Project Design Template

Project Title: Economic Interdependence: To Trade or Not to Trade?

Project Idea: Globalization in the 21st century is characterized by growing of economic, technological, socio-cultural, political, and biological ties between countries. Specifically, economic interdependence is characterized by trade so as to garner the critical resources, the division of labor, and the specialization of labor.  However, opponents argue that the United States dependence on foreign products has caused outsourcing of jobs, an economic downturn, and even an increase in terrorism. On the other hand, proponents support that globalization helps underdeveloped nations catch up to developed nations, and prevent major conflicts. In addition, proponents argue that more jobs are lost to technology than to China or India.  Whatever the evidence, students will have the opportunity to apply knowledge of economic principles, and economic interdependence to determine whether it is feasible for the United States to practice economic isolationism.

Entry Event: Announce that this week we will be celebrating Labor Day (or any patriotic holiday) with a special exhibit. Explain that you will display items that have been manufactured in the United States. Assign each student to bring an item from their home that they believe has been manufactured in the United States. (Hint-You to may want supplement items with items not manufactured in the United States.)  All items will be displayed and students will have an opportunity to examine each. (Hint- Students may bring items that are not found or made in the country either.) Display each item in the class preferably with a placard of the item’s name displayed in front. Divide the class into teams of 3 to 4.  Have each team walk through the exhibit and write down each of the item’s name on a separate index card.  (Hint-if students ask why they are recording each item explain that this will be used for vocabulary in a later lesson)  After each group has had an opportunity to view each item announce that some of the items are not from the United States.  (Hint-Some students may be surprised!) Explain to the groups that they will now attempt to categorize the items into two groups. They will decide which item came from the U.S. or from another country.  Allow approximately 10 minutes to sort their index cards into two piles representing the United States or other countries, and turn in their categorizing to you. Now have student team research where each product is manufactured, and record on a T-Chart. Students will then organize back into a larger group and report their findings. (Hint-You could turn this into a game and the team who correctly identified the most correct wins a prize.) Ask students which items were the most surprising and so forth. Finally, explain that in this project students will investigate economic interdependence between countries and decide whether the United States should continue this practice

Content Standards:

Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

SS.7.12Identify, locate, and draw conclusions about information on a variety of maps (e.g., seven continents, bodies of water, countries, cities, climate regions, transportation routes and natural resources).

Draw conclusions from special purpose maps.

Distribution of the World’s Resources, Map http://www.truefreetrade.org/resourcemap.pdf

Global Resources PowerPoint

Using the Global Resources PowerPoint and the Distribution of the World’s Resources Map examine and analyze the distribution of the world’s resources. Guide students’ discussion and study to focus on interdependence while utilizing economic specific vocabulary including import, export, conflict over resources, cooperation among nation utilizing resources and other essential concepts to build background for student essays that focus on economic isolationism. Following activity, complete

SS.7.5Summarize and give examples of basic economic terms (e.g., barter, supply, demand, trade, interdependence, currency and scarcity).

SS.7.10Research and investigate how natural resources impact the economy.

WVCCR Standards for Technology and Computer ScienceTCS.DCS.17Collaboratively design, develop, publish, and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum concepts.

Formulate an understanding of economic terms and an explanation of how countries are economically interdependent.

Students will collaboratively create a map of an assigned country illustrating physical features and what types of resources are available.Lesson Reflection Log

Research and organize information about economic globalization.

Model how to complete the Need to Know list.   The teacher will use the… I do, We do, You do… strategy to model navigating, locating and evaluating relevant information.Teaching Strategies

Direct Instruction in constructing support for persuasive papers using rhetorical devices, logos, pathos,

Lesson Reflection Log.

