Page 198 - SpringBoard_ELD_Grade7_Flipbook

Creative Writing and dramatic Performance Creating and Presenting a monologue
EmbEddEd AssEssmEnt
SCoRING GuIDE
Scoring Criteria
4
3
2
1
Ideas
The presenter
• uses modern details
about love that skillfully reflects the duke’s ideas and feelings
The presenter
• uses modern details
about love that mostly reflects the duke’s ideas and feelings
The presenter
• provides a few
details to reflect the duke’s ideas and feelings
The presenter
• does not accurately
reflect the duke’s ideas and feelings
Structure
The monologue
• engages and orients
the audience with a creative hook that sets the tone
• follows a careful sequence that shows the duke’s shift in feelings and provides a clever ending.
The monologue
• engages and orients
the audience with a hook that establishes tone
• follows a logical sequence that indicates a shift and provides a conclusive ending.
The monologue
• attempts to create a hook but it does
not clearly establish
tone
• does not follow a
logical sequence and/or show the shift in the duke’s feelings.
The monologue
• begins without a
hook to establish
tone
• is disorganized and
difficult to follow or does not follow the duke’s train of thinking.
use of Language
The monologue
• uses creative language to
communicate tone
• uses fresh and/or
modern imagery with figurative language and sensory details.
The monologue
• creates tone with
language used for
effect
• creates imagery
with figurative language and sensory details.
The monologue
• attempts to create
tone but it is not
clear
• uses some
figurative language and sensory details.
The monologue
• does not use
effective language
to create tone
• uses little figurative
language or sensory details.
Collaboration
Student exceeds expectations
in working collaboratively with others.
Student works collaboratively with others.
Student is weak
in working collaboratively with others.
Student does not work collaboratively with others.
Unit 4 • How We Choose to Act • Part 3: Embedded Assessment 175
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