Clearly distinguishable stage directions. Each reader underlines his or her own speaking parts—in pencil, to allow changes—and also crosses out anything the whole team agrees to cut. A header at top right with one or two key words from the script title, plus the page number.
Place students in the same groups as Session 1, and assign one scripting sheet to each group giving each member a copy.
Instead of too few readers, you may have more than you need. Put them in all caps or bold with at least two spaces after, to set them off from other text. Switch to a different narrator with each new scene. Place the selected scripting sheet for modeling on the overhead.
Divide the readers into teams of about four. Assign a narrator to each character. Team Scripting Children working in teams are easily capable of scripting short, simple stories.
No splitting of speeches—or at least of paragraphs—between one page and the next.
Split characters into two or more. Most of my own scripts now get four narrators, and some get as many as eight. Also, if the narration tells about what a character said, you might convert this into a speech of the character.
Difficult or obscure language. The team members read through their story, identify the roles, and divide the roles among themselves. Then they decide who will read what. There are two basic types: Have the groups read their scripts in front of the class. Narrators read what is "outside" the quotation marks and characters read what is "inside" the quotation marks.
Linespacing set at 1.
Give students the rubric ahead of time so they know and understand what they will be scored on. A character can sometimes be converted into a set of characters, with the speaking parts divided among them.
This takes some getting used to, though, and often feels clumsy and unnatural. Cuts and Changes Feel free to make cuts and changes in the story that will make your script livelier, simpler to understand, or easier to perform.
Delivery includes eye contact, expression, gestures, and use of props. Cooperation assesses students on how well they worked individually in a group and how well the group worked together overall. Some story characters may have no lines, or may be onstage for a long time before they speak.
Crowd scenes can always use extra readers. Delineate between narration and dialogue. Use character narration in place of a separate narrator. Adjust roles as necessary during the reading in the event a role was omitted.
Divide narration between the narrators and the characters themselves. For a smaller typeface like Times, Helvetica, or Arial, point is a better size. This is usually a good idea anyway for young readers. First explain briefly about identifying the types of roles, adjusting for more or fewer readers, and possible cutting.
In general, look for stories that are simple and lively, with lots of dialog or action, and with not too many scenes or characters.Letter-Writing North Carolina Writing Rubric for Content and Conventions Persuasive Essay Research Report Story Writing.
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Introduce the Readers Theatre Rubric and make sure that students are aware of how their performance will be assessed. 3. Place students in groups to work with selected scripts, and assign students in each group the role (or roles) they will read.
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Scoring Rubric: Research Report/Paper - TeacherVision. Lori Jamison mi-centre.com 4 3 2 1 Group Preparation Presentation runs smoothly, without interruptions, suggesting excellent preparation.
This rubric is designed to be used for any Readers Theatre performance. Students are scored both individually in the areas of delivery and cooperation and as a. Find out how to make this rubric interactive Script Writing.
CATEGORY 4 3 2 1 Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing.Download