Students will collaboratively create a map of an assigned country illustrating physical features and what types of resources are available.Lesson Reflection Log

Students will conduct a gallery walk where they record their thoughts as to why those physical features and resources affect the economy. Additionally, students will create vocabulary cards using the Frayer Model to create a personal understanding of terminology.Gallery Walk Response SheetLesson Reflection Log

Students will complete a T-Chart Graphic Organizer identifying examples of ways countries cooperate and conflict over the control of resources.T-Chart Graphic Organizer Lesson Reflection Log 

Students will conduct research, identify, organize, and record the reasons for and against economic isolation.Need to Know List.Argumentative Essay Graphic Organizer  Lesson Reflection LogStudents will write an argumentative/persuasive essay in which they choose to be either a proponent or an opponent for the practice of economic isolationism in the United States, based on their knowledge of economic interdependence.Argumentative Essay Graphic Organizer WV Grade 7 Writing Rubric Economic Isolation Content Rubric Project Evaluation Form 

Students will complete a Need to Know List when assigned.

Students will then actively seek out the answers to the Need to Know List using text, people, online databases, and search engines and record their findings on their Need to Know List. 

Teacher Observation of work Lesson Reflection Log  

ethos, and research.Persuasive Devices

Think aloud and modeling problem solving.Teaching Strategies

T-Chart Graphic Organizer  Argumentative Essay Graphic Organizer

Students will write an argumentative/persuasive essay in which they choose to be either a proponent or an opponent for the practice of economic isolationism in the United States, based on their knowledge of economic interdependence.Argumentative Essay Graphic Organizer  WV Grade 7 Writing Rubric Economic Isolation Content Rubric 

Students will be observed in during their work using theTeacher Observation.

Performance Objectives:

Know:What are physical featuresWhat are resourcesWhat is tradeWhat are tariffsWhat are importsWhat are exportsWhat is economic isolationismWhat is economic interdependenceWhat is globalizationWhat is conflictWhat is cooperationHow to read and interpret a physical mapHow to read and interpret a topical mapHow geographic factors influence an economyHow countries are economically interdependentHow countries cooperate for control for resourcesHow countries conflict for control of resources

Do:Define essential vocabulary-Vocabulary Foldable  Complete Lesson Reflection Log Create a map of an assigned country illustrating physical features and what types of resources are availableConduct a gallery walk where they record their thoughts as to why those physical factors and resources affect the economy.Complete lesson about interdependence utilizing personal, group and teacher research.Complete a T-Chart Graphic Organizer identifying examples of ways countries cooperate and conflict over the control of resources.Conduct research, identify, organize, and record on a graphic organizer the reasons for and against economic isolation. Argumentative Essay Graphic OrganizerWrite an argumentative/persuasive essay in which they choose to be either a proponent or an opponent for the practice of economic isolationism in the United States, based on their knowledge of economic interdependence. Argumentative Essay Graphic Organizer, WV Grade 7 Writing Rubric, Economic Isolation Content Rubric Evaluate students by conducting teacher observation using the Teacher Observation Rubric.Students will answer the various prompts on the Project Evaluation Form

Driving Question: Can the United States practice economic isolationism?

Assessment Plan:

Major Group ProductsCreate a map of an assigned country illustrating physical features and what types of resources are available.

Major Individual ProductsGallery Walk Response Sheet  Argumentative Essay

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration Written CommunicationWV Grade 7 Writing Rubric

X

Critical Thinking & Problem Solving

Content KnowledgeEconomic Isolation Content Rubric

X

Oral Communication OtherOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation NotesPeer evaluation Checklists/observations

Teacher ObservationX

Online tests and exams Concept mapsT-Chart Graphic Organizer

X

Reflections: Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning LogLesson Reflection Log

X Other

Product: Argumentative Essay

Map the Product: Distribution of the World’s Resources, Map http://www.truefreetrade.org/resourcemap.pdf

Global Resources PowerPoint document

Using the Global Resources PowerPoint and the Distribution of the World’s Resources Map examine and analyze the distribution of the world’s resources. Guide students’ discussion and study to focus on interdependence while utilizing economic specific vocabulary including import, export, conflict over resources, cooperation among nation utilizing resources and other essential concepts to build background for student essays that focus on economic isolationism.

Following activity, completeLesson Reflection Log.

