LA I: Proficiency rubric: Literary analysis-­‐-­‐Scene Remix Conflicts Stage Directions Student effectively captures Student consistently makes Exceeds Proficiency internal and external conflicts inferences between the dialogue of presented in original text. a play and the actions on stage and Student effectively maintains draws conclusions as to include interest and suspense effective sound effects, character throughout the scene. Using movement, facial expressions, techniques identified in entrances and exits. The proficient column. May also information presented is clear and include a monologue or an concise. aside. Proficient Student adequately captures Student usually demonstrates internal and external conflicts ability to create stage directions presented in original text that help the reader and anyone using the following who stages the scene including: techniques: • Setting information that helps the • Characters’ emotions, reader visualize place, sounds, thoughts, and challenges are entrances and exits, and expressed • Character props, facial expressions, • Characters’ actions, gestures, and tone • Characters’ interactions with other characters, and • What other characters say Nearly Proficient Dialogue Student consistently demonstrates and effectively uses dialogue to advance the plot, create tone, and develop characters and conflict : • All traits listed in proficient are effectively used in dialogue, and • effectively develops all characters through dialogue, and • Uses verbal irony Student usually demonstrates the ability to create dialogue that: • Advances the plot, and • Reveals characters’ thoughts, emotions, and motivations, and • Reveals characters’ traits and personality, and • Feels and sounds authentic to the character that represents the original text, and • Consistent with character voice throughout the script Student may include aspects Student demonstrates a limited or Student demonstrates a limited of conflict presented in inconsistent ability to provide stage ability to create dialogue. One or original text, but fails to directions that help the reader. more of the following elements may maintain suspense or interest. • Setting information may be be missing: • The conflict may not be undeveloped or missing • Advances the plot, and reveals clearly identifiable, or • Character information may be characters’ thoughts and motivations, • The conflict may not drive undeveloped or missing and reveals characters’ traits and the action in the scene, or • Directions may present but too personality, and feels and sounds • The conflict may be wordy and maybe too vague, or authentic, and consistent with obscured by irrelevant distracting for the reader. character voice throughout the script dialogue or actions, or Developed by Language Arts Department, Academy of International Studies, Woodburn, OR May 2010 Conventions Student consistently demonstrates the ability to format stage directions and dialogue properly: • All traits listed in the proficient column are consistently present. Student usually demonstrates the ability to format stage directions and dialogue properly: • Stage directions are properly formatted in italics and parenthesis enclose the stage directions. • The speaker is identified, and there is only one speaker per line, and the character’s name is bolded in text, and a period follows the character’s name, or the stage directions that follow the character’s name, and the dialogue immediately follows end punctuation. Student inconsistently formats stage directions and dialogue properly: • Stage directions are not in parenthesis citations, and/or stage directions are not in italics. And/Or, • The speaker is not identified, and/or there may be more than one characters speaking on one line of text, or end punctuation is missing, or dialogue is set a line below the characters identification. Emerging Proficient The conflict may have no similarity to the original text or may be missing entirely. Some stage directions may be confusing or missing. Student demonstrates a distinct lack of understanding of the functions of dialogue. There is no attempt to assist the reader by clearly identifying dialogue. • It is difficult to read the scene because formatting interferes with comprehension • There is no attempt to assist the reader by clearly identifying dialogue. Developed by Language Arts Department, Academy of International Studies, Woodburn, OR May 2010