ARTS EDUCATION TEACHER HANDBOOK

THEATRE ARTS :: ELEMENTARY ASSESSMENTS - WRITING A SCENE WITH NC HISTORY

ELEMENTARY ASSESSMENTS - WRITING A SCENE WITH NC HISTORY

 

Submitted by Julie Gerber

Wake County Schools

 

Assessment Title:

Writing a Scene with NC History
Grade Level or Course:

Fourth Grade
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01 Participate in small group playwriting.

1.02 Create and enact short stories, poetry or personal experiences about North Carolina.

1.05 Utilize playwriting skills to indicate the sequence of events.

1.07 Apply playwriting skills by writing monologues, dialogues and short scenes.

2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect upon heritage, culture and history.

2.03 Participate in dramatic activities that deal with conflict and emotions.

2.04 Create characters and events to use in the dramatic process.

2.05 Create dramatizations based on texts.

2.07 Assume the role of a variety of real and non-real characters.

3.01 Participate in making artistic choices in a small group.

4.02 Demonstrate responsible behavior such as sharing, flexibility, negotiating and teamwork.

4.03 Make decisions and accept responsibilities in the dramatic process.

4.05 Compromise with peers in small group decision making about artistic choices.

4.09 Recognize ways to display characters' thought processes.

4.10 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse.

5.01 Express through characterization meaning inferred from a text.

5.06 Investigate text to determine Who, What, When, Where, Why and How.

5.07 Reference forms of literature other than scripts to support dramatic presentations.
Link with other subjects:

      Writing Process

      Imaginative Narrative Story Format		 Type of Assessment:

_____ Diagnostic

___x_ Monitoring

_____ Summative

(You may check more than one)		 Type of Item:

_____Selected Response

_____Written Response

_____Performance

_____Conversation

___x_ Observation
Alignment with NC High School Exit Exam:

None provided
Assessment Item:
  1. Students will look over the group work rubric for the guidelines for how they will be graded during their practices.

  2. Students will work together to plan and create a scene from a historical even.

  3. As students are working, they will look at their rubric to make sure they are contributing and participating in a satisfactory manner.

  4. When their practice time is finished, the student will self-evaluate their own work. The teacher also can evaluate the group work with another rubric. (A group work rubric could be filled out after each practice if the lesson covers several days.)

  5. Each group will share their NC History scene for the class and be graded using a rubric to evaluate their performance and their script.
Scoring Information:
  1. Group Work Rubric (See attached)

  2. Performance Rubric (Coming Soon!)

  3. Script Rubric (Coming Soon!)
Teacher notes

None
Other related items:

None

 

* Lesson plans that aligns with this assessment item - below

Names:

 

Drama Group Work Rubric
  4 - commendable 3 - satisfaction 2 - fair 1 - needs improvement
Focus All group members stayed focused on the assignment Most group members stayed focused on the assignment One to two members had difficulty staying focused, goofed off, or talked about other topics Group members did not focus at all
Contribution All group members contributed ideas to or ask questions about the project Most group members contributed ideas to or ask questions about the project One or two members dominated the process and others did not share Only one person carries the workload
Listening & Respect All group members listen when others talk and speak respectfully to one another Most group members listen when others talk and speak respectfully to one another One to two members did not listen and allow others to talk OR are disrespectful to others All members are not listening to each other and are not respectful to each other
Individual Contribution I fully participated and contributed to the group. I was responsible for: I participated and contributed but could have done more. I was responsible for: I did not contribute or participate very much with my group. I was responsible for: I did not contribute to or participate in my group at all.

 

Comments:

 

Grade:

Names:

 

NC History Script Rubric
  4 - commendable 3 - satisfaction 2 - fair 1 - needs improvement
Organization Story is organized well with a clear beginning, middle and end; clearly communicates character, setting, objective and problem Some ideas are not clear such as a character, setting or objective Most information is unclear; or scenes jump around with no explanation No organization of beginning, middle, or ending; story outline is unclear
Content All historical information is included and correct such as names, settings, dates, etc. Most historical information is included; one to two facts left out Many historical facts left out of the script No historical facts included in the script
Script Format Correct script format with no quotation marks; action in parentheses, setting included, character list A few mistakes in script format; used quotation marks; no parentheses around action Many mistakes in script format No use of script format
Workload All group members have an equal amount of dialogue All group members have at least one line One to two individuals have all the dialogue; others have just one line Some group members have no dialogue

 

Comments:

 

Grade:

Names:

 

Drama Performance Rubric
  4 - commendable 3 - satisfaction 2 - fair 1 - needs improvement
Stage Presence All performers could be seen One or two performers turn their backs to the audience Most performers turn their backs to the audience All performers turn their backs to the audience
Delivery All performers used a voice that was clear and loud enough to be heard Most performers used a voice that was clear and loud enough to be heard Audience had difficulty hearing some of the performance Audience could not hear and of the performance; it was too quiet or students mumbled
Performance Level A smooth performance: all performers knew and remembered the action and dialogue A student whispered once to remind others what to do or say Students whispered frequently to remind others what to do or say Performance stopped because actors did not remember what to do or say
Creativity The scene had numerous unique ideas in dialogue, action, sound, and setting (use of blocks) The scene had one to two unique ideas in dialogue, action, sound, and setting The scene is very simple with basic dialogue and action Students could not make any decisions to practice the scene

 

Comments:

 

Grade:

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