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iRubric: Shakespeare Soliloquy Rubric

iRubric: Shakespeare Soliloquy Rubric

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Shakespeare Soliloquy Rubric 
Hamlet's "To Be or Not To Be" Soliloquy
Students will memorize a soliloquy and present it to the class
Rubric Code: DX6A6B2
By cmhess610
Ready to use
Public Rubric
Subject: English  
Type: Presentation  
Grade Levels: 9-12

Powered by iRubric Poetry Recitation
  Excellent/A

(N/A)

Good/B

(N/A)

Fair/C

(N/A)

Weak/D-F

(N/A)

Preparation

Excellent/A

Student is well prepared and it is obvious that she rehearsed her poem thoroughly.
Good/B

Student is well prepared but the presentation of the poem requires a few more rehearsals.
Fair/C

Student is not well prepared and would benefit from many more rehearsals.
Weak/D-F

Student is obviously unprepared for the task. No evidence of any rehearsals.
Memorization

Excellent/A

The student has memorized the entire lines and is able to present it without error.
Good/B

The student has memorized entire lines and is able to present with just one-two errors from which he/she recovers.
Fair/C

The student has memorized entire lines and is able to present, however makes three+ errors and doesn't recover.
Weak/D-F

The student has not memorized the lines.
Physical Presence

Excellent/A

Student employs proper posture and gestures, is relaxed and confident, and maintains appropriate audience contact.
Good/B

Student employs proper posture and gestures, is relaxed and confident, and maintains appropriate audience contact most of the time or is lacking in one of these elements.
Fair/C

Presentation is lacking in two or more of the criteria.
Weak/D-F

The student slouches, looks uncomfortable and makes no effective contact with the audience at all. Tension and nervousness is obvious.
Pausing and Pacing

Excellent/A

The student uses pauses and pace effectively to communicate meaning and/or enhance dramatic impact of the poem.
Good/B

The students uses pauses and pacing to communicate meaning and/or enhance dramatic impact of the poem.
Fair/C

Pauses and pacing were not effective in improving meaning and/or dramatic effect. Pauses at ends of lines rather than at punctuation marks. Delivery is in bursts.
Weak/D-F

Pauses were not intentionally used. Poetry is choppy and “sing-song.” Delivery is either too quick or too slow.
Clarity and Expression

Excellent/A

The student speaks clearly, distinctly, and with appropriate and varied pitch and tone modulation. Recites loudly enough for all to hear throughout the presentation.
Good/B

The student speaks clearly and distinctly. Some minor lapses in pitch, tone and volume OR the emotion conveyed did not always fit the content OR emphasis uneven. Student is laughing.
Fair/C

The student speaks clearly but is, at times, indistinct, too quiet, and/or pitch was rarely used OR the emotion it conveyed often did not fit the content. Student is laughing.
Weak/D-F

The student does not speak clearly, mispronounces words and is inaudible to the audience. Spoken in monotone. Student is laughing.




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