Oral Presentation Rubric : dramatic monologue
CATEGORY
4
Posture and Eye Student uses
appropriate and
Contact
effective posture at
all times. Feet are
deliberately moved
and planted.
3
2
1
Student may shift
feet slightly once or
twice, but it is not a
distraction.
Shoulders are not
hunched.
Student hunches
shoulders and may
appear nervous.
Feet shift once or
twice, but not a
distraction.
Student hunches
shoulders and shifts
feet back and forth in
a nervous way that
distracts from the
performance.
Speaks Clearly
Student’s words are
pronounced well,
and the words are
not strung together
in a confusing way.
The monologue is
not too fast or slow.
Student may
mispronounce one
word. Due to nerves,
the monologue may
be a little fast, but still
understandable.
Student may
mispronounce two or
more words. The
monologue may be a
little fast and one
part is hard to hear.
Student may
mispronounce too
many words due to
lack of
preparedness.
Student is too fast or
too slow.
Volume
Student’s voice
projects sufficiently
so that the entire
class can easily hear
him/her. Volume is
modified according
to meaning and
dramatic effect.
Student’s voice
projects sufficiently.
Volume is somewhat
used to dramatic
effect.
Student’s voice is
difficult to hear.
Attempts are made
to modify volume for
dramatic effect.
Student’s voice is
far too soft. Either no
attempt is made to
modify volume, or
the attempts fail at
their purpose.
Student listens to
presentations, but
zones out once or
twice.
Student is
distracted, trying to
sleep, or zoning
during presentations.
Listens to Other Student listens
carefully to other
Presentations
presentation and
gives them full
attention.
Preparedness
Student has
memorized the
monologue
completely with no
errors and has made
deliberate decisions
concerning tone,
volume, focal point,
etc.
Student has
memorized the
monologue but has
missed a word or
two. The student has
made decisions
concerning tone,
volume, etc.
Student forgets
place in monologue
and needs 1 “cue”
from teacher to
continue. Some
choices appear preplanned.
Student does not
have monologue
memorized and
ready to perform.
Student’s
performance
appears
spontaneous.
Tone
Student
communicates the
appropriate tone of
the monologue well.
Student has made
deliberate decisions
concerning the tone,
and somewhat hits
the mark.
Student has made
an attempt to
communicate
appropriate tone, but
with mixed success.
Student has made
no real attempt to
communicate
appropriate tone.
Monotone voice.
Acting
Student conveys the
emotion of the
monologue and of
the character that
he/she is depicting.
Student mostly
conveys the emotion
of the monologue
and of the character
that he/she is
depicting.
Student makes an
attempt to convey
the emotion of the
monologue and is
somewhat
successful.
Student makes
limited or no attempt
to convey
appropriate emotion
and does not fully
carry off the
performance.