Story Drama09(C.Y)Rubric

8/18/2019 Story Drama09(C.Y)Rubric

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Role Play Rubric Student:

Levels of Quality

Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited

Participation inPreparation andPresentation

Always willing andfocused duringgroup work andpresentation.

Usually willing andfocused duringgroup work andpresentation.

Sometimes willingand focusedduring group workand presentation.

Rarely willing andfocused duringgroup work andpresentation.

Presentation ofCharacter

Convincingcommunication ofcharacter’sfeelings, situationand motives.

Competentcommunication ofcharacter’sfeelings, situationsand motives.

Adequatecommunication ofcharacter’sfeelings, situationand motives.

Limitedcommunication ofcharacter’sfeelings, situationand motives.

Achievement of

Purpose

Purpose is clearly

established andeffectivelysustained.

Purpose is clearly

established andgenerallysustained.

Purpose is

established butmay not besustained.

Purpose is vaguely

established andmay not besustained.

Use of Non-VerbalCues (voice,gestures, eyecontact, props,costumes)

Impressive varietyof non-verbal cuesare used in anexemplary way.

Good variety ofnon-verbal cuesare used in acompetent way.

Satisfactory varietyof non-verbal cuesused in anacceptable way.

Limited variety ofnon-verbal cuesare used in adeveloping way.

Imagination and

Creativity

Choices

demonstrateinsight andpowerfullyenhance role play.

Choices

demonstratethoughtfulness andcompletelyenhance role play.

Choices

demonstrateawareness anddevelopingacceptably

h l l

Choices

demonstrate littleawareness and dolittle to enhancerole play.

ASSESSMENT SUGGESTIONS


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h l l

Writing Rubric Student:

Levels of Quality

Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited

Content Engaging andinsightfulpresentation ofthoughts andsupporting details.

Clear andthoughtfulpresentation ofthoughts andsupporting details.

Straightforwardand developingpresentation ofthoughts andsupporting details.

Simplistic andemergingpresentation ofthoughts andsupporting details.

Organization Introduction, detail,arrangement,transitions,conclusion and

coherence aresuperior.

Introduction, detailarrangement,transitions,conclusions and

coherence arevery good.

Introduction, detailarrangement,transitions,conclusion and

coherence aresatisfactory.

Introduction, detailarrangement,transitions,conclusion and

coherence arelimited.

Achievement ofPurpose

Purpose is clearlyestablished andeffectivelysustained.

Purpose is clearlyestablished andgenerallysustained.

Purpose isestablished butmay not besustained.

Purpose is vaguelyestablished andmay not besustained.

Use of Language(diction,sentences)

Precise andsophisticatedvocabulary used.

Sentences vary inpattern and length.

Carefully chosenand complexvocabulary is

used. Sentencesoften vary inpattern and length.

Generally preciseandstraightforward

vocabulary isused. Sentencessometimes vary inpattern and length.

Vague, impreciseor inappropriatevocabulary is

used. Mainlysimple sentences,lacking in varietyare used.



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Representation Rubric Student:

Levels of Quality

Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited

Details andInformation

Comprehensiveinformation andspecific, relevantdetails.

Substantialinformation andcarefully chosen,relevant details.

Generalinformation andsimplistic,underdevelopeddetails.

Unclearinformation andirrelevant orunsupporteddetails.

Format Correct format isalways followedand organization isexemplary.

Correct format isusually followedand organization iscompetent.

Correct format issometimesfollowed andorganization is

developing.

Correct format isseldom followedand organization isemerging.

Techniques Exemplary rangeof techniques usedto create apowerful imageclearly suitable fortarget audience.

Competent rangeof techniques usedto create aninteresting imagesuitable for targetaudience.

Developing rangeof techniques usedto create anadequate imagemoderatelysuitable for targetaudience.

Emerging range oftechniques used tocreate an imagewhich minimallyappeals to or is notsuitable for targetaudience.

Graphics Creative graphics

contribute to anengagingrepresentation.

Clear graphics

contribute to athoughtfulrepresentation.

Simple graphics

contribute to adevelopingrepresentation.

Limited graphics

contribute to anovicerepresentation.

Correctness Great attention Attention has been Less attention has Little attention has



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Newspaper Rubric Student:

Levels of Quality

Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited

Content ofNewspapers

Perceptive ideaswith specific andrelevant support.

Thoughtful ideaswith carefullychosen andappropriatesupport.

Conventionalideas with generaland simplisticsupport.

Superficial ideaswith irrelevantsupport.

Layout ofNewspapers

Skillfulorganizationcontributes to apowerfully realistic

project.

