![](media/image1.jpeg){width="4.747916666666667in"
height="0.8729166666666667in"}

**A. Lesson Plan Title:** *Not To Take Up Arms Again*

### [Developers]{.underline}: 

### Joe Williams- Curator, Appomattox Court House National Historical Park

### David D. Wooldridge- Museum Technician, Appomattox Court House National Historical Park

###  Social Studies Instructor, Fray Educational Center- Campbell County, Virginia

### [Grade Level:]{.underline} 6^th^-11th

[Length of Lesson:]{.underline} 2 -- 4 class sessions (45 mins. each)

**B. Overview of this Collection-Based Lesson Plan:**

[Park Name:]{.underline}

Appomattox Court House National Historical Park - P.O. Box 218
Appomattox, VA 24522

[www.nps.gov/apco](http://www.nps.gov/apco)

[Description:]{.underline}

The events at Appomattox Court House, Virginia in April, 1865 set the
stage for the surrender of all Confederate forces, the reunification of
the Country, and sweeping Constitutional change. Over 100,000 soldiers
participated in the campaign leading to the surrender of General Robert
E. Lee's Confederate Army of Northern Virginia. The April 9^th^
Surrender Meeting, between Generals Lee & Grant, marked the beginning of
an arduous return to peace for the soldiers of Appomattox and for the
war torn country. Lee's surrender encompassed only the Army of Northern
Virginia, and though other Confederate field armies continued to operate
throughout the south, for the next two months, no large battles were
fought after the surrender at Appomattox. As part of the terms agreed
upon by Generals Lee and Grant, Confederate soldiers at Appomattox would
be required to surrender their arms, equipment and symbols of war. At a
second meeting, on April 10^th^, the two commanders made arrangements
for the surrendered Confederate soldiers to be given proof of their
status as paroled prisoners of war. U. S. Printing presses were set up
and the Confederate soldiers were issued printed parole passes which
served as evidence that they had laid down their arms at Appomattox
Court House and had the right to return peaceably to their homes.
Approximately 28, 231 men of Lee's army were given their paroles between
April 10^th^ and April 12^th^. For the soldiers these simple slips of
paper came to symbolize loyalty, perseverance and sacrifice during an
era of the Nation's history that changed their lives and created a
legacy for all generations of Americans to come.

[Essential Question:]{.underline}

What was the purpose of the parole passes issued at Appomattox Court
House?

What can the parole passes in the collections of Appomattox Court House
N. H. P. tell us about the lives of those who received them?

**C. Museum Collection Objects Used in Lesson Plan:**

[Objects, specimens, documents, photographs from the Park museum
collection:]{.underline}

**1.** Parole and transportation passes of Major General Fitzhugh Lee.

![](media/image2.jpeg){width="3.216666666666667in"
height="1.398611111111111in"}

Paper, L: 19 cm H: 7.62 cm APCO 345

![](media/image3.jpeg){width="2.6222222222222222in"
height="2.248611111111111in"}

Paper, L: 13.33 cm H: 11.43 cm APCO 346

**2.** Parole Pass & Oath of Allegiance of J. J. McCargo

![](media/image4.jpeg){width="2.6277777777777778in"
height="1.6861111111111111in"}

Paper, L: 14.8 cm H: 8.8 cm APCO 4247

![](media/image5.jpeg){width="1.7458333333333333in"
height="2.6222222222222222in"}

Paper, L: 13 cm H: 19 cm APCO 4248

**3.** Parole Pass & Oath of Allegiance of L. McDonald

![](media/image6.jpeg){width="3.1305555555555555in"
height="1.2361111111111112in"}

Paper, L: 20 cm H: 8 cm APCO 11715

![](media/image7.jpeg){width="2.379861111111111in"
height="1.6041666666666667in"}

Paper, L: 15 cm H: 10 cm APCO 11716

**4.** Parole Pass of Charles G. Thompson:

![](media/image8.jpeg){width="3.3722222222222222in"
height="1.167361111111111in"}

Paper, L: 20 cm H: 8 cm APCO 11546

**5.** Various Parole Passes:

Parole Pass of John Stevens

![](media/image9.jpeg){width="3.3784722222222223in"
height="1.5152777777777777in"}

Paper, L: 19.8 cm H: 8.8 cm APCO 2767

Parole Pass of C. F. Watson

![](media/image10.jpeg){width="3.502083333333333in" height="1.34375in"}

Paper, L: 20 cm H: 9 cm APCO 4225

Parole Pass of C. F. Ruck

![](media/image11.jpeg){width="3.875in" height="1.5763888888888888in"}

Paper, L: 17.7 cm H: 7.5 cm APCO 4020

**5.** W.S. Pilcher and Copy of General Order Number Nine:

![](media/image12.jpeg){width="2.502083333333333in"
height="2.2215277777777778in"}

Wool and cloth, L: 17.7 cm H: 7.5 cm

APCO 11591

![](media/image13.jpeg){width="1.7145833333333333in"
height="2.7090277777777776in"}

Paper, L: 8 cm H: 18 cm APCO 4319

**D. National Education Standards:**

Meets National Education Standards for Social Studies as established by
the National Council for the Social Studies, 1994. Middle grades & high
school level.

