Page 369 - SpringBoard_ELA_Grade8_Flipbook

embedded performing shakespearean Comedy assessmeNT 2
SCORING GUIDE
Ideas
Scoring Criteria
Exemplary
The performance
• demonstrates a
deep understanding of Shakespeare’s intended humor
• uses a variety of effective performance elements (staging, set design, lighting, sound, props) for comic effect
• shows evidence of extensive planning, rehearsal, and reflection.
Proficient
The performance
• demonstrates
an adequate understanding of Shakespeare’s intended humor
• uses some performance elements (staging, set design, lighting, sound, props) for comic effect
• shows evidence of sufficient planning, rehearsal, and reflection.
Emerging
The performance
• demonstrates a
partial or uneven understanding of Shakespeare’s intended humor
• uses disconnected or basic performance elements (staging, set design, lighting, sound, props)
• shows evidence
of ineffective or insufficient planning, rehearsal, and reflection.
Incomplete
342 SpringBoard® English Language Arts Grade 8
The performance
• demonstrates
adequate evidence of
collaboration
• provides context
in an appropriate
introduction
• communicates
an ending to the audience.
The performance
• demonstrates
uneven or ineffective
collaboration
• provides a partial or
weak introduction
• communicates an abrupt or illogical
ending to the audience.
The performance
• demonstrates little
or no understanding of Shakespeare’s intended humor
• lacks performance elements
• does not show evidence of planning, rehearsal, and reflection.
Structure
The performance
• demonstrates
extensive evidence of
collaboration
• provides context
in an engaging
introduction
• communicates a
satisfying ending to the audience.
The performance
• demonstrates a
failure to collaborate
• provides no
introduction
• does not
communicate an ending to the audience.
Use of Language
The performer
• makes effective
interpretive choices to deliver lines for comic effect and
to convey meaning (including tone, pronunciation, inflection, facial expressions, gestures, movement, and blocking)
• uses punctuation cues consistently and naturally to inform vocal delivery
• memorizes lines fully and accurately.
The performer
• makes appropriate
interpretive choices to deliver lines for comic effect and
to convey meaning (including tone, pronunciation, inflection, facial expressions, gestures, movement, and blocking)
• uses some punctuation cues to inform vocal delivery
• demonstrates an adequate ability to memorize lines.
The performer
• makes undeveloped
or inappropriate interpretive choices to deliver lines (including tone, pronunciation, inflection, facial expressions, gestures, movement, and blocking)
• uses punctuation cues unevenly or inconsistently
• demonstrates insufficient ability to memorize lines.
The performer
• makes undeveloped
or inappropriate interpretive choices to deliver lines
• does not recognize punctuation cues or use them incorrectly
• does not have any lines memorized.
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