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Unit Plan: Romeo and Juliet / Shakespeare Margot Hyland Dr. Gritter EDU 6361: Secondary English Methods 22 February 2011 For never was a story of more woe, than this of Juliet and her Romeo.” While we can’t completely take the author’s words for truth (this would fault us falling for a true publicity act); we can see the clear, distinguished, beguiling, and meaningful themes and moral lessons presented in one of the best known dramas throughout history, Shakespeare’s Romeo and Juliet. Not only is this classic part of the canon of academic knowledge, it is a work that teaches one how to love, how to be fair, and how to create personal meaning in a often ambiguous world. Unit Texts Romeo and Juliet by William Shakespeare will be the primary text for my ninth grade students. Supplementary texts include: Baz Luhrmann film. Romeo and Juliet. 1996. (sections) Franco Zeffirelli film. Romeo and Juliet. 1968. (sections) Jerome Robbins film. West Side Story. 1961. (sections) Nina Laden children’s book. Romeow and Drooliet. 2005 Wayne F. Hill. Shakespeare’s Insults: Educating your Wit. 1991 Norman Rabkin. “Eros and Death.” Shakespeare and the Common Understanding. New York: Free Press, 1967. Lloyd Davis. “’Death-Marked Love’: Desire and Presence in Romeo and Juliet.” Shakespeare Survey vol. 49 (1996): 57-67. Caroline F.E. Spurgeon. “Shakespeare’s Imagery, and What it Tells Us.” Cambridge: Cambridge UP, 1935. 310-316. Pyotr Ilyich Tchaikovsky. Romeo and Juliet. Overture-Fantasy. 1870. Seattle Shakespeare Company. The Merry Wives of Windsor. May 2011. Unit Duration Three weeks. Personal Learning Targets for “Romeo and Juliet” Unit Students should be able to: 1. Visualize the narrative. 2. Translate “obtuse” early modern English into current, modern-day speech. 3. Compare/contrast themes in today’s culture with those of 16th Century Britain. 4. Know basic dramatic properties: setting, characters, monologue, dialogue, prose, poetic verse, climax. NCTE/ IRA Standards for the English Language Arts

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Page 1: Unit Plan: Romeo and Juliet / Shakespeare - · PDF fileUnit Plan: Romeo and Juliet / Shakespeare ... Theme: The Nature of Love ... and the culture surrounding Romeo and Juliet. In

Unit Plan: Romeo and Juliet / Shakespeare

Margot HylandDr. GritterEDU 6361: Secondary English Methods22 February 2011

“For never was a story of more woe, than this of Juliet and her Romeo.” While we can’t completely take the author’s words for truth (this would fault us falling for a true publicity act); we can see the clear, distinguished, beguiling, and meaningful themes and moral lessons presented in one of the best known dramas throughout history, Shakespeare’s Romeo and Juliet. Not only is this classic part of the canon of academic knowledge, it is a work that teaches one how to love, how to be fair, and how to create personal meaning in a often ambiguous world.

Unit TextsRomeo and Juliet by William Shakespeare will be the primary text for my ninth grade students.Supplementary texts include:Baz Luhrmann film. Romeo and Juliet. 1996. (sections)Franco Zeffirelli film. Romeo and Juliet. 1968. (sections)Jerome Robbins film. West Side Story. 1961. (sections)Nina Laden children’s book. Romeow and Drooliet. 2005Wayne F. Hill. Shakespeare’s Insults: Educating your Wit. 1991Norman Rabkin. “Eros and Death.” Shakespeare and the Common Understanding. New York: Free Press, 1967.Lloyd Davis. “’Death-Marked Love’: Desire and Presence in Romeo and Juliet.” Shakespeare Survey vol. 49 (1996): 57-67. Caroline F.E. Spurgeon. “Shakespeare’s Imagery, and What it Tells Us.” Cambridge: Cambridge UP, 1935. 310-316. Pyotr Ilyich Tchaikovsky. Romeo and Juliet. Overture-Fantasy. 1870. Seattle Shakespeare Company. The Merry Wives of Windsor. May 2011.

