obituary assignment rubric

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iRubric: Exercise 7: Featurized obituary rubric

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• obituary, journalism

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Ms. Castellano's Virtual ELA Classroom

“the more that you read, the more things you will know. the more that you learn, the more places you'll go.” – dr. seuss.

Obituary Project

You and your partner will be creating a piece of writing that honors ONE of the victims from The Diary of Anne Frank. Choose either ONE of the following ways to write your memorial piece.

You must complete this task in your google drive and share it with your partner and [email protected] in order to earn credit. Name the document both of your last names and the title of the project. 

Option 1: Prose (Obituary/News Article)- Write an Obituary/news article honoring the person’s life and death

Option 2: Poetry – Write a poem or song honoring the person’s life and death.

Rubric:  anne frank obituary poem rubric

Regardless of the format you choose, you must include as much about the person as you can. Here is a list of some of the information you can include in your news article or poem:

NAME / ANNOUNCEMENT

• Full name of the deceased, including nickname, if any
• Age at death
• Day and date of death
• Place of death
• Cause of death
• Date of birth
• Place of birth
• Names of parents/siblings/children/spouse
• Marriage(s): date of, place, name of spouse
• Education: school, college, university and other
• Achievements/Disappointments
• Unusual attributes, humor, other stories
• Who will miss them: family/friends/pets (if appropriate
• One quotation from the play that sums up their character
• Three words that sum up their life

 Writing Guide: Obituary Writing Guide

Prose How to Sheet

Requirements for the Obituary/News Article

 Even though you are not writing poetry, there is still an opportunity to be CREATIVE with the language and style you use in the news article.

Here are some guidelines that will help you meet the requirements and boost your creativity!

News article Requirements:

• Develop a creative Headline! Add literary elements to the headline. For example, many headlines have alliteration or rhyme to grab the reader’s attention. See the Literary Element HELP SHEET on the resource table for more information about literary elements.
• Begin the article with a LEAD that clearly introduces the person you are writing about.
• Bring in quotes from The Diary of Anne Frank ! Bringing in actual quotes that the playwrights used will really add voice to the piece!
• Add the information you found when researching.
• Organize your writing piece into different paragraphs.
• Incorporate formal and unbiased/objective language. Remember that this is a news article and it should report information…leave your opinions out!
• Make sure to use the resource table! There are great samples of obituaries!

Poetry How to Sheet!

Requirements for the poetry piece

If you have made the decision to write a poem, I applaud your creativity! Just make sure to see and adhere to the guidelines below.

  Poetry Guidelines:    

• Make sure your poem is at least 15 lines.
• Incorporate research and information into the poem.
• Use information from the play in addition to the information you found online.
• Break up the lines into stanzas.
• Consider maybe using some kind of organized structure. Example: Four lines per stanza
• Incorporate at least three literary devices into your poem! See the Literary Element HELP SHEET on the resource table for more information about literary elements.

Please Note: Your poem does not have to necessarily rhyme, but rhyme could be one of the three elements you use in your poems.

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How to Write an Obituary for a School Project

How to Choose a Humanities Paper Topic

In lieu of assigning a standard biography project for students, teachers will occasionally ask pupils to write obituaries for either a famous deceased person from history such as George Washington or a famous person who is still alive; some even assign obituaries for a fictional character from a book. For this exercise, students must gather information from different sources and then create an obituary that contains all the pertinent facts about a chosen subject in a concise manner.

Carefully choose an interesting subject who fits the requirements of your assignment. For instance, if your project asks you to pick a famous character from the Civil War, select a person such as Thomas "Stonewall" Jackson, who will have a lot of sources of information from which to write your obituary. If you pick a subject who is too popular, such as Abraham Lincoln, other students may take out all the books at your school and local libraries, which will make it difficult to finish your project. On the other hand, if you pick a subject who is obscure, you may not be able to gather enough information about your subject to write a fitting obituary.

Research your prominent figure by going to the library or using websites that your teacher has deemed appropriate for this project. Most schools do not allow students to use websites such as Wikipedia that are known to use unverified sources for its information.

Take notes of the information that is pertinent to your school obituary project. Your obituary should include your subject's date of birth, place of birth, all important achievements and even controversies. The obituary should also include whether your subject was survived by children or a spouse. If your subject is a present day living person, your teacher may ask you to create an imaginary death for him.

