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8th
Grade
Cultures in Contact
| KWL Chart | Photo/Art Analysis Worksheet | Document Analysis Worksheet | Venn Diagram |
Tableau Directions |
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What do I know?
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What do I want to know?
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What did I learn?
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Tableau
The students use their bodies to create a frozen image expressing actions, locations, feelings, or situations. Their focus is to be on a day in the life of one of the individuals that they researched. In some cases they will be drawing upon information in a secondary source consequently their individual(s) name may have to be fictitious.
The groups will begin with each member frozen. A designated
individual will begin by coming alive.
Generally this person will set the stage as well as participate in the
tableau. When this character is finished they will tap the next actor
on the shoulder or will cue them to begin. It is critical to have the
students clearly decide the order each character will become alive. An
effective Tableau is well organized, having each character build upon
or interact with the preceding character.
Each student should speak and act the thoughts of the character she or he is enacting. Props may be used where appropriate.
Remind the students that this is a dramatic presentation and that they should employ all of their dramatic talents make their tableau a success.
Performance Rubric (Tableau)
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4
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3
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2
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1
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| Preparation and Research | Prepares by investigating a variety of primary and secondary sources (Day 3 and 4) | Uses some resources from
investigation activity. (Day 3 and 4) |
Relies on one source of research (Day 3 and 4) | Little evidence of preparation and research |
| Subject matter | Strong grasp and understanding of subject matter; meets project criteria completely and concisely | Familiar with subject matter; meet project criteria | Gaps in understanding of subject matter; not all project criteria met | Little understanding of subject matter or project evident |
| Presentation | Demonstrates careful thought and initiative; uses innovative approaches to present original ideas | Evidence of some creative thought present | Contains one or two interesting ideas | No original ideas or methods evident |
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4
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3
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2
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1
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| Organization | The writer uses consistent organization. The letter follows the correct and complete form.The body of the writing contains the writers observations and experiences this includes historical facts. The conclusion leaves the reader with a thought or question to consider. | The writer uses consistent organization. The letter follows the correct and complete form.The body of the writing contains the writers observations and experiences this includes historical facts. The conclusion brings the writing to a natural stopping place. | The organization is not consistent. The letter lacks historical facts. The letter lacks a clear introduction and or a conclusion. | The writing does not have a noticeable organization. The letter lacks historical facts. The letter lacks an introduction and conclusion. |
| Elements of Expressive Writing | The writing is engaging and personal. It contains precise details about and vivid descriptions of experiences , people or observations. The tone is relaxed and the details are appropriate for the intended audience. Most details support the writers conclusion. The writer consistently uses the first-person point of view. | The writing is personal. It contains details and descriptions of experiences , people or observations. The tone is relaxed and the details are appropriate for the intended audience. Many details support the writers main idea. The writer usually uses the first-person point of view. | The writing is personal. It contains some details and descriptions of experiences , people or observations. The tone is filled with slang. The details are not always appropriate for the intended audience. Details do not support the writers main idea. The writer rarely uses the first-person point of view. | The writing is personal, but the amount and types of details do not demonstrate an awareness of the intended audience. Essential details are missing The point of view is random and keeps shifting. |
| Grammar, Usage, Mechanics and Spelling | There are few or no errors in mechanics, usage, grammar or spelling. The writer correctly uses first-person pronouns, including I and me. | There are some errors in mechanics, usage, grammar or spelling. The writer occasionally uses first-person pronouns incorrectly. | There are several errors in mechanics, usage, grammar or spelling. Word choice or spelling hinders easy comprehension. | Numerous errors in mechanics, usage, grammar or spelling. Word choice or spelling interferes with comprehension. |
Last Modified: By Michele Larkey Thursday, March 21, 2002