The Shakespearienceby Mary Beth Matheson Bosen

Unit Objective: Students will demonstrate…

Expanded thinking about the impact of Shakespeare’s works and performance practices of the past and present

The development of analytical and performance tools to help effectively understand and perform Shakespeare

The process of creating a unified, polished pieceBy creating and performing a monologue or scene for a Shakespeare performance showcase

Class Level: Advanced

Prior Experience: Beginning and Intermediate Theatre Classes Introductory experience with Shakespeare history and texts Advanced knowledge of acting terms, and experience in their application

2014 National Core Arts Theatre StandardsTH:Cr3.1.HSIIa. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.TH:Pr4.1.HSIIb. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.TH:Re8.1.HSIIa. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work. TH:Re9.1.HSIIIa. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.TH:Cn11.1.HSIa. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. 

Main Concepts: Impact of Shakespeare: Past and Present Voice & Diction in Shakespeare’s Text Meters: Prose, Rhyme, Verse, Iambic Pentameter Acting Shakespeare Creating a Unified Piece

Lessons:The Man and His Impact

Lesson Objective: Students will demonstrate critical thinking about the impact of Shakespeare/his works by engaging in class discussion and writing a short reflection.

Choosing Pieces and Reviewing DictionLesson Objective: Students will demonstrate understanding of how clear diction, and voice work enhance the performer’s experience as well as the audiences’ of Shakespeare works by participating in Shakespeare Slam and doing a worksheet.

Prose, Rhyme, & Verse, Baby!Lesson Objective: Students will demonstrate their understanding of how Prose, Rhyme, Verse and Scansion function within Shakespeare’s works by working in a small group to translate a Shakespeare piece into modern day ‘English’ and perform it for the class.

Acting ShakespeareLesson Objective: Students will demonstrate their understanding of acting Shakespeare pieces by practicing the “Top Ten Hints” in class and applying them to their individual pieces.

Creating A Unified PieceLesson Objective: Students will demonstrate understanding of unifying the elements within a piece by outlining the theme for their scene or monologue as well as design choices.

Rehearsal Day/sLesson Objective: Students will prepare for their performance previews by rehearsing their pieces in groups.

Final PerformancesLesson Objective: Students will demonstrate…

Expanded thinking about the impact of Shakespeare’s works and performance practices of the past and present

The development of analytical and performance tools to help effectively understand and perform Shakespeare

The process of creating a unified, polished pieceBy creating and performing a monologue or scene for a Shakespeare performance showcase.

Shakespeare Lesson #1The Man and His Impact

Lesson Objective: Students will demonstrate critical thinking about the impact of Shakespeare/his works by engaging in class discussion and writing a short reflection.

Materials: PowerPoint AV equipment for PPT/Youtube clips

Graffiti Board Hook [5 mins] Invite students to make massive list of any/every reason of why they think we’d want or need to

study Shakespeare on the white board.

Review Board w/Class Go over some of answers ask students to explain why they chose them [5-10 mins]

Discussion/Practice Use answers on board to delve deeper into discussion of 4 possible reasons (use PowerPoint for

visuals): Nothing better to do? [5 mins]

o Show Rebecca black’s “Friday” http://www.youtube.com/watch?v=kfVsfOSbJY0o Is it because we don’t have other options?

Entertaining? [10 mins]o Compare study of Shakespeare to opening dialogue in Princess Bride between the

grandpa and grandson: The Grandson: Has it got any sports in it?

Grandpa: Are you kidding? Fencing, fighting, torture, revenge, giants, monsters, chases, escapes, true love, miracles... The Grandson: Doesn't sound too bad. I'll try to stay awake.

o Show/discuss examples in PowerPoint, (slides 3-6: Hamlet, Macbeth, R&J)o Surprising that when people think of Shakespeare, they don’t think of all the action that’s

packed into a play. o Through the course of this unit we’re going to look at examples of these spectacular

elements-who knows, might find ideas, situation, characters, or jokes that actually entertain us!