Number I: Culture

Middle grades

b\) explain how information and experiences may be interpreted by people
from diverse

cultural perspectives and frames of reference;

Number II: Time, Continuity, and Change.

Middle grades

b)  Identify and use key concepts such as chronology, causality, change,
    conflict, and complexity to explain, analyze, and show connections
    among patterns of historical change and continuity.

Number V: Individuals, Groups, and Institutions.

Middle grades

a)  Identify and describe examples of tensions between belief systems
    and government policies and laws.

b)  Describe the role of institutions in furthering both continuity and
    change.

c)  Apply knowledge of how groups and institutions work to meet
    individual needs and promote the common good.

Number VI. Civic Ideals and Practices.

Middle grades

a)  Examine the origins and continuing influence of key ideals of the
    democratic republican form of government, such as individual human
    dignity, liberty, justice, equality, and the rule of law.

b)  Identify and explain the roles of formal and informal political
    actors in influencing and shaping public policy and decision-making.

**E. Student Learning Objectives:**

Upon successful completion of this lesson, students shall be able to:

*Analyze and explain the role played by the parole pass in the Surrender
at Appomattox Court House.*

*Explain why it is correct to call Appomattox the beginning of the end
of the Civil War.*

*Compare and contrast the varied stories of those who were issued parole
passes.*

*Explain how the Surrender at Appomattox served as an example for other
surrenders that followed and how the terms set the stage for the
reunification of the Nation.*

**F. Background and Historical Context:**

On April 9, 1865, Appomattox Court House, a small county seat in rural
Virginia, witnessed the surrender of General Robert E. Lee's Confederate
Army of Northern Virginia to three Federal armies commanded by
Lieutenant General Ulysses S. Grant. All told, close to 30,000
Confederates surrendered their arms, their banners and their fate to the
Union victors. Although Lee's Army of Northern Virginia surrendered, the
terms did not include Confederate armies operating in other areas.
Grant's terms encompassed only to those Confederates in the Army of
Northern Virginia within 25 miles of Appomattox Court House.

The surrender at Appomattox Court House was the first in a series of
Confederate surrenders that eventually brought about the end of the
Civil War. The tone and terms of the meeting served as a precedent for
surrenders that followed and the generals who brokered them. In a second
meeting between the two generals on the morning of April 10, Lee,
concerned about the safety of his men as they traveled to their homes,
requested that his soldiers be issued proof of their status as paroled
prisoners of war. By the terms this entitled them to travel unmolested
through areas where fighting was still going on. Grant required an
accounting, or list, of the men surrendered at Appomattox, and
ultimately the names of 28, 231 Confederate soldiers were recorded on a
set of duplicate roles. He also required that they formally surrender
their equipment and symbols of resistance. More than 1,500 Confederate
cavalry and 2,600 artillerists formally surrendered on April 10^th^ and
11^th^ respectively. On the morning of April 12^th^ the remnants of
General Lee's infantry, 21-22,000 men, marched as organized Confederate
units for the last time. They marched from their encampments, east of
the village, across the Appomattox River and into Appomattox Court House
where they stacked their arms before double rows of Federal infantry.
There, along the Richmond-Lynchburg Stage Road the Confederates laid
down what was left of their state and regimental battle flags -- many
emblazoned with the names of Chancellorsville, Gettysburg,
Fredericksburg and other bloody fields of the last four years. Before
leaving for home the Southerners were issued parole passes. The pass was
an oath - the Latin root of the word parole means *"to give your word"*-
the men swore not to take up arms again "until paroled or properly
exchanged." Thus, the men of Lee's army were allowed to return to their
homes on their own honor and these slips of paper would allow them safe
passage through both Confederate and Union military lines on their way
homes.

