Overview

In this performance assessment, students will write a narrative that has a plot, characters, setting, conflict, theme, tone, and point of view. Specifically, students will be asked to create their own Greek god and then write a narrative reflecting their god’s story. Students will have the option to choose the type of narrative they would like to write, such as: short story, news article, screenplay, or autobiography.  

This assessment would be best used after students have had exposure to various Greek myths. Students should have had instruction on Greek mythology, Greek myths, and narrative writing prior to this assessment. This assessment could work well for an end-of-unit assessment.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

C. Writing

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

C4

Students can develop narrative writing using advanced narrative techniques to convey real or imagined experiences or events.

F. Style and Language

Students can build vocabulary knowledge and apply conventions of grammar and usage specific to the context.

F1

Students can use grade-level appropriate writing conventions of grammar and usage when writing and speaking.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Focus & Organization
  • The narrative may not respond to the task or only partially responds to the task. 
  • Includes a series of disconnected or loosely linked events that do not clearly flow together. and/or it is unclear who is telling the story, or which characters are involved in the situation. 
  • Uses limited or basic technique(s) to sequence events and/or to connect experiences and events, creating an unclear or choppy story line. 
  • Provides a conclusion that partially or does not follow from the situation or sequence of events, or does not provide a discernible conclusion. 
No exemplars at this time.
  • The narrative clearly responds to the task. 
  • Establishes a progression of clearly linked events that unfolds naturally and introduces the viewpoints of characters and/or narrator. 
  • Uses a variety of techniques to sequence events and to connect experiences and events, creating a unified whole with a plausible outcome. 
  • Provides a conclusion that follows from the narrated experience, observation, or events.  
No exemplars at this time.
  • Deity created is unique and the narrative creatively and uniquely responds to the task. 
  • Establishes a smooth progression of events that unfolds naturally and introduces the viewpoints of dynamic character and/or a believable narrator.
  • Uses a variety of sophisticated techniques to sequence events, signal shifts in time and place, and to connect experiences and events, creating a unified whole with a clear and purposeful outcome.
  • Provides a meaningful and satisfying conclusion that clearly follows from the narrated experience, observation, or events.  
No exemplars at this time.

Development/Comprehension
  • Uses basic narrative techniques (description, dialogue) and choppy pacing to show character responses to situations or other characters.
  • Uses basic vocabulary and sensory details to describe the experiences and/or events, setting, and/or characters.
  • Uses simplistic figurative language, word relationships, and/or word nuances to develop the plot. 
No exemplars at this time.
  • Uses advanced narrative techniques to show characters’ responses to situations and to other characters and uses a steady pace to move the story forward. 
  • Uses precise descriptions and sensory language to describe the experiences, events, setting, and characters.
  • Uses figurative language, word relationships, and word nuances to develop the experiences and events.
No exemplars at this time.
  • Uses at least two sophisticated narrative techniques, such as reflection, description, and realistic dialogue, showing internal thoughts and purposeful pacing to move the story forward.
  • Uses precise description and sensory language to vividly convey the experiences, events, setting, and characters.
  • Uses sophisticated figurative language, word relationships (analogies, synonyms, homonyms), and word nuances (shades of meaning), to develop experiences and events.
No exemplars at this time.

Style/Conventions
  • Uses inconsistent grammar and conventions which detract from the quality of the narrative.
  • Uses ineffective sentence structures creating a strained or inappropriate style and tone, which may interfere with meaning and readability.
No exemplars at this time.
  • Demonstrates grade-level appropriate conventions; errors are minor and do not interfere with meaning and readability.
  • Uses correct and varied sentence structures. 
No exemplars at this time.
  • Demonstrates creativity and flexibility when using conventions (i.e., grammar, punctuation, capitalization, spelling) to enhance meaning and readability. 
  • Uses sophisticated and varied sentence structures.
No exemplars at this time.

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