Additionally, students will create vocabulary cards using the Frayer Model to create a personal understanding of terminology.

Assign a country that was discussed during analysis of the distribution of the world’s resources to student groups of three. Students will collaboratively create a map of an assigned country illustrating physical features and what types of resources are available in that particular country. Students may need to further research specific country

Lesson Reflection Log

Students will conduct a gallery walk where they record their thoughts as to why those physical features and resources affect the economy of that particular country. Complete the Gallery Walk Response Sheet andLesson Reflection Log

Students will complete a T-Chart Graphic Organizer identifying examples of ways countries cooperate and conflict over the control of resources.T-Chart Graphic Organizer Lesson Reflection Log 

Students will complete a Need to Know List when assigned.

Students will then actively seek out the answers to the Need to Know List using text, people, online databases, and search engines and record their findings on their Need to Know List.

Students will conduct research, identify, organize, and record the reasons for and against economic isolation.Need to Know List.Argumentative Essay Graphic Organizer  Lesson Reflection Log

Students will write an argumentative/persuasive essay in which they choose to be either a proponent or an opponent for the practice of economic isolationism in the United States, based on their knowledge of economic interdependence.Argumentative Essay Graphic Organizer WV Grade 7 Writing Rubric Economic Isolation Content Rubric Project Evaluation Form 

Notes for Teacher Teacher Observation of work Lesson Reflection Log  T-Chart Graphic Organizer  Argumentative Essay Graphic Organizer

Students will be observed in during their work using theTeacher Observation.

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

Project1. How to generate a need to know list X2. Know how  to use text, people, online databases and search engines to filter relevant information efficiently

X

3. Know how  to use text, people, online databases and search engines to filter relevant information efficiently

X

4.  Citation of Sources X5.  Arguments for and against economic isolation X6. How to incorporate persuasive devices X7. Know how to organize and construct a persuasive essay.

X X

Resources

School-based Individuals: English InstructorMedia Specialist

Technology: ComputersWord Processing SoftwareInternet AccessPrinters

Website Resource: NEED.org Global Trading Gamehttp://www.need.org/files/curriculum/guides/Global%20Trading%20Game.pdf

Community: Guest Speakers-Individuals to discuss direct economic impact as a result of economic interdependence.

 

Materials: HandoutsComputerFlash DrivesPrintersArt SuppliesAccess to Special Purpose Maps

Manage the Process:

Phase 1   PreparationYou may want to contact an English teacher or media specialist to assist with instruction on researching and constructing a persuasive essay. Also find local people who have been negatively or positively impacted by economic interdependence. (Hint-For example many apple orchards in the eastern panhandle of West Virginia have ceased to exist because it is cheaper to import apples from China.  As a result many local farmers suffered the loss of revenue and had to seek alternative employment. In contrast, the Toyota Company has received millions in government subsidies to build manufacturing facilities in the United States.  As a result Americans can be employed, and spend money in the U.S. economy.)

 Here are some links to sites with excellent resources for writing argumentative/persuasive essays. http://www.uhv.edu/ac/wac/pdf/persuasive.pdf, http://www.roanestate.edu/owl&writingcenter/owl/argument.html, http://www.studygs.net/wrtstr4.htm  Also, you could schedule computer lab time.

 This gives you time to prepare handouts including;Economic Interdependence Vocabulary   Vocabulary Foldable Need to Know List  .Argumentative Essay Graphic Organizer Lesson Reflection Log WV Grade 7 Writing Rubric   Economic Isolation Content Rubric Project Evaluation Form   Gallery Walk Response Sheet T-Chart Graphic Organizer Teaching Strategies 

Persuasive Devices Teacher Observation  Phase 2   Develop Background Knowledge

Complete Entry Event with the classroom exhibit to celebrate Labor Day. Students should develop and understanding of essential vocabulary words by completing a Vocabulary Foldable or a Frayer Model. Also you may want to review map skills so students are familiar with special purpose maps, creating keys and legends, and drawing conclusions from the information presented. Then students should respond to the prompt in their Lesson Reflection Log. Phase 3   Draw Conclusions about Special and Topic mapsStudents will collaboratively create a map of an assigned country illustrating physical features and what types of resources are available. Next students will conduct a gallery walk where they record their thoughts as to why those physical features and resources might affect the economy on their Gallery Walk Response Sheet. Then students should respond to the prompt in their Lesson Reflection Log. Phase 4   Discover Economic Interdependency Using the resources below, discuss maps and the distribution of resources across the globe. Emphasize vocabulary and economic concepts.