Unit DurationThree weeks.

Personal Learning Targets for “Romeo and Juliet” Unit Students should be able to: 1. Visualize the narrative. 2. Translate “obtuse” early modern English into current, modern-day speech. 3. Compare/contrast themes in today’s culture with those of 16th Century Britain.4. Know basic dramatic properties: setting, characters, monologue, dialogue, prose, poetic verse, climax.

NCTE/ IRA Standards for the English Language Arts

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(1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. (2) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. (4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

EARL and GLE State StandardsEARL 1: The student understands and uses different skills and strategies to read.Component 1.3: Build vocabulary through wide reading.GLE 1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.

EARL 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.GLE 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.GLE 2.1.7: Apply comprehension monitoring strategies for information and technical materials, complex narrative and expositions: determine importance and summarize text.

EARL 4: The student sets goals and evaluates progress to improve reading.Component 4.2: Develop interests and share reading experiences.GLE 4.2.1: Evaluate books and authors to share reading experiences with others.

Concepts and RationaleTheme: The Nature of LoveThroughout this unit, we will be discussing the medley of emotions mixed up with romantic endeavors. Romeo and Juliet is a classic text about the blindness of love, the irrationality of intimacy, and youthful spontaneity that can lead to tragedy or redemptive devotion. While love is often construed as being redemptive, we are presented with a text that pushes readers up against some opposition to this: A double suicide - arguably an unsuccessful romance. Instead of living happily ever after as Shakespeare infers throughout with comedic timing and romantic scenarios, we see our young lovers end their lives due, mainly, to poor communication. How would today’s audiences react if they went to see the newest Jennifer Aniston Rom-Com only to have her and her leading man end it all after a series of joyful trysts and tear-jerking declarations of affection? True, audiences are rewarded with a good faith agreement between the houses that sentenced these young lovers to their deaths. But what does all this have to say about love, familial and otherwise? With these adversarial versions of fidelity in our minds, I will ask students to question the very nature of love. Is love essential? Do we use it as a tool to gain certain advantages? What is true love? What is puppy love? What do Romeo and Juliet share? Would things have turned out differently another way? Here is a theme near and dear to all humanity, keenly being developed throughout the adolescent years. It is a play written about those very years where passion is felt most acutely. By ninth grade, most students have had some interaction with love, infatuation, and/or parental dissent yet will not have reflected on these events cognitively: these are affairs that enrage the passions instead of the generation of logic. However, by contemplating, analyzing, and mulling over the nature of love, students will have the opportunity to form fresh ideas about ardor, acceptance, and juvenescence.

Strategy: Visualizing Dramatic ImagesFor many students, this play will be a first attempt at Shakespeare. Despite the prominence of the text, we must remember that language will be a sizable boundary between understanding and enjoyment. Already, research has been conducted that states students are deficient in the visualization techniques necessary to make reading enjoyable. Generally, they lack the ability to form pictures in their minds, and therefore, cannot fully comprehend the “movie” like capabilities of a good book. Reading becomes tedious instead of satisfying. When dealing with Romeo and Juliet, we must fathom that we are dealing with a drama: something meant to be seen and heard, not read from a book. To aid visualization, we will watch a few variations of cinematic renderings, then

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compare those images to what we saw in our heads upon initial reading. We will also be listening to the score for Romeo and Juliet by Tchaikovsky, then drawing the images placed in our heads by the music. In final attempts to make pictures of words, students will modify the original text and fit it upon a time period of their choosing. With a fresh, modern screenplay in hand, students will present their translations to the class either pre-recorded, with props, or through some other visual approach. By coaching students in the creative authority of visualization, we teach the biggest gifts: the enjoyment of reading and the power of the imagination.