Well structuredorganizationcontributes to arealistic project.

Simplisticorganizationcontributes to amoderately

realistic project.

Faltering orunclearorganizationcontributes to an

unrealistic project.

Relation ofNewspaper to theMajor Event

Projectdemonstratesexemplary relationto major event.

Projectdemonstratescompetent relationto major event.

Projectdemonstratesdeveloping relationto major event.

Projectdemonstratesemerging relationto major event.

Creativity andImagination

Choicesdemonstrate

insight andpowerfullyenhance project.

Choicesdemonstrate

thoughtfulness andcompetentlyenhance project.

Choicesdemonstrate

developingawareness andacceptabilityenhance project.

Choicesdemonstrate little

awareness and dolittle to enhanceproject.



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Self-Evaluation Rating Scale

Name Task

1. I helped the group review its task.always often sometimes rarely

2. I contributed relevant ideas. always often sometimes rarely

3. I stayed on topic. always often sometimes rarely

4. I listened carefully to other group members’ ideas. always often sometimes rarely

5. I was open-minded about different interpretations. always often sometimes rarely

6. I encouraged participation from all groupmembers.

always often sometimes rarely

7. I shared materials with my group. always often sometimes rarely

8. I helped the group stay on task. always often sometimes rarely

9. I contributed to questions asked of the group. always often sometimes rarely

10. I did my share of the work to complete the task. always often sometimes rarely

11. I used my strengths to enhance the task. always often sometimes rarely

12. I am proud of my contribution to the task. always often sometimes rarely



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Group Work Rating Scale

My name TASK

1. We clearly understood the task. always often sometimes rarely

2. We shared ideas openly. always often sometimes rarely

3. We listened respectfully to each other’s ideas. always often sometimes rarely

4. We encouraged each other. always often sometimes rarely

5. We were motivated to do our best. always often sometimes rarely

6. We divided the workload fairly. always often sometimes rarely

7. We were on task during class preparation time. always often sometimes rarely

8. We worked out differences of opinion in anappropriate manner.

always often sometimes rarely

9. We learned something meaningful during this task. always often sometimes rarely

10. We are proud of the outcome of this task. always often sometimes rarely

Evaluate each member of your group honestly based on the following criteria:

− −− − EFFORT (motivated to do well at task)

− −− − COOPERATION (shared workload, accepted suggestions) − −− − ON TASK (stayed focused without reminders)

− −− − SUPPORTIVE (helped and encouraged other group members)

Evaluation Scale (give each group member a mark out of ten)



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Rubric for the Friendly Letter

Score

1

2

3

4

Layout/ Design

Letter is unattractive or

inappropriate. Text is

difficult to read. It does not

have proper grammar or

punctuation for a friendly

letter.

Letter appears busy or

boring. Text may be

difficult to read. May have

some grammar and or

punctuation that indicates it

is a friendly letter.

The letter is eye-catching

and attractive. Text is easy

to read. Grammar, style,

and punctuation is

indicative of a friendly

letter.

The letter is creatively

designed with easily read

text. Grammar, style, and

purpose all excellent for a

friendly letter.

Information, style,

audience, tone

Information is poorly

written, inaccurate, or

incomplete.

Some information is

provided, but is limited or

inaccurate.

Information is well written

and interesting to read.

Information is accurate and

complete, is creatively

written, and is cleverly

presented.

Accurate Parts of the

Friendly Letter

Improper form is used.

Most friendly letter

elements out of place or

missing.

Some friendly letter

elements may be missing.

Letter is complete with all

required elements.

Grammar, Punctuation,

and choice of words for

the friendly letter

Grammar, punctuation, and

choice of words poor for a

friendly letter.

Information mislabled or

missing. Inaccurate

punctuation or grammar.

Style, purpose, audience,

grammar, and punctuationall fair and indicative of a

friendly letter.

Excellent job on

presentation, style,

grammar, and punctuation.