Timeless? [10 mins]o (PPT Slide 7) Explain that people through the ages have used Shakespeare’s works to

contextualize their questions, values, and issues.o Have students make a short list on the whiteboard of questions and issues that we deal

with in contemporary American society or of the values we have o Parallel some of their responses to themes found in several of Shakespeare’s works (ex-

Leadership problems/corruption to Richard III, Grudges/Love to R&J, etc…) We are still learning from it? [20 mins]

o (PPT Slides 8-9) Display text from PowerPoint “This above all, to thine own self be true.” Hamlet, 1.3

o Ask students to stand and read the verse aloud together

o How do these words apply to us? As young adults, Americans, in high school, work, friends, etc?

o What do we learn from them? o Use quote from Taming of the Shrew to introduce AKALA clip

“Our purses shall be proud, our garments poor, for ‘tis the mind that makes the body rich.” Petruchio, Taming of the Shrew, 4.3

o AKALA clip- http://www.youtube.com/watch?v=DSbtkLA3GrY Akala “demonstrates and explores the connections between Shakespeare and Hip-Hop, and the wider cultural debate around language and it's power.”

Discuss what Akala meant by calling Shakespeare a Custodian of Knowledge? Can we be custodians of knowledge? What responsibilities does this role have?

Reflection Paragraph [10 mins] Have students take out a piece of paper and write a reflective paragraph addressing what it means

to be human. Write prompt on the white board “What emotions, values, encounters make up our human

experience? What is it about theatre that helps us convey these messages?” o Have students turn these in as an assessment for the dayo Can refer back to these responses w/lesson 5, “Creating A Unified Piece” to help provide

specific examples for students to relate to in their scenes.

*Students’ assignment is to be thinking about some of their values, topics of concern, or interest that they have to prepare them for the next lesson. Next time students will be selecting their performance pieces.

Shakespeare Lesson #2Choosing Pieces and Reviewing Diction

Lesson Objective: Students will demonstrate understanding of how clear diction, and voice work enhance the performer’s experience as well as the audiences’ of Shakespeare works by participating in Shakespeare Slam and doing a worksheet.

(Students will be graded on their participation in this activity, and the vowel study that follows. The worksheet will also be handed in as a more formal assessment if it is used)

Materials: Monologue and Scene Selection Much Ado Cutting Shakespearean Insults Page R&J balcony scene

Focus Hook [5 mins] As students enter the room, notice how they’re acting. If they are overly hyped up do relaxation

activity to get them chilled out and focused. If students are dull and unenergetic, start a quick game to get them alive and thinking again so that they can be thoughtful and focused when they choose their pieces.

Get them started, while they are playing/engaged in activity, set out the different stacks of monologues and scenes along the back of the class.

Choosing Pieces [25 mins] Wrap up the activity, explain that for the next little bit the time is theirs to look through the

selection of pieces and choose a couple that stand out to them to read over. Students should then select one piece that interests them, this will be used for their final performance.

Have the students take their seats again and get ready to transition to a diction review!

Racing/Wailing Through The Text [10 mins] Ask for two volunteers (select a male and female), pull them aside and give them each a small

cutting from Much Ado About Nothing (Act 4, Scene 1)o Instruct “Benedict” to read through his lines as fast as he possibly can, emphasize that

speed is his #1 goal. Ask “Beatrice” to take her emotions to the extreme. The goal is show as much raw emotion as possible through her voice (can cry, sob, wail, whatever)

Explain to the class that the two will be performing a short piece. Ask the rest of the class to listen for clues in the text that will tell us what is going on/being said.

Have the volunteers perform Calmly ask the class to explain what they saw in the scene, and what was happening.

o Student’s will probably protest and hopefully say that they couldn’t understand what was going on.