The physical task of producing the passes was handed over to General
John Gibbon who had a number of portable, printing presses within his
Corps. The well equipped Federal army traveled with portable army
presses that were used to print orders, circulars, and newsletters. The
call went out to find enough experienced printers within the ranks to
man the presses that "*would have to be run all night and probably all
the next day."* Approximately 30,000 passes were printed by the Federals
for issue to 28, 231 Confederate soldiers between April 10^th^ and April
12^th^. The Confederates were issued paroles before heading to homes
throughout the Country. Some had only to walk the few miles down the
Richmond Lynchburg Stage Road to nearby homes. Others faced days or
weeks of travel by rail, boat or horse before they could return home
from Confederate service for the final time. The Appomattox paroles
would make this journey less treacherous for these surrendered soldiers.

For the men who printed them and those that received them, the parole
passes issued at Appomattox Court House were the culmination of perhaps
the most important chapter in their lives. These small documents served
and continue to serve today as physical reminders of the history and
"final days" of the Civil War. The most successful commander and the
"flagship" army of the Confederacy had been surrendered yet there were
still others that would not surrender for weeks to come. The
Confederates who received their parole passes at Appomattox Court House
were technically prisoners and could have been herded off to dreaded
prisoner of war camps. But, the tone of reconciliation set forth between
Generals Lee and Grant made sure that would not be the way the surrender
of the Army of Northern Virginia was conducted. This conciliatory tone
served as a model for the terms of the later surrenders. Indeed, the
parole passes of Appomattox Court House served as objects of faith that
the Country might finally be rid of the warfare that had plagued it for
four years and Americans both North and South could consider reunion -
albeit in a drastically changed landscape. The parole passes - physical
end products of years of "arduous service" - were just the beginning of
the journey these men would make from a world of war and conflict to the
world of civilian life; a world that existed without the Confederacy
these men had been fighting for or against.

**G. Materials Used in Lesson Plan:**

[Images]{.underline}

Fitz Lee Parole Pass and General Orders #43

J. J. McCargo Parole Pass and Oath of Allegiance

L. McDonald Parole Pass and Oath of Allegiance

Lieutenant C. G. Thompson Parole Pass

John Stevens Parole Pass

C. F. Ruck Parole Pass

C. F. Watson Parole Pass

W. S. Pilcher Photograph

[Item Support Materials]{.underline}

**Fitz Lee Parole Pass and General Orders #43**

Fitz Lee Parole Pass transcript

Fitz Lee Reading\
Parole Pass Readings

**J. J. McCargo Parole Pass and Oath of Allegiance**

McCargo Parole Pass transcript

Parole Pass Readings

**L. McDonald Parole Pass and Oath of Allegiance**

McDonald Parole Pass transcript

Parole Pass Readings

**Lieutenant C. G. Thompson Parole Pass**

C. G. Thompson Parole Pass transcript (front and back)

C. G. Thompson Parole Pass transcript (front and back)

C. G. Thompson photograph

C. G. Thompson photograph transcript (back)Parole Pass Readings

**John Stevens, C. F. Ruck, C. F. Watson Parole Pass**

Parole Pass Readings

**W. S. Pilcher Photograph**

W. S. Pilcher copy of General Lee's General Orders #9 ("*Lee's Farewell
Address*")

W. S. Pilcher service coat (three views)

[Other Materials:]{.underline}

*How to Read an Object* graphic organizers \-- available at
<http://www.cr.nps.gov/museum/tmc/docs/How_to_Read_an_Object.pdf>

Assessment Rubrics- available at the end of this document

**H. Vocabulary:**

***Corps Press**- a portable armyl printing press some U. S. military
units carried with them during the Civil War to print items such as
orders and Camp newsletters.*

***Exchange**- the act of trading prisoners.*

***Field Surrender**- the surrender of an army in the field by a
commanding officer present at the scene- done without the luxury of
conferring with political or other military leaders.*

***Parole** -- derived from Latin, to give your word -- or on your
honor.*

***Parole Pass**- a document issued to Confederate prisoners of war
surrendered at Appomattox Court House which allowed them safe passage
through military lines.*

***Reconciliation**- an act of making friendly again or winning over to
a friendly attitude.*

***Regiment**- during the Civil War. a military unit typically
consisting of 10 or more companies of approximately 100 men each.*

***Surrender**- to give one's self up to another's power or control,
especially as a prisoner.*

***Truce**- a temporary cessation of warfare by agreement between those
fighting- a halt in the fighting.*

**I. Teacher Tips:**

This lesson plan is merely a suggestion for the use of these items.
Although adequate time should be allowed for a thorough investigation of
the artifacts and their history, these plans may certainly be tailored
to the unique needs of your particular class.

**J. Lesson Implementation Procedures:**

This lesson plan may be tailored to suit the needs and abilities of
specific classes and students.\
All hand outs are contained herein or are available at website addresses
found within this document.

Be sure to print out an adequate number of copies of all documents for
the assignment. Allow adequate time for group discussion of all items
associated with each artifact and preparation for group project.

