# This is the end

Congratulations! You have finished your work.

You have become an excellent comic designer!

Now that you have all the comics together, maybe it is time you have fun with them.

So, you will have the opportunity of enjoying your partners' comics, too.

You have gone a long way and you have learned a lot of things. There will be other opportunities to go on showing this ability and improve it.

Este REA es una adaptación del recurso original "Comic Storytellers" del Proyecto REA Andalucía de la Consejería de Educación y Deporte de la Junta de Andalucía, que lo distribuye bajo licencia de CC BY-SA-NC.

# 1. Rubric

Assessment rubric for the creation of a comic.
| Excellent | Good | Need improvement | Low performance
--- | --- | --- | --- | ---
Type of story | The students decide on the type of story for their comic, and it is completely clear. (4) | The students decide on the type of story for their comic, but it is not clear enough. (3) | The students vaguely decide on the type of story for their comic, and it is not clear. (2) | The students don’t agree on the type of story for their comic. (1)
Characters | The students create their characters and look for a relationship with those of their classmates. (4) | The students create their characters, but there isn’t a clear relationship with those of their classmates. (3) | The students vaguely create their characters, and there isn’t a clear relationship with those of their classmates. (2) | The students don’t create their own characters. (1)
Parts of the story | The story is clearly divided into beginning, middle and end. (4) | The story is not clearly divided into beginning, middle and end. (3) | The parts of the story are often confusing and mixed up. (2) | The story is not divided into parts. (1)
From text to comic | The students know how to transform the text of their story into a comic script, using all its elements. (4) | The students know how to transform the text of their story into a comic script, but they don’t use all its elements. (3) | The students vaguely know how to transform the text of their story into a comic script, and they hardly ever use its elements. (2) | The students don’t know how to transform the text of their story into a comic script. (1)
Drawings | The students use high quality visual support. (4) | The students prove to be imaginative, although their visual support is not excellent. (3) | The students vaguely use attractive visual support. (2) | The students don’t use coherent visual support. (1)
Cooperative work | The students consistently stay focused on the task while working in groups. (4) | The students stay focused on the task while working in groups most of the time. (3) | The students rarely stay focused on the task while working in groups. (2) | The students never stay focused on the task while working in groups. (1)
Emotions | The students understand the relevance of their present and they feel happy about it. (4) | The students understand the relevance of their present but they don’t feel particularly happy about it. (3) | The students don’t understand the relevance of their present but they feel happy about it. (2) | The students neither understand the relevance of their present nor feel happy about it. (1)

- Actividad
- Nombre
- Fecha
- Puntuación
- Notas
- Reiniciar
- Imprimir
- Aplicar
- Ventana nueva

Licensed under the Creative Commons Attribution Non-commercial Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)