Embedded
Assessment 2
Transforming and Performing
a Scene from a Play
SUGGESTED Learning Strategies: Prewriting, Drafting,
Role Playing, Marking the Text
Assignment
You will work in acting companies to transform Scene 3 of Rip Van Winkle
into a different setting, and write an introduction to your scene that will be
presented by the director. Your group will perform its adaptation for the class.
Steps
Prewriting
1. After groups have been assigned for this task, begin planning your
presentation by highlighting the elements of the play that reveal its
historical context. Consider how you would transform those elements
(setting, artifacts, references to famous people, etc.) to make the play
reflect a modern time period, yet remain faithful to the original text. Think
about other famous people or characters you have encountered in film
or text to reflect your new time period. To help you research important
people or events of your time period, your teacher may provide you with
books on your particular decade, you may ask your parents, or you may
interview people.
3. Once you have transformed the play, list on separate paper the elements
you have changed and check to determine whether they are consistent
with one another. If they are, then you may proceed; if not, then discuss
the necessary changes within your group. Discuss costumes and artifacts
you would use to reflect the time period.
4. Select a student director, who will assign parts and determine what
props and items are needed for the performance. The director will assign
everyone in the group a part in the scene.
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2. Collaborate in your group to rewrite several lines and change the
dialogue to reflect the modern era in which you are situating the text.
Within your acting companies, select a recorder to document the
rewritten lines and dialogue, as well as a leader to make sure that
everyone’s ideas are being heard and that the group stays on track. Work
together to rewrite lines as necessary and change the dialogue to reflect
the modern era in which you are situating the text.
Embedded
Assessment 2
continued
Planning
5. Once the parts have been assigned, your group will create a performance
plan. You may work with one of these plans:
Performance Plan A: Create a script similar to the Rip Van Winkle script
you used earlier.
COn your copy of the script, highlight your lines.
CMake remarks about movement, gestures, pacing, pitch, and inflection
on your script. Your acting company can discuss these things during
your rehearsals.
CIn a different color, highlight the last three or four words of the lines
preceding yours.
Performance Plan B: Prepare cue cards, using the following process. Cue
cards will keep you from needing your text, help you listen for cue words,
and help you with memorization.
CMake one card for each line of dialogue, and number the cards so you
can keep them in order. In the upper left corner of the card, write the
last three or four words of the line preceding your line. Then write
your character’s lines as shown below (Dutcher from Rip Van Winkle:
Scene 1):
(1) .…taxation in the colonies.”
(looking up from my game) “Good! It’s high time we did something
about this English taxation.”
© 2011 College Board. All rights reserved.
CMake remarks about movement, gestures, pacing, pitch, and inflection
on your cards. Your acting company can discuss these things during
your rehearsals.
6. Meet in your company to run through your section and finalize the props
and artifacts you will use. Your group will also decide what your set will
be like and what costumes you will use.
7. As a group, write a brief introduction to your performance that explains
your new time period, the changes you made, and the way you think
your changes make your performance interesting. On the day of your
performance, your director will read this before he or she introduces your
group and the parts you each play.
Unit 5 • Changing Times and Places 363
Embedded
Assessment 2
continued
Transforming and Performing
a Scene from a Play
8. Each member of your group will create a director’s or an actor’s page.
Each member’s page will be different, depending on your part.
The Director’s Page Includes
• The text with notes for all the
characters
• A diagram of the set
• A list of props
• An introduction to the scene,
which he or she will present
before the performance
Each Actor’s Page Includes
• A drawing or photograph of a
costume that would fit the time
period, and an explanation
about why that costume is ideal
• A description of your character
based on the text
• Attached script or cue cards
clipped together for your
character
Rehearsal
9. You should know your character’s motivation and should practice
delivering your lines with clarity and conviction. Return to Activities 5.6
through 5.11, 5.14, and 5.15 to review how you created character and
images through body language and expression.