Reviewing Diction/Mini-Discussion [5 mins] Ask them to take a second and think about why it was difficult to understand what was going on

in the piece, and to think of a way that the performance could be improved (based on their reflection) so that an audience could better understand what was happening in the scene

Have them write their ideas and feedback on the board Briefly review the different ideas on the board

o Look for ideas like: slow down, annunciate, breath, don’t drown words with emotion, etc…

Explain that many of the responses they came up with have to do with improving diction. Ask the class to come up with a definition for diction, to check for their understanding If they struggle, allow them to look it up in a dictionary really quick or on a smart phone Use their definition to explain that with Shakespeare’s text, it is crazy important to have proper

diction and projection for the audience to understand what is being said and why. Explain that now they will be practicing diction w/Shakespeare words

Getting In “The Zone!” [5 mins] Get the class on their feet and in a big circle Lead them through a quick series of vocal warm up exercises (at this point they should be pretty

familiar with some of them) o “Red Leather Yellow Leather, Good Blood Bad Blood”

Have them focus on using their tongue, lips, teeth to define their consonants Remind them to allow their face and body to relax, move, and express with the

words

Consonants and Vowels [20 mins] Hand out Shakespearean Insults Page Explain the process of creating a Shakespearean Insult (choose phrase from each column, preface

with “Thou” or “Thou art a/an” Give students a few moments to play around with them, then divide class in half, and have them

form two parallel lines. Explain process of a “Shakespeare Slam”

o The two heads of each line will come center stage (or…room) and exchange insults. The two slammers will then go to the back of the line and the next two will take center stage, etc…

o The goal is to be as expressive and more importantly as articulate as they can in delivering their insults.

o Remind them to think about involving tempo and pitch to carry and convey expression as they focus on articulation.

o Model what this might sound like with the taunt “Thou rank, rough-hewn, maggot pie!”o Say a couple insults as a group to experiment with tempo, pitch, and articulationo Let the Slamming Begin!

Reflection/Assessment Work [15 mins] Hand out the Consonants & Vowels reflection/assessment worksheet and the cutting from R&J

balcony scene and ask students to get with a partner.o Have each partnership do a quick reading of the piece, focusing on the use of vowels w/in

the text.o Ask the partnerships to take a moment to discuss the role that vowels played within the

piece that you read. Have them work on worksheet together. **If pressed for time, can modify this study of vowel/consonants by skipping the worksheet and

R&J reading. Instead, have the students say the words “Love” and “Hate” explain that both words sound like what they mean because of the hard consonants at work in “Hate” and the long, soft vowels in “Love.”

Wrap Up [5 mins] Students need to start memorizing their pieces. They will be graded on memorization at the end

of the next week, plus it becomes easier (and more fun!) to start internalizing and playing with other character elements once they are memorized!

As their memorization gets more solid, students should also begin experimenting w/ using different levels of pitch and tempo in their pieces while working on keeping consonants and vowels articulated.

Shakespeare Lesson #3Prose, Rhyme, & Verse, Baby!

Lesson Objective: Students will demonstrate their understanding of how Prose, Rhyme, Verse and Scansion function within Shakespeare’s works by working in a small group to translate a Shakespeare piece into modern day ‘English’ and perform it for the class.

Materials: PowerPoint 3 slips of paper with Shakespeare rhyme examples 10 note cards; 5 that say “Ta,” and 5 that say “Tum” Character Analysis Worksheet

Hook the class By pulling a “Mr. Keaton”, enter from the back of class whistling a lively tune, bid everyone a

good morning/afternoon, ask students to take out a piece of paper and pencil for notes and take place at the front of class. Load prose-worthy PowerPoint and dim the lights

Launch right into lesson/instruction

Explain that today we will begin process of unlocking some of the language barriers that keep folks from accessing Shakespeare.

Clarify that in this sense, access refers to their ability/desire to “get it” and understand what the heck is actually going on in the pieces

Explain that today will be focused on learning and internalizing the different writing forms that Shakespeare used in his plays and poems.

Why do you think he would use different forms? If he’s going to write 37 plays and a bujillion sonnets, wouldn’t choosing just one form make the most sense for efficiency?

