In this performance assessment, students will analyze and evaluate decisions a director makes when bringing a text to life. Specifically, students will be asked to critique a director’s version of a text, including specific analysis of how characters are portrayed, lines delivered (including both what is and is not included from the original text), and mood created using lighting, costuming, scenery, etc. Students will make a claim regarding the quality of the director’s interpretation, provide clear and logical reasoning to support their claim, and provide relevant evidence.
This assessment can be used at any time in the year. Students should have had instruction on analyzing text evidence and using text evidence in writing before this assessment.
In this performance assessment, students will analyze and evaluate decisions a director makes when bringing a text to life. Specifically, students will be asked to critique a director’s version of a text, including specific analysis of how characters are portrayed, lines delivered (including both what is and is not included from the original text), and mood created using lighting, costuming, scenery, etc. Students will make a claim regarding the quality of the director’s interpretation, provide clear and logical reasoning to support their claim, and provide relevant evidence.
This assessment can be used at any time in the year. Students should have had instruction on analyzing text evidence and using text evidence in writing before this assessment.
| Big Ideas | Competencies |
|---|---|
A. Reading LiteratureStudents can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts. |
A3Students can analyze and evaluate the choices made by directors and actors (e.g., audio, video, live production). |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C1Students can write arguments to support multiple claims using clear and logical reasoning, relevant evidence, and counter arguments that demonstrate understanding of the complexity of an issue. |
Below are analytic teacher 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.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Focus/Organization |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Development/Comprehension |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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