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Foundations I "Dating Game" Character Development PBLA



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.