T.T416

Write and Direct a Scene Based on a News Article

Using current news stories, students will construct and direct a three-minute, three- to four-page scene that reflects their personal point of view in relation to their own social and cultural experiences. After they write their scenes individually, they will be assigned to groups of three where they will alternately be the director of their own scene and an actor in their partners’ scenes. The performances will be video-recorded for scoring later.

This assessment has five parts to it:
o Part 1–Assessment Questions
o Part 2–Research, Selection, and Script Writing
o Part 3–Collaboration and Peer Evaluation
o Part 4–Rehearsal and Performance
o Part 5–Evaluation and Reflection

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

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

  • Dimension

  • Researching and Selecting News Article

    Student used his or her time wisely.

  • Student selected a news item that reflected a social and/or cultural event relevant to him or her.

  • Writing the Script

    Student translated the news item into a dramatic scene.

  • Student included element of conflict in scene.

  • Student included element of setting in scene.

  • Student developed plot in scene.

  • Student developed a protagonist character.

  • Student developed an antagonist character.

  • Student included stage directions.

  • Directing the Scene

    Scene is prepared—used rehearsal time wisely.

  • Director provided clear direction.

  • Audience was able to interpret what the performance was about.

  • Reflection

    Student provided two examples of challenges in script writing.

  • Student provided two examples of successes in script writing.

  • Student provided two examples of challenges in scene directing.

  • Student provided two examples of successes in script directing.

  • Student discussed transferring a news item into a script.

  • 1
  • 2
  • 3
  • 4

  • Student rarely was on task and was mostly distracted during class time.

    N/A at this time.

  • Student was only partially on task and was distracted.

    N/A at this time.

  • Student was on task most of the time with minimum distractions.

    N/A at this time.

  • Student was fully on task without distractions during class time.

    N/A at this time.

  • No

    N/A at this time.

  • ___

    N/A at this time.

  • ___

    N/A at this time.

  • Yes

    N/A at this time.

  • No

    N/A at this time.

  • ___

    N/A at this time.

  • ___

    N/A at this time.

  • Yes

    N/A at this time.

  • Scene is unprepared with no thought given to actor roles.

    N/A at this time.

  • Scene shows limited rehearsal and appears as if it is being performed for the first time.

    N/A at this time.

  • Scene is moderately rehearsed; actors are unclear about their roles.

    N/A at this time.

  • Scene is well rehearsed, and actors understand their roles.

    N/A at this time.

  • Actors do not understand the conflict, plot, and character.

    N/A at this time.

  • Actors minimally understand the conflict, plot, and character.

    N/A at this time.

  • Actors mostly understand the conflict, plot, and character.

    N/A at this time.

  • Actors understand the conflict, plot, and character.

    N/A at this time.

  • Audience was able to interpret what the performance was about rarely.

    N/A at this time.

  • Audience was able to interpret what the performance was about only in parts.

    N/A at this time.

  • Audience was able to interpret what the performance was about most of the time.

    N/A at this time.

  • Audience was able to interpret what the performance was about all of the time.

    N/A at this time.

TEACHER SCORING RUBRIC—ASSESSMENT QUESTION 5

  • Dimension

  • Explaining the importance of communicating and collaborating

  • 1
  • 2
  • 3
  • 4

  • Work is incomplete and inaccurate.

    N/A at this time.

  • Work shows some effort but lacks details in one or more areas.

    View Exemplar

  • Work is excellent, accurate, and complete in most components.

    View Exemplar

  • Work is excellent, accurate, and complete in all components.

    View Exemplar
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