ENGLISH and PLAYS. Evaluation Situation 2. English IDENTIFICATION. Graded on (date): Signature of the evaluator: Name: Address:

Transcription

1 ENGLISH and PLAYS English Evaluation Situation 2 Graded on (date): Signature of the evaluator: IDENTIFICATION Name: Address: Telephone: Sent on (date):

2 Project Manager: Paul Fournier Writer: Heather Davis Content Editor: Wendy Sturton Copy Editor: Patricia Hynes Graphic Designer: Hélène Meunier Credits: p. 6: Sergey Sukhorukov p. 8: Sergey Tarasov SOFAD 2017 All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means is forbidden without the express written consent of a duly authorized representative of the SOFAD. Notwithstanding the above, reproduction is authorized solely for use by owners of the English and Plays learning guide. This work is funded in part by the Ministère de l Éducation et de l Enseignement supérieur and by the Canada-Quebec Agreement on Minority Language Education and Second Language Instruction.

3 Evaluation Situation 2 Complete this evaluation situation after you have finished Learning Situation 4 in your guide. It is recommended that you obtain an average mark of at least 60% in order to write the final exam. Instructions Fill out the section titled Identification. You may consult your course notes and an English dictionary. Give this evaluation document to your teacher if you are taking the course at an adult education centre or send it to your tutor if you are taking a distance course. We recommend that you keep a photocopy of your work, just to be safe. When you receive your corrected copy, read your teacher s or tutor s comments carefully. If you have any questions, don t hesitate to ask for feedback. 3

4 ENG English & Plays Task: To perform a monologue and give a personal response Allotted time: 45 minutes Recommended use of time: Read the instructions (10 min) Prepare your personal response (20 min) Rehearse your monologue one last time (10 min) Perform monologue (2 min) Give your personal response and answer questions (3 min) Instructions Before doing this task, you must choose a monologue that you can perform in about two minutes. Give your teacher or tutor a copy and reference the monologue: What play does it come from, who wrote it, and where did you find it? Which act and scene is the monologue part of? You must then learn the monologue by heart. You can apply the strategies presented in Learning Situation 4 in your English and Plays learning guide to get ready. Sources for monologues: You can search for a play you have seen and liked before or scan plays until you find a passage that corresponds to what you would like to do. There are also monologue websites; below are two sites that can help you. The Monologue Archive This site presents classical, comic, and dramatic monologues for men and women. The Monologue Database On this site, you will find contemporary and classical monologues, and you can search among those that are two minutes long. REHEARSE YOUR MONOLOGUE When you perform your monologue, you will demonstrate your ability to take the words on the page and use body language and oral communication devices to present a captivating monologue. Review the work you did in Learning Situation 4 to work on the following: Read your lines with expression and intent. Find your character s voice. Use facial expressions. Add a few gestures. Pronounce words clearly (don t mumble). You can record yourself, for instance on your phone, or ask a friend or family member to comment on your delivery of the monologue. 4

5 Evaluation Situation 2 PREPARE YOUR PERSONAL RESPONSE Your teacher or tutor will ask you to give a personal response of about three minutes, commenting on the character s situation, state of mind, and your connection to him or her. Prepare to answer questions such as the following: What does your character want? What is stopping your character from getting what he or she wants (obstacles, conflicts)? What is at stake? What is the character s reaction to his or her situation? What state of mind is your character in? What tactics does your character use to get what he or she wants? Is there a point in the monologue where your character changes? (feelings, plans, etc.) Do you have anything in common with your character? Explain. Acting teaches you how to walk in other people s shoes; how do you connect with your character so that you can see the world from his or her point of view? What voice features did you use to make your character believable? Use this space to write ideas for your answers. 5

6 ENG English & Plays You can also choose some questions and record yourself answering them to practise beforehand. COMBAT NERVES It s normal to feel nervous; it takes courage to leave your everyday self behind and become your character. Take a few deep breaths before you begin. Resist the urge to deliver your monologue too quickly. Take your time. 6

7 Evaluation Situation 2 Evaluation Rubric for Competency 1: Uses language/talk to communicate and to learn (40%) This part demonstrates the adult learner s ability to use oral communication features effectively, while presenting a monologue in a way that captivates the audience and while answering questions about his or her character. Instructions: For each criterion, the teacher will circle the statement(s) that best correspond(s) to the adult learner s performance level. In the last column, the teacher will enter the mark that corresponds to the assigned rating(s). The only mark that can be allotted for a given level is the mark indicated in the rubric. Evaluation Criteria and Task Rating Scale Excellent Very Good Good Weak Very Weak Mark Performing a monologue 1.3 Appropriate use of language conventions Consistently effective use of all oral communication features to captivate the audience (rhythm, tempo, stress, accent); varies voice tone, speaks clearly and audibly, with proper pitch (20) Mostly effective use of all oral communication features to captivate the audience (rhythm, tempo, stress, accent); varies voice tone, speaks clearly and audibly, with proper pitch (16) Usually effective use of oral communication features to captivate the audience (rhythm, tempo, stress, accent); varies voice tone, speaks clearly and audibly, with proper pitch (12) Occasional use of oral communication features to captivate the audience (rhythm, tempo, stress, accent); varies voice tone, speaks clearly and audibly, with proper pitch (8) Inconsistent use of communication features (no variety in tone or rhythm, little stress for emphasis, inadequate speed, etc.); mumbles or is incomprehensible; fails to captivate the audience (4) /20 Very effective use of body language, gestures, and facial expressions to enhance the text Effective use of body language, gestures, and facial expressions to enhance the text Adequate use of body language, gestures, and facial expressions to enhance the text Minimal use of body language, gestures, and facial expressions to enhance the text Ineffective use of body language, gestures, and facial expressions to enhance the text (10) (8) (6) (4) (2) /10 7

8 ENG English & Plays Evaluation Criteria and Task Rating Scale Excellent Very Good Good Weak Very Weak Mark Personal response 1.1 Effective communication of ideas Personal response (emotions, reactions, perceptions, insights, and opinions) Thorough and clear communication of the character s situation and state of mind, and a thorough and clear description of the impact on the learner Clear communication of the character s situation and state of mind, and a clear description of the impact on the learner Adequate communication of the character s situation and state of mind, and an adequate description of the impact on the learner Inadequate communication of the character s situation and state of mind, and a limited description of the impact on the learner Incoherent and unclear communication of the character s situation and state of mind, and an incoherent and unclear description of the impact on the learner (10) (8) (6) (4) (2) /10 NOTE: Assign a mark of 0 when the adult learner s performance does not correspond to any of the statements in the rubric. MARK FOR COMPETENCY 1: / January