**[INTRODUCTION:]{.underline}**

*Analyze and explain the role played by the parole pass in the Surrender
at Appomattox Court House.*

*Explain why it is correct to call Appomattox the beginning of the end
of the Civil War.*

*Compare and contrast the varied stories of those who were issued parole
passes.*

*Explain how the Surrender at Appomattox served as an example for other
surrenders that followed.*

**[1^st^ Class Session]{.underline}**

1\. Ask students: "What is a symbol?" Discuss with students the use of
computer icons and how they are used as symbols. Ask students: "What
symbols represent the Civil War to us today?" "Are there any symbols in
your family; keepsakes that have been in your family since the 1860s or
earlier?" Have students brainstorm about the meaning of such symbols and
mementos. Write down responses on board/overhead device. Ask students
what they know of Appomattox Court House. "Was Lee's surrender at
Appomattox Court House the end of the Civil War?" (5 minutes) Ensure
that students understand that Lee's surrender at Appomattox was simply
the beginning of the end of the Civil War. Explain that Lee's was a
*military* surrender. Explain that since the United States never
recognized the Confederacy as an independent nation but just a group of
states in rebellion against the Union, Confederate armies were
surrendered individually by their commanders in the field and not all at
a time by a peace treaty between the two governments, as with many wars.
Ask students how they think the Confederates who surrendered with Lee
managed to get home. (5 minutes)

2\. Divide students into 5 groups. Provide student groups with images of
Parole Passes (one image per group). Have each group complete a *How to
Read an Object* graphic organizer for their object. (15 -20 minutes)

3\. Provide students with other materials pertinent to their items.
Allow them time to read and view other materials & discuss them with
their partners. (15 -20 minutes)

Direct student groups that they are to decide on a group project that
they will complete to explain the significance of their assigned items
to the rest of the class. Some possible projects for this assignment
include: multimedia presentations, oral presentations, skits,
performance of songs, reading of poems, creation of a poster.

Inform the groups they will have the next 2 classes to prepare their
presentation and then 1 class for the presentations themselves. (5
minutes)

Homework- have students write a letter home from the soldier that their
items belonged to describing the events at Appomattox Court House and
the beginning of their journey home.

**[2^nd^ Class Session]{.underline}**

1\. Begin class with discussion of students produced letters to
reintroduce the lesson. (5-10 minutes)

2\. Allow student groups the whole class to work on presentations if
necessary (35-40 mins)

**[3^rd^ Class Session]{.underline}**

1\. Begin class with discussion of student's efforts so far to
reintroduce the lesson Establish schedule of presentations for next
session. (5-10 minutes)

2\. Allow student groups the whole class to work on presentations if
necessary (35-40 mins)

**[4^th^ Class Session]{.underline}**

1\. Allow student groups enough time (45 mins)

2\. Have students complete brag sheet for their team and assignment
rubrics for self evaluations. These items to be turned in the next day
as a homework grade.

**K. Evaluation/Assessment for Measurable Results:**

Use the included Assessment Rubrics to evaluate individual & group
efforts.

**L. Extension and Enrichment Activities:**

<http://www.cr.nps.gov/museum/exhibits/flags/>

**M. Resources:**

**Chamberlayne, C. G.** editor [Ham Chamberlayne- Virginian: Letters of
an Artillery Officer, A. N. V.]{.underline} Richmond,VA. The Dietz
Press. 1932

**Gibbon, John.** [Personal Recollections of the Civil War]{.underline},
New York, G. P. Putnam's Sons. 1928

**Longacre, Edward G .** [Fitz Lee]{.underline} Cambridge, Da Capo
Press. 2005

**N. Site Visit:**

### [Pre-visit]{.underline}: Use the lesson plans contained herein as an introduction to Appomattox Court House NHP. Also, visit the website ([www.nps.gov/apco](http://www.nps.gov/apco)) to become familiar with the other significant stories you may want to incorporate into an actual visit. Contact the park (434-352-8987) to request material and schedule your visit. Be sure to let park personnel know you are interested in the Parole Pass printing demonstration.

### [Site visit]{.underline}: Once at the park, there are parole passes- those within this lesson plan and others- throughout the exhibit areas. In addition there is also a Parole Pass exhibit Tavern as well as replicas of Gibbon's corps press located in the Clover Hill. One idea might be to have the students attempt to locate t*heir* items within the park collections and take notes on how they fit into both the interpretation and the history at the park. 

### [Post-visit]{.underline}: Have students write a summary of what they learned about the role Parole Passes played in the Surrender at Appomattox Court House 

GRAPHIC ORGANIZER RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The graphic organizer has an appropriate title and labels.

