What other title would help a reader understand an important idea in this play? In your response, use details from the play that support your answer. Write your answer in the box below.

Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is completely incorrect. The King did not lose his place of being King.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question. The student simply repeats the original title with no explanation as to why this is an appropriate title.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student states an appropriate new title for the play.

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student suggests a title “King’s Idea” and uses minimal information to explain why this is an appropriate title, “…the king come with idea to switch places….”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that a good title would be "King's Idea" and explains that it is the king's idea to switch places with the cleaner. To improve this response, the reader should offer text support that tells why the king wanted the change of roles. A simple extension could be the observation that often people like the king believe that someone else's position like the cleaner's is much better than their own.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student suggests a title, “The foolish King” and uses text-relevant information to explain why this is an appropriate title, “…the King let the cleaner trick him into letting him switch places…To teach him a lesson.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that a good title would be "The Foolish King" and states that this is because the cleaner is able to trick the king with the purpose of teaching the king a lesson. To improve this response, the reader should be specific about how the king is tricked when the cleaner says that he is "lucky to be a cleaner." In addition, showing how his complaints about his job are silly could highlight the king's foolishness. Finally, the specific lesson that the cleaner teaches should be stated. For example, a lesson might be that people should focus on the positive elements of their positions.

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student suggests a title, “How the Cleaner Helped the King” and uses text-relevant information to explain why this is an appropriate title, “…gets the king to see how much easier he has it by getting the king to try cleaning.”

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student suggests a title, “The King’s Lesson” and effectively uses text-relevant information to explain why this is an appropriate title, “…king did learn his lesson…being a king wasn’t so bad…being a cleaner was hard work…clean a whole palace….”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that a good title would be "The King's Lesson" and states the lesson is that "being a king wasn't so bad after all and being a cleaner was hard work…" To improve this response, the reader might point out that the cleaner assisted the king's understanding about the degree of difficulty between both jobs. An extension might be that sometimes it requires another person to help someone understand the truth of a situation.

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student suggests a title, “The King Learns A Lesson” and effectively uses text-relevant information to explain why this is an appropriate title, “…learns a lesson about appreciating what you have…Cleaner tricked him…everything a cleaner has to do.”

Score 3

The response demonstrates an understanding of the complexities of the text.

• Addresses the demands of the question
• Effectively uses text-relevant¹ information to clarify or extend understanding

Score 2

The response demonstrates a general understanding of the text.

• Partially addresses the demands of the question
• Uses text-relevant¹ information to show understanding

Score 1

The response demonstrates a minimal understanding of the text.

• Minimally addresses the demands of the question
• Uses minimal information to show some understanding of the text in relation to the question

Score 0

The response is completely incorrect, irrelevant to the question, or missing.²

Note 1:

Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

Note 2:

An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Rubric Document Date: June 2003