Read over a number of obituaries of famous people in newspapers or magazines to understand how they are written.

Write up a rough draft of your obituary. Check that you have included all of the pertinent information.

Write the final draft of your obituary, run it through a spell checker and, if possible, have another person proofread your project. If your project is for a college or high school journalism class, verify that you have used proper AP style.

Cite your sources, if this is part of your assignment.

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

	Above Average (4)	Sufficient (3)	Developing (2)	Needs improvement (1)
(Thesis supported by relevant information and ideas	The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.	The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.	The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis.	The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected.
(Sequencing of elements/ ideas)	Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can mostly follow.	Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought.
(Correctness of grammar and spelling)	Minimal to no distracting errors in grammar and spelling.	The readability of the work is only slightly interrupted by spelling and/or grammatical errors.	Grammatical and/or spelling errors distract from the work.	The readability of the work is seriously hampered by spelling and/or grammatical errors.

Example of a holistic rubric for a final paper

The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors.

Single-Point Rubric

Advanced (evidence of exceeding standards)	Criteria described a proficient level	Concerns (things that need work)
	Criteria #1: Description reflecting achievement of proficient level of performance
	Criteria #2: Description reflecting achievement of proficient level of performance
	Criteria #3: Description reflecting achievement of proficient level of performance
	Criteria #4: Description reflecting achievement of proficient level of performance
90-100 points	80-90 points	<80 points

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Gov. Mike DeWine says he would sign transgender bathroom bill if it lands on his desk

• Updated: Jun. 28, 2024, 11:40 a.m. |
• Published: Jun. 28, 2024, 11:38 a.m.

Gov. Mike DeWine speaks during a June 28, 2024 news conference during which he ceremonially signed the multi-billion dollar capital budget bill that lawmakers passed earlier in the week. Andrew J. Tobias, cleveland.com

• Andrew J. Tobias, cleveland.com

COLUMBUS, Ohio — Gov. Mike DeWine said Friday that he would sign a bill Republican lawmakers passed earlier this week that bans K-12 schools and public universities from allowing transgender students to use bathrooms that align with their gender identities – if he’s given the opportunity.

DeWine described his position as being “for children being able to go to a bathroom that has that gender assignment.” He also said his position only applies to the current version of the bill.

Stories by Andrew Tobias

• Gov. Mike DeWine signs $4.2 billion capital budget that provides millions to northeast Ohio projects
• Catching up on this week’s mini-Lame Duck session in the Ohio legislature: Capitol Letter
• Ohio Senate approves bill meant to protect elections workers from personal threats

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Los Angeles Angels | Angels’ Rendon could be ready before All-Star…

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Los angeles angels | angels’ rendon could be ready before all-star break after more than two months out, he's not expected to take a minor league rehab assignment, although washington says he'd like him to.

As the team plays at Oakland and Chicago to face the Cubs over the next week, Rendon will put the finishing touches on his rehab from a partial tear in his hamstring that has kept him out for more than two months.

The major step will come next weekend when Rendon faces live pitching in a controlled setting at Angel Stadium either Thursday and Friday, or Friday and Saturday, according to manager Ron Washington. As recently as last week, the Angels hoped Rendon could face live pitching this weekend, but that plan was adjusted to have him stay home during the road trip when he could see pitchers on consecutive days.

“When we come back, hopefully, he’ll be ready to go right before the All-Star break,” Washington said.

As of now, it does not appear as if Rendon will go out on a minor league rehab assignment.

“They’re still trying to decide; trying to talk him into it,” Washington said. “Now, it’s the player’s decision. And you can talk to them all you want. If they decide they don’t want to go … I’m not going to beat a dead horse. I’m not going to make that an issue because he doesn’t want to go on a rehab assignment. You got the right to decide if you want to go or not.”

Mike Trout has similarly avoided going on minor league rehab assignments in recent seasons, last playing in an official minor league game in 2017 when he was on the mend from thumb surgery.

Washington, who has brought an old-school culture back to the Angels this season, admitted to a preference for injury rehab assignments for hitters.

“I’m not gonna make that an issue,” Washington said. “Yeah, inside of me, it’s bothering me, but I’m not gonna make that an issue because there is nothing I can do about it. It’s the law. So I’m going to go with the law.

