iRubric: Scene Performance (Live)-Romeo & Juliet rubric

Group is not prepared and does not appear to have rehearsed. They do not know their parts and often do not work as a team.

Group is poorly prepared and does not appear to have spent much time rehearsing. They do not know their parts and often do not work as a team.

Group is somewhat prepared and shows signs that they have rehearsed. They sometimes know their parts and work as a team at times.

Group is prepared and rehearsed. They mostly know their parts and often work as a team.

Group is completely prepared and well rehearsed. They know their parts and work as a team.

The actors are unable to "stay in the scene" and break out of character too many times.

Numerous errors in the students' interpretation of the lines. Either students use no stress, inflection, or connotation, or it is consistently used incorrectly.

The actors "stay in the scene" some of the time. Some breaking of character causes distractions.

There are significant errors in the students' interpretation of the lines. Students rarely use stress, inflection, or connotation, or it is consistently used incorrectly.

The actors "stay in the scene" most of the time. Students break out of character but recover and it's not a major distraction.

Students' interpretation of about half of the lines are accurate. About half correct usage of stress, inflection, and connotation.

The actors "stay in the scene" from beginning to end and consistently use their body and voice in a way that can be seen and heard and understood. Students never break character.

Students' interpretation of the lines are almost completely accurate. Nearly entirely correct usage of stress, inflection, and connotation.

The actors "stay in the scene" from beginning to end and constantly use their body and voice in a way that can be seen and heard and understood. Students truly seem to be the characters.

Students' interpretation of the lines are accurate. Correct usage of stress, inflection, and connotation from start to finish.

Ineffective. Positions do not convey character.

Moderately effective. Positions sometimes convey character.

Fairly effective. Positions often convey character. Blocking enhances meaning. On Cue. Open to audience.

Very effective. Positions convey character well. Blocking enhances meaning. Movement develops emotion and character. On Cue. Open to audience.

Highly effective. Positions powerfully convey character. Blocking enhances meaning. Inventive. Movement develops emotion and character. On Cue. Open to audience.