Stance: Critical LiteracyPower struggles permeate almost every seam of our societal fabric. The economic, the political, the societal repercussions of the powerful decide the make-up of everyday life for billions. In other words, those with the money, the voice, the beauty, and the connections are those who create a continued culture in which they can proceed to succeed (many times on the backs of the dejected). Romeo and Juliet provides an opportunity for us to look at the power struggles dating back thousands of years. The Montegues and the Capulets have been a set of the most notorious rivalries for centuries. In this unit, we will discuss their hatred of each other, the means in which they keep Romeo and Juliet apart, and the final outcome of their games. In today’s world, power equates success. It is our job as educators to create and motivate students to be successful, yet principled and morally virtuous caretakers of world. Through discussions of power, both of the good and the harm it can create, students will be more apt to make decisions benefiting humanity over the one-eyed shrew of the heterosexual dollar.

Goals and TextsIn Process Texts and Activities• Journaling: Bell-ringers and Short ReflectionsEvery student will be given a journal at the beginning of the term. These notebooks will be used as a personal response journal in which to answer bell-ringer activities and thoughtful homework questions. Here is a place for thoughts to grow without the constraints of rhetorical perfection. At the beginning of class (most days), I will have a question or quick mind-jog assignment for you to work on before we get to the meat of the lesson. These questions will be answered in your notebook within a brief 5-8 minute period. Remember, mechanics in these are not as important as content. Here, I’m more concerned with your thoughts than with your spelling errors. There might also be times when I assign a short reflection question for homework. Once more, these will be completed in your notebook unless I specify otherwise. Usually, you will receive a reflection question once or twice a week. The day an assignment is due, I will come around and stamp your notebook. This will let me know that you have finished the assignment on time. However, I will not read your work just then. Every two weeks, I will collect your notebooks and read your assignments. I will provide feedback on your thoughts, ask further questions to think about, and give you an overall grade on your notebook. For an A grade, you must:

‣ Complete all assignments on time.‣ Provide answers that show you’ve thought about the question.‣ Stick to our formula of stating an opinion, providing evidence for it, and analyzing the evidence.

Score 2 1 0

Journals Student answer questions in a timely manner that

show a developed thought or further question.

Students answer most questions in a timely manner and provide some reflections, some thoughts

on questions.

Students did not write, or are missing many,

reflections.

• Large Group and Small Group DiscussionsThis unit will function largely around class discussions. In these discussions, we will be summarizing, analyzing, and philosophizing on the nature of love, familial ties, and the culture surrounding Romeo and Juliet. In order for us to achieve these goals, it is necessary that students come to class with assigned texts read and cogitated on. Just as in the real world, students will have different thoughts and opinions about topics. It is up to us to respect those points of view, ask directed questions, or springboard off a thought with another point of view and

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evidence to back it up. For these discussions, we will be working on stating an opinion, providing a piece of textual evidence to reinforce your statement, and then connect the dots by dissecting the piece of text in regards to the stated opinion. The marketplace of ideas works best when many points of view meld together. This being said, no one voice in the class should be prevalent, but no voice should be unheard. We must give space for all voices, all impressions.

‣ Be respectful.‣ Participate.‣ Listen to other points of view.‣ Provide discussion points that include an opinion, a piece of evidence, and analysis of the text.

Score 2 1 0

Class Participation

Student contributed to the discussion according to the requirements and listened

well to other points.

Student listened to others participate in the discussion

but did not participate in adding ideas to the discussion.

Student did not speak during the discussion. Student did not listen to others. Student

was a disturbance.

Culminating Texts and Activities• Screenplay Writing (attached)• Performance of Screenplay (attached)

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Lesson Plans: Romeo and Juliet / Shakespeare

Week One -

Day One:

:00 - :25 Gateway Activity: The Feast (Murder Mystery with Romeo and Juliet) Directions attached.:25 - :30 What do we know? What do we want to know about Shakespeare? Class discussion.:30 - :40 Discussion of Shakespeare and the times.

