Creating an Illustrated Myth
Name__________________________________ Period____________ Date turned in ______
Scoring
Criteria
Ideas
Structure
Exemplary
DM/AM
Proficient
P/AP
Emerging
D/B
Incomplete
The myth cleverly
explains the reason for a
natural phenomenon or
why something natural
was created with
consistent detail and
sensory images.
The myth explains the
reason for a natural
phenomenon or why
something natural was
created with some
detail.
The myth has a weak
explanation of the
reason for a natural
phenomenon or why
something natural was
created.
The myth does not
teach about a
natural
phenomenon or the
creation of
something from
nature.
Key attributes of
character (actions,
thoughts and feelings)
are consistently
revealed throughout the
story.
Key attributes of
character (actions,
thoughts and feelings)
are included in parts of
the story.
Key attributes of
character (actions,
thoughts and feelings)
are unclear or lacking in
the story.
Key attributes of
character are
confusing or rarely
shared to help the
reader understand
the story.
The myth contains
realistic dialogue that
consistently reveals
information that helps
the reader understand
the action in the plot
and characterization.
The myth has some
realistic dialogue that
helps the reader
understand the action
of the plot and
characterization in
places.
The myth has very little
dialogue or the dialogue
is not realistic. It does
not help the reader
understand the action
of the plot and/or
characterization.
There is no dialogue
in the story.
Symbolism was
connotative and was
imaginatively weaved
throughout the story.
Symbolism was clearly
connotative and was
used in part of the story.
Symbolism was not clear
and seemed to be more
denotative than
connotative.
There was no
symbolism used in
the story.
The myth embeds many
(3 or more)
vivid illustrations that
enhance the ideas using
presented in the myth.
The myth is well
organized and contains
the following:
The myth includes at
least 3 illustrations that
connect with the ideas
presented in the myth.
The myth includes less
than 3 illustration or the
visuals are not clearly
related to the ideas in
the myth.
Does not have any
visuals.
* An exposition that
clearly describes the
setting and a thorough
background that helps
the reader understand
the rest of the story.
• An exposition that
describes the setting
and gives the reader a
bit of background to
understand the story.
The exposition gives
little information about
the setting and
background.
The exposition is not
clear or helpful for
the reader to
understand the
story.
*detailed rising action
• coherent rising action
The myth is organized
and contains the
following:
Structure
continued
Use of
Language
Writing
Process
*Well explained internal
and external conflict
• a conflict
The myth is somewhat
disorganized and is
missing a few key
elements of plot
structure.
The myth is
disorganized and
not coherent.
*A suspenseful
Climax
• a climax
*Engaging falling action
• falling action
*A clever and detailed
resolution
• resolution
*A lesson that is clearly
connected to the plot
and is meaningful to the
reader.
• An end that teaches a
meaningful lesson.
The myth lacks a
meaningful lesson to be
learned.
The myth does not
have a recognizable
lesson.
Uses transitions to
skillfully guide the
reader throughout the
story.
Consistently and
effectively uses proper
gods, diction and
situations that enhance
the story/genre.
Uses some transitions to
move between main
ideas.
Includes few transitions
to help guide the reader
through the story.
Does not include
purposeful
transitions.
Includes proper gods,
diction and situations
that fit the story/genre.
Includes gods, diction
and/or situations that
are confusing to the
story/genre.
Contains details that
do not fit the
story/genre.
Writing is virtually error
free.
There are a few errors in
conventions, but they
do not detract from the
readability of the myth.
Writing contains errors
that detract from
meaning of the myth at
times.
Writing contains
errors that interfere
with the meaning.
The writer has very few
errors in punctuating
and formatting
dialogue.
The writer has some
errors in punctuating
and formatting
dialogue.
The writer has many
errors in punctuating
and formatting
dialogue.
The writer does not
have dialogue or
made no attempt to
punctuate or format
the dialogue.
The writer has no errors
in formatting.
The writer has one error
in formatting.
The student fully and
intentionally
participated in the
revisionary process of
the writing group by
asking questions and
gave helpful feedback,
The student participated
in the revisionary
process of the writing
group and gave some
helpful feedback.
The writer has 2 or
more errors in
formatting.
The student lacked
some participation in
the writing group or
gave feedback that only
fixed mistakes (editing)
and did not help the
group to possibly
improve writing.
The writer has more
than 2 errors in
formatting.
The student did not
effectively
participate in the
writing group.
The myth demonstrates
extensive evidence of
the various stages of the
writing process.
The myth demonstrates
adequate evidence of
the various stages of the
writing process.
The myth demonstrates
little evidence of some
stages of the writing
process.
The myth does not
include a proper
plot structure.
They myth
demonstrates very
little evidence that
the writing process
was utilized.