Laura Henderson

Performance Task and Rubric

HARRIS BURDICK - NARRATIVE WRITING

Goal of Task: Students will compose an original narrative using one of the pictures from The Mysteries of Harris Burdick
by Chris Van Allsburg as a prompt.

Role the Student Will Take:

Hook:
Teacher will set the mood by dimming the lights and speaking in a mysterious voice. Teacher will read the
introduction written by Allsburg Harris Burdick has mysteriously disappeared! His drawings and captions
have been discovered, but there is not text accompanying them..etc. Our company is going to hire an author
to write the stories to go along with the pictures. Will you be chosen?
Mood is enhanced by the playing of spooky music. The Harris Burdick pictures with captions have been hung
around the room. Students travel from picture to picture, noting all details on an organizer.
Next Day: YOU HAVE BEEN SELECTED AS THE AUTHOR! Select the picture that spoke to you the most!
That will be the inspiration for your first narrative..

Audience: Middle School Students

Product: Narrative to accompany one of the Harris Burdick pictures/caption.

Rubric Attached Below

Name __________________________________
RUBRIC FOR HARRIS BURDICK NARRATIVE WRITING
TOTAL EXEMPLARY
POINTS
Title, Caption, ____/5 Has all 3 with no errors.
Citation 5 pts.
Organization and ____/15 Organized in purposeful
Theme paragraphs with a logical and
Setting, Exposition, clear introduction of
characters, setting, and
Rising Action,
rising action. Has a well-
Climax, Falling
defined climax that leads
Action, Resolution
into well-developed falling
action. Complete resolution,
Clear Theme conveyed a central idea or
theme.
14-15 pts.
Lead ____/10 Set the plot/story in motion,
hinted at the larger meaning
the story would convey, set
the stage for the lesson that
would be learned, AND
included details that point to
a central issue or conflict
that will later be important in
the story or hint at key
character traits.
9-10 pts.
Characterization ____/2 Well-developed, realistic
0 characters, including a clear
protagonist, antagonist,
internal conflict, and
external conflict.
Date ___________________
PROFICIENT
Has all 3, but some errors.
3-4 pts.
Organized in paragraphs
with some introduction of
characters, setting, and
rising action. Has a climax,
but not well-developed
falling action or complete
resolution, or did not clearly
convey the central idea or
theme.
11-13 pts.
Set the plot/story in
motion, hinted at the larger
meaning the story would
convey, set the stage for
the lesson that would be
learned.
7-8 pts.
Has 3-4 of the following,
but not well-developed:
protagonist, antagonist,
internal conflict, and
external conflict.
Class Period ________
EMERGING NOT EVIDENT
Has less than all 3. Not included.
1-2 pts. 0 pts.
Contains some of the Story is not written
elements, but no in a logical, sequential
paragraphs or clear way.
division between plot
elements. Climax or
resolution not clear,
and/or did not clearly
convey the central idea or
theme.
0 pts.
1-10 pts.
Showed what was Not included.
happening and where, gave
some clues to what would
later become a problem for
the main character.
1-6 pts. 0 pts.
Has at least 2 of the Has no clear
following, but not well- protagonist,
developed: protagonist, antagonist, internal
antagonist, internal conflict, or external
conflict, and external conflict.
conflict.
 18-20 pts.
Ending ____/10 Wrote an ending that
connected to what the story
is really about, gave the
reader a sense of closure by
showing a new realization or
insight or a change in the
main character.
9-10 pts.
Literary Devices ____/2 Writer wove together
and Dialogue 0 precise sensory descriptions,
Sensory details, figurative language, and some
symbolism to help readers
hyperbole,
picture the setting, actions,
onomatopoeia,
and events and to bring forth
metaphor, simile,
meaning. At least six various
personification, devices used. Used dialogue
idiom, alliteration to contribute to the deeper
meaning of the story.
18-20 pts.
Mood, Tone ____/10 Tone varied to match the
variety of emotions
experienced by the
characters across the story,
word choice clearly conveys
mood and tone, specific
details and figurative
language help the reader
understand the mood.
9-10 pts.
Conventions ____/10 Few mistakes in grammar,
Grammar, spelling, spelling, and punctuation.
punctuation, Variety of sentence
structure throughout.
sentence structure
9-10 pts.
(compound, complex,
compound-complex)
14-17 pts. 1-13 pts. 0 pts.
Wrote an ending that Ending connected to the Ending missing.
connected to the main part beginning or middle of the
of the story, gave the story, but not with a real
reader some closure. sense of closure.
7-8 pts. 1-6 pts. 0 pts.
Included some precise Used some sensory details Literary devices and
sensory details and and figurative language to dialogue not utilized.
figurative language so bring the story to life.
readers cold picture the One three devices used
setting, characters, and with little or no variation.
events. Four five devices Used a storytelling voice
used with some variation. and conveyed some
Used some dialogue to meaning through
contribute to meaning. description or dialogue.
14-17 pts. 1-13 pts. 0 pts.
Some language used that Some language conveys the Tone and mood of
fits the storys mood and tone and mood of the the story are not
tone, some figurative story. conveyed to the
language utilized, but reader.
tone/mood not always clear.
7-8 pts. 1-6 pts. 0 pts.
Several mistakes in Many mistakes in grammar,
grammar, spelling, and spelling, and punctuation.
punctuation. Some variety Lacks variety of sentence
of sentence structure. structure.
7-8 pts. 1-6 pts.
TOTAL: _____/100