Approaches to Teaching Shakespeare

CONTENTS OF CURRICULUM UNIT 08.01.04

  1. Unit Guide
  1. Introduction
  2. Objectives
  3. The Unit
  4. Strategies
  5. Classroom Activities
  6. Notes
  7. Resources – Reading lists for teachers and students
  8. Appendix 1 – Student Handout
  9. Appendix 2 - Rubric: Shakespeare's Characters: A Visual Analysis
  10. Appendix 3 – Student Handout: Characterization
  11. Appendix 4 – Student Handout
  12. Appendix 5 - Essay Rubric 1
  13. Appendix 6

Shakespeare's Characters: A Visual Analysis

Jennifer Dienna Sandoval

Published September 2008

Tools for this Unit:

Appendix 5 - Essay Rubric 1

Prompt: Analyze three characters from each of the plays we have read. Be sure to emphasize the most important of these attributes of character: physical, symbolic, motivational, language, perspective, and psychological shift. Interpret these attributes to explain how they relate to the meaning of the work as a whole.
9=90-95%

8=85-89%

well-focused and persuasive analysis

uses apt and specific textual support

demonstrates how characterization contributes to the meaning of the work as a whole

not without flaws

makes a strong case for the interpretation

discusses the literary work with significant insight and understanding

9's reveal more sophisticated analysis and more effective control of language than do essays scored an 8.

7=80-84%

6=75-79%

offers reasonable analysis

demonstrates how characterization contributes to the meaning of the work as a whole

discusses the literary work with insight and understanding

analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9-8 essays

7's present better-developed analysis and more consistent command of the elements of effective composition than those scored a 6.

5=70-74% responds to the assigned task with a plausible reading

tends to be superficial or underdeveloped in analysis

often relies upon plot summary that contains some analysis, implicit or explicit

attempts to discuss the prompt and what that contributes to the work as a whole

demonstrates a rather simplistic understanding of the work

reveals unsophisticated thinking and/or immature writing

demonstrates adequate control of language

lacks effective organization

marred by surface errors.

4=65-69%

3=60-64%

offers a less than thorough understanding of the task or a less than adequate treatment of it

reflects an incomplete or oversimplified understanding of the work

fails to establish the nature of the prompt

may not develop a response to how characterization contributes to the work as a whole

relies on plot summary alone

assertions may be unsupported or even irrelevant

wordy, elliptical, or repetitious

lacks control over the elements of college-level composition

3's may contain significant misreadings and demonstrate inept writing.

2=55-59%

1=50-54%

makes some attempt to respond to the prompt

compounds the weaknesses of the papers in the 4-3 range

unacceptably brief or are incoherent in presenting their ideas

poorly written on several counts and contain distracting errors in grammar and mechanics

remarks are presented with little clarity, organization, or supporting evidence

particularly inept, vacuous, and/or incoherent essays must be scored a 1

0 These essays make no more than a reference to the task, are left blank or are completely off topic.

Comments:

Add a Comment

Characters Left: 500

Unit Survey

Feedback