Professional Documents
Culture Documents
Topics
Content Standard
Performance Standard
Listening Comprehension
1. English- American Literature
as Means of Valuing Other
People
2. Types of Anglo-American
Literature
Literature and Viewing
Comprehension
3. Sonnet XXIX, Sonnet 14 Romeo
The
learner
demonstrates understanding
of how Anglo-American
literature serves as a means
of valuing other people
through using various types
of
print
media
and
linear/non-linear
texts;
strategies
in processing
information connections in
listening
and
viewing
materials;
communicative
styles; and adverbs and
conditionals in narration and
argumentation.
Vocabulary Development
4. Synonyms and Antonyms
Grammar Awareness
5. Adverbs
6. Conditionals
Competencies
Big Ideas
Valuing other people
Anglo-American
Literature
Adverbs, conditionals
Big Ideas
creative
Composing short prose
Delivering Chamber
Theater
Enduring
Understanding
Students will understand
that:
1.Learning Anglo-American
literature makes a person
value others by relating
to their culture and ideals
as reflected in their
literature.
Essential Question(s)
1. What makes a creative Chamber Theater?
2. How does learning Anglo-American literature help a
person value other people?
2.The
effectiveness
of
Chamber
Theater
depends on appropriate
use of verbal and nonverbal strategies.
Performance/Product
Students will on their own:
1.compose an original
prose and deliver it
through
Chamber
Theater.
2.Write a sonnet reflecting
appreciation other.
Other Evidences:
Brainstorming
Reflection Journal
Question-and-Answer
Transfer Goal
Your professional acting group is invited to perform a
Chamber Theater as part of the program People which
advocates to teach high school students to value others.
The organizers instruct you to reflect the programs
theme and perform with effective verbal and non-verbal
strategies that leaves impact to the audience
Seat Work
Impromptu speaking
Drills
Beginning
Satisfactory
Proficient
Excellent
Occasionally
demonstrates variety in
one or two of the
criteria.
Expression is mostly
understandable.
Audience follows
performance politely.
Demonstrates variety in
volume, tone, pitch and
voice quality.
Expression is interesting
and understandable.
Performance mostly
consistent and relatively
smooth.
Some words are clearly
enunciated.
Some of the
presentation is
comprehensible.
Volume is too low.
Flashes of spontaneity
and style enliven solid
performance.
Most words are clearly
enunciated.
Most of the presentation
is comprehensible.
Volume is adequate
Demonstrates variety in
volume, tone, pitch and
voice quality appropriate
to character.
Expression enhances
character/ situation.
Audience is deeply
engaged, eager to follow
performance and
responds
enthusiastically.
Performance is alive and
explores the bounds of
form.
All words are clearly
enunciated.
Presentation is easily
understood.
Volume projects well.
All audience members
can easily hear the
presentation.
Vocal/Verb
al
Expression
Effect on
Audience
Audience is confused.
Focus
Performance
inconsistent.
Enunciatio
n
And
Volume
Preparedne
ss
And
Profession
Mark
alism
times.
Total
COMMENTS:
Each category is worth up to 3 points for a maximum of 15 points total (Beginning: 2.00, Satisfactory 2.25, Proficient: 2.50, Excellent: 3.00)
10
Length
Rhyme
Poem
clearly
follows Poem
closely
follows Poem
somewhat
follows Poem
does
not
follow
Petrarchan, Shakespearean Petrarchan, Shakespearean Petrarchan, Shakespearean Petrarchan, Shakespearean
or Spenserian structure.
or Spenserian structure.
or Spenserian structure.
or Spenserian structure.
Iambic Pentameter
(at least 10 syllables)
Figurative Language
Content
The student flawlessly develops The student partially develops The student somewhat develops
The student did not develop and
and
implements
iambic and
implements
iambic and
implements
iambic
implement iambic pentameter.
pentameter.
pentameter.
pentameter.
The student correctly implements
and fully establishes several
examples of figurative language
within the sonnet.