Independent Project Rubric: Grade 6
Name ____________________________________________
Along with reading the Accelerated Reader books and taking the quizzes, you will also be required to develop a creative project based on one
of the books you’ve read this trimester. There are multiple options for this project, however, regardless of the option you choose, you need
to approach the task with great detail, description, and insight. You need to include the following information on your paper: heading (name,
date, assignment), project title and descriptor, title of book, author, and a three to five sentence description of the story’s plot.
The grade you receive for this project will be based on how well you are able to provide evidence of your understanding of the content of the
book, the organization of your project, and the conventions of your writing. Therefore, your grade will fall under the Reading, Writing and
Language standards.
Beginning
READING
Ideas & Content:
Examples/Details
Development
WRITING
Organization:
Structure,
Sequence,
&Connections
LANGUAGE
Conventions:
Spelling,
Punctuation,
&Grammar
My project is lacking in
many key areas.
It lacks a central idea, is too
short, is missing far too
many details, or
demonstrates no sense of
purpose.
The entire paper needs to
be revised and edited
before it can be adequately
assessed.
I have failed to provide
defined paragraphs.
My topic and/or concluding
sentences are
unidentifiable.
My project lacks
sequencing, direction, and
transitions.
Numerous errors of
mechanics, spelling,
punctuation and
capitalization make
reading difficult: Usage
errors are excessive and
affect meaning; Needs
extensive editing.
Approaching
Meeting
Excelling
My introduction is missing the
project title, book title, author,
and/or plot summary.
The development of my chosen
topic is minimal, not focused, or
too broad.
I have included too few or
irrelevant examples with
insufficient details.
I opened with an engaging
introduction that accurately
provides the reader with the
project title, book title, author,
character(s) and plot summary.
I have effectively explored the
chosen topic by providing
appropriate supporting examples
with some descriptive details.
I opened with an engaging and original
introduction that accurately and
descriptively provides the reader with
the project title, book title, author,
character(s) and plot summary.
I have done an exemplary job of
developing the chosen topic by including
strong, relevant, specific examples and
insightful details that fit the audience /
purpose of the project.
My paragraph structure is difficult
to follow.
I have not properly used topic
and/or concluding sentences.
My project uses sequencing, but
it’s ineffective.
My paragraphs are clearly
developed with supporting details.
My topic sentences are creative
and inviting.
My concluding sentences are
strong and connect to the next
paragraph.
I have used logical sequencing and
transitions that tie ideas together.
The paragraph structure and insightful
details enhance the ideas of my project.
My topic sentences are creative,
intriguing, and inviting.
My concluding sentences are satisfying
and create an effective bridge to the next
paragraph.
I have used effective, and creative
sequencing & transitions.
Errors in mechanics impede
readability; Spelling errors are
frequent; punctuation and
capitalization are ineffective or
distracting; Frequent grammar
and usage errors show limited
knowledge of rules; Needs
significant editing.
Reasonable control of grade level
mechanics; Spelling of common
words is correct; Punctuation
and capitalization are sound with
few, errors; Occasional grammar
and usage errors are present, but
do not distort meaning: Needs
moderate editing.
Strong, exemplary control of mechanics,
spelling, punctuation, and capitalization
on words phrases that exceed the grade
level expectation; Needs little if any
editing.
Accelerated Reader Project Options
Character
Sketch
Plot Diagram
Point of View
Theme
Literary
Luminaries
Comparative
Diagram
Genre Buster
Graphic Novel
Genre Buster 2
Choose a character from your novel and complete an analysis of him/her. Include character strengths (or flaws!), with
textual evidence (quotes from the book) to support your points. Include an image (either digital or hand drawn).
Using a diagram, map out the plot of the story. Each part must be included: Introduction (exposition), Rising Action,
Climax, Falling Action, and Resolution. Remember, the Rising and Falling Action defines the conflict of the story, so your
diagram needs to have multiple entries for each.
Choose a character from your book WHO DOES NOT ALREADY TELL THE STORY, and become him or her. Retell part of
the story from their Point of View (POV). Remember to really become this character by tapping into their feelings,
emotions, mood, and motives for doing what they do.
What is the theme of the book? Explain how the author describes and develops this theme through the actions and
dialogue of the characters. How does the title of the book relate to the theme? Include at least one quote from the novel
as textual evidence to support your chosen “theme.”
Authors use amazing word choice. Choose 5 (the actual quote from the book) and provide the reason you chose it.
Make a Venn Diagram, where you compare your novel to either: the movie version of the book, a song, or a poem with
the same theme or topic. Reflect on these connections.
Retell the theme or main part of your novel using a different genre (i.e. news article, song, poem, podcast, board game,…)
Create a storyboard using images that retell important events of the story. (i.e. illustrated plot diagram, 1 illustrated
block per section of the plot diagram.)
Retell the story or an important section of the story using a different literary genre. For example, take a Percy Jackson
story and transform it into a cowboy story or a space story.
Student Choice
Student choice: Create a project of your own. Before you begin, ask your Humanities teacher for approval.
***MLA Citation
When you use a quote from the book, place it in quotations with the author’s last name and page number in parenthesis:
“ ‘I did,’ he says. ‘I wanted to swim in this pool. I want to do everything you can do’ ” (Wiles 23).