Britney L.

Pardue
ED 507: Principles of Developing and Interpreting Assessment
Topic 6: Performance Assessment

Description of Performance Assessment

I have designed a group theater project to serve as a language arts performance assessment for second graders with varying levels of
English language proficiency. We will address the Common Core Anchor Standard, CCSS.ELA-LITERACY.RL.7, to “integrate and evaluate
content presented in diverse media and formats, including visually and quantitatively, as well as in words.” We will address the Clarifying
Objective, CCSS.ELA-LITERACY.RL.2.7, to “identify illustrations or objects/tactual information in print or digital text that depict characters”
and go beyond this by developing illustrations that depict characters.

The Common Core Anchor Standard requires students to integrate content present in diverse formats. The group theater project is well
suited for this objective – the students will record video of a dramatized version of the well-known folk tale, The Three Little Pigs, using
integrated visual and oral formats. Students will read and familiarize themselves with the script. In collaborative groups, students will
design and create stick puppets to illustrate their characters and scenery. Students will deliver their lines with feeling and emotion. Students
will conduct self- and peer- evaluations. Students will utilize technology to video-record their performances. Lastly, students will participate
as respectful audience members and critiques during the viewing of their peers’ videos.

Outline of Necessary Daily Lessons

Lesson: The Three Little Pigs as Integrated Drama
Duration: Five 60-minute class periods
Level: 2nd Grade with varying levels of English Proficiency
Home Assistance: None
Materials: copy of The Three Little Pigs by Patricia Siebert (2002); access to Google Translate; comprehension check worksheet and
pencils; script of The Three Little Pigs (by Plays for Everyday, Primary Concepts); construction paper, glue, popsicle sticks,
markers/pencils/etc.; video camera; access to Google Drive; rubric (4 copies per student)
ESL Support: Student Small Groups are determined based on English proficiency levels, home language, and student interests. Depending
on the needs of the class, the students might be grouped by like-home-languages or different-home-languages. Students also have the
option to discuss and/or perform in their home languages as is appropriate for their individual learning needs/goals.

Day 1 – Introduction to The Three Little Pigs

• Class Discussion (15 minutes) – What is a fable or folk tale? Teacher provides translations into home languages using Google
Translate, as needed. Students share a folk tale they know. Teacher encourages sharing folk tales from all linguistic and cultural
backgrounds.
• Class Reading (15 minutes) – Teacher reads the picture book, The Three Little Pigs by Patricia Siebert (2002), asking interactive
questions.
• Small Group Reading (30 minutes) – Students take turns reading the book in small groups. Students complete a “comprehension
check” worksheet in small groups.
• Materials: copy of The Three Little Pigs by Patricia Siebert (2002); access to Google Translate; comprehension check worksheet
and pencils.

Day 2 – The Three Little Pigs as a Play

• Class Discussion (15 minutes) – What other formats might be used to present The Three Little Pigs? Teacher prompts discussion of
movies, cartoons, songs, plays, comics, etc. Teacher introduces the play The Three Little Pigs and explains that we will be working
towards a dramatized performance, a puppet show, of this play.
• Choral Reading (10 minutes) – Students are divided into four groups (the wolf, pig 1, pig 2, and pig 3). The class reads the play,
group by group, practicing each role. ESL Note: Groups are determined based on English proficiency levels, home language, and
student interests. If there are any pre-emergent English speakers, the teacher may consider allowing them to present their lines in
their home language.
• Small Group Discussion (10 minutes) – How do the characters feel? Each small group (wolf, pig 1, pig 2, and pig 3) discusses how
their character is feeling during each line. Next to each line on the script for their character, the group writes a short description of
how they are feeling and how their voice might sound during each line. Answers may vary.
 • Choral Reading with Emotions (10 minutes) – Students return to class choral reading. This time extra attention is paid to the
emotions and feelings when reading.
• Theater Group Practice (10 minutes) – Now, in theater groups consisting of one of each of the four characters, the students read
their lines individually. ESL Note: Groups are determined based on English proficiency levels, home language, and student
interests. Depending on the needs of the class, the students might be grouped by like-home-languages or different-home-
languages.
• Theater Group Brainstorming (5 minutes) – In theater groups, students discuss and brainstorm ideas: What sound effects can we
make with our hands, bodies, or available school materials to add to the story? How loud, clear, and emotional should our voices be
during each line? What type of puppets and scenery should we make?
• Materials: script of The Three Little Pigs (by Plays for Everyday, Primary Concepts)

Day 3 – Illustrations and Scenery for The Three Little Pigs

• Theater Group Practice (10 minutes) – Students practice reading their lines in theater groups.
• Character Design (20 minutes) – Students collaborate with their group members regarding overall style and themes and then
design popsicle stick puppets using: construction paper, glue, popsicle sticks, and markers/pencils/etc.
• Set Design (20 minutes) – Students collaborate with their group members regarding overall style and themes and then design
scenery and props using: construction paper, glue, popsicle sticks, and markers/pencils/etc.
• Theater Group Practice (10 minutes) – Students practice reading their lines in theater groups using their popsicle stick puppets and
scenery.
• Materials: script of The Three Little Pigs (by Plays for Everyday, Primary Concepts), construction paper, glue, popsicle sticks, and
markers/pencils/etc.

