Grade 8 – Rubric for Playwright (ing)

Exceeds Grade Level Standards / Meets Grade Level Standards / Approaching Grade Level Standards / Does Not Meet Grade Level Standards
Meaning / Thorough knowledge of playwriting components that are clearly evident throughout the piece. / Knowledge of playwriting components that are clearly evident throughout the piece. / Some knowledge of playwriting components is clearly evident throughout the piece. / Knowledge of playwriting components is not displayed in the piece.
Structure /
  • Effectively uses dialogue and monologue to create a dynamic and compelling presentation that looks professional and delivers the necessary information.
  • Effectively engages the audience utilizing conflict (internal and external) and reveals a life lesson
  • Effectively utilizes playwriting structure (see attached template)
  • Effective use of stage direction, character development, and one major problem to be solved.
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  • Acceptable use of dialogue and monologue to create a dynamic and compelling presentation that looks professional and delivers the necessary information.
  • Acceptably engages the audience utilizing conflict (internal and external) and reveals a life lesson
  • Acceptably utilizes playwriting structure (see attached template)
  • Acceptable use of stage direction, character development, and one major problem to be solved.
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  • Some use of dialogue and monologue to create a dynamic and compelling presentation that looks professional and delivers the necessary information.
  • Some use of conflict (internal and external) and reveals a life lesson
  • May utilize some of the playwriting structure (see attached template)
  • May use of stage direction, some character development, and may have one major problem to be solved.
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  • Use of dialogue and monologue does not create a dynamic and compelling presentation that looks professional and does not deliver the necessary information.
  • Does not use conflict (internal and external) properly and does not reveal a life lesson
  • Does not utilize most of the playwriting structure (see attached template)
  • Does not use of stage direction, little character development, and does not focus on one major problem.

Focus /
  • Playwrighting elements are clearly identified and are integral to the play.
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  • Playwrighting elements are identified and are integral to the play.
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  • Playwrighting elements may be identified and may or may not be integral to the play.
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  • Playwrighting elements are not identified and are not integral to the play.

Elaboration /
  • Play contains superior use of elaboration to support the problem to be solved.
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  • Play contains acceptable use of elaboration to support the problem to be solved.
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  • Play may not contain acceptable elaboration to support the problem to be solved.
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  • Play does not contain acceptable elaboration to support the problem to be solved.

Conventions /
  • No grammatical errors.
  • No usage errors.
  • Correct, fresh, vivid use of words.
  • Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  • Always uses punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • Recognize and correct inappropriate shifts in verb voice and mood.
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  • Few grammatical errors.
  • Few usage errors.
  • Correct use of words.
  • Often forms and uses verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  • Often uses punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • Often recognizes and corrects inappropriate shifts in verb voice and mood.
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  • Some grammatical errors.
  • Some usage errors.
  • Incorrect word choice may be apparent.
  • Sometimes forms and uses verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  • Sometimes uses punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • Sometimes recognizes and corrects inappropriate shifts in verb voice and mood.
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  • Many grammatical errors.
  • Many usage errors.
  • Incorrect word choice may be apparent.
  • Does not form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  • Does not use punctuation (comma, ellipsis, dash) to indicate a pause or break.
  • Does not recognize and correct inappropriate shifts in verb voice and mood.

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