Unit Assessment Plan

Desired Results
Established Goals – GLO(s):

To develop competency in communication skills through participation in and exploration of

various dramatic disciplines.

Understandings: Essential Questions:

Students will understand…
What is a director looking for in an audition monologue?
Characteristics of a strong monologue.
How does one show character through text?
How to select a text-based piece.
How does one breakdown a monologue?
How to perform a character based on
information found in text.

How to affect vocal change based on a

character through the means of intonation, rate,
pause and phrasing.

How to perform a solo text-based piece.

Prior understandings… Specific Outcomes

What character means.
The definition of intentions and its effect on the
actor.
The role of auditioning in the dramatic process.
Students will be able to…
10. Demonstrate effects of intonation, rate, pause and
phrasing on the meaning of words.
15. Demonstrate the effect of character on oral
interpretation.

30. Analyze text for meaning and character

Performing a solo piece.
development.
31. Recite text from memory.
32. Rehearse, polish and present text.
Where does this lead?

Increase the ability to analyze characters in

scenes

Provides methods for script and presentation

memorization

Acts as a foundation for high school drama

Supports student’s confidence in performing

solo pieces.

Acts as the basis for an audition unit.

Learning Assessments
Outcomes
Title Pitch Beats Super Before Works Partn Perfor
objectiv Memori and hop Rehea er mance
e zation After rsal Run
Subtex Journa throu
t l ghs

Type Summativ Form Summat Formati Summ Forma Forma Form Summa
(Formative/Su
mmative)
e ative ive ve ative tive tive/ ative tive
Summ
ative

Mode Conversati Produ Convers Convers Produc Proce Proces Proce Product
on ct ation/ ation t ss s ss /
product Process

Weighti - 15 - 10 - 20 - 45%
ng 10

To develop X X X X X
competency in
communication X
skills through
participation in and
exploration of
various dramatic
disciplines.
10. Demonstrate X X X X
effects of intonation,
rate, pause and
X X
phrasing on the
meaning of words.

15. Demonstrate the X X X X X

effect of character X
on oral
interpretation.

X X X X X
30. Analyze text for X
meaning and
character
development.

31. Recite text from X X

memory. X X

32. Rehearse, polish X X X

and present text. X

Assessment Tool Overview

Assessment Tool Brief Description (WHAT IT IS Assessment Assessment AS Assessment
FOR Learning Learning OF Learning
MEASURING?)
Pitch Students will select two monologues X
(between 30 seconds to 1 minute in
length) and make a case for why they
chose those particular monologues.
This case should address character,
intentions and something the student
wants to explore.

Beats Students will breakdown their X

monologues into small sections called
beats based on emotional changes
throughout the monologue. Using
these beats the students will
determine character intentions for
each individual moment.

Super objective Students will find their character’s X

overall goal within the monologue
and convey this goal throughout their
performance. The students also have
to find tactics

Before and After Students will write out the moment X

Subtext before and after the monologue.
They will apply this creative subtext
as character motivation.

Workshop The teacher will lead a workshop day X

in which students will perform a
portion of their monologue in front of
the class. They will be given feedback
by the teacher to incorporate into
their final performance.

Partner Run Two stars and a wish

throughs
Rehearsal Journal Students will write insights and X X
rationales about their rehearsal
process. This includes warm ups,
challenges they faced, realizations
about their character, and things they
want the teacher to know.
(METACOGNITIVE REFLECTION) `This
journal will be handed in two days
after the performance with a
reflection about the performance
itself. The teacher will take in the
journal twice. The student can
choose which journal entry to polish
and submit to the teacher.

Performance Students will perform for their peers X

and teacher their finished product.
This performance will be assessed
based on criteria of character,
memorization, vocal elements,
incorporation of feedback from
workshop, clear intentions.