Distribution of the World’s Resources, Map http://www.truefreetrade.org/resourcemap.pdf

Global Resources PowerPoint document

NEED.org has a great game to play trading commodities and resources to garner a deep understanding of interdependence. The website is http://www.need.org/files/curriculum/guides/Global%20Trading%20Game.pdfIt is recommended that the game be played as part of this phase.

Then students will respond to the prompt in their Lesson Reflection Log. At this time have someone if available from your community to discuss the direct economic impact as a result of economic interdependence.  You may want to discuss their reactions to the speaker. Students should now respond to their prompt in their Lesson Reflection Log.  Phase 5    Examine Conflict and CooperationStudents will complete a T-Chart Graphic Organizer identifying their own examples of ways countries cooperate for control over resources which illustrate economic interdependency. (Hint the T-Chart Graphic Organizer includes suggested websites.) Furthermore students will discover through research that conflict over the control of resources does exist.  At this time you may want to do some lecture explaining the importance of cooperation and conflict in the historical and present context. You may stress that when countries are interdependent various conflicts have arisen as noted on their T-Chart Graphic Organizer. Then students should respond to the prompt in their Lesson Reflection Log. Phase 6 Research and EssayFirst you may want to have an English teacher or yourself conduct direct instruction on the writing process, constructing a 5X5 essay, using persuasive devices, or at least briefly review these items. Persuasive Devices. Also you can review proper source documentation. Next you may want to model how to complete a Need to Know List.  Then Students will be begin brainstorming and identifying information that will be needed to support their writing on their Need to Know List. Next students will conduct research, identify, organize, and record the reasons for and against economic isolation on their Argumentative Essay Graphic Organizer. During and after completing their research they will respond to the prompt on their Lesson Reflection Log. Finally, students will write an argumentative essay in which they choose to be either a proponent or an opponent for the practice of economic isolationism in the United States, based on their knowledge of economic interdependence. This may be an opportunity for best written essays to be published.  You may want to contact the editor of the local newspaper, and have them choose the most effective essay for publishing as an editorial. Likewise students could compile them and publish for distribution throughout the school or community. The essay will be scored using both WV Grade 7 Writing Rubric and Economic Isolation Content Rubric.

Project Reflection and Evaluation: Students will answer the various prompts on the Project Evaluation Form.

Argumentative Essay Graphic Organizer

Name_______________________Date_________________________________

Directions: Using your media resources locate support of your point of view practicing economic isolationism in the United States.

Persuasive Device

Directions: Try to incorporate these persuasive devices into your Argumentative/Persuasive paper. Place your examples in the 2nd column.

Persuasive Device Example

Introductory ParagraphHook the audience:Give a little background on the issue:

Main Idea Sentence:

Body Paragraph #1Reason #1List out your Evidence of Support

Body Paragraph #2Reason #2List out your Evidence of Support

Body Paragraph #3Reason #2List out your Evidence of Support

Conclusion ParagraphRestate Your Main Idea

Rhetorical Device

Logos/Logical Argument

Pathos/Emotional Appeal to your Audience

Ethos/ Credible Source

Research

Preparations Prepare handouts

Contact English Teacher, Media Specialists, and guest speakers.

Schedule Computer Lab TimeFa

Develop Background Knowledge

Entry Event

Vocabulary Foldable

Lesson Reflection Log

Draw Conclusions about Special and

Topic maps

Create Maps

Conduct Gallery Walk

Lesson Reflection Log

Discover Economic Interdependency

Discuss PowerPoint and build background

Class Discussion on Cooperation

Lesson Reflection Log

Examine Conflict and Cooperation

Complete T-Chart graphic organizer on cooperation and conflict.