Slide 2-Listen to the answers of students; use their responses to point to 3 possible reasons why Shakespeare used different forms of poetry (on ppt)

1-clue people into what was going on 2-appeal to different emotions 3-define characteristics of well…the characters

o Explain to students that they’ll want to take notes of the highlights/key terms in the PowerPoint (bolded items) they may very well get to use them in the future!

Prose Slide 3 [10 mins] Ask if anybody knows what this is/wants to take a stab at defining it? Prose: “a : the ordinary language people use in speaking or writing

b : a literary medium distinguished from poetry especially by its greater irregularity and variety of rhythm and its closer correspondence to the patterns of everyday speech” according to http://www.merriam-webster.com/dictionary/prose

o Emphasize “closer to everyday speech”o What do you guys think they mean by everyday speech, ordinary language people might

use?o Ask students to think of some characters in Shakespeare shows that might use everyday

speech (common folks: ex-bottom and crew, High Class: when being direct with others ex-Hamlet at points, etc..)

o Common people use prose a whole lot Show clip from Midsummer (Bottom and crew casting play)

http://www.youtube.com/watch?v=wRlM0Gi96rY to demonstrate o Prose also used in situations where Verse (more passionate, poetic) doesn’t fit

Speeches, characters pretending to be/actually are mad, rational contrasted w/emotional, looking for straightforward

Ask students if they can think of any examples of characters/moments in plays that would fit these criteria?

Show clip of Ophelia from Kenneth B’s Hamlet http://www.youtube.com/watch?v=74YTzl7vFEs to demonstrate “madness in prose”

Rhyme Slide 4 [10 mins] This is a word we’re pretty familiar with. Ask class to come up with a definition for “Rhyme”

o Ask for volunteers to share their answerso Share definition of Rhyme in terms of Shakespeare’s texto Ask if students can think of examples that they know of were Shakespeare uses rhymes in

his text Ask for three volunteers, give each a slip w/ an example of rhymes in Shakespeare’s text Have a volunteer read the R&J epilogue example

o Ritualistic/chorus effecto Used to define moral, give a prologue or epilogue, play w/in play (distinguish from story

and real life)o Use Prologue Clip from Zeffirelli’s R&J http://www.youtube.com/watch?

v=xawp9co17Z4 o Demonstrates prologue, stating of morals

Have volunteer read Midsummer “Pyramus and Thisbe” exampleo Play w/in play (distinguish from story and real life) o Songs, give example of bad verse, this is comedy scene supposed to be common people

putting on lofty play, ergo choppy verse Have volunteer read Macbeth example

o Rhyme used to point to supernatural Show clip from PBS Great Performances: Macbeth http://www.youtube.com/watch?

v=DorcFBk4sf8&playnext=1&list=PL4826BF5DDB2362FD&feature=results_video o Contemporary version of double double scene uses the rhythm and the rhyme for hard

hitting chanting, hypnotic, ritualistic effect for sure points to supernatural

Verse Slide 5 [5 mins] “Comes close to the natural speaking rhythms of English but raises it above the ordinary without

sounding artificial (unlike the "singsong" effect produced by dialogue in rhyme).  Art elevates and distills the everyday; writing in blank verse helps sharpen that distinction. Blank verse, as opposed to prose, is used mainly for passionate, lofty or momentous occasions and for introspection; it may suggest a refinement of character.” http://cla.calpoly.edu/~dschwart/engl339/verseprose.html

Introduce term Iambic Pentameter=type of verse.

Iambic Pentameter: stamping out a definition [10 mins] Turn lights on, and ask for 5 volunteers who are feeling particularly relaxed today to come up to

the front of the classroom. Have them space themselves out evenly in the front of class.

