Voicing Your Own Cartoons Rubric Beginning (1) Developing (2) Proficient (3) Mastery (4) Criteria Student shows a Student shows a Student achieves Student goes beginning level of developing level the educational above and beyond understanding of of understanding standard/ learning application of the the educational of the educational goal educational standard/ learning standard/ learning standard/ learning goal gaol goal Character Student is starting ...and effectively ...and gives depth ….and somewhat Consistency to exhibit consistently portrays a to their character character portraying a character throughout their development. character consistently performance throughout their performance. Vocal Expression Student is starting ...and is somewhat ...and effectively ...and effectively to portray pitch, consistently portrays pitch, uses emphasis or tone, and rate in portraying pitch, tone, and rate to exaggeration to their cartoons, tone, and rate in sufficiently give meaning to though it is not their cartoons to portray character. the words they consistent or give more depth to say. their character. Projection/ Student is starting ...and is somewhat ...and uses ...and enunciates Diction to use projection consistently using projection and their words (with and diction in their projection and diction throughout emphasis or performance, diction. their performance exaggeration on though there are to be heard and some words) to several places understood make them heard where the effectively. and give them more meaning. audience can’t hear or understand them. Plot Student has some ...and has the ...and effectively ...and shows the story elements majority of the tells a complete character’s present, though it elements present, story with a experience in the is not complete. though they are beginning, middle, story within the not within the 2-4 and end. minute limit. minute limit.
Voicing Your Own Cartoons Rubric Beginning (1) Developing (2) Proficient (3) Mastery (4) Criteria Student shows a beginning level of understanding of the educational standard/ learning goal Student shows a developing level of understanding of the educational standard/ learning gaol Student achieves the educational standard/ learning goal Student goes above and beyond application of the educational standard/ learning goal Character Consistency Student is starting to exhibit character development. ….and somewhat consistently portraying a character ...and effectively portrays a character consistently throughout their performance. ...and gives depth to their character throughout their performance Vocal Expression Student is starting to portray pitch, tone, and rate in their cartoons, though it is not consistent or ...and is somewhat consistently portraying pitch, tone, and rate in their cartoons to give more depth to their character. ...and effectively portrays pitch, tone, and rate to sufficiently portray character. ...and effectively uses emphasis or exaggeration to give meaning to the words they say. Projection/ Diction Student is starting to use projection and diction in their performance, though there are several places where the audience can’t hear or understand them. ...and is somewhat consistently using projection and diction. ...and uses projection and diction throughout their performance to be heard and understood effectively. ...and enunciates their words (with emphasis or exaggeration on some words) to make them heard and give them more meaning. Plot Student has some story elements present, though it is not complete. ...and has the majority of the elements present, though they are not within the 2-4 minute limit. ...and effectively tells a complete story with a beginning, middle, and end. ...and shows the character’s experience in the story within the minute limit.