Drama literacy (Year 9) Example short assessment

Transcription

1 Drama literacy (Year 9) Example short assessment In the Australian Curriculum, literacy is one of the general capabilities embedded across all learning areas. Students become literate as they develop the knowledge and skills they need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. 1 Assessment technique Short response Targeted indicators Listening and Speaking LS 9 i Identify and analyse own and others purposes for listening and speaking. Select and manipulate text structures and language features to position and persuade audiences for the chosen content and context LS 9 ii Plan, research, rehearse and deliver spoken presentations specific to learning areas in formal and informal settings, selecting purpose, structure and features to position and persuade audiences Context This short response provides an opportunity to monitor each student s ability to improvise a performance and demonstrate the identified indicators. 1 Australian Curriculum v3. Accessed 1 May

2 Teacher information This assessment is an example of one way that teachers may gather evidence of a student s ability to demonstrate the highlighted sections of the targeted indicators. The teacher will need to provide students with a text and character cards to complete the task. Students take notes using a graphic organiser such as the template Analysing/planning a character portrayal, and use this information to guess the character being portrayed. This assessment may be differentiated by: having further discussion to allow some students to clarify and question providing extra time for some students who are reluctant readers and need adjusted time. Implementation Modelling The teacher: selects and shares a text presents the text in the role of a particular character and asks students to guess the character being portrayed leads a discussion about the purpose of listening in this assessment (to identify a particular character), and the purpose of speaking (to select and manipulate text structure to convey a particular character to the audience). Appendix: Sample student response may be helpful. Gathering evidence The teacher provides students with a text and a series of character cards. The students: plan a performance of the text as the nominated character using a graphic organiser such as the template Analysing/planning a character portrayal (provided) present their performance using text and language features, including non-verbal expression, to portray their character. Evidence of student achievement of each indicator can be recorded in a Class monitoring record (provided). Teachers analyse the evidence to inform decisions about ongoing literacy teaching and learning. 2 Drama literacy (Year 9) Example short assessment

3 Template Analysing/planning a character portrayal Strategies Notes Language choices Speaking technique text structures and language features that persuade audiences of the chosen character intonation, stress patterns, e.g. pitch, volume and pace register, e.g. formal, neutral, informal, casual, tone, volume, pause and pace for varying purposes and contexts Nonverbal expression body language gestures Character portrayed: Queensland Studies Authority May

4 Class monitoring record Table heading Teacher: Term: Class: Indicators LS 9 i Identify and analyse own and others purposes for listening and speaking. Select and manipulate text structures and language features to position and persuade audiences for the chosen content and context LS 9 ii Plan, research, rehearse and deliver spoken presentations specific to learning areas in formal and informal settings, selecting purpose, structure and features to position and persuade audiences Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 4 Drama literacy (Year 9) Example short assessment

5 Appendix: Sample student response Strategies Notes Language choices text structures and language features to persuade audiences of the chosen character Simple words, very short sentences and grammar patterns to model developing language skills. I done that. Speaking technique intonation, stress patterns, e.g. pitch, volume and pace register, e.g. formal, neutral, informal, casual, tone, volume, pause and pace for varying purposes and contexts Stretching out words to make them sound whiny Using um when pausing Using a loud voice Emphasising and repeating particular words about playing Nonverbal expression body language Swaying body Fidgeting Pouting and screwing up face gestures Jumping to add emphasis to words Using outstretched arms to describe size Character portrayed: A young child, maybe a 3-year-old Queensland Studies Authority May