Ask for 5 more volunteers to come up who are feeling a little more energized. Have each stand in-between the “unstressed” students.

o Hand the unstressed students a note card with “Ta” written on it. Give the energized students a card with “Tum” written on it.

o Have the volunteers go down the line and read their sound, ask the energized students to stomp their foot when they say their sound. Have them repeat the exercise

Ask the class what they observed about the exercise (ex-unstressed, stressed pattern, rhythm)

o Ask the first two students in the line to step forward and link arms. Explain that this is an “iamb,” a set of stressed, unstressed syllables

o Ask the whole line to link up with the person next to them to form 5 pairs. Explain that 5 sets of iambs = a line of iambic pentameter

Practicing Iambic Pentameter Slide 6 [10 mins] Write “To be, or not to be: that is the question” on the board

o Ask a volunteer to come up and divide the text into 5 sets of iambs by putting a slash after each set of stressed and unstressed syllables.

o Ask volunteer to come up and underline the stressed syllableso Have class look at the example and take note of the stressed words and syllables (be, not,

be, is, quest’n) Ask class what these words might tell us about the piece?

Emphasize driving message, places to put stress vocally or emotionally, etc…

o Explain that many of the most famous speeches written in this form Show clip from Kenneth B’s “To be or not to be” in Hamlet

http://www.youtube.com/watch?v=-JD6gOrARk4

Instructions! [5 mins] Ask students to get into groups of 3 or 4 and listen ever so closely! Explain that their task will be to translate a soliloquy into modern English that we speak today. Explain guidelines (write these up on the board)

o Don’t have to translate word for word on every line, but there need to be at least 3 lines in the piece that stick to the original style

Model an example for them (“If we shadows have offended, think but this and all is mended” “We’re actors and if we’ve offended you, just imagine that…yadda yadda yadda” etc.)

o Extra credit if they can translate the whole piece into iambic pentametero Have dictionaries available for students to use

Give Suggestionso Explain that they can choose how they want to work as a group but they might want to

assign jobs to group members to maximize time (ex-can have one person look up words, one person be scribe, etc…)

o Invite them to get creative. ex-if Shakespeare uses old school slang, come right back with some modern slang!

Ask if there are any last questions, while handing out the pieceso If yes, answer them/clarify for studentso If no, have them launch right into it!

Translating Time! [15 mins] Circulate room as the groups work together, clarify questions they might come upon

Bring the class back together [Last few mins] Explain to the class that at the start of the next period, each group will perform their translation. Explain that students need to research the plot of the play that their piece is from. They can read

the play (this is the best), watch film version, research online, but they need to have a solid understanding of the plot and how their character functions w/in the storyline. Use the character analysis worksheet to begin thinking about character details.

Shakespeare Lesson #4Acting Shakespeare

Lesson Objective: Students will demonstrate their understanding of acting Shakespeare pieces by practicing the “Top Ten Hints” in class and applying them to their individual pieces.

Materials: “Top Ten Hints For Acting Shakespeare” Handout

Hook [10 mins] Give students time to get into their groups from last time and practice their pieces (text

translations) Ask students to incorporate some sort of physicalization into their piece, it can be used to

emphasize the iambic pentameter or messages they think are important in the words, etc, it’s up them!

Performance of Pieces [25-30 mins] Have groups volunteer go first Talk back after the performance

o Open it up to class first for comments on their observations, things they liked about the translations, their physical work, etc..

o Ask the group who just performed about their experience w/the text.o Where there things they identified with in their piece? What

emotions/situations/problems/modes of expression did they find in common? After a group performs have them turn in their translation, then they can select the next group to

perform, etc..

Transition! [5 mins] When all the groups have performed, explain that this activity was to get us more familiar with

Iambic Pentameter and the different types of meters, and also to get us identifying more with the text.

Highlight example from some of the performances and comments that support the idea that meters give us clues about the characters, and that in the content of the text we also see stuff that we know and understand! (like emotions, situations, etc…) It’s relevant to us in our time

Remember Akala? [5 mins] Revisit this example (Hip-Hop Shakespeare clip from day 1) to explain that there’s so many

ways to use different meters (in this case Iambic Pentameter) to perform Shakespeare’s text We’re going to practice more realism w/ Shakespeare Text has meanings we relate to, going to work on learning to use this rich colorful language to

communicate real, specific emotions, themes etc… Use this as a segue into advice for Acting Shakespeare activity

