Historical Fiction-Unit Six

Pieces to the Puzzle

Name____________________________

1
Does Not Meet
Expectations
2
Partially Meets
Expectations
3
Meets Expectations
4
Exceeds Expectations
I can determine the
theme or central plot of a
text and how it is
conveyed through
particular details. (R.L.6.2)
Student identified a story
theme.
Student correctly
identified the central
story theme and
supported it with
evidence.
Student identified a
central story theme and
supported it with relevant
evidence.
Student identified more than
one central story theme,
supported them with
relevant evidence and
showed understanding of
their connectedness.
I can describe how a
storys plot unfolds in a
series of episodes as it
moves toward resolution.
(R.L.6.3)
Student identified
relevant story events.
Student identified the
story setting, rising action,
climax and resolution in a
story.
Student clearly identified
with precise detail the
story setting, rising action,
climax and resolution in a
story.
Student clearly identified
with precise detail the story
setting, rising action, climax
and resolution in a story.
Student also analyzed how
the historical time period
impacts the plot.
I can describe how
characters respond, react,
change and develop
throughout a story.
(R.L.6.3)
Student located characters
actions and choices from
the text, but did not create
a theory aligned with the
evidence from the text.

Student created a
character theory based on
the characters actions and
choices using evidence from
a single text. Student
revised theory based on
character development seen
at one time throughout the
text.
Student created a
character theory based on
the characters actions and
choices using evidence from
multiple texts. Student
continuously revised theory
based on character
development throughout
the text.
Student created a complex
character theory based on the
characters actions and
choices using evidence from
multiple texts. Student used
inferring to support and
expand on their reasoning.
Student continuously revised
theory based on character
development throughout the
text.
I can explain how an
author develops point of
Student can determine
the mood/tone of the
Student can determine
the mood/tone of the
Student can determine
the mood/tone of the
Student can notice and
describe author techniques
view of characters in a
text. (R.L.6.6)
story from the start. story and the characters
point of view from the
start.
story and the characters
point of view from the
start. Student can also
notice shifts in tone and
character point of view.
or moves that determine
mood and character point of
view.
I can compare and
contrast texts in different
forms and genres in terms
of approaches to the
themes. (R.L.6.9)
Student can look across
multiple texts to support
their learning of their
selected novel.
Student can look across
multiple texts to support
their learning of their
selected novel to describe
similarities and
differences between
characters and the
setting.
Student can look across
multiple texts to support
their learning of their
selected novel to describe
similarities and
differences between
characters and the
setting. Students also
referred to nonfiction
resources to support their
understanding of the
historical time period.
Student can look across
multiple texts to support
their learning of their
selected novel to describe
similarities and differences
between characters and the
setting. Student interpreted
how the text brings deeper
meaning to their
understanding of their own
lives.
I can cite textual evidence
to support analysis of
what the text is saying
explicitly as well as
inferences from the text.
(R.L. 6.1)
Student does not cite specific
and accurate examples from
the text.
Examples are cited however,
student does not cite specific
and accurate examples from
the text.
Student is able to cite specific
and accurate examples from
the text when summarizing and
drawing inferences.
Student consistently cites specific
and accurate examples from the
text when summarizing and
drawing inferences. Student
provides multiple examples of
textual evidence that support
their thinking.
Demonstrate
command of the
conventions of
English in writing
(R.L. 6.2)
Errors in grammar,
capitalization, punctuation and
spelling make the piece so
difficult to read that it is not
clear.
Errors in grammar,
capitalization, punctuation and
spelling make the piece
difficult to read.
A few noticeable errors in
grammar, capitalization,
punctuation and spelling.
Very few if any errors in grammar,
capitalization and punctuation and
spelling