2\. The graphic organizer's lines, boxes, and text are neat and legible.

3\. The information in the graphic organizer is accurate.

4\. The spelling, grammar, and punctuation of the text on the graphic
organizer are accurate.

5\. The graphic organizer presents the information in a manner that is
easy to

follow.

6\. The relationships presented in the graphic organizer are correct and
clear.

7\. The form in which the graphic organizer portrays the information is
appropriate to the relationships being represented.

8\. The graphic organizer demonstrates an understanding of the topic,
its

relationships & related concepts.

9\. The graphic organizer fulfills all the requirements of the
assignment.

10\. Overall, the graphic organizer represents the student's full
potential.

TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

MULTIMEDIA PRESENTATIONS RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The topic of the presentation meets the requirements of the
assignment.

2\. The presentation appears to be well researched.

3\. The content of the presentation is accurate and appropriate.

4\. The presentation indicates an understanding of content.

5\. The presentation indicates an ability to synthesize information.

6\. The presentation includes the required number of elements.

7\. The presentation is neatly executed and inviting.

8\. The presentation makes good technical use of the capabilities of

multimedia.

9\. If a group project, each group member appears to have participated
in the

development of the presentation.

10\. Overall, the presentation represents the individual's or group's
full

potential.

> TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

ORAL PRESENTATIONS RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The topic of the presentation meets the requirements of the
assignment.

2\. The presentation appears to be well researched.

3\. The presentation is well organized and cohesive.

4\. The presenter is adequately prepared for the presentation.

5\. The presentation indicates an understanding of the topic presented.

6\. The presenter employs a speaking and delivery style appropriate

to the presentation topic.

7\. The presenter delivers ideas in a clear and concise fashion

without too much reliance on notes.

8\. The presenter speaks loudly and clearly enough to be heard by the

audience.

9\. The presenter maintains eye contact with the audience.

10\. Overall, the work represents the presenter's full potential.

> TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PERFORMANCE/SKIT RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The presentation includes the appropriate number of performance

elements.

2\. Each group member makes an appropriate contribution to the

presentation.

3\. The group works together to present a cohesive theme.

4\. The presentation reflects the chosen topic and time period.

5\. The presentation indicates an understanding of the topic or events

portrayed.

6\. Factual information is appropriate and accurate.

7\. Group members speak clearly and loudly enough to be heard by the

entire audience.

8\. Group members perform in a dramatic and effective style.

9\. Group members perform with confidence.

10\. The presentation is informative and entertaining.

> TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PERSONAL LETTERS RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The letter has a heading, greeting, introduction, body, closure &

signature.

2\. Each paragraph in the letter starts with a topic sentence.

3\. The organization of the letter is clear and easy to follow.

4\. The letter focuses on the writer's personal thoughts and feelings
about a

topic or experience.

5\. The letter shows the personal meaning or value of the topic or event
to the

writer.

6\. If appropriate, the letter expresses a firm opinion, along with
supporting

reasons.

7\. The letter is neat and well written.

8\. The spelling, punctuation, and grammar of the letter are accurate.

9\. The letter's content fulfills all the requirements of the
assignment.

10\. Overall, the work represents the writer's full potential TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

POEMS & SONGS RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The content of the poem or song fulfills all the requirements of the

assignment.

2\. The organization of the poem or song is clear and easy to follow.

3\. The poem or song is descriptive, expressive, and creative.

4\. The contents of the poem or song demonstrate an understanding of the

appropriate events, concepts, or topics.

5\. The poem or song is well written.

6\. For songs: the lyrics and tune go together well.

7\. The spelling, punctuation, and grammar in the poem or song are
accurate.

8\. The poem or song is neatly typed or handwritten.

9\. The student did a good job in presenting the poem or song to the
class.

10\. Overall, the work represents the student's full potential.

> TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

POSTER RUBRIC

[DIRECTIONS]{.underline}: Using the following criteria, choose the
appropriate number from the following scale that reflects your
assessment of the student's work.

**1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 =
Strong**

1\. The poster contains appropriate items and information.

2\. The poster is clean and neat, and the information on it is well
organized.

3\. The poster is colorful and creative.

4\. The spelling, punctuation, and grammar of any text on the poster are

accurate.

5\. Any artwork on the poster is appropriate and carefully executed.

6\. The information on the poster is appropriate to the topic.

7\. The poster shows an understanding of the topic and related concepts.

8\. The poster fulfills the requirements of the assignment.

9\. The student or group did a good job presenting the poster to the
class.

10\. Overall, the final result represents the student's or group's full
potential.

> TOTAL:

Comments:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_