Top Ten Hints For Acting Shakespeare [15-20 mins] Give each student a copy of the “Top Ten Hints For Acting Shakespeare” handout. Explain that the Top 10 Hints are tools that will help us get out of our own heads when using

Shakespeare’s language to create a realistic, exciting piece Use the handout to lead the students in the exercises as listed. Rotate between using volunteers and the entire class to model the examples (see handout)

Have the whole class go through the final step together (putting all the hints together w/a recitation)

Individual/Partner application [10 mins] Have students choose a partner, they will work together to begin applying hints to the text of

their performance pieces Ask them to mark action words, stressed words, words to color, etc as listed on handout

Wrap Up [2-3 mins] Finish up class by reminding students of the memorization check that will happen next time,

explain that they will need to have their piece completely memorized to get full points on the assignment

Ask them to finish marking their text with things from the “Hints” page, that they began. Remind them that they will also need to bring their copy of their text next time.

**Students will be graded on participation in top 10 hints activity today. They will also get points for the translation performance as well as the translation paper that they turn in as a group.

Shakespeare Lesson #5Creating A Unified Piece

Lesson Objective: Students will demonstrate understanding of unifying the elements within a piece by outlining the theme for their scene or monologue as well as design choices.

Materials: Rope Small Cup Bucket Bungee Cords AV equipment for Youtube clips Given Circumstances Handout Partner Assessment Slips Directions for Write Up

Toxic Waste Activity [20 mins] Hook student’s interest by taking them outside

o Have rope set out in circle shape (8ft diameter) on the ground, (this is the “Toxic waste radiation zone”)

o Have small bucket/cup placed in middle of zone filled w/ water (aka-Toxic Waste!)o Have large bucket set up 15ish ft away (this is the neutralization zone)o Have bungee cords piled near the radiation zone

Explain Challengeo “The challenge is for the group to work out how to transfer the toxic waste from the small

bucket into the large bucket where it will be "neutralized", using only the equipment provided and within a time frame.  The waste will blow up and destroy the world after 20 minutes if it is not neutralized.

o Anyone who ventures into the radiation zone will suffer injury and possibly even death, and spillage will create partial death and destruction.  Therefore, the group should aim to save the world and do so without injury to any group members.

o The rope circle represents the radiation zone emanating from the toxic waste in the bucket.  Emphasize that everyone must maintain a distance (circle radius) from the toxic waste wherever it goes, otherwise they will suffer severe injury, such as loss of a limb or even death.

o Give the group some planning time with no action e.g. 3 mins.  Then start the clock and indicate it is time for action, e.g., 15 or 20 mins.” (From Wilderdom.com/games/descriptions/ToxicWaste.html)

Facilitate Activityo Give students 10-15 mins to work through the activityo “The solution involves attaching the cords to the bungee loop, then guiding the bungee

with the strings to sit around and grab the toxic waste bucket. Then with everyone pulling on their cord and with good coordination and care, the toxic waste bucket can be lifted, moved and tipped into the empty neutralizing bucket

o If someone breaches the toxic waste zone, indicated by the circle, enforce an appropriate penalty e.g., loss of limbs (hand behind back) or function (e.g., blindfolds if a head enters the zone) that lasts for the rest of the game.  If a whole person enters the zone, they die

and must then sit out for the rest of the activity.” (From Wilderdom.com/games/descriptions/ToxicWaste.html)

o Allow students to struggle with activity for a whileo If they spill, or loose people in the radiation zone, provide small hints and coaching to

help spark a unifying idea that they can follow At completion of activity, take students back inside for processing/talk back session

Processing Discussion [5 mins] Get a volunteer to be the scribe and jot down key info on the board, lead discussion on following

topics:o How was success defined in this activity?

(ex- Completing activity under time limit, team work, staying out of danger zone, etc..)

o By these terms how successful were you as a team?o What led to this success/caused you to struggle?

Compare Team Unity to Importance of Creating a Unified Piece [5 mins] In the team activity, each person needed to be unified in the goal and action for success.