Direct Instruction on cooperation and conflict

Lesson Reflection Log

Research and EssayTeach or review writing process specifically argumentative/persuasive essays

Need to Know List

Research and record on Argumentative Graphic Organizer

Lesson Reflection Log

Construct Essay

Project Evaluation

Suggested Vocabulary for the PBL

This is a list of suggested vocabulary for this unit.economic isolationismeconomic interdependenceglobalizationeconomyphysical features resourcesimportsexportstariffscooperationconflict

Distinguished -4

Student takes a clear argument for or against economic isolationism and consistently supports it with well-chosen reasons, and or examples through the

entire essay. They also use a variety of persuasive devices to convey their argument.

Mastery-3

Student takes a clear argument for or against economic isolationism and supports it with well-chosen reasons, and or examples through most of the essay. They also

use some persuasive devices to convey their argument.

Partial Mastery-2

Student attempts to make a clear argument for or against economic isolationism. There are few support reasons, and or examples. They also use a very few

persuasive devices to convey their argument.

Novice-1

Student argument for or against economic isolationism is unclear. There is very limited evidence of support. Student has not clearly used any persuasive devices to

convey their argument.

Comments

Economic Isolation Writing Scoring Rubric

Gallery Walk Response Sheet

Directions: As you walk through the gallery of maps consider how the geographical factors specifically physical features and location of resources affect the economy of an area. Record your thoughts on the sheet. For example:

1.) People that live along the coast may earn a living from fishing.2.) Mountainous areas may have tourism from winter resorts.3.) West Virginia produces coal resources.

Lesson Reflection LogName_________________________________________ Period__________________

Directions: When directed read and respond to the following prompts in a complete sentence.Following this Lesson Date Prompt

Vocabulary   Today I Learned that exports and imports differ  

Creating Map   After making my map I think that my country’s economy relies on 

 

Gallery Walk   Some of the ways countries might use their resources are  

Economic Interdependency   I now realize that countries need to

  

Economic InterdependencyGuest Speaker   After listening to the guest speaker I

  

Conflict and Cooperation Over Control of

Resources   An example of cooperation over control of resources is  

Conflict and Cooperation Over Control of

Resources   An example of conflict over control of resources is  

Research for the Argumentative/Persuasiv

e Essay   I am struggling with  

Research for the Argumentative/Persuasiv

e Essay   My strongest argument for my argumentative essay is  

Argumentative/Persuasive Essay   I used the following persuasive devices in my paper

  

Need to Know ListDirections: Brainstorm and record all possible information you will need to construct a mastery level Argumentative essay and record it in the first column. Next brainstorm where you might possible locate this information and record in the second column. Finally in the third column record what you learn.

What do I need to Know?Where can I possibly find the

answer? What are my possible search options?

What did I Learn?

Persuasive Devices

Most Social Studies teachers do not encounter the need to familiarize themselves with persuasive devices that are used to create support for an argument. Within this document is a compiled list of tools your students may want to incorporate into their persuasive essays. I have included some fictional examples of each device.Emotional anecdote/Pathos Ex. If we continue to allow

outsourcing of jobs to foreign countries the middle class Americans will go the way of dinosaurs, extinct.

Credibility/Ethos Using a quote by someone who is seen as credible.

Ex. “It has been said that arguing against globalization is like arguing against the laws of gravity.”-Kofi Annan

Logic/Logos Using inductive and deductive reasoning supported by facts and statistics.

Ex. The United States imports 60% of its crude oil from the middle east, thus it is imperative to be on cooperative terms with those countries or face the potential rise in gas prices.

Rhetorical Devices Use a rhetorical question, a few similes, metaphors, anecdotes, hyperboles, and even humor.

Ex. Can our nation afford to lose any more jobs to outsourcing?

Ex. Economic Isolationism is death to an economy.

Address Objections Mention opposing viewpoints and disprove them.

