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iRubric: TO KILL A MOCKINGBIRD SCENE DRAMATIZATION rubric

iRubric: TO KILL A MOCKINGBIRD SCENE DRAMATIZATION rubric

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TO KILL A MOCKINGBIRD SCENE DRAMATIZATION 
Creative Drama 6 Performance Rubric
Pupils will create a script for and dramatise a scene of their choice from "To Kill a Mockingbird" in groups.
Rubric Code: MX3XAA2
By mvdstraaten
Ready to use
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: 6-8

Powered by iRubric Scene Performance
  Developing

1 pts

Fair

3 pts

Good

4 pts

Excellent

5 pts

TOTAL

(N/A)

Voice (Individual)

Does the student use his/her voice as an instrument to propel their performance?
Developing

Words muffled and unclear. Monotone. Words pronounced incorrectly.
Fair

Words clear. Varied rate and volume. Voice fits character. Words pronounced correctly.
Good

Words clear and well-projected. Varied rate, volume, pitch and pause. Voice fits character. Words pronounced correctly.
Excellent

Words clear and well-projected. Varied rate, volume, pitch and pause.
Pitch and inflection match character. Voice fits character. Words pronounced correctly.
TOTAL
Physical Characterization (Indiv)

Is the body utilized to aid in the development character intent and delivery of lines? Have the lines been memorised properly or has the use of improvisation been effective?
Has the student remained focused throughout his/her performance?
Developing

Character is not different from self.
Not believable. Breaks character, or no character created. No effort to memorise lines or improvise properly. Focus is absent.
Fair

Character is slightly different from self. Movements show age and physical condition. Performance had character breaks. Some lines were memorised or some improvisation was not appropriate.
Good

Character is different from self. Movements show age, physical condition, personality and attitudes.
No character breaks. Much effort was made to memorise lines or improvisation was adequate.
Excellent

Character is different from self. Facial expressions reveal thought and action. Movements show age, physical condition, personality and attitudes. No character breaks. (Memorised or improvised) lines delivered sounded realistic and believable.
TOTAL
Props and costumes (Group)

How are the props and costumes used to aid audience understanding of the situation?
Developing

No props are used. Fewer than three actors are in costume.
Fair

Fewer than three props are used, but not effectively. Actors are in costume.
Good

More than three props are used effectively to realistically portray the scene. Actors in costume are realistically portrayed.
Excellent

Props and costumes have been chosen with care and are crucial in the students' portrayal of the characters and situation.
TOTAL
Ensemble Teamwork (Group)

How does the student work with others?
Developing

Awareness and empathy towards other cast members is non existent.
Student has no concept of how to work as a group member.
Fair

Student's awareness and empathy towards other cast members is weak.
Student seems to have little concept of how to work as a team.
Good

Student's awareness and empathy towards other cast members is acceptable.
Student's attainment of teamwork and fruition of goal to work effectively together is acceptable.
Excellent

Student's awareness and empathy towards other cast members is very apparent.
Student's attainment of teamwork and of the goal to work
effectively together is superlative.
TOTAL
Script/Dialogue (Group)

Is the script written to convey the essence of the scene?
Developing

The script appears to have been crafted at the last minute.
Fair

Some thought was put into the writing of the scene, but the essence of scene is somewhat lacking.
Good

Much thought went into the writing of the script, resulting in a detailed scene.
Excellent

A lot of thought was given to the writing of the script, resulting in a very detailed scene.
TOTAL
Overall GROUP Performance

DESCRIPTION
Developing

Limited ensemble interaction. Props, costume, and/or set decoration not used as directed.
Fair

Fair ensemble interaction. Some use of props, costume and set decoration.
Good

Good ensemble interaction. Good use of props, costume and set decoration.
Excellent

Excellent ensemble interaction. Excellent use of props, costume and set decoration.
TOTAL

GRAND TOTAL
Individual Reflections

How does the Reflection Journal demonstrate depth of thought?
Developing

There is no awareness of the importance of the scene or the characters in the scene. Learning points from the project have not been considered.
Fair

There is some evidence that the student is aware of the importance of the scene as well as the characters in the scene. Learning points from this project are considered somewhat.
Good

There is ample evidence that the student is aware of the importance of the scene as well as the characters in the scene. Learning points from this project are clearly and deeply considered.
Excellent

There is ample evidence that the student is fully aware of the scene as well as characters in the scene. Learning points from this project are clearly and deeply considered. Student has also offered plausible suggestions for future reference.
TOTAL



Keywords:
  • Drama Scene Performance



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