• Word puns and jokes in the book and Shakespeare’s time.• The Globe being stolen.• “A rose by any other name” joke.• Theatre as a sport.• Bear-baiting, cards, prostitution, theatre? on the South Bank.• Escaped to the South Bank to escape the law.

:40 - :45 Explanation and summary of new book, “Romeo and Juliet.” • Discuss what “star-crossed lovers” means. (Puppy love vs. real love).• Gang-warfare between families.

:45 - :50 Hear Act I Scene i read. (Giant pissing contest.):50 - :55 Discuss the language, sexual innuendos, and generally summarize the beginning. Day Two:

:00 - :05 Bell Exercise (State in own words what a Shakespearian phrase means).:05 - :20 Read through Act I, Scene ii-iii. :20 - :45 We will split into two teams and answer summarizing, vocabulary, character, and Shakespearian questions in a Jeopardy style manner. You get two points for answering by yourself, one point for having your team help you. If you answer by yourself, you get the chance to shoot a basket and get another point. :45 - :55 Give them screenplay assignment. Split into groups of 4-5 (groups of their choice) and give them assigned acts. Give them ten minutes to discuss when to meet, how to divide work, answer questions, and get a start on things.

Day Three:

:00 - :03 Welcomes/ Attendance / Settling in.:03 - :30 Watch and listen to the meeting scene in Baz Luhrmann’s film, in West Side Story, in Tchaikovsky’s ballet, and in Romeow and Drooliet. While looking at these, they will be finding differences and similarities between all four texts. A graphic organizer will be provided to add in this endeavor.:30 -:40 Discuss findings. What did they find similar? Different? Did they prefer a certain telling? Why or why not?:35 - :50 Return to large group discussion. Ask each group how the change in narrative story effected the emotion of the listeners, the intent of the story, and the characterization of the protagonists.

Day Four:

:00 - :05 Bell Exercise (Rewrite a modern phrase into Shakespearian):05 - :50 We will be looking at case studies applying the play to real life. Students will be given a scenario to work with in a small group. Their task is to examine the problem in the scenario, come up with several solutions to the problem, evaluate their advantages and disadvantages, and try to lead the class to a discussion over whether or not they selected the best solution. Discussion:

• Read aloud the scenario in your group.• Discuss the problem in your group.

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• Each person should take notes.• Make a list of possible solutions to the problem in your notes.• Choose one solution that your group can agree on.• Make a list identifying advantages and disadvantages of your solution.• Compared to how Romeo and Juliet solved their problem how does your solution compare to theirs?

Discuss in group.• Create 3-5 discussion questions to use in leading a class discussion.

Skit:• Create and practice a skit based on your scenario to present to class.• Present the skit to the class.

Class Discussion• After skit, ask class members what they think the situation was.• Explain it in more detail and lead the class in a discussion of the scenario using your questions.

Day Five::00 - :50 Continue with case studies.

Week Two -

Day One:

:00 - :05 Watch the BBC version of Romeo and Juliet while standing like groundlings. (Act II-III)

Day Two:

:00 - :05 Bell Exercise (Rewrite a modern phrase into Shakespearian):05 - :20 Split into groups and provide the groups with a character list from Act IV. The group number will correlate to the number of scenes (5). The students will then read and act out their scene for their groups. :20 - :50 We will start going through the groups and listening, watching their performances.

Day Three:

:00 - :05 Attendance / Greetings / Restating what happened yesterday.:05 - :40 The groups that didn’t present their scene yesterday will continue today.:40 - :50 This time will be used to

• Discuss the plot of the scenes.• What is happening?• Are power struggles present?• Where’s the romance?• Do you understand what’s going on? (Clarifying questions).

Day Four:

:00 - :50 Spend time in the Computer Lab researching language and insulting material used during the Elizabethan period. The students will then receive a handout that provides some go-to insults . . . “bawdy, clay-brained clotpole” and “jaded, horn-mad younker” to name a few. They will use this period to create their insults which they will hurl upon Mr. William Shakespeare tomorrow.

