Foundations II The Dating Game PBLA P. Lee-Muratori
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Directions: All students will choose a character from The Taming of the Shrew to “become” via appropriate actions, voice, costume, props, point of view, and philosophy of life. That character will become a contestant on “The Dating Game,” which the character for some reason (you invent it) wants to participate in. (You determine that reason via a close reading of your story and your imagination.) Use the attached graphic organizer to brainstorm to whom you would want to talk during the shooting of the show, whom you would try to avoid, and whom you would immediately “click” with. Create questions for possible openings of conversations, so that you are not all sitting there and staring at each other. Rehearsals should be held during class in order for students to practice improvising in character. Test Grade Performance Date: 2/20/13 (Weather permitting)
Name: ________________________ Role: ______________________________
Pre Performance: Point Value: Self Assess
1.) Student has read the literature carefully and
closely for character background, motivation,
attitude, body language, mannerisms, dress, and
appropriate props as is evidenced by their performance,
organization, readiness, and poise during the show. 20 ___
2.) Student has filled out the graphic organizer in detail
and brainstormed possible conversational strategies
that are both in character and appropriate to
the taping of the television show. The show is G rated! 30 ___
3.) Student participates whole-heartedly in at least
one rehearsal. 10 ___
4.) Student demonstrates believable behavior and
speech for his/her character during the “shoot.” 10 ___
5.) Student demonstrates an awareness of articulation
and projection. This is evidenced by the audience’s
ability to hear and understand everything the student
says. 10 ___
6.) Student performs his role in accordance with the choices
motivations, and objectives determined during his/her
brainstorming rehearsal, or as evidenced by his/her graphic
organizer. The student can also explain to the audience
(and the teacher) why he/she has chosen to behave in his/her
chosen manner with reference to the text. 10 ___
7.) Student is completely committed to his/her choices
and is able to stay in character most of the time, and
“improvisational moments” are handled with poise and
commitment. 10 ___
Total Possible Points: 100 ___
Reading Assessment Graphic Organizer “The Dating Game” P. Lee-Muratori
Directions: Please fill out the following graphic organizer on a separate piece of paper (typed: 12 font; double-spaced) as an aid to help you prepare for your performance at the “The Dating Game.” Analyze your play or story carefully for clues as to the motivations, actions, dreams, fantasies, looks, body language, and voice (dialect, vocabulary, accent, register, volume etc.) of your character. Then decide who at the television shoot your character would love, like, hate, gravitate toward, and avoid. Decide why and explore that here. Finally, create about 5-10 subjects/lines your character would discuss/use during the show. This preparation will help you stay in character, deal with improvisational moments beyond your control, and increase your commitment…and thus, your grade. This graphic organizer will be handed in with your assessment sheet and, consequently, be a major part of your grade.
1.) What is my character’s main motivation (what do I want)? How do I know? (As determined by what information in the novel (quotes or specific actions—cite page #’s):
2.) My character’s actions, body language, clothing style, and looks:
3.) How do I know? (As determined by what information in the novel (quotes or specific actions—cite page #’s):
4.) My character’s dreams, fantasies, idealized vision of him/herself (As determined by what information in the novel (quotes or specific actions—cite page #’s):
5.) Who would my character like at the television show and why?
6.) What might I talk to them about? What do we have in common? Why would I feel comfortable with them?
7.) Who would I immediately dislike/avoid? Who would I fear? Why? What would I say to them if I found the courage or opportunity? Why?
8.) What are some (5-10) conversational ice breakers I would use to get to know someone? List them here. Why would I talk about each topic? Use specific rationale from your novel’s character development. Be able to defend your opinions by specific reference to the text.