Research Ex: 60% of crude oil is imported into the United States.

Project Evaluation

Name___________________________ Date_________________Directions: Carefully read each statement and respond in a clear and concise manner.I completed the following tasks during the project:

I learned the following about the subject matter:

Economic isolationism is defined as

Economic interdependence is defined as

How do physical features affect an area’s economy?

What is meant by economic interdependency?

How do some countries cooperate over the control of resources?

How do some countries conflict over the control of resources?

I learned the following about presenting to an audience:

I learned that my strengths are:

I learned that I need to work on:

If I were asked to complete this project again I would make the following changes:

T-Chart Graphic Organizer

Name__________________ Date________________

Directions: Use the internet and suggested URL’s at the bottom of the page, to research and record examples of cooperation and conflict over control of resources between different countries.

Cooperation Conflict

 Name________________

Date________________Limited-1 Developing-2 Proficient-3 Score and Comments

Solicits and uses feedback

The student rarely solicits, and uses the information to solve the problem in order to improve products

or performance.

The student sometimes solicits, and uses the

information to solve the problem in order to improve products or

performance.

The student always solicits, and uses the information to solve the problem in order to improve products

or performance.

Sets appropriate and realistic goals

The student rarely sets appropriate and realistic goals for the

project

The student sometimes sets appropriate and realistic goals for the

project.

The student always sets and meets appropriate and

realistic goals for the product.

Works with minimal supervision

The student often needs verbal and

non-verbal prompting to stay on

task.

The student needs some verbal and non-verbal prompting to stay on

task.

The student is always engaged, and needs

only cursory supervision.

Perseveres appropriately

The student is rarely flexible in approach to solving problems,

completing tasks, and does not

consider alternative methods, solutions and perspectives.

The student is sometimes flexible in approach to solving

problems and completing tasks,

considers alternative methods, solutions and perspectives, abandons strategies that do not work, and reallocates time and resources as

priorities change.

The student is flexible in approach to solving

problems and completing tasks,

considers alternative methods, solutions and perspectives,

abandons strategies that do not work, and reallocates time and

resources as priorities change.

Teacher Observation Rubric

Teaching Strategies

I do, We do, You do- In this process the teacher models the lesson for the students. Next the teacher works along with students offering support to the student. This allows for the students to practice and the teacher to formatively assess learning. Finally students will practice the on their own.

Exit strategies-Exit strategies include a daily summarizer to assess for learning, including Ticket Out the Door, learning logs, and 3:2:1 summarizer.

Think aloud- Model aloud how to complete the process, then have each student do the same so you can assess if they are completing the process correctly.

Vocabulary Foldables

1.) Students will vertically fold their paper in half. (Think hotdog bun)

2.) Then have students cut the paper from the right side to the center fold to create tabs. (The number of tabs correlate to the number of vocabulary) You may need more than one sheet of paper for more than 5 words.

3.) Next have students draw two lines down the uncut side to create 3 columns. The columns should be headed as follows.

Definition Helping Words

Sentence

4.) Students will write the Vocabulary word on the outside of the flap. On the inside of the flap they will draw a picture that helps them remember the definition of the word.

5.) In the columns underneath the flap, on the uncut side, students will write the definition of the word, helping words, and use the vocabulary word in a sentence.

ORGANIZATION DEVELOPMENT SENTENCE STRUCTURE WORD CHOICE/GRAMMAR USAGE MECHANICS

Score of 6

Exemplary Organization Clear and logical progression of ideas Strong introductory paragraph, supporting paragraphs

and concluding paragraph Sophisticated transition conveys relationships among

ideas and paragraphs

Exemplary Development Clear focus maintained for intended audience Strong development of the topic for narrative and descriptive

writing Strong thesis statement for development of informative and

persuasive writing Strong use of examples, evidence or relevant details Strong use of analogies, illustrations or anecdotes

Exemplary Sentence Structure Sophisticated sentence structure; complete and correct

sentences Sentence variation

Simple Compound Complex

Exemplary Word Choice/Grammar Usage Vivid, specific, economical, connotative Consistent grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Exemplary Mechanics May have minor errors

