Page 359 - SpringBoard_ELA_Grade6_Flipbook

eMbedded performing Shakespeare ASSeSSMeNT 2
SCORING GUIDE
Scoring Criteria
Exemplary
Proficient
Emerging
The performance
• demonstrates a
partial or flawed understanding of a scene and characters
• uses distracting or basic physical and visual elements (facial expressions, movement, props or background sounds/ images)
• shows evidence
of ineffective or insufficient planning, rehearsal, and reflection.
Incomplete
Ideas
The performance
• demonstrates a deep
understanding of a
scene and characters
• uses a variety
of physical and visual elements (facial expressions, movement, props or background sounds/ images) effectively
• shows evidence of extensive planning, rehearsal, and reflection.
Structure
The performance
• demonstrates
strong evidence of
collaboration
• depicts a significant
scene with a clear beginning, middle, and end
• provides an engaging introduction and conclusion.
332 SpringBoard® English Language Arts Grade 6
The performance
• demonstrates
an adequate understanding of a scene and characters
• uses some physical and visual elements (facial expressions, movement, props or background sounds/ images) to convey meaning
• shows evidence of sufficient planning, rehearsal, and reflection.
The performance
• demonstrates
adequate evidence of
collaboration
• depicts a scene with
a beginning, middle,
and end
• provides an
introduction and conclusion.
The performance
• demonstrates
uneven or ineffective
collaboration
• depicts a scene with
an unclear beginning,
middle, and/or end
• provides a weak
introduction and/or conclusion.
The performance
• demonstrates little
or no understanding of a scene and characters
• lacks physical and/or visual elements
• does not show evidence of planning, rehearsal, and reflection.
The performance
• demonstrates a
failure to collaborate
• depicts a scene that
is too short
• lacks an introduction
and/or conclusion.
Use of Language
The performer
• demonstrates
effective oral interpretation
skills, including eye contact, volume, rate, inflection, tone, and rhythm
• uses punctuation cues (periods, commas, semi- colons, dashes, exclamation points) accurately and consistently to inform vocal delivery.
The performer
• demonstrates adequate oral interpretation
skills, including eye contact, volume, rate, inflection, tone, and rhythm
• uses some punctuation cues (periods, commas, semicolons, dashes, exclamation points) to inform vocal delivery.
The performer
• demonstrates
inadequate oral
interpretation skills
• uses punctuation
cues (periods, commas, semi- colons, dashes, exclamation points) unevenly or inconsistently.
The performer
• demonstrates flawed
or ineffective oral
interpretation skills
• does not recognize
punctuation cues, or uses them incorrectly.
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