11. Prepare for a “dress rehearsal” in which you will practice performing your
scene in front of other groups in your class. These groups will comment
on your performance to help you prepare for the final performance. In
the same way, you will watch other groups’ performances to help them
prepare.
12. Create a graphic organizer to use for reviewing dress rehearsals. Use the
following headings in your chart: What went well; Suggestions for final
performance; Ideas to borrow. Write comments in these categories by
responding to the questions below as you are viewing the performances.
CWhat did the group do well during the dress rehearsal of the
performance?
CWhat are some suggestions you have for improvement before their
final performance?
CWhat are some ideas that were presented that you might want to
borrow for your own performance?
Pass your responses to the groups you watch rehearse.
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10. To help you memorize your part, you may want to practice your lines in
front of a mirror and with the other members of your group.
Embedded
Assessment 2
continued
13. Read the comments of your peers and make any needed changes before
your final performance. Revise your performance based on the feedback
you receive and revisit the Scoring Guide to further aid revision.
Performance
14. Be sure to refer to the Scoring Guide to know what is expected of your
group.
15. On the day of the performance, your group will have a designated time
limit to perform your scene for the class. Be sure to keep this time limit
in mind.
16. Begin by having your director read your introduction. During the
performance, use your props, costumes, and so on, appropriately.
Play your roles to create an effective dramatic performance.
© 2011 College Board. All rights reserved.
17. Remember to speak clearly and look at the audience as you perform your
role. Listen carefully to your peers’ performances, and notice both verbal
and nonverbal cues to enhance meaning.
Unit 5 • Changing Times and Places 365
Embedded
Assessment 2
continued
Transforming and Performing
a Scene from a Play
Scori ng Guide
Exemplary
Proficient
Emerging
Ideas
The transformation of text
is effectively introduced.
The text includes a
consistent, modern setting
and is especially inventive
and engaging. It remains
consistent with the original
plot, characterization, and
thematic concepts.
The transformation of text
is introduced. The text
reflects a modern setting,
yet it remains consistent
with the original plot,
characterization, and
thematic concepts.
The introduction is
incomplete or missing.
The text may include a
modern setting but does not
maintain the original plot
structure, characterization,
and thematic concepts.
Presentation
The performance contains
the following: skillful use of
props, sound, and costumes
to establish the modern
transformation.
The performance contains
the following: use of props,
sound, and costumes
to enhance the modern
transformation.
The performance
demonstrates smooth
delivery of memorized
lines in a clear and
convincing tone.
The performance
demonstrates delivery of
memorized lines.
The performance does not
include one or more of
the following: appropriate
use of props, costumes,
or sound during the
performance.
The introduction accurately
and thoroughly explains the
time period, the changes
that were made, and the
way the changes make the
performance interesting.
The introduction explains
the time period, the changes
that were made, and the
way the changes make the
performance interesting.
The students interact
well with one another on
the stage.
The students interact
naturally with one another
on the stage.
Evidence of
Rehearsal
and
Collaboration
The performance does
not demonstrate lines
that are memorized and
delivered clearly.
The introduction is limited
and may not explain the
new time period, changes
that were made, and the
way the changes make the
performance interesting.
The students’ movements
on the stage are awkward.
The performance shows
extensive evidence of
planning and rehearsal.
The performance shows
evidence of planning and
rehearsal.
The performance shows
minimal evidence of
planning and rehearsal.
The group works
collaboratively to design
a performance that
effectively captures the
transformation of text.
The group works
collaboratively to design
a performance that
adequately captures the
transformation of text.
Group interaction shows
limited evidence of a
successful transformation
of text.
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Scoring
Criteria
Embedded
Assessment 2
continued
Scori ng Guide
Scoring
Criteria
Exemplary
Proficient
Emerging
Additional
Criteria
© 2011 College Board. All rights reserved.
Comments:
Unit 5 • Changing Times and Places 367