Day Five:

:00 - :50 Creative Insult Day: The Roast of Mr. William Shakespeare

Week Three - Performances (Visualization)

Day One:

:00 - :05 Greetings/ Debrief of assignment/ Attendance:05 - :50 Watch Act V of BBC version of Romeo and Juliet.

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Day Two:

:00 - :50 Field trip to see The Merry Wives of Windsor at the Seattle Shakespeare Company.

Day Three:

:00 - :05 Greetings/ Debrief of assignment/ Attendance:05 - :50 Time to work on student performances in class. Students split into their groups and continue work on their screenplays and productions.

Day Four:

:00 - :50 Student performances of Acts I - III

Day Five:

:00 - :50 Student performances of Acts IV and V

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Screenplay Writing AssignmentRomeo and Juliet by William Shakespeare

Name:

9th Language Arts

Ms. Hyland

How silver-sweet sound lovers' tongues by night, like softest music to attending ears! Romeo and Juliet, Act 2 Scene 2

Your Assignment:

You have just finished reading William Shakespeare’s tragedy Romeo and Juliet; a play full of universal themes: youthful love, gang violence, socio-economic status, tragic death, and inner struggle. For this culminating assignment, you will take what you have learned throughout this unit and create a modern day screenplay based on a single act of this play. You will work in groups of 4-5 people to write a contemporary rendition of Romeo and Juliet. To emphasize the universality of the concepts presented in this play, you may set your chosen act ANYWHERE (except Elizabethan London, this has already been done): Space, Africa, under the sea, prom, etc. BE CREATIVE!!!! After deciding upon a setting, you will have to translate your act from the early-modern English that Shakespeare wrote in to the English of today (or a dialect of your choosing that fits your setting). Instead of writing, “O! She doth teach the torches to burn bright!” you could write, “She so fly, she like a G6.”

Requirements:

✦ A title.✦ An original, contemporary screenplay based on an act in Shakespeare’s Romeo and Juliet.✦ A character list.✦ A theme is present and a clear plot line.✦ Dialogue between characters.✦ One descriptive metaphor.✦ A descriptive setting. ✦ A clear historic time period, background, and context.✦ Diverse voices for different characters..✦ Screenplay should be around 4-8 pages, double-spaced, 12 pt. Times New Roman font.

Screenplay Writing - 9th Language Arts 6

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The Writing Process:

We have read and discussed this novel for three weeks. Your knowledge on the characters, form, and content is formidable. For your screenplay, I expect you to:

✦ Research your act - Understand what is happening in this section: The characters, setting, plot, language, emotions, the humor, the tragedy. Take note of where this act falls in the overall plot line.

✦ Begin to formulate a story line - This includes plot, characters, setting, tone, and the climax. You can either outline this process or provide a story-board. Due Monday, February 28th.

✦ Start a first draft - We will work in writing groups to provide critical input and help polish your screenplays. Due Friday, March 1st.

✦ Rework into a second draft - I will read this draft and provide notes as to where to strengthen your work. Due Tuesday, March 15th.

✦ Final draft - A perfect, polished copy that has gone through two rounds of peer-editing along with your own corrections. Due Tuesday, March 22nd.

Screenplay Writing - 9th Language Arts 9

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Individual, Peer, and Teacher Evaluation:

Writer:

What really impressed me about your screenplay was:

If you’d like to revise your essay, asked yourself the checked questions, but focus especially on:

Story Editing. You have finished writing your first draft, second draft, third draft, etc. Ask yourself these questions to see if there is any area where your story can be improved upon:   Does my screenplay respond to the assignment?   Do I demonstrate a clear understanding of Romeo and Juliet?   Do I clearly describe characters?   Do I clearly describe the settings?   Is my screenplay engaging and interesting to read?   Does my screenplay follow Romeo and Juliet’s general plot?   Can I visualize what is happening in the play?   Does my screenplay include an engaging dialogue sequence?   Does my screenplay contain at least one metaphor?   Are there gaps in my screenplay or my logic?   Are my characters life-like and diverse?   Does my screenplay have unity?   Is there a greater, universal theme that can be drawn from my screenplay?

