|
Speed
|
Spoke way too fast or way too
slow; could not understand any of the poem recitation
|
Spoke fast/slow during the
majority of the poem recitation
|
A certain part (beginning, middle,
or end) of poem recitation was too fast/slow
|
Consistent flow throughout
entire poem recitation
|
____
|
|
Props, Costume, Scenery, Sound effects
|
No evidence of a costume, props, sound
effects, or scenery.
|
Minimal effort to put together a costume,
props, scenery or sound effects
|
Student is dressed in costume and attempts to
use one of the following; a prop, sound effect or scenery to enhance
poetry recitation
|
Student's costume and use of props, and sound
effects; and/or scenery polish the poetry performance
|
____
|
|
Flow
|
Repeatedly stopped for long
periods of time
|
Stopped occasionally to remember
words of poem
|
Only stopped once during the
presentation
|
Did not stop/hesitate at all
during the poetry recitation. Performance flowed.
|
____
|
|
Volume
|
Audience could not hear much of the poem recitation
|
Audience could hear only part of the poem recitation
|
Audience could hear all of the poem
recitation; normal volume used throughout
|
Audience cold hear entire speech; loud volume
used throughout
|
____
|
|
Eye Contact
|
Did not look at audience at all
|
Some eye contact
|
Great job of looking at the
audience
|
Poem was memorized; student
looked at the audience during the entire presentation
|
____
|
