T.T201

Characterization through the Story of Goldilocks and the Three Bears

Characterization through the Story of Goldilocks and the Three Bears

Students will recreate and apply characterization to the play of Goldilocks and the Three Bears. They will identify the different characters, pick identifying character traits of each of them (physical and vocal), and make simple setting choices.

This item has not yet been field-tested.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC—CLASS PERFORMANCE

  • Dimension
  • Classroom Performance of Goldilocks and the Three Bears

  • 1
  • 2
  • 3
  • 4
  • Student does not perform the character with any creativity or line recall.

    N/A at this time.
  • Student can recall a few of the lines but makes few or no physical and/or vocal choices in the performance.

    N/A at this time.
  • Student can recall most of the lines and attempts to make physical and/or vocal choices in the performance.

    N/A at this time.
  • Student makes creative vocal and physical choices while performing all the lines for the character accurately.

    N/A at this time.

TEACHER SCORING RUBRIC-REFLECTION

  • Dimension
  • Student explains the importance of characterization.

  • 1
  • 2
  • 3
  • 4
  • Student does not answer the question.

    N/A at this time.
  • Student gives a generic or minimal answer with one example.

    N/A at this time.
  • Student gives an adequate answer with two examples.

    N/A at this time.
  • Student gives an extensive and creative explanation using three or more examples or ideas.

    N/A at this time.

TEACHER SCORING RUBRIC–QUESTION 4

  • Dimension
  • Student names interesting characters from his/her experience.

  • 1
  • 2
  • 3
  • 4
  • Student does not answer the question.

    N/A at this time.
  • Student gives a generic or minimal answer, using one example.

    N/A at this time.
  • Student gives an adequate answer, using two examples.

    N/A at this time.
  • Student gives an extensive and creative answer, using three or more examples or ideas.

    N/A at this time.
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