SCORE:
ENGLISH IV: MIDTERM FILM PROJECT RUBRIC
NAME:
CATEGORY
FILM
50%
SCRIPT
20%
PERIOD:
60% OR BELOW
70%
80%
90%
100%
Does not relate
meaningfully to a theme of
Pygmalion or Brave New
World. Genre conveys
message about theme, but
is not appropriate. Film
does not meet time limits
and does not deliver a
complete message. Film
quality is poor, and editing
is non-apparent. Film does
not demonstrate an
understanding of the novel/
play’s theme. Film does not
express a collaborative
effort. Film does not utilize
special
properties/costumes.
Acting does not
demonstrate effort.
Relates to a theme of
Pygmalion or Brave New
World, but the relevance
may be lost in the film.
Genre conveys message
about theme, but could be
more appropriate. Film may
not meet time limits. Film
quality is lacking, and editing
is not smooth. Film
demonstrates an
understanding of the novel/
play’s theme, though it may
be incomplete. Film
expresses a collaborative
effort, but some students do
not participate fully. Film
utilizes some properties/
costumes, but these do not
help the realism of the film.
Acting lacks power.
Relates meaningfully to a
theme of Pygmalion or Brave
New World. Genre conveys
message about theme. Film
meets time limits, and
delivers a complete message
in its length. Film quality is
good, and editing is smooth,
though there may be several
faults. Film demonstrates an
understanding of the novel/
play’s theme. Film expresses a
good collaborative effort. Film
utilizes special
properties/costumes which
help make the plot somewhat
realistic. Acting meets
expectations.
Relates mostly meaningfully
to a theme of Pygmalion or
Brave New World. Genre
effectively conveys message
about theme. Film meets
time limits, and delivers a
cohesive/ complete message
in its length. Film quality is
good, and editing is smooth,
though there may be some
faults. Film demonstrates a
great understanding of the
novel/ play’s theme. Film
expresses a worthy
collaborative effort. Film
utilizes good special
properties/costumes which
help make the plot realistic.
Acting is convincing.
Relates closely and
meaningfully to a theme of
Pygmalion or Brave New
World. Genre effectively
conveys message about
theme, and demonstrates its
relevance. Film meets time
limits, and delivers a
cohesive/ complete message
in its length. Film quality is
great, and editing is smooth.
Film demonstrates a
profound understanding of
the novel/ play’s theme. Film
expresses an excellent
collaborative effort. Film
utilizes excellent special
properties/costumes which
help make the plot very
realistic. Acting is excellent.
Script is written, but is not
engaging or clear. Writing
lacks organization of plot,
and spoken lines (if
applicable) are
confusing/distract from the
message. Character traits (if
applicable) are not
understood through
action/speech, and
characters are not
developed. Script shows
little effort or thought.
Script is written with
thought, but may not be
engaging or clear. Writing
demonstrates organization
of plot, and spoken lines (if
applicable) are apparent, but
lack realistic qualities.
Character traits (if
applicable) are understood
through action/speech,
though characters are not
fully developed. Script shows
some effort, but could be
improved.
Script is written clearly.
Writing demonstrates
organization of plot, and
spoken lines (if applicable) are
somewhat realistic. Character
traits (if applicable) are
understood through
action/speech, though
character may not be fully
developed. Script is realistic
and shows effort.
Script is written clearly and
with purpose. Writing
demonstrates organization
of plot, and spoken lines (if
applicable) are realistic.
Character traits (if
applicable) are understood
through action/speech.
Script is realistic and shows
significant effort.
Script is written very clearly
and with specific purpose.
Writing demonstrates great
organization of plot, and
spoken lines (if applicable)
are realistic and engaging.
Character traits (if
applicable) are understood
through subtleties of
action/speech. Script is
realistic and shows excellent
effort.
CATEGORY
REFLECTIVE
ESSAY/ GROUP
EVALUATION
(individual)
20%
PRESENTATION
(individual)
10%
60% OR BELOW
70%
80%
90%
100%
Essay reflects on either
the individual or group
learning processes. The
writing in the essay
/evaluation does not
demonstrate control of
language. Essay does not
show that student
considered the theme.
They did not learn
through the adaptation
of the literary theme to
the screen. Group
evaluation considers
some members of the
group. Writer was
evaluated by peers as
having not contributed
sufficiently.
Essay reflects on the
individual and group
learning processes. The
writing in the essay
/evaluation demonstrates
non-mastery control of
language. Essay shows
that student considered
the theme on some level,
though not with mastery.
They may have learned
through the adaptation of
the literary theme to the
screen. Group evaluation
considers most members
of the group. Writer was
evaluated by peers as
having done non-mastery
work.
Essay reflects on the
individual and group
learning processes. The
writing in the essay
/evaluation demonstrates a
satisfactory control of
language. Essay shows that
student considered the
theme on an acceptable
level, and they learned
through the adaptation of
the literary theme to the
screen. Group evaluation
considers all members of
the group, including the
writer. Writer was
evaluated by peers as
having done mastery work.
Essay reflects significantly
on the individual and
group learning processes.
The writing in the essay
/evaluation demonstrates
a good control of
language. Essay shows
that student considered
the theme on a significant
level, and they learned
through the adaptation of
the literary theme to the
screen. Group evaluation
considers all members of
the group, including the
writer. Writer was
evaluated by peers as
having done great work.
Essay reflects deeply on
the individual and group
learning processes. The
writing in the essay
/evaluation demonstrates
a strong control of
language. Essay shows
that student considered
the theme on a significant
level, and they learned
through the adaptation of
the literary theme to the
screen. Group evaluation
considers all members of
the group, including the
writer. Writer was
evaluated by peers as
having done excellent
work.
Essays, script, and group
evaluation turned in on
presentation date. Film is
ready to be shown, and
members have film ready
(and have a saved copy to
give teacher). Individual
explains his/her part in
the film, and gives
background information
before showing film.
Individual takes
presentation seriously,
and maintains good eye
contact/body language.
Essays, script, and group
evaluation turned in on
presentation date. Film is
ready to be shown, and
members are prompt with
having film ready (and
having a saved copy to
give teacher). Individual
explains his/her part in
the film, and gives
relevant background
information before
showing film. Individual
takes presentation
seriously, and maintains
great eye contact/body
language.
Essays, script, and group
evaluation turned in on
presentation date, but
may not have items
printed on time. Film is
not ready to be shown.
Individual does not
explain his/her part in
the film, and does not
give background
information before
showing film. Individual
does not take
presentation seriously.
Presentation
demonstrates lack of
effort/understanding.
Essays, script, and group
evaluation turned in on
presentation date. Film is
ready to be shown.
Individual does not fully
explain his/her part in the
film, and may not give
background information
before showing film.
Individual does not take
presentation seriously,
and lacks good eye
contact/body language.
Essays, script, and group
evaluation turned in on
presentation date. Film is
ready to be shown, and
members have film ready
(and have a saved copy to
give teacher). Individual
somewhat explains his/her
part in the film, and gives
background information
before showing film.
Individual takes
presentation seriously, but
may lack good eye
contact/body language.