| Skill |
Exceeds Expectations
|
Meets Expectations
|
Does Not Meet Expectations
|
| 1. Demonstrates concentration and believability in drama activities.
|
Sustains focus and commitment throughout the entire activity. |
sustains focus and concentration throughout most of the activity. |
breaks concentration and lacks focus. |
| 2. Uses details from sensory recall to create believable pantomime.
|
draws upon multiple senses when imagining and gives detailed descriptions,
creates specific and believable pantomime work. |
Draws upon one of the five senses to create recognizable pantomime
work. |
Sense recall and ability to describe are limited; pantomime does
not communicate. |
|
3. Uses language to communicate thought, feeling, and character.
|
uses language appropriate to character and communicates a high level
of information, thought, and feeling. |
language is somewhat appropriate to character and communicates a
satisfactory level of information about thought and feeling. |
Language is inappropriate to character and communicates minimal
information. |
| 4. Expresses original and imaginative ideas in discussion and/or
drama activities. |
work reflects high degree of originality and imagination. |
Work reflects satisfactory degree of originality and imagination. |
Work lacks originality and imagination. |
| 5. Contributes to the planning and playing of scenes developed by
small groups. |
assumes positive leadership role in the group while readily accepting
the suggestions of others in helping to move the scene forward. |
Sustains interest in scene planning process, accepts the suggestions
of others, and may offer suggestions sometimes. |
interest is low; contribution is negligible. |
| 6. Interacts with and supports peers as co-creators. |
readily accepts assigned partners, listens to other group members
respectfully, supports group decisions. |
accepts assigned partners, listens respectfully to other group members,
goes along with group decisions |
resists working with partners, does not listen to discussion, fails
to go along with group decisions. |
| 7. Develops and maintains character through movement, dialogue,
vocal projection, and scene work. |
Uses whole body to establish character, sustains dialogue and voice
appropriate to character; speech is clear and volume is audible. |
Uses body to establish character sometimes; uses voice and dialogue
appropriate to character sometimes; speech is clear and volume is
audible, usually. |
does not use body to establish character, fails to employ character
dialogue or voice; speech is unclear and voice inaudible. |
| 8. Uses beginning, middle, end and conflict in scene work. |
presents organized scene with a clearly defined conflict. |
Presents organized scene with a conflict. |
scene is poorly organized, too long or too short, and conflict is
poorly defined. |
| 9. Listens and reflects as an attentive audience member. |
listens and watches attentively and makes comments demonstrating
perceptiveness, specificity, and/or aesthetic judgments. |
Listens and watches attentively and comments appropriately. |
poor audience member and/or unable to comment on scene. |
| 10. Reflects on their own work in the drama process. |
identifies areas of strength and/or directions for future growth
in their own work. |
comments appropriately about their own work.
|
unable to reflect on their own work
|
| 11. Responds to cultural similarities and differences as a result
of participating in drama activities. |
Draws upon specific details from the cultural or historical background
of the drama activity during playing and discussion. |
Draws upon specific details from the cultural or historical background
of the drama activity during playing or discussion. |
Unable to draw upon specific details from the cultural or historical
background of the drama activity during playing and/or discussion.
|
Students are asked to develop dramatic dialogue from a folktale told
in prose. They read the folktale and then write dialogue for the characters.
They should have read scripts and seen plays performed, had an introduction
to the concept of literary genre, and be able to distinguish prose from
drama. They should be familiar with the following vocabulary: script,
dialogue, line, actor, playwright, stage directions, character, setting,
and plot. This task would be appropriate at the end of a unit on script
writing and/or a unit on folktales.
Suggested time: 1 hour.
| Level
|
Qualifiers
|
| Level 4 |
Dialogue reveals the
characters' personalities |
Dialogue is sustained
throughout the script in a varied and colorful manner |
Dialogue reflects a
clear "beginning, middle, end" structure |
Dialogue includes all
the characters mentioned in the stimulus story |
Dialogue follows the
plot of the stimulus story, enriching the sequence with variety and
detail; |
| Level 3 |
Dialogue reveals character
traits |
Dialogue is sustained
throughout the script |
Dialogue reflects a
clear "beginning, middle, end" structure |
Dialogue includes all
the characters mentioned in the stimulus story |
Dialogue follows the
plot of the stimulus story |
| Level 2 |
Dialogue occasionally
reveals the character traits |
Dialogue is interspersed
with prose |
Dialogue reflects a
"beginning, middle, end" structure" |
Dialogue includes some
of the characters mentioned in the stimulus story |
Dialogue attempts to
follows the plot of the stimulus story |
| Level 1 |
Dialogue rarely reveals
character traits |
Narration (rather than
dialogue) communicates the plot |
Dialogue does not reflects
a clear "beginning, middle, end" structure |
Response includes some
of the characters mentioned in the story |
Response shows significant
gaps in comprehension of the plot of the stimulus story` |
| Not Scoreable |
- Off task
- Response too minimal to determine student's performance
- No dialogue - only one character speaks
- No dialogue - stimulus story retold in prose
|