Likewise, if a piece is unified, elements of design, acting, etc…will work together toward theme, to successfully tell story

Use clip from The Lord Protector to demonstrate a baaad example of consistency/unity http://www.youtube.com/watch?v=04FObq85XSA

Use clip from The Fellowship of the Ring to demonstrate a pretty freakin awesome example http://www.youtube.com/watch?v=Pki6jbSbXIY

Review elements of Given Circumstances [10 mins] Give students the handout w/elements of Given Circumstances listed Ask them to give brief definition of each term (they’ll have covered this in a previous unit, this is

a review)o Time, Place, Society, Economics, Politics and Law, Learning and the Arts, Spirituality,

The World of the Play, Given Circumstances What kind of performance and design decisions do these help us make?

Analysis Practice [25-30 mins] Split whiteboard in half, list elements of Given Circumstances on each half Watch a couple clips, have students analyze them, list acting and design choices that were made

for each category on the white board. o Party Scene from Zeffirelli’s Romeo & Juliet http://www.youtube.com/watch?

v=MH9ZK7vSBYYo Party Scene from Baz Luhrmann’s Romeo & Juliet

Afterward, discuss the choices that students listed in the different categories. What evidence in the text/the lines spoken helped support these decisions? Was each version successful in their presentation? Why or why not? Use their answers to explain that with production choices consistency is important

Memorization Assessment [10 mins] Have students choose a partner, remind students that this is to check for memorization, it is the

only thing that will be graded in this performance

They will perform their piece for partner, and vice versa. Each student will need to have a copy of their text for their partner to follow along with.

Each will give themselves a score (how they feel they did on memorization) and will score their partner’s memorization using the evaluation slip.

Wrap up [5 mins]

**Students’ assignment is to create a 1page write up where they outline their theme and their design ideas for their individual pieces. Give them copy of instructions. They can use the Given Circumstances sheet to springboard thought by listing the evidences of each in their text, etc…

How do you want to stage your piece? What design decisions do you want to make? If this was a fully realized production, what would your scene be like (w/Costume, Set Pieces, Props, Lights, Music, etc.) How are you going to set the scene for actual performance? Remind them that simple choices are often most effective.

Shakespeare Lesson #6 Rehearsal Day/s

Lesson Objective: Students will prepare for their performance previews by rehearsing their pieces in groups.

Materials: Moulin Rouge DVD, rehearsal clip

Hook: Show Bohemians’ rehearsal clip from Moulin Rouge

o Briefly discuss element of unified design in this piece Have students call them out as a review from last time

o Use this clip to a segue into students’ rehearsal time! “Now it’s your turn to practice!”

Rehearsal Breakdown Give them the first bit of time to work on their pieces individually Have students get into groups of 3 or 4 and find a space in the room/auditorium to work their

pieces for each other o Have them take turns performing and work shopping with each other using the rubric as a

guide for feedback Walk around and check up on each group, make sure they’re on task, clarify questions, provide

feedback as necessary

Performance Preview discussion Explain the logistics of the performance previews

o Students will perform piece for class, will be given notes and feedback based on the rubric requirements to help them prep for their final performances

Based on Answer/clarify any questions students might have Dismiss for the day!

Shakespeare Showcase (Lesson #7)Final Performances

Lesson Objective: Students will demonstrate…

Expanded thinking about the impact of Shakespeare’s works and performance practices of the past and present

The development of analytical and performance tools to help effectively understand and perform Shakespeare

The process of creating a unified, polished pieceBy creating and performing a monologue or scene for a Shakespeare performance showcase

Warm Ups Lead class in vocal and physical warm ups Give 5 or so minutes for each to collect their thoughts, do final personal preparation Break A Leg!

Final Performances Have a set order for the performances Each student performs

o Use final performance rubric for grading, take into account student’s synthesis of notes from preview, progress throughout unit

Following the performances, have a final talk back session

Ask students to take 10 minutes to write a short reflection (1 paragraph) about the things they learned or discovered during this process.