T.T207

Create, Extend, and Add On a Scene

Students will suggest and implement alternative characters, settings, or events after viewing or participating in a performance. Groups of four students (or, if needed, smaller or larger groups) will be assigned characters in an improvised scene (or, as an option, the teacher can suggest a scenario or opening line) and then rotate so each actor plays two roles.

After the performances, the students will reflect in writing on their experience. The written work and recorded scenes will be evaluated according to the Teacher Scoring Rubrics.

This item has not yet been field-tested.

Teacher Booklet

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Student Booklet

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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–PERFORMANCE

  • Dimension

  • Expectations for Each Character

  • 1
  • 2
  • 3
  • 4

  • Little or no evidence of the assigned task being accomplished

    N/A at this time.

  • Completes the expectation in a minimal way

    N/A at this time.

  • Completes the expectation competently

    N/A at this time.

  • Completes the expectation in an extraordinary way

    N/A at this time.

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension

  • Choice Selection

  • Personal Contribution

  • Collaborative Process

  • 1
  • 2
  • 3
  • 4

  • Little evidence of thoughtful consideration of the question

    N/A at this time.

  • A simple or partial explanation of why the role was the favorite or least favorite

    N/A at this time.

  • A competent description of why the role was the favorite or least favorite

    N/A at this time.

  • A thoughtful and incisive appraisal of why the role was the favorite or least favorite

    N/A at this time.

  • Little evidence of thoughtful consideration of the question

    N/A at this time.

  • A simple or partial reflection on the student’s contribution to the scene

    N/A at this time.

  • A competent description of the student’s particular contribution to the scene

    N/A at this time.

  • A thoughtful and incisive appraisal of the student’s particular contribution to the scene

    N/A at this time.

  • Unable to reflect upon their collaborative process

    N/A at this time.

  • Able to make a simple response regarding their collaborative process

    N/A at this time.

  • Able to make a competent response on the collaborative process

    N/A at this time.

  • Able to make a cogent and compelling response regarding the collaborative process

    N/A at this time.
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