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Writing and Presenting a Dialogue Rubric

Criteria Level Level 2 Level 3 Level 4

purpose the dialogue rarely

reveals the thoughts,

feelings, and context

of the characters

the dialogue

occasionally reveals

the thoughts, feelings,

and context of the

characters

the dialogue interprets

the thoughts, feelings,

and context of the

characters

the dialogue

elaborates the

thoughts, feelings,

and context of the

characters effectively

content the central idea of the

dialogue may be

unclear, simplistic, or

incoherent

the central idea of the

dialogue is clear but

conventional


dialogue is clear,

thoughtful, and

developed


dialogue is focused,

insightful, and richly

detailed

language language andvocabulary are

inappropriate or

misused

language and

vocabulary are

occasionally

inappropriate or

misused

language and

vocabulary are

appropriate to the

characters

language and

vocabulary

appropriate to the

characters are used

effectively

punctuation punctuation is rarelyused correctly

punctuation is

occasionally used

correctly

punctuation is used

correctly punctuation is used

effectively


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10/14

Speech RubricSKILLS LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Topic

Appropriately focused topic witha clearly communicatedunderstanding of the purpose forthe speech

Focused topic with partiallydemonstrated understanding ofthe purpose for the speech

Somewhat focused topic or avague sense of the purpose forthe speech, which require theaudience to make assumptions

A lack of focus or confused purpose, which result inconfusion on the part of theaudience

Research Analysis

Clear and convincing command

of facts and information withinsightful explanations that helpto illustrate the speaker’s ideasand arguments

Clear use of facts and information

with partially developedexplanations in support of thespeaker’s ideas or arguments

Partially clear use of facts and

information with limited orincomplete explanations tosupport the speaker’s ideas orarguments

Confusing or incomplete facts

with little and/or confusingexplanations as to how the factssupport the speakers ideas orarguments

Organization

Clearly and logically organizedspeech with an engaging

introduction, a logicallysequenced body with appropriatetransitions, and a clear andconvincing conclusion

Clear attempt at organizationwith a beginning, middle, and end

and an attempt to use transitions

Some inconsistencies inorganization and/or a lack of

sustained focus throughout thespeech with inconsistently usetransitions

A lack of organization makes itdifficult to follow the speaker’s

ideas; speech may be tooconversational and may ramblewithout a clear beginning,middle, or end

Language

Uses sophisticated and varied

language that is suited to thetopic and audience; word choice

is concise, original, andeffectively conveys theappropriate tone given the

purpose of the speech

Uses appropriate language and

word choice, but with lesssophistication, expressiveness

and/or originality

Use words that may be unsuited

to the topic, audience or purposeof the speech; word choice lacks

originality and fails to convey anappropriate tone for the speech

Inappropriate use of language

distracts the audience because itis too informal or too imprecise

given the topic and purpose of thespeech

Stylistic

Devices

Skillful use of various stylistic

devices (e.g., repetition, parallelism, anecdotes, analogies,

figurative language, differenttypes of appeals) greatly enhance

the effectiveness of the speech

Effective use of at least one

stylistic device (e.g., repetition, parallelism, anecdotes, analogies,

figurative language, differenttypes of appeals) enhances the

effectiveness of the speech

An attempt to use at least one

stylistic device (e.g., repetition, parallelism, anecdotes, analogies,

figurative language, differenttypes of appeals) but it does not

enhance the effectiveness of thespeech

No attempt to use stylistic

devices to enhance the meaningof the speech

Delivery

A combination of appropriate and

effective eye contact, clarity and projection of voice, tone and

pace, and gestures significantlyenhance the speaker’s words

A combination of appropriate eye

contact, clarity and projection ofvoice, tone and pace, and gestures

are used but without thesmoothness of level four

Inconsistent use of eye contact,

clarity and projection of voice,tone and pace, and/or gestures

interrupt the flow of the speech

Lack of eye contact, clarity and

projection of voice, tone and pace, and/or appropriate gestures

make the speech difficult tofollow

Overall Effectiveness

Speaker remains enthusiastic,audience attention is maintained,and the purpose of the speech is

achieved

Speaker shows some enthusiasm,the audience remains mostlyinterested, and the purpose of the

speech is achieved

Speaker shows limitedenthusiasm, audience interest isnot sustained, and the purpose of

the speech is only partially

achieved

Speaker lacks enthusiasm, theaudience shows a lack of interest,and the purpose of the speech is

not achieved


11/14

Diary Book Rubric

4 3 2 1Ideas Well-chosen ideas

blend informationsmoothly into diaryentry. Details areclear, accurate,and interesting.

Ideas blend

information intothe diary entry.Details are mostlyclear, accurate,and interesting.

Information is hard

to find or roughlyblended into diaryentry. Somedetails may bevague, inaccurate,or generallyknown.

Entries don’t

contain any newinformation or arenot consistentwith the genre.Details are vagueor inaccurate.

Organization Each entry has alogical sense to itsorganization: agood beginningand a fittingconclusion. Listsmade sense andstories usedtransitions to show

order.

The entries mostlymade sense. Insome places orderseemed random orunclear, but for themost part a readercould follow theideas.

One or twobeginnings and/orconclusions areabrupt oruninteresting. Insome places areader wonderswhy the ideas arein a certain order.