Day 4 – Rehearsals for The Three Little Pigs

• Class Discussion (5 minutes) – How can we be helpful and respectful critics?
• Self-Evaluation in Theater Groups (10 minutes) – Students rehearse their puppet show. Upon completion, the theater group will use
the rubric to self-evaluate.
 • Theater Group Redesign & Practice (10 minutes) – Based on the group’s self-evaluation, with special attention paid to the
“Something to Improve column,” theater groups will redesign or edit their performance piece. Students will then practice.
• Peer-Evaluation in Theater Groups (20 minutes) – Each theater group is paired with another theater group. Both groups rehearse
their puppet show while their peers serve as the audience. Upon completion, the theater groups will use the rubric to provide a peer-
evaluation.
• Theater Group Redesign & Practice (15 minutes) – Based on the group’s peer-evaluation, with special attention paid to the
“Something to Improve column,” theater groups will redesign or edit their performance piece. Students will then practice.

Day 5 – Performing The Three Little Pigs

• Class Discussion (5 minutes) – What is a Good Audience Member?
• Theater Group Performances & Recording (40 minutes) – Each theater group will perform their puppet show for the class. The
teacher will record the puppet show and post the videos on Google Drive.
• Final Self-Evaluation (15 minutes) – Each group will watch the recording of their own performance on Google Drive. Students will
complete a final self-evaluation. Even if students give themselves a perfect score, they are still encouraged to include ideas in the
“Something to Improve” column.

Reflection
Overall, I wanted to provide a product-oriented performance evaluation that relied heavily on self-evaluation and group work. The students
have multiple exposures to this rubric as they conduct peer- and self-evaluations throughout the project and practice providing positive
critiques. Thus in addition to the more quantitative point systems, I also included columns for evaluators to write “Something Awesome” and
“Something to Improve” to capture qualitative aspects of the presentation as well as to provide students with a conversation starter place
during their peer- and self-evaluations.The anchor standard,“(to) integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words,” emphasizes the integration of content visually and in words. Thus, two areas of
my grading schema (puppets and scenery) are visually-oriented, and two other areas (line delivery and emotional delivery) are word-
oriented. Beyond these four areas, I included a specific area of grading to address the integration of the visual and audio components of
the puppet performance. Lastly, I added a process-oriented area of grading “Group Work” to affirm the value my classroom places on
collaboration, communication, and community.
Rubric of The Three Little Pigs Puppet Show
Area of Exceeds Expectations Meets Expectations
Grading (4-5 points) (2-3 points)
Puppets Puppet illustrations accurately
depict the character. Puppets
are well-designed and
carefully constructed.
Scenery Scenery and props accurately
fit the story. Scenery and
props are well-designed and
carefully constructed.
Line The delivery of every line is
Delivery loud and clear. The student
always uses accurate
pronunciation and rhythm.
Emotional The emotional delivery is
Delivery extremely well-executed. The
intonation, emphasis, pitch,
tone, and voice quality are
highly appropriate.
Integration Voice, visuals (puppets, props,
and scenery), and sound
effects are very well-integrated
and strongly support the
audience’s experience.
Group Work Team members always
worked well together by
listening, collaborating, and
cooperating. Everyone’s voice
and opinions were heard and
incorporated into the final
product. Compromises were
reached graciously.
Puppet illustrations
accurately depict the
character. Puppets are
somewhat well-designed and
carefully constructed.
Scenery and props
accurately fit the story.
Scenery and props are
somewhat well-designed and
carefully constructed.
The delivery of most lines is
loud and clear. The student
mostly uses accurate
pronunciation and rhythm.
The emotional delivery is
mostly well-executed. The
intonation, emphasis, pitch,
tone, and voice quality are
mostly appropriate.
Voice, visuals (puppets,
props, and scenery), and
sound effects are somewhat
well-integrated and
somewhat support the
audience’s experience.
Team members sometimes
worked well together by
listening, collaborating, and
cooperating. Most members’
voices and opinions were
heard and incorporated into
the final product.
Compromises were reached,
but not graciously.
Does Not Meet Expections Something Something to
(1 point) Awesome Improve
Puppet illustrations somewhat
accurately depict the character.
Puppets are not well-designed
or constructed.
Scenery and props somewhat
fit the story. Scenery and props
are not well-designed or
constructed.
The delivery of some lines was
loud and clear. The student
sometimes uses accurate
pronunciation and rhythm.
The emotional delivery is not
well-executed. The intonation,
emphasis, pitch, tone, and
voice quality are not
appropriate.
Voice, visuals (puppets, props,
and scenery), and sound
effects are not well-integrated
and do not support the
audience’s experience.
Team members did not work
well together. Team members
did not listen, cooperate, or
collaborate. Only some
members’ voices and opinions
were heard and incorporated in
the final product. Compromises
were not reached.