In this performance assessment, students will identify the different text features in drama and poetry, explain how identified text features help readers understand the text, and rewrite part of the poem into drama form.
Specifically, students will be asked to read a short play and label the text features in it (character list, stage directions, dialogue, scenes) and then read a poem and label the text features in it (stanzas, repetition, imagery). Next, students will explain how the different features of plays and poetry help the reader understand the text. Finally, students will imagine they are going to turn the poem “Knoxville, Tennessee” into a short play. They will write one line of dialogue for the character and one stage direction, making sure to format the dialogue and stage direction correctly.
This assessment can be used after students have learned about craft and structure of drama and poetry, specifically related to the standard, “CCSS RL.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text."
Accommodations and scaffolds for this item could include different texts, text read aloud, extended time, and chunking the task.
In this performance assessment, students will identify the different text features in drama and poetry, explain how identified text features help readers understand the text, and rewrite part of the poem into drama form.
Specifically, students will be asked to read a short play and label the text features in it (character list, stage directions, dialogue, scenes) and then read a poem and label the text features in it (stanzas, repetition, imagery). Next, students will explain how the different features of plays and poetry help the reader understand the text. Finally, students will imagine they are going to turn the poem “Knoxville, Tennessee” into a short play. They will write one line of dialogue for the character and one stage direction, making sure to format the dialogue and stage direction correctly.
This assessment can be used after students have learned about craft and structure of drama and poetry, specifically related to the standard, “CCSS RL.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text."
Accommodations and scaffolds for this item could include different texts, text read aloud, extended time, and chunking the task.
| Big Ideas | Competencies |
|---|---|
A. Reading LiteratureStudents can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts. |
A5Students can explain the difference between different types of text (poems and drama). |
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 |
|---|---|---|---|
Comprehension of Text |
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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