The beginningsare uninterestingor confusing. Theconclusions aretoo abrupt. Theorder of ideasdoesn’t makesense or are hardto follow.

Voice The narrator’svoice is personal,fun, and engaging.It fits the diarygenre.

The voice of thenarrator works. Insome places it isstronger than inothers.

The voice is hardto hear. It is veryuneven or doesn’tfit with the story orcharacters.

The voice is non-existent or totallyinappropriate.

Word Choice Word choice isespeciallyeffective, precise,and very fitting forthe genre and thenarrator.

Most of the wordchoices areeffective. In a fewplaces they arevague or not agood fit.

Most of the wordsare common,vague, or not agood fit for thegenre or thenarrator.

Some of the wordchoices aredistracting orunclear so thatthey detract fromthe diary.

S t S t Th t S t S t


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Story Telling Rubric

CATEGORY A B C D

Knows the

Story

The storyteller knows

the story well and has

obviously practiced

telling the story

several times. There is

no need for notes and

the speaker speaks

with confidence.


the story pretty well

and has practiced

telling the story once

or twice. May need

notes once or twice,

but the speaker is

relatively confident.


some of the story, but

did not appear to have

practiced. May need

notes 3-4 times, and

the speaker appears

ill-at-ease.

The storyteller could

not tell the story

without using notes.

Audience

Contact

Storyteller looks at

and tells the story to

all members of the

audience.

Storyteller looks at

and tells the story to a

few people in the

audience.

Storyteller looks at and

tells the story to 1-2

people in the

audience.

Storyteller does not

look at or try to involve

the audience.

Voice

Always speaks loudly,

slowly and clearly. Is

easily understood by

all audience members

all the time

Usually speaks loudly,

slowly and clearly. Is

easily understood by

all audience members

almost all the time.

Usually speaks loudly

and clearly. Speaks so

fast sometimes that

audience has trouble

understanding.

Speaks too softly or

mumbles. The

audience often has

trouble understanding.

The student uses The student often The student tries to use The student tells the


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expressed and

appropriate.

and appropriate. figure out. More detail

or better transitions are

needed.

Duration

The storytelling lasts

7-10 minutes.


4-7 minutes.


100 seconds to 4

minutes.

The story is less 100

seconds.

Listens to

Others

Always listens

attentively to other

storytellers. Is polite

and does not appear

bored or make

distracting gestures or

sounds.

Usually listens

attentively to other

storytellers. Rarely

appears bored and

never makes

distracting gestures or

sounds.

Usually listens to other

storytellers, but

sometimes appears

bored. Might once or

twice accidentally make

a gesture or sound that

is distracting.

Does not listen

attentively. Tries to

distract the

storytellers, makes fun

of them, or does other

things instead of

listening.


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Rubric for Reader’s Theatre

Grade 5 – 8 1 2 3 4 Mark

Grade 1 - 4 Difficulty Progressing Meeting Surpassing

Vocal/VerbalExpression

Little verbal or vocal

use.

Expression monotone or

difficult to hear.

Occasionally demonstrates

variety in one or two of the

criteria.

Expression is mostly

understandable.

Demonstrates variety in

volume, tone, pitch and voice

quality.

Expression is interesting and

understandable.

Demonstrates variety in

volume, tone, pitch and

voice quality appropriate

to character.

Expression enhances

character/ situation.

Effect on Audience Audience is confused. Audience follows performance politely.

Audience clearly enjoys

performance.

Audience is deeply

engaged, eager to follow

performance and responds

enthusiastically.

Focus Performanceinconsistent.

Performance mostly

consistent and relatively

smooth.

Flashes of spontaneity and

style enliven solid

performance.

Performance is alive and

explores the bounds of

form.

Enunciation Words are not clearlyenunciated.

Presentation is

incomprehensible

Some words are clearly

enunciated.

Some of the presentation is

comprehensible.

Most words are clearly

enunciated.

Most of the presentation is

comprehensible.

All words are clearly

enunciated.

Presentation is easily

understood.

Volume Voice is inaudible. Volume is too low. Volume is adequate. Volume projects well. Allaudience members can

easily hear the

presentation.

Preparedness Students have not practiced and/or planned

presentation thoroughly.

Students have practiced and

a general outline with some

details are in place.

Students have practiced and

the outline is clear and

ordered.

Most details are planned

ahead.

Students are well prepared.

It is obvious from the

polish and ease of the

performance that much

practice and planning has

taken place.

Total

COMMENTS:

Documents

Story Drama09(C.Y)Rubric