Punctuation Capitalization Spelling

Needs little or no editing

Score of 5

Effective Organization Logical progression of ideas Introductory paragraph, supporting paragraphs and

concluding paragraph Purposeful transition conveys relationships among

ideas and paragraphs

Effective Development Effective focus maintained for intended audience Appropriate development of the topic for narrative and descriptive

writing Appropriate thesis statement for development of informative and

persuasive writing Clear use of examples, evidence or relevant details Use of analogies, illustrations or anecdotes

Effective Sentence Structure Complete and correct sentences Sentence variation

Simple Compound Complex

Effective Word Choice/Grammar Usage Economical, specific Clear meaning, connotative Mostly consistent grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Effective Mechanics Few errors

Punctuation Capitalization Spelling

Needs some editing

Score of 4

Adequate Organization Some evidence of a logical progression of ideas Introductory paragraph, supporting paragraphs and

concluding paragraph Appropriate use of transition

Adequate Development Adequate focus maintained for intended audience Adequate development of the topic for narrative and descriptive

writing Adequate thesis statement for development of informative and

persuasive writing Sufficient use of examples, evidence or relevant details Use of analogies, illustrations or anecdotes

Adequate Sentence Structure Minor errors in sentence structure Some sentence variation

Simple Compound Complex (errors in more complex sentence structure do not detract)

Adequate Word Choice/Grammar Usage Appropriate, somewhat specific Somewhat simplistic Somewhat consistent grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Adequate Mechanics Some errors

Punctuation Capitalization Spelling

Needs editing but doesn’t impede readability

Score of 3

Limited Organization Limited evidence of a logical progression of ideas Introductory paragraph and concluding paragraph with

limited supporting paragraphs Limited use of transition

Limited Development Some evidence of focus for the intended audience Limited development of the topic for narrative and descriptive

writing Limited thesis statement for development of informative and

persuasive writing Some use of examples, evidence or supporting details Some use of analogies, illustrations or anecdotes

Limited Sentence Structure Some errors in sentence structure Limited sentence variation

Simple Compound Complex (errors in more complex sentence structure begin to detract)

Limited Word Choice/Grammar Usage Vague, redundant, simplistic

Several inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Limited Mechanics Frequent errors

Punctuation Capitalization Spelling

Begins to impede readability

Score of 2

Minimal Organization/Minimal Response Lacks evidence of a logical progression of ideas Lacks introductory paragraph, supporting paragraphs

and/or concluding paragraph Lacks clear transition

Minimal Development/Minimal Response Lacks focus on intended audience Lacks development of the topic for narrative and descriptive writing Lacks thesis statement for development of informative and

persuasive writing Lacks sufficient examples, evidence or supporting details Lacks sufficient analogies, illustrations or anecdotes

Minimal Sentence Structure/Minimal Response Contains fragments and/or run-ons Minimal sentence variation

Simple Compound Complex (errors in more complex sentences detract)

Minimal Word Choice/Grammar Usage/Minimal Response

Inadequate, imprecise, repetitive Frequent inconsistencies in

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Minimal Mechanics/Minimal Response Consistent errors

Punctuation Capitalization Spelling

Impedes readability

Score of 1

Inadequate Organization Little or no progression of ideas; difficult to follow Inadequate paragraphing No transition

Inadequate Development Unclear or no focus Little or no development of narrative or descriptive writing Little or no development of informative or persuasive writing Few or no examples, evidence or supporting details Few or no analogies, illustrations or anecdotes

Inadequate Sentence Structure Contains numerous fragments and/or run-ons Inadequate sentence variation

Simple Compound Complex

(errors in sentence structure detract)

Inadequate Word Choice/Grammar Usage Rambling, inappropriate, incorrect Distracting inconsistencies in grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Inadequate Mechanics Serious and consistent errors

Punctuation Capitalization Spelling

Impedes understanding/communication

Seventh Grade Writing Rubric