FRACTURED FAIRY TALE RUBRIC
Criteria
Level 1
Level 2
Level 3
Level 4
Students organize and
summarize details with limited
effectiveness for plot summary
Students organize and
summarize details with some
effectiveness for plot summary
Students organize and
summarize most details
effectively for plot summary
Students organize and
summarize all details with
effectiveness for plot summary
Students select appropriate
words and captions to
communicate the plot of each
scene within the storyboard
with limited success.
Students write an unclear and
vague plot line incorporating
the components of a fractured
fairy tale.
Students select appropriate
words and captions to
communicate the plot of each
scene within the storyboard
with some success.
Students write a somewhat
clear plot line including some
details incorporating the
components of a fractured fairy
tale.
Students select appropriate
words and captions to
communicate the plot of each
scene within the storyboard
with success.
Students write a clear and
detailed plot line incorporating
the components of a fractured
fairy tale.
Students select appropriate
words and captions to
communicate the plot of each
scene within the storyboard
with great success.
Students write a clear and
detailed plot line incorporating
the components of a fractured
fairy tale with great success.
Props and costume set the
scene with limited effectiveness
Props and costume set the
scene with some effectiveness.
Props and costumes enhance
the set and scenes effectively.
Props and costumes highly
enhance the set and scenes
effectively.
Students select include limited
elements of drama to create
and communicate a fractured
fairy tale with limited success.
Students select include some
elements of drama to create
and communicate a fractured
fairy tale with some success.
Students select include many
elements of drama to create
and communicate a fractured
fairy tale with some success.
Students select include many
elements of drama to create
and clearly communicate a
fractured fairy tale with much
success.
Students use their time
effectively to block, rehearse,
revise and perform in character
with limited success.
Students use their time
effectively to block, rehearse,
revise and perform in character
with some success.
Students use their time
effectively to block, rehearse,
revise and perform in character
with success.
Students use their time
effectively to block, rehearse,
revise and perform in character
with great success.
Student uses limited vocal and
facial expression to portray a
character.
Student uses some vocal and
facial expression to portray a
character
Student uses vocal and facial
expression to portray a strong
character
Student is highly successful in
using vocal and facial
expression to portray a strong
character.
Language
Writing: generate, gather, and
organize ideas and information
to write for an intended purpose
and audience
Writing: draft and revise their
writing, using a variety of
informational, literary, and
graphic forms
and stylistic elements
appropriate for the purpose and
audience
Visual Arts (Props/Costumes)
Selects appropriate props and
costumes to enhance the
dramatic presentation
Drama
demonstrate an understanding
of the
elements of drama by selecting
and combining
several elements and
conventions to create
dramatic effects
plan and shape the direction of
the drama
by working with others, both in
and out of role,
to generate ideas and explore
multiple perspectives
Performance
Uses appropriate vocal and
facial expression to portray the
character