FOURTH MARKING PERIOD - SUMMATIVE ACTIVITY - ENGLISH

Name: _______________________________________ Date: ___________________ Course: ____________________

DISCIPLINARY COMPETENCY/SKILL: Portray knowledge, understanding, and acquisition of English skills according to a specific level,
through the analysis and creative depiction of conflict and theme in a literary work.

DRY – Neal and Jarrod Shusterman

Students will work in four groups. Since the novel is narrated from the perspectives of four different characters, each group will be
assigned ONE character. Students will work on literary analysis of inner conflicts, recognizing the importance of the varied themes of
their novels and portraying this comprehensive process through a theatrical, innovative representation.

Each group must analyze:

- which conflict does the assign character face throughout the novel?
- What is the underlying theme behind this conflict?
- Portray it in a short role play (3-5 min each group)

Students must also convey self-management and group work skills through the completion of the process by engaging actively in the
analysis, design, and development of the product.

BAND DESCRIPTOR EVALUATION

CRITERIA 4 3 2 1 SELF CO TEACHER
COGNITIVE
Character Analysis Identifies and Identifies and Identifies and Identifies and explains basic
explains very explains most of the explains some of or not relevant information
relevant details relevant details of the relevant details related to the assigned
related to the the assigned of the assigned character.
assigned character. character. character.
Characterization The role play shows The role play shows The role play shows The role play shows little to
quite considerable considerable some attention to no attention to details. Few
attention to details. attention to details. details. Some character traits are depicted
All character traits Most character traits character traits are in a limited way.
are thoroughly are depicted in a depicted at times. The choice of props
depicted. clear way. The choice of props (materials, costumes) did not
The choice of props The choice of props (materials, contribute to the
(materials, (materials, costumes) understanding of the
costumes) clearly costumes) mostly contributed to character in the presentation.
aided in the aided in the some extent in the The dialogues/
understanding of understanding of the understanding of discussion do not depict the
the character character in the the character in the thoughts, feelings, and
throughout the presentation. presentation. context of the character,
presentation. The dialogues/ The dialogues/ failing to portray the
The dialogues/ discussion mostly discussion depict character’s conflict.
discussion depict the thoughts, the thoughts,
effectively depict feelings, and context feelings, and
the thoughts, of the character, context of the
feelings, and portraying the character,
context of the character’s conflict. portraying the
character, clearly character’s conflict
portraying the to some extent.
character’s conflict.
Creativity The presentation The presentation The presentation The presentation includes
includes many includes creative includes some little to no creative details
creative details that details that mostly creative details that that do not contribute to the
contribute to the contribute to the contribute to the audience’s enjoyment.
audience’s audience’s audience’s A few of the objects used in
enjoyment. enjoyment. enjoyment from the presentation reflect
Several of the Most of the objects time to time. students’ degree of creativity
objects used in the used in the Some of the objects in their display.
presentation reflect presentation reflect used in the
an exceptional a thorough degree presentation reflect
degree of students’ of students’ some degree of
creativity in their creativity in their students’ creativity
display display in their display
Overall The novel is The novel is mostly The novel is The novel is vaguely
understanding and introduced and introduced and introduced and introduced and
attention to contextualized contextualized contextualized to contextualized without a
conflict and theme properly according mostly according to some extent clear character perspective.
to the conflict the conflict through according to the There is a limited
through the the character’s conflict through the representation of the conflict
character’s perspective. character’s and no clear connection to
perspective. There is a clear perspective. the theme.
There is a very clear representation of There is some
representation of the conflict and representation of
the conflict and connection to the the conflict and
connection to the theme. connection to the
theme. theme.
PROCEDURAL
Verbal and non- Holds attention of Consistent use of Displays minimal Holds no eye contact with
verbal entire audience with direct eye contact eye contact with audience, as entire
communication the use of direct eye with audience, but audience, while presentation is read from
contact, seldom still returns to notes. reading mostly from notes.
looking at notes. The interaction is the notes. The interaction is not clear
The interaction is mostly effective, The interaction is nor effective, inconspicuous,
effective, conspicuous, and sometimes and inconsistent.
conspicuous, and consistent. effective, and The participants struggle to
consistent. Most participants consistent. engage with their audience.
All participants engage with their Some participants
engage with their audience in an engage with their
audience effectively effective manner. audience from time
to time.
Pronunciation and Students’ Students’ production Students’ Students’ production is
Intonation production is fluent, is mostly fluent, production is at presented in low volume
articulate and articulate and times fluent and and/ or monotonous tone
presented naturally, presented naturally, presented naturally, which causes audience to
not reading from barely reading from though at times disengage. Constantly reads
notes. Clear and notes. Mostly read from notes. At from notes.
correct intonation correct intonation times incorrect
and pronunciation and pronunciation intonation and
enhances the enhances the pronunciation
understanding of understanding of the makes the
the message. message. understanding of
the message
difficult.
Knowledge and There is excellent There is adequate There is some There is little knowledge or
understanding of knowledge and knowledge and knowledge and understanding of the content
the work understanding of understanding of the superficial of the work presented.
the content and content and most of understanding of
implications of the the implications of the content of the
work presented. the work presented. work presented.
Language A wide variety of A variety of Some grammatical Few grammatical structures,
grammatical grammatical structures, with no complex ones are
structures, including structures, including including a few used. Errors interfere most of
complex ones are some complex ones complex ones are the time.
used effectively. are used effectively. used. Errors Vocabulary is limited and at
Minor errors do not Some minor errors interfere at times. times not appropriate.
interfere. do not interfere. Vocabulary is Language is rarely
Vocabulary is Vocabulary is mostly generally appropriate, with a very
appropriate and appropriate. The appropriate. The limited attempt to suit
varied. The language language is mostly language is at times register and style to the
is very clear and clear and clear. Register and choice of presentation.
entirely appropriate, appropriate, with style are seldom
with register and register and style suited to the choice
style consistently effective and mostly of presentation.
effective and suited suited to the choice
to the choice of of presentation.
presentation.

BEHAVIOURAL
Preparadness Always brings Usually brings Frequently Frequently has to
materials/information/ materials/ forgets ask to borrow
ideas to class. information/ideas to bring materials to class.
to class. materials /
ideas to class.
Cooperation Did more than Did their part of Could have done Did not do any
with Others others–highly the work- more of the work–does not
productive. Works cooperative. work– contribute. Does
extremely well with Works well with has difficulty. not work well with
others. Never argues. others. Rarely Requires others. Usually
argues. structure, argues with
directions, and teammates.
leadership.
Argues
sometimes.
Focus, Tries to keep people Does not cause Sometimes not a Often is not a good
Commitment working together. problems in the good team team member.
Almost always focused group. Focuses on member. Does not focus on
on the task and what the task Sometimes the task and what
needs to be done. and what needs focuses needs to be done.
Is very self-directed. to be done most on the task and Lets others do the
of the time. what needs to be work.
Can count on this done. Must be
person. prodded and
reminded to keep
on task.
Correctness Work is complete, Work is generally Work tends to be Work is generally
well-organized, has no complete, meets disorderly, sloppy and
errors and is done on the requirements of incomplete, not incomplete, has
time or early. the accurate, and is excessive errors
task, and is mostly usually late. and is mostly late or
done on time. not at all.

Created by: Approved by: Student:

Teacher: Cintya Vaca Larrea Coordinator: Fernanda Mármol

Date: Date: Date: