Extra Credit video option:
Click on the "OVERVIEW" button on the upper left of this page.
Scroll down to "EXTRA CREDIT".
Video release form found at the bottom of the overview page.
Students ALWAYS have the choice of performing live in class or turning in a DVD.
Turning in a DVD (will not be returned).
Scroll down to "EXTRA CREDIT".
Video release form found at the bottom of the overview page.
Students ALWAYS have the choice of performing live in class or turning in a DVD.
Turning in a DVD (will not be returned).
READING PROJECT
Student chooses a Kindergarten level book.
The challenge for the 8th grade student is to make the book's story come alive, to entertain the audience, and encourage critical thinking.
Student will be graded on the following:
1) Volume
2) Eye Contact / Showing pictures
3) Inflection
4) Sound Effects
5) Critical thinking questions - The questions should be open ended AND cannot be answered by a simple "yes" or "no." These questions should require the audience to think! Some books focus on rhyme and other literary elements. It is encouraged to have a mini lesson before reading the book and ask questions throughout the story.
Remember to provide an introduction and conclusion.
Introduction:
"Hello my name is Joe Smith, the title of my book I will be reading to you today is Zoo Animals by Mary Thompson. Throughout the story, I will be asking you some questions. If you want to answer the question, raise your hand silently and wait to be called on before answering. Let 's have a practice question. Who has a pet at home, what pet do you have AND what is your pet's name? Let's begin (repeat the title and author again).
Conclusion: Thank the audience!
The challenge for the 8th grade student is to make the book's story come alive, to entertain the audience, and encourage critical thinking.
Student will be graded on the following:
1) Volume
2) Eye Contact / Showing pictures
3) Inflection
4) Sound Effects
5) Critical thinking questions - The questions should be open ended AND cannot be answered by a simple "yes" or "no." These questions should require the audience to think! Some books focus on rhyme and other literary elements. It is encouraged to have a mini lesson before reading the book and ask questions throughout the story.
Remember to provide an introduction and conclusion.
Introduction:
"Hello my name is Joe Smith, the title of my book I will be reading to you today is Zoo Animals by Mary Thompson. Throughout the story, I will be asking you some questions. If you want to answer the question, raise your hand silently and wait to be called on before answering. Let 's have a practice question. Who has a pet at home, what pet do you have AND what is your pet's name? Let's begin (repeat the title and author again).
Conclusion: Thank the audience!
Puppet Project
To see additional examples of this project, other than the video below, click on the link: http://youtube.com/user/ThespianSCHOOL
Two Options:
All options must submit a plot summary & final performance must show a clear plot
Option 1: Perform in class –Both classroom options (1 & 2) must create one sock puppet per student and one cloth back ground. Background dimensions: 30" height x 40" wide (see diagram below). The border on the exterior of the rectangle will likely not be seen by the audience, so the interior of the rectangle is the MOST important.
The back drop serves as the background and setting of the story.
Diagram of backdrop dimensions are at the bottom of this page. (scroll down)
Option 2: Video / YouTube – (Print Video Release Form, which can be found at bottom of OVERVIEW page by clicking on OVERVIEW button on top left of this screen)
Click on the link below to see an example. Be sure to read the strengths and weaknesses of the video! In the clip below, the students were required to teach a core standard, which is now extra credit!
Video options must submit all necessary video release forms found on Mr. McCullough's web page, all costume info., setting, and list of actors with their plot summary BEFORE filming begins and with their plot summary. There must be one puppet per student (sock or store-bought). If more than one student is in the group, not all group members need to use a puppet (all can use puppets too), but all are required to act in the presentation (Muppet movie style). For example, if there are two people in the group, there must be two different puppets in the presentation. One member could opt to manipulate the two puppets, while the other member is on screen acting out one or more human characters. A) Option 3: Individually with help from people not in the same class
Group of 2-4 students in the same class
Students can only work with a partner if they choose the DVD extra credit option. All who choose to perform in class, will perform independently. Overall success on this first project will determine if the student is allowed to have a partner on future projects.
FLASH DRIVE OPTION (Refer to the Drama homepage under "Extra Credit" for more information):
*Students must turn in a video release form before filming starts. Form can be found by clicking the link on the Drama home page.
*Student must turn in a flash drive two days before due date in class OR if a phone was used then bring USB cord and phone AFTER school two days before due date.
*If the students' partnership isn't successful, they will not be afforded the privilege of having a partner in other projects.
Objective: Have at least two hand held puppets where the dialogue is accurately portrayed by moving the mouth of the puppet, a clear plot, and unique characters (inflection!).
Content:
1) Make up a story
2) Fairy tale
3) Change a fairy tale
4) From a novel, book, TV show, or movie
5) From your own life
6) Extra credit content -
Teach a core standard using puppets and an entertaining story (plot).
1. Student chooses favorite core subject: Math, Science, History, or Language Arts
2. Student/s choose specific standard that will be covered/taught in their performance.
The students will be graded on the following and the percent indicates the weight of each criterion:
*Puppet Appearance/Construction=10%
*Backdrop/background = 5%
*Introduction & Conclusion = 5%
*Volume = 20%
*Inflection (emotion)= 10%
*Inflection (different voices for each character) = 5%
*Enunciation & Pace = 10%
*Distracting behaviors = 5%
*Plot = 20%
*Length (3:16- 8 min.)= 10%
Individual Skit: 3 minutes - 10 minutes
Two person Skit: 6 minutes - 10 minutes
Three person Skit: 9 minutes - 15 minutes
Four person Skit: 12 minutes - 15 minutes
Five person Skit: 15 minutes - 20 minutes
Six person Skit: 18 minutes - 25 minutes
*If less than 2 min. = -20 penalty. If 2:01 - 3min. = 15 penalty. If 3:01 - 3:15 = -5 penalty.
Two Options:
All options must submit a plot summary & final performance must show a clear plot
Option 1: Perform in class –Both classroom options (1 & 2) must create one sock puppet per student and one cloth back ground. Background dimensions: 30" height x 40" wide (see diagram below). The border on the exterior of the rectangle will likely not be seen by the audience, so the interior of the rectangle is the MOST important.
The back drop serves as the background and setting of the story.
Diagram of backdrop dimensions are at the bottom of this page. (scroll down)
Option 2: Video / YouTube – (Print Video Release Form, which can be found at bottom of OVERVIEW page by clicking on OVERVIEW button on top left of this screen)
Click on the link below to see an example. Be sure to read the strengths and weaknesses of the video! In the clip below, the students were required to teach a core standard, which is now extra credit!
Video options must submit all necessary video release forms found on Mr. McCullough's web page, all costume info., setting, and list of actors with their plot summary BEFORE filming begins and with their plot summary. There must be one puppet per student (sock or store-bought). If more than one student is in the group, not all group members need to use a puppet (all can use puppets too), but all are required to act in the presentation (Muppet movie style). For example, if there are two people in the group, there must be two different puppets in the presentation. One member could opt to manipulate the two puppets, while the other member is on screen acting out one or more human characters. A) Option 3: Individually with help from people not in the same class
Group of 2-4 students in the same class
Students can only work with a partner if they choose the DVD extra credit option. All who choose to perform in class, will perform independently. Overall success on this first project will determine if the student is allowed to have a partner on future projects.
FLASH DRIVE OPTION (Refer to the Drama homepage under "Extra Credit" for more information):
*Students must turn in a video release form before filming starts. Form can be found by clicking the link on the Drama home page.
*Student must turn in a flash drive two days before due date in class OR if a phone was used then bring USB cord and phone AFTER school two days before due date.
*If the students' partnership isn't successful, they will not be afforded the privilege of having a partner in other projects.
Objective: Have at least two hand held puppets where the dialogue is accurately portrayed by moving the mouth of the puppet, a clear plot, and unique characters (inflection!).
Content:
1) Make up a story
2) Fairy tale
3) Change a fairy tale
4) From a novel, book, TV show, or movie
5) From your own life
6) Extra credit content -
Teach a core standard using puppets and an entertaining story (plot).
1. Student chooses favorite core subject: Math, Science, History, or Language Arts
2. Student/s choose specific standard that will be covered/taught in their performance.
The students will be graded on the following and the percent indicates the weight of each criterion:
*Puppet Appearance/Construction=10%
*Backdrop/background = 5%
*Introduction & Conclusion = 5%
*Volume = 20%
*Inflection (emotion)= 10%
*Inflection (different voices for each character) = 5%
*Enunciation & Pace = 10%
*Distracting behaviors = 5%
*Plot = 20%
*Length (3:16- 8 min.)= 10%
Individual Skit: 3 minutes - 10 minutes
Two person Skit: 6 minutes - 10 minutes
Three person Skit: 9 minutes - 15 minutes
Four person Skit: 12 minutes - 15 minutes
Five person Skit: 15 minutes - 20 minutes
Six person Skit: 18 minutes - 25 minutes
*If less than 2 min. = -20 penalty. If 2:01 - 3min. = 15 penalty. If 3:01 - 3:15 = -5 penalty.
The above picture illustrates the easiest way to create your sock puppet. Materials: 1) two pieces of cardboard, 2) clean sock, and 3) two eyes. Extras you may consider: 1) hair, 2) tongue, 3) clothing, and 4) hat. One change which is more difficult but allows easier manipulation of the mouth is to cut the sock where the mouth is. The pictures below show this design feature.
Commercial
Overall success on this 2nd project will determine if the student is allowed to have a partner on future projects.
Objective: Capture the attention of your audience and promote a fictional product/company OR a real product/company.
1. Student's commercials should be very similar to real commercials by using humor, special effects, scare tactics, or details proving superiority over other products/companies.
2. All materials etc. must be school appropriate. The following can be used: puppets, props, and real people.
3. Length: Commercials are usually about 30 seconds, movie trailers 2-5 minutes, and infomercials can be longer. Whichever commercial is chosen, it's length should be the same as industry standards.
The students will be graded on the following and the percent indicates the weight of each criterion:
*Students choose one of the following types of commercials with corresponding lengths (10%):
A) Regular Commercial = 0:30-1min. Lose 2% for every 15 second increment less than the desired time or over time.
B) Movie Trailer/Short Infommercial = 2-2:30. Lose 2% for every 30 second increment less than the desired time or over time.
C) Long-Form Infommercial = 15-16:00. Lose 2% for every minute less than the desired time or over time.
(If students did not complete the 1st project above, they can choose the Long infommercial to compensate for the lost points)
*Product or company being promoted must be clear = 10%
*Volume of student = 10%
*Inflection of student = 10%
*Props and/or setting to enhance theme/product = 10%
*Enunciation and Pacing (don't speak to quickly) =10%
*Student must have at least TWO of the below (10%)
Clever, Entertaining, Impressive, Original/Creative, Funny, Product you need/want
*Commercial must show WHY their product or company is better than the competition.
Objective: Capture the attention of your audience and promote a fictional product/company OR a real product/company.
1. Student's commercials should be very similar to real commercials by using humor, special effects, scare tactics, or details proving superiority over other products/companies.
2. All materials etc. must be school appropriate. The following can be used: puppets, props, and real people.
3. Length: Commercials are usually about 30 seconds, movie trailers 2-5 minutes, and infomercials can be longer. Whichever commercial is chosen, it's length should be the same as industry standards.
The students will be graded on the following and the percent indicates the weight of each criterion:
*Students choose one of the following types of commercials with corresponding lengths (10%):
A) Regular Commercial = 0:30-1min. Lose 2% for every 15 second increment less than the desired time or over time.
