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    Nytimesraprubric 2017

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    api-236041908
    The document provides a rubric for evaluating student submissions to a rap contest based on a New York Times article. It outlines three levels for assessing whether a student creates a product using the genre of rap: not yet, meets standards, and exceeds standards. To meet standards, a student must express an idea using the basic style and format of rap and include required elements. To exceed standards, a student must experiment with the style and elements of rap to produce an original piece. The document also lists ways a student could improve their submission, such as completing all parts of the task, reviewing examples, spending more time revising, using humor/style, and experimenting with figurative language.

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    Nytimesraprubric 2017

    Uploaded by

    api-236041908
    148 views1 page
    The document provides a rubric for evaluating student submissions to a rap contest based on a New York Times article. It outlines three levels for assessing whether a student creates a product using the genre of rap: not yet, meets standards, and exceeds standards. To meet standards, a student must express an idea using the basic style and format of rap and include required elements. To exceed standards, a student must experiment with the style and elements of rap to produce an original piece. The document also lists ways a student could improve their submission, such as completing all parts of the task, reviewing examples, spending more time revising, using humor/style, and experimenting with figurative language.

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    nytimesraprubric2017

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    The document provides a rubric for evaluating student submissions to a rap contest based on a New York Times article. It outlines three levels for assessing whether a student creates a product using the genre of rap: not yet, meets standards, and exceeds standards. To meet standards, a student must express an idea using the basic style and format of rap and include required elements. To exceed standards, a student must experiment with the style and elements of rap to produce an original piece. The document also lists ways a student could improve their submission, such as completing all parts of the task, reviewing examples, spending more time revising, using humor/style, and experimenting with figurative language.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    148 views1 page

    Nytimesraprubric 2017

    Uploaded by

    api-236041908
    The document provides a rubric for evaluating student submissions to a rap contest based on a New York Times article. It outlines three levels for assessing whether a student creates a product using the genre of rap: not yet, meets standards, and exceeds standards. To meet standards, a student must express an idea using the basic style and format of rap and include required elements. To exceed standards, a student must experiment with the style and elements of rap to produce an original piece. The document also lists ways a student could improve their submission, such as completing all parts of the task, reviewing examples, spending more time revising, using humor/style, and experimenting with figurative language.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Group Members:_________________________________________________ Date____________

    NY Times

    rap about 2016 contest (adapted from NY Times Learning Network

    contest)
    Create
    Outcome Target

    Not Yet

    Meets Standards

    Create a product
    or expresses an
    idea using the
    features of a
    given genre

    See below
    on ways to
    improve

    Student expresses an idea using the basic


    style/format and included required
    elements of a specific genre.

    Exceeds Standards

    Student experiments with style/format


    and elements of a specific genre to
    produce an original piece.

    Ways to improve this outcome:____ Complete all parts of the task, ____ review the task and sample to format your response,,
    _______ spend more time revising your draft before moving on to your final published copy, ___ Captivates the reader/listener with
    humor, character, and style, _____ experiments with figurative language, _____Tone matches the seriousness of each news story.
    ____ other:

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