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Aeneid Rome KaMOO Rubrics
by Marie Sontag, MA, Ed.
mesontag@hotmail.com

Below are the following rubrics for the virtual world, Aeneid Rome KaMOO:

1. Project Rubric
2. Collaboration Rubric
3. Standards Rubric

Project Rubric

For directions, student work samples, and links to handouts regarding the project, click here. Also, see page 6 of the Student Directions.

Projects will be graded on the following criteria:
1. The project has an introduction, body and conclusion, reflecting the voice of the writer. The essay thoroughly answers the project questions, supporting points with specific examples from the story. The project utilizes correct grammar, punctuation, and spelling - =A 100-90 points
2. The project has an introduction, body and conclusion. The project answers the project questions, supporting most of the points with specific examples from the story. The project evidences a few grammar, punctuation, or spelling errors, but they do not interfere with the understanding of the project. =B 89-80 points
3. The project answers most of the project questions and includes some examples from the story to support project points. Grammar, punctuation or spelling errors do not interfere with the understanding of the project. =C 79-70 points
4. The project does not answer all of the project questions. It does not support points with examples from the story. Grammar, punctuation or spelling errors interfere with the understanding of the project. =D 69-60 points
5. The project questions are not addressed. No examples are given from the story to support the writer’s statements. The project contains numerous grammatical, punctuation and spelling errors. =F 59-0 points

Collaboration Rubric

The following rubric can be used to assess students' collaboration work (for example, assessing time in their Literary Circles when they read the Aeneid) or the collaboration of students as they interact in the Rome Kamoo.

4 -Thorough Understanding
Consistently and actively works toward group goals.
Is sensitive to the feelings and learning needs of all group members.
Willingly accepts and fulfills individual role within the group.
Consistently and actively contributes knowledge, opinions, and skills.
Values the knowledge, opinion and skills of all group members and encourages their contribution.
Helps group identify necessary changes and encourages group action for change.
3 - Good Understanding

Works toward group goals without prompting.
Accepts and fulfills individual role within the group.
Contributes knowledge, opinions, and skills without prompting.
Shows sensitivity to the feelings of others.
Willingly participates in needed changes.
2 - Satisfactory Understanding
Works toward group goals with occasional prompting.
Contributes to the group with occasional prompting.
Shows sensitivity to the feelings of others.
Participates in needed changes, with occasional prompting.
1 - Needs Improvement
Works toward group goals only when prompted.
Contributes to the group only when prompted.
Needs occasional reminders to be sensitive to the feelings of others.
Participates in needed changes when prompted and encouraged.

Standards Rubric

Using the same rubric scale as above, rate students on a scale of 1-4, assessing how well the students have met the standards listed below. The assessment will be based on a review of the students' Journals, completed during their Literary Circle time.

1: Needs Improvement
2: Satisfactory Understanding
3: Good Understanding
4: Thorough Understanding


1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. (e.g., classic and contemporary literature

3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

2.0 Writing Applications (Genres and Their Characteristics)
2.4 Write responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.

1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.