples
of both flashback
and
foreshadowing.
Student correctly
identified at least
one symbol, but
failed to correctly
explain the
significance of
the symbol.

Student labeled
and correctly
explained at
least two
elements of plot
development
including the
exposition:
problem/
situation,
complications;
rising action;
climax, falling
action, and
denouement:
resolution, as
well as examples
of both
flashback and
foreshadowing.
Student
attempted to
identify
symbolism, but
did so
incorrectly.

Student only
addressed
one area of
plot
development,
or did not
address plot
development.

Student
accurately
identified the
mood or tone in
the literature, but
did not cite a
specific passage.

Student
attempted to
identify the
mood or tone in
the literature but
did so
incorrectly.

Student did
not address
tone/mood.

Student correctly
identified and
explained at least
one instance of
allusion used in
the literature.

Student
attempted to
identify allusion
used in the
literature but did
so incorrectly.

Student did
not address
allusion.

*MISSING
DENOUEMENT
Student correctly
identified at least
two symbols from
the literature, and
correctly explained
the significance of
the symbols.

Student correctly
identified at least
one symbol from the
literature, and
correctly explained
the significance of
the symbols.

Student accurately
identified both the
mood and tone in
the literature, citing
a specific passage,
and explained what
elements of the
story contributed to
each term.
Student correctly
identified and
explained at least
three instances of
allusion used in the
literature.

Student accurately
identified either the
mood or tone in the
literature, citing a
specific passage, and
explained what
elements of the story
contributed to each
term.
Student correctly
identified and
explained at least
two instances of
allusion used in the
literature.

Student did
not address
symbolism.

Irony: Verbal,
Dramatic, or
Situational
Figurative Language:
Metaphor, Simile,
Personification, Hyperbole
Compare/Contrast through the
use of Dramatic Foil
Drawing Conclusions

Student correctly
identified and cited
all three types of
irony: verbal,
dramatic, and
situational.

Student correctly
identified and cited
at least two types of
irony: verbal,
dramatic, and
situational.

Student correctly
identified and
cited at least one
type of irony:
verbal, dramatic,
and situational.

Student was able to


identify, cite, and
explain at least
three of the
elements of
figurative language
from the literature
including metaphor,
simile,
personification, or
hyperbole.
*GOOD JOB ON 4
Student correctly
identified at least
four characters and
two instances of
dramatic foil, and
compared and
contrasted the
characters,
explaining why they
serve as dramatic
foils.

Student was able to


identify, cite, and
explain at least two
elements of
figurative language
from the literature
including metaphor,
simile,
personification, or
hyperbole.

Student was able


to identify, cite,
and explain at
least one
element of
figurative
language from
the literature
including
metaphor, simile,
personification,
or hyperbole.
Student correctly
identified at least
two characters,
one instance, of
dramatic foil, but
did not compare
and contrast the
characters,
explaining why
they serve as
dramatic foils.

Student correctly
identified why the
selected piece of
literature falls into
its genre and cites
at least two
examples from the
text supporting this
conclusion.

Student correctly
identified why the
selected piece of
literature falls into its
genre and cites at
least one example
from the text
supporting this
conclusion.

Student correctly
identified at least
two characters, one
instance, of dramatic
foil, and compared
and contrasted the
characters,
explaining why they
serve as dramatic
foils.

Student correctly
identified why
the selected
piece of literature
falls into its genre
but did not cite
an example from
the text
supporting this
conclusion.

Student
attempted to
identify and cite
irony in the
literature, but
did so
incorrectly.
Student
attempted to
identify or
explain figurative
language, but did
so incorrectly.

Student did
not address
irony.

Student
incorrectly
identified at least
two characters,
one instance, of
dramatic foil,
and did not
compare and
contrast the
characters,
explaining why
they serve as
dramatic foils.
Student
attempts to
identify why the
selected piece of
literature falls
into its genre but
does so
incorrectly.

Student did
not compare
or contrast
characters
with the use
of dramatic
foil.

Student did
not address
figurative
language.

Student does
not attempt
to draw a
conclusion
about the
literature.

H.M., I appreciate the thoroughness of your booklet. You forgot to do drawing conclusions and two other characters for dramatic
foil. Otherwise, the content was great! Pictures would have made your booklet more interesting. Good job!

48-44=Advanced
43-34=Proficient
33-24=Basic
24-0=Below Basic

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