B) Movie Trailer/Short Infommercial = 2-2:30. Lose 2% for every 30 second increment less than the desired time or over time.
C) Long-Form Infommercial = 15-16:00. Lose 2% for every minute less than the desired time or over time.
(If students did not complete the 1st project above, they can choose the Long infommercial to compensate for the lost points)
*Product or company being promoted must be clear = 10%
*Volume of student = 10%
*Inflection of student = 10%
*Props and/or setting to enhance theme/product = 10%
*Enunciation and Pacing (don't speak to quickly) =10%
*Student must have at least TWO of the below (10%)
Clever, Entertaining, Impressive, Original/Creative, Funny, Product you need/want
*Commercial must show WHY their product or company is better than the competition.
ONE ACT PLAY
Objective: Perform an entertaining story with a clear plot.
1. Students can write their own story/script.
2. Students can use stories written by someone else:
fairy tale
TV episode
movie
book
These stories can be copied or adapted.
3. Length:
Individual One Act Play: 3 minutes - 10 minutes
Two person One Act Play: 6 minutes - 10 minutes
Three person One Act Play: 9 minutes - 15 minutes
Four person One Act Play: 12 minutes - 15 minutes
Five person One Act Play: 15 minutes - 20 minutes
Six person One Act Play: 18 minutes - 25 minutes
Refer to the "Speech Assignment" link on far left of Drama homepage THEN scroll down to "Dramatic/Story telling speech" for how this project will be graded.
1. Students can write their own story/script.
2. Students can use stories written by someone else:
fairy tale
TV episode
movie
book
These stories can be copied or adapted.
3. Length:
Individual One Act Play: 3 minutes - 10 minutes
Two person One Act Play: 6 minutes - 10 minutes
Three person One Act Play: 9 minutes - 15 minutes
Four person One Act Play: 12 minutes - 15 minutes
Five person One Act Play: 15 minutes - 20 minutes
Six person One Act Play: 18 minutes - 25 minutes
Refer to the "Speech Assignment" link on far left of Drama homepage THEN scroll down to "Dramatic/Story telling speech" for how this project will be graded.
Job Interview:
1) Student chooses the job to interview for.
2) Student wears appropriate clothes for that specific job interview (hair style, shoes, and etc.).
* If doing the DVD option, student must play two different applicants in two interviews for the same job. One applicant, of the two, will make subtle mistakes OR won't answer the questions AS thoroughly. After the interviews the better of the two applicants will be offered the job etc.
* If choosing the DVD option, and student wants to earn more points, then they may create a third character who embodies the worst applicant to ever interview for a job.
3) Student chooses another student to act as the manager/supervisor conducting the interview.
* If doing the DVD option then student conducting the interview must have the appearance (clothes/hair etc.) which supports the interview.
4) Job Interview Questions
Question 1:
Explain how your education and your performance in school has equipped you to fulfill your duties if you were hired.
Give 4 reasons and explain.
Question 2:
Explain why you should be hired over other applicants who are applying for the same position.
This should be done carefully, for you don't want to sound arrogant. The info. you share should show you are be best or the better applicant. Do not say, "I am the best." etc.
Give 4 reasons and explain. You can give work experience answers detailing what you did, how you did it, and what you learned from your prior experience.
