T.E430

Monologue Creation

Monologue Creation

The teacher will pair students. Each student will complete the Emotional Recall Worksheet and then create a monologue for a character experiencing the same emotion in a different situation. Students will complete basic information about the character and monologue before writing the monologue script. Students will then meet with assigned partners and peer edit the monologue script. Students will discuss feedback with each other and then each student will revise the monologue script.

This item has not been field-tested by Michigan teachers.


This is an analytic rubric. 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 - Monologue Script

  • Dimension
  • Objective and Obstacles

  • Character

  • Voice

  • Monologue Organization

  • Grammar and Spelling

  • 1
  • 2
  • 3
  • 4
  • Monologue has no objective or obstacle.

    N/A at this time.
  • Monologue has an unclear objective or an unclear obstacle.

    N/A at this time.
  • The objective is clear, but the stakes are not high. The obstacle is clear.

    N/A at this time.
  • The objective Is clear and the stakes are high. The obstacle is clearly expressed.

    N/A at this time.
  • The thoughts, feelings, attitudes, personality, and context of the speaker don’t reflect the chosen character. Work is confusing, and details do not help express the goal of this exercise.

    N/A at this time.
  • The thoughts, feelings, attitudes, personality, and context of the speaker reflect the chosen character with good insight and good detail, but student needs to use these characteristics better to convey ideas.

    N/A at this time.
  • The thoughts, feelings, attitudes, personality, and context of the speaker reflect the chosen character with purposeful insight and useful detail.

    N/A at this time.
  • The thoughts, feelings, attitudes, personality, and context of the speaker reflect the chosen character with deep insight and vivid detail.

    N/A at this time.
  • Student has difficulty communicating in the voice of the speaker throughout the monologue. The reader constantly questions who is speaking.

    N/A at this time.
  • Student communicates in the voice of the speaker through most of the monologue. There are several instances where the reader questions who is speaking.

    N/A at this time.
  • Student communicates in the voice of the speaker through most of the monologue. There are a couple of instances where the reader questions who is speaking.

    N/A at this time.
  • Student communicates in the voice of the speaker through the entire monologue. There is no question as to who is speaking.

    N/A at this time.
  • Monologue is not organized and/or is missing three or more elements.

    N/A at this time.
  • Monologue is organized but doesn’t build to a climax or doesn’t have a conclusion.

    N/A at this time.
  • Monologue is organized but is missing one of the required elements.

    N/A at this time.
  • Monologue is organized and includes background circumstances and notes on character, strong opening, body with conflict, climax, and impactful ending.

    N/A at this time.
  • Many errors in sentence structure, spelling, or grammar. Errors impact the reader.

    N/A at this time.
  • Some errors in sentence structure, spelling, or grammar. Errors impact the reader.

    N/A at this time.
  • A few errors in sentence structure, spelling, or grammar. Errors do not affect the reader.

    N/A at this time.
  • There are no errors. Sentence structure, spelling, and grammar are impeccable.

    N/A at this time.
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