Overview

In this performance assessment, students will identify creative choices, or “craft moves,” that an author made, and then analyze the impact those “craft moves” had on the meaning and tone of a novel that students have read on a previous occasion (e.g., independent reading, whole class, book club/lit circle, or class read-aloud novel). Students will then imitate these “craft moves” as they write their own fan fiction scene to accompany the novel they’ve read.  

Note: Students should have their choice of a novel in this performance assessment. Specifically, students will be asked to use the Craft Moves Chart and the Craft Moves Selection and Analysis graphic organizer to identify chosen examples of author’s craft writing moves and explain what makes the selected novel an exemplar of that craft move. Students will then imitate these examples in their production of a fan fiction scene for their chosen text. Students can create their fan fiction scene digitally or they may hand write in the Student Booklet.  

This assessment can be given after a novel has been completed by the students (e.g., independent reading, whole class, book club/lit circle, read aloud novel). It would be imperative that students have a solid knowledge of craft moves (how to identify and analyze their use in a text) and the ability to use the craft moves listed in the assessment as well. Additionally, students should have a strong working knowledge of the story map structure (exposition, rising action, climax, falling action, and resolution). 

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Details

Big Ideas & Competencies

Big Ideas Competencies

A. Reading Literature

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

A2

Students can explain the creative choices (e.g., word choice, structure, and literary elements) of an author and analyze the impact of the creative choices on meaning and tone.

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C3

Students can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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
  • Creates a situation or sequence of events that lacks a clear story focus or has a shifting story focus.
No exemplars at this time.
  • Establishes a real or imagined situation and sequence of events creating story focus.
No exemplars at this time.
  • Establishes a vivid real or imagined situation and sequence of events creating a distinctive story focus.
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.
  • Uses repetitive or ineffective sentence structures.
No exemplars at this time.
  • Uses narrative techniques such as description and realistic dialogue 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 experiences and events.
  • Uses correct and varied sentence structures.
No exemplars at this time.
  • Uses sophisticated narrative techniques, such as description and realistic dialogue, showing internal thoughts to move the story forward.
  • Uses precise description and vivid descriptions and sensory language to make characters, setting, and action come to life.
  • Uses sophisticated figurative language, word relationships (analogies, synonyms, homonyms), and word nuances (shades of meaning), to develop experiences and events.
  • Uses sophisticated and varied sentence structures.
No exemplars at this time.

Style/Conventions
  • Uses inconsistent grammar and conventions which detract from the quality of the narrative.
No exemplars at this time.
  • Demonstrates grade-level appropriate conventions; errors are minor and do not interfere with meaning and readability.
No exemplars at this time.
  • Demonstrates creativity and flexibility when using conventions (i.e., grammar, punctuation, capitalization, spelling).
No exemplars at this time.

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