“You would hope that he would go … but if he doesn’t want to go, that’s not going to be an issue for me. I have enough stuff (going on) to be worried about something like that.”

ALMOST THERE

Brandon Drury, who has been out for nearly two weeks with an upper respiratory illness, could be in the starting lineup as early as Tuesday at Oakland. Washington said Drury was available off the bench Saturday and gave him a pinch-hit appearance on Sunday. Drury struck out to end the sixth inning.

Drury last played in a game June 18, and while he has been struggling this season, with a .173 batting average and .233 on-base percentage, he did have a hit in three of his last four games.

Even with Drury’s return, and the plan to activate Rendon soon, Washington still intends to get as much playing time as possible for Luis Rengifo, including at designated hitter if it warrants.

Rengifo entered Sunday’s game batting .329 since June 9, a span of 18 games, with home runs in the first two games of the series against the Tigers.

• Los Angeles Angels | Angels’ winning streak ends with loss to Tigers
• Los Angeles Angels | Kevin Pillar’s walk-off hit leads Angels past Tigers in 10th inning
• Los Angeles Angels | Angels’ Mike Trout expects to return in July
• Los Angeles Angels | Logan O’Hoppe’s late homer propels Angels past Tigers for 5th straight win
• Los Angeles Angels | Angels’ Davis Daniel will get chance to build on impressive 1st start

The Anaheim Ducks’ two first-round draft picks participated in a dual first-pitch ceremony with forward Beckett Sennecke and defenseman Stian Solberg each having the honor. Sennecke, a native of Canada, was the No. 3 overall selection Friday, while Solberg, a native of Norway was selected with the No. 23 pick.

Both players wore the team’s new primarily orange jersey with the menacing duck-billed retro goalie mask.

Also throwing out a separate first pitch was Galaxy defender Eriq Zavaleta, who was participating in the Angels’ El Salvadorian heritage celebration.

Angels are off Monday.

Angels (RHP Jose Soriano, 4-5, 3.48 ERA) at Oakland (RHP Mitch Spence, 4-4, 4.35 ERA), Tuesday, 6:40 p.m., Bally Sports West, 830-AM

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iRubric: Obituary Rubric

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Rubric Code: By Ready to use Public Rubric Subject:    Type:    Grade Levels: 9-12

Obituary Rubric

Juan Soto a late addition to Yankees’ lineup…

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Subscriber only, juan soto a late addition to yankees’ lineup for series finale vs. blue jays.

Aaron Boone initially held the slugger out after waiting to release his batting order, as Soto is dealing with a bruised right hand. He was was scratched from Saturday’s game after suffering the injury in Friday’s game . However, the Yankees included Soto in a revised, last-minute Sunday lineup after he went through his pregame routine.

X-rays on Soto’s hand came back clean on Saturday, but the right fielder had some swelling. On Sunday, Soto said he felt better. However, he added that he may get an MRI or a CT scan during the Yankees’ off day on Monday, according to MLB.com’s Bryan Hoch . That was before his addition to the lineup.

“The one thing I don’t want him doing is compromising his swing,” Boone told reporters, per Hoch . “If it’s something where he’s just feeling some soreness, we’ll certainly wait on that. We know how important he is to our lineup.”

Soto hurt his hand on Friday when J.D. Davis hit what looked to be an inning-ending double play in the fourth. Aaron Judge, coming from first, got into a rundown on the play. That allowed Soto to score from third, but he forcefully slammed his right, unpadded hand into the ground as he pulled off an evasive slide at the plate.

Soto did not exit that game, but he did not feel comfortable swinging a bat before Saturday’s contest.

Soto has been enjoying his first season with the Yankees, hitting .302/.434/.570 with 20 home runs and 60 RBI prior to Sunday’s game.

ANOTHER BULLPEN MOVE

The Yankees kept reshuffling their bullpen Sunday morning, designating Phil Bickford for assignment. The righty had pitched poorly over five major league games, recording a 14.40 ERA following a strong stretch at Triple-A.

Josh Maciejewski replaced Bickford on the Yankees’ roster. The lefty has a 5.35 ERA over 16 games between Double-A and Triple-A this season. Maciejewski also threw a scoreless inning for the Yankees earlier in the year.

In addition, the Bombers transferred JT Brubaker’s rehab assignment (Tommy John surgery) from the Florida Complex League to Double-A Somerset.

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