INTERVIEW RUBRIC
____1) Be presentable (12 pts. total/4 pts. each):
___a) job appropriate attire,
___b) attire worn appropriately,
___c) job appropriate hair style
____2) Greeting (8 pts. total/ 1 point each):
___a) handshake,
___b) smile,
___c) possible introduction if interviewer does not greet by name,
___d) say a verbal greeting with good volume
___e) inflection
___f) enunciation
___g) posture
___h) eye contact
____3) Answers (36 pts. max):
Answer #1: Answer #2: Answer #3: Answer #4:
___a) complete ___a) complete ___a) complete ___a) complete
___b) thorough ___b) thorough ___b) thorough ___b) thorough
___c) on topic ___c) on topic ___c) on topic ___c) on topic
___d) posture ___d) posture ___d) posture ___d) posture
___e) volume ___e) volume ___e) volume ___e) volume
___f) inflection ___f) inflection ___f) inflection ___f) inflection
___g) enunciation ___g) enunciation ___g) enunciation ___g) enunciation
___h) posture ___h) posture ___h) posture ___h) posture
___i) eye contact ___i) eye contact ___i) eye contact ___i) eye contact
____4) If stumped (4 pts. max): ___applicant can repeat question before answering or ask the interviewer to repeat the question. Answers should always be truthful.
____5) Did not use slang (4 pts. max)
____6) No distracting or nervous behaviors (4 pts. max)
____7) Upon leaving, thanked the interviewer for their time and the opportunity they’ve given him/her to compete for the job opening. (2 pts. max)
________ = TOTAL POINTS EARNED
Good Interview Scale:
A= 70 – 60, B= 59 – 50, C= 49 - 45, D= 44 – 40, F= 39 or less
2) Student wears appropriate clothes for that specific job interview (hair style, shoes, and etc.).
* If doing the DVD option, student must play two different applicants in two interviews for the same job. One applicant, of the two, will make subtle mistakes OR won't answer the questions AS thoroughly. After the interviews the better of the two applicants will be offered the job etc.
* If choosing the DVD option, and student wants to earn more points, then they may create a third character who embodies the worst applicant to ever interview for a job.
3) Student chooses another student to act as the manager/supervisor conducting the interview.
* If doing the DVD option then student conducting the interview must have the appearance (clothes/hair etc.) which supports the interview.
4) Job Interview Questions
Question 1:
Explain how your education and your performance in school has equipped you to fulfill your duties if you were hired.
Give 4 reasons and explain.
Question 2:
Explain why you should be hired over other applicants who are applying for the same position.
This should be done carefully, for you don't want to sound arrogant. The info. you share should show you are be best or the better applicant. Do not say, "I am the best." etc.
Give 4 reasons and explain. You can give work experience answers detailing what you did, how you did it, and what you learned from your prior experience.
INTERVIEW RUBRIC
____1) Be presentable (12 pts. total/4 pts. each):
___a) job appropriate attire,
___b) attire worn appropriately,
___c) job appropriate hair style
____2) Greeting (8 pts. total/ 1 point each):
___a) handshake,
___b) smile,
___c) possible introduction if interviewer does not greet by name,
___d) say a verbal greeting with good volume
___e) inflection
___f) enunciation
___g) posture
___h) eye contact
____3) Answers (36 pts. max):
Answer #1: Answer #2: Answer #3: Answer #4:
___a) complete ___a) complete ___a) complete ___a) complete
___b) thorough ___b) thorough ___b) thorough ___b) thorough
___c) on topic ___c) on topic ___c) on topic ___c) on topic
___d) posture ___d) posture ___d) posture ___d) posture
___e) volume ___e) volume ___e) volume ___e) volume
___f) inflection ___f) inflection ___f) inflection ___f) inflection
___g) enunciation ___g) enunciation ___g) enunciation ___g) enunciation
___h) posture ___h) posture ___h) posture ___h) posture
___i) eye contact ___i) eye contact ___i) eye contact ___i) eye contact
____4) If stumped (4 pts. max): ___applicant can repeat question before answering or ask the interviewer to repeat the question. Answers should always be truthful.
____5) Did not use slang (4 pts. max)
____6) No distracting or nervous behaviors (4 pts. max)
____7) Upon leaving, thanked the interviewer for their time and the opportunity they’ve given him/her to compete for the job opening. (2 pts. max)
________ = TOTAL POINTS EARNED
Good Interview Scale:
A= 70 – 60, B= 59 – 50, C= 49 - 45, D= 44 – 40, F= 39 or less