Unit 3 Lifestyle Focus Portfolio Rubric
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
English 11-12
4
Exceeds
3
Meets
2
Approaching
1
Below
0
Reading: Integration of Knowledge and Ideas: Informational
Integrates and evaluates multiple sources from a variety of media to address a question or to solve a real world problem.
Evaluate and analyze how effectively the author uses constitutional principles and legal reasoning in a real and
meaningful way. Thoroughly analyzes seminal U.S. documents for themes, purposes, and rhetorical features.
Integrates and evaluates multiple sources from a variety of media to address a question or solve a problem. Evaluate and
analyze how the author uses constitutional principles and legal reasoning. Analyzes seminal U.S. documents for themes,
purposes, and rhetorical features.
Partially integrates and evaluates multiple sources from a variety of media to address a question or solve a problem.
Partially evaluates and analyzes how the author uses constitutional principles and legal reasoning. Partially analyzes
seminal U.S. documents for themes, purposes, and rhetorical features.
References multiple sources to address a question or solve a problem. Discusses constitutional principles and legal
reasoning. Summarizes seminal U.S. documents; with help, student performs at a higher level.
Student shows no evidence of evaluation and synthesis based on application of constitutional principles and legal
reasoning.
Writing: Process Writing
Expertly blends writing techniques to support developed knowledgeable significant claims on substantive topics or texts
using proven valid reasoning, the most relevant and sufficient evidence, logical organization, and thorough counterclaims
(if applicable), to examine and convey complex ideas and information clearly and accurately through effective, insightful
selection, logical organization, and deep analysis of content building on previous elements to create a unified whole, and
to develop vivid, significant real or imagined experiences or events using effective techniques, well-chosen details, and
well-structured event sequences creating a smooth progression of events or experiences. Writes to a specific audience
(with knowledge of audiences, possible biases, and values) using appropriate style and tone, varied and appropriate
syntax, precise language, cohesion, clarity, correct formatting, an interesting introduction, and an insightful conclusion,
and attending to the norms and conventions of the discipline. Makes connections to larger issues and demonstrates
upper level thinking by fully utilizing the writing process to develop and strengthen writing as needed by planning,
revising, editing, rewriting, and/or trying a new approach to produce a clear and coherent text through focused
interaction and collaboration with others, and can skillfully employ technology in the process, production and publication
of texts in or beyond the classroom setting; text is appropriate to task, purpose, and audience.
Blends writing techniques to support developed claims on substantive topics or texts using valid reasoning, the most
relevant and sufficient evidence, logical organization, and effective counterclaims (if applicable), to examine and convey
complex ideas and information clearly and accurately through effective selection, logical organization, and thorough
analysis of content building on previous elements to create a unified whole, and to develop vivid, significant real or
imagined experiences or events using appropriate techniques, well-chosen details, and well-structured event sequences
creating a progression of events or experiences. Writes to a specific audience (with knowledge of audiences, possible
biases, and values) using appropriate style and tone, varied and appropriate syntax, precise language, cohesion, clarity,
correct formatting, an introduction, and conclusion, and attending to the norms and conventions of the discipline.
Demonstrates upper level thinking by utilizing the writing process to develop and strengthen writing as needed by
planning, revising, editing, rewriting, and/or trying a new approach to produce a clear and coherent text through
interaction and collaboration with others, and can employ technology in the process, production and publication of texts;
text is appropriate to task, purpose, and audience, blending writing techniques.
Applies writing techniques to support claims on topics or texts using some valid reasoning, at least some relevant
evidence, somewhat logical organization, and at least one counterclaim (if applicable), to examine ideas and information
through analysis of content, and to develop real or imagined experiences or events using appropriate techniques, details,
and logical event sequences creating a progression of events or experiences. May inconsistently write to a specific
audience using mostly appropriate style and tone, mostly correct formatting, an introduction, and conclusion, and mostly
attending to the norms and conventions of the discipline by using the writing process to produce a text, applying some
stages of the writing process, including interaction with others, and can employ some technology in the process,
production and publication of texts; text is appropriate to task, purpose, and audience, applying writing techniques.
Writes to support claims on topics or texts using some evidence of reasoning, at least some appropriate evidence,
somewhat logical organization, and may attempt at least one counterclaim (if applicable), to examine ideas and
information through limited analysis of content, and to develop real or imagined experiences or events using some
appropriate details and logical event sequences. May inconsistently write to a specific audience, using a beginning,
middle, and end, and inconsistently attending to the norms and conventions of the discipline by using technology to
complete some parts of the writing process to produce a text that is somewhat publishable; evidence of an attempt at
task, purpose, and audience; or with help produces at a higher level.
Student shows no evidence of writing in an appropriate mode (purpose) and/or provides an off-topic response and/or
shows no evidence of utilizing the assigned stages of the writing process to determine appropriateness to task, purpose,
and/or audience.
English 11-12
4
Exceeds
3
Meets
2
Approaching
1
Below
0
English 11-12
4.0
Exceeds
3.0
Meets
2.0
Approaching
1.0
Below
0.0
Writing: Research to Build and Present Knowledge
Student conducts thorough research that answers a question or solves a problem (self- generated) using relevant and
multiple sources. Fully assesses the validity and effectiveness of the information researched as it applies to the task,
purpose and audience. Can draw evidence to support clear analysis, reflection and research. Precisely follows a standard
format for citation—error-free. Does not plagiarize.
Student conducts research that answers a question or solves a problem using relevant and multiple sources. Assesses the
validity and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw
evidence to support analysis, reflection and research. Correctly follows a standard format for citation. Does not
plagiarize.
Student conducts limited research that answers a question or solves a problem using sources. Mostly assesses the validity
and effectiveness of the information researched as it applies to the task, purpose and audience. Can draw some evidence
to support analysis, reflection and research. Mostly follows a standard format for citation. Does not plagiarize.
Student conducts limited research. Little or no effective assessment of the validity of the information researched. Can
draw minimal evidence to support analysis, reflection and research. Partially follows a standard format for citation. Does
not plagiarize; or with help, performs at a higher level.
Student shows no evidence of research and/or student plagiarizes.
Language: Conventions of Standard English Grammar
Demonstrates command of standard English grammar and usage; demonstrates command of standard English
capitalization, punctuation, and spelling with no errors.
Demonstrates command of standard English grammar and usage; demonstrates command of standard English
capitalization, punctuation. Errors do not detract from readability.
Demonstrates inconsistent command of standard English grammar and usage; demonstrates inconsistent command of
standard English capitalization, punctuation. Errors may detract from readability.
Demonstrates rudimentary command of standard English grammar and usage; demonstrates rudimentary command of
standard English capitalization, punctuation. Errors detract from readability; or with help performs at a higher level.
Student shows no evidence of grade-level understanding of conventions of standard English grammar.