Creating an Interpretive Presentation

Creating an Interpretive Presentation

Creating an Interpretive Presentation

The Lesson Activities will help you meet these educational goals:

21st Century Skills—You will employ online tools for research and analysis,apply creativity and innovation,use critical thinking,and communicate effectively.

Directions

Pleasesave this document before you begin working on the assignment. Type your answers directly in the document. ______

Teacher-GradedActivities

Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher.

  1. Note-Taking

Choosea novel by Charles Dickensfrom the list below. You can access the novel online or get it from your school or local library. The novel that you select will be the source of your interpretive presentation. Skim the novel carefully, and answer the next two questions.

  • OliverTwist
  • A Christmas Carol
  • David Copperfield
  • A Tale ofTwo Cities
  • Great Expectations
  1. Write down the novel you chose. Then write notes on scenes of interest and any ideas that you may have for a creative interpretation of the scene.

Type your response here:

  1. Write a brief description of the scene you chose, including where it is located within the text. Also, write any ideas that you have for your interpretive presentation of the scene (for example,tone, props, and music).

Type your response here:

  1. Researching the Novel

Research the novel you selected, focusing on the scene you chose. Look for book reviews online and watch movie versions of the novel.After reviewing a variety of sources related to the novel, answer these three questions:

  1. What insights for your interpretation of a scene did you get from your sources?

Type your response here:

  1. Do you think the sources were helpful, or do you think they clouded your creativity for your own interpretation? Explain.

Type your response here:

  1. Will you be using any movies you have watched or information you have read in your interpretive presentation? If so, what will you be using? If not, explain why.

Type your response here:

  1. Rehearsal Strategies

Refer to the rehearsal strategies you studied in this lesson toanswer the question below.

Rehearsal strategies:

  • Give yourself enough time to become familiar with the script.
  • Perform your presentation in front of a mirror.
  • Use equipment such as tape recorders and video cameras.
  • Perform in front of your family and friends.
  • Practice using any equipment or props that will be include in your presentation.
  • Practice the style for your presentation, focusing on the tone you wish to convey, and include any gestures that would aid in the visual aspect of the presentation.
  • Rehearse as much and as often as possible until you feel you are prepared.

Which of these rehearsal strategies will be helpful for your performance? Are there any rehearsal strategies you will use that are not listed? If so, what are they?

Type your response here:

  1. Performance

Present your dramatic interpretation in class or share it with your teacher and classmates by recording it on video. You can submit the recording to your teacher directly or use a tool such asTeacherTube. Talk to your teacher about how to submit the recording.

  1. Reflecting on Your Performance

After you have finished your performance, answer these questions in one or two paragraphs.

  • What did you think of your interpretive presentation experience?
  • How did you feel when you were giving your performance?
  • What would you do differently the next time around? What would you do the same?
  • What advice would you give to other students who will do the same type of presentation in the future?
  • If you had to grade your performance, what grade would you give yourself?

Type your response here:

Evaluation

Your teacher will use these rubrics to evaluate the completeness of yourwork as well as the clarity of thinking you exhibit.

Activity 1: Note-Taking

Criteria
Distinguished
(4 points) /
  • Vividly analyzes the dramatic potential of the scene
  • Has creative ideas to effectively enhance meaning through props, light, and music
  • Accurately describes the scene and location

Proficient
(3 points) /
  • Writes detailed and relevant notes
  • Has definite ideas about how to use props, light, and music
  • Clearly describes the scene and location

Developing
(2 points) /
  • Writes clear notes about a creative interpretation of the novel
  • Attempts to find ways of incorporating props, lights, or music
  • Passably describes the scene or location

Beginning
(1 point) /
  • Notes are unclear
  • Does notindicate use ofprops or lights or music
  • The scene and location are inaccurate or not noted

Activity 2: Researching the Novel

Criteria
Distinguished
(4 points) /
  • Describes crucial and meaningful insights
  • Provides sound reasons for views on the usefulness of the sources
  • Shows a thorough grasp of the value of aspects of research to enhance interpretation

Proficient
(3 points) /
  • Describes insights that are helpful to the interpretative process
  • Provides logical reasons for views on the usefulness of the sources
  • Shows understanding of whether aspects of research can be logically adapted to interpretation

Developing
(2 points) /
  • Describes what the sources taught them
  • Attempts to provide clear reasons for views on the usefulness of the sources
  • Provides some reasons for choices about incorporating aspects of research

Beginning
(1 point) /
  • Does not describe any impact from the sources
  • Reasons are unclear or absent
  • May use aspects of research and tries to provide reasons for choices

Activity 3: Rehearsal Strategies

Criteria
Distinguished
(4 points) /
  • Shows thorough understanding of the potential of rehearsal strategies
  • Lists additional strategies
  • Provides convincing reasons for choices

Proficient
(3 points) /
  • Shows good understanding of the potential of rehearsal strategies
  • May list some additional strategies
  • Provides logical reasons for choices

Developing
(2 points) /
  • Attempts to provide reasons for using rehearsal strategies
  • Does not list many additional strategies
  • Provides clear reasons for choices

Beginning
(1 point) /
  • Does not provide reasons for using rehearsal strategies
  • Does not list additional strategies
  • Reasons for choices are unclear or absent

Activity 4: Performance

Criteria
Distinguished
(4 points) /
  • Dialogue is audibleand well-written
  • Mood is conveyed well through action and language
  • Script is coherentand well-written
  • Creates acompelling and individualistic interpretation
  • Emphasizes emotion through gestures and intonation

Proficient
(3 points) /
  • Dialogue is audible and clear
  • Creates a clear mood
  • Script is logical and clear
  • Interpretationshows some individual understanding
  • Uses gestures and intonationeffectively

Developing
(2 points) /
  • Dialogue is not always audible
  • A definite mood is not always evident
  • Script is mostlylogical
  • Creates a generic interpretation
  • Uses gestures and intonation appropriately

Beginning
(1 point) /
  • Dialogue is inaudible
  • Does not establish a mood
  • Script is illogical
  • Interpretation is ineffective and shows poor knowledge of original story
  • Gestures and intonation are stiff

Activity5: Reflecting onYour Performance

Criteria
Distinguished
(4 points) /
  • Answers are articulate and meaningful
  • Answers support each other on the whole and create a good picture of the experience on the whole
  • Student shows honesty and insight in considering performance experience

Proficient
(3 points) /
  • Answers provide detailed descriptions and good reasons
  • Answers leave no gaps in the description
  • Student shows clarity and judgment in considering performance experience

Developing
(2 points) /
  • Answers attempt to describe the performance experience
  • Some of the answers support each other
  • Student shows some judgment in considering performance experience

Beginning
(1 point) /
  • Answers do not describe the performance clearly
  • Answers do not support each other
  • Student lacks clarity and judgment in considering performance experience

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