Sentence Editing. After completing your story editing, read your articles aloud for style, focusing on sound and imagery, and ask yourself these questions:   Is any of my dialogue too formal, stiff, forced or ornate?   Is any of my dialogue too long or wordy?   Does any of my dialogue sound awkward?   Is my dialogue smoothly integrated into the plot?   Do my sentences and paragraphs transition smoothly?   Are most of my sentences in the active voice?   Are individual words used properly? Are they descriptive enough? Are they precise enough?   Are certain words used too often? Are certain ideas repeated in too many sentences?   Are any of my sentences cliché or unoriginal?   Is my sentence structure repetitive or unimaginative?   Is my writing boring and colorless?

Detail Editing. After completing your sentence editing, Read your article for details; focus on grammar, accuracy and formatting and ask yourself these questions:   Does my screenplay have an attention-getting title?   Do I use punctuation, capitalization, indentation, nouns, pronouns, verbs, adjectives, adverbs and prepositions correctly?   Are there any unnecessary tense changes (past>present>future) within a paragraph or within an article?   Does my dialogue read correctly?   Are there any spelling or typographical errors?   Is my story neatly typed?

Screenplay Writing - 9th Language Arts 6

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Screenplay Writing RubricRomeo and Juliet by William Shakespeare

Story gives people enough space to think for themselves. A story develops and grows in the mind of your listener. If it is a good story, you don’t have to keep it alive by yourself. It is automatically retold or replayed in the minds of your listeners.

Annette Simmons

.90 (Excellent) .85 (Great) .80 (Good) .75 (Okay) .67 (Poor)

Content

(x40)

Story is beautifully told with a universal

theme, clear plot, enjoyable characters, and

descriptive environments. Highly crafted.

Story is beautifully told

with a clear themes, plots,

characters, and environments.

Characters are congruent to

story. A theme, plot, character,

and environment are present.

Characters are incongruent to

story but a story is present. Some detailed writing

present. Still unsure about

theme and plot.

Story makes no sense. Setting,

plot, characters, metaphor, dialogue,

climax do not connect.

Sentence

(x40)

Writing is highly original.

Succeeds in regards to

fluidity, dialect, musicality, and word choice.

Could be presented as is to an audience.

Writing is original and maintains

fluidity, dialect, and musicality.

Enjoyed reading the piece highly.

Writing is mainly original

but at times struggles with

fluidity and voice.

Writing is mainly

unoriginal and struggles with

fluidity and dialogue. Voice

unclear.

Writing is dull, lifeless and overused. Nothing is original.

Detail

(x20)

All essential elements are

present. Clear writing with no organizational, grammatical, or

punctuation mistakes.

All essential elements are

present. Clear writing with a

few organizational, punctuation,

and grammatical mistakes.

All essential elements are

present. Writing presents

organizational, grammatical,

and punctuation mistakes.

A few essential elements are

missing. Writing presents

organizational, grammatical,

and punctuation mistakes.

All essential elements are

missing. (Dialogue, title,

characters, climax,

metaphors, setting.) Drafts

are missing.

Screenplay Writing - 9th Language Arts 11

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Screenplay PerformanceRomeo and Juliet by William Shakespeare

Assignment:

You have all worked hard on your screenplays, and now is the time to show them off. For this assignment, you will act out your screenplay. Many routes may be taken for this assignment. If you’d like, you may record your screenplay previous to the due date and show your “movie” in class. Another option is that you bring in props and perform your screenplay on the fly; a theatrical version. Finally, you could record your voices with sound effects, similar to old radio programs (with lots of door creaks and instruments). If you have another idea for production, come to me and we’ll discuss. You have all created works that are complete, polished, creative pieces of work and deserve to be played. Let’s put on a show!

Requirements:

• All members of the group must participate in the production (meaning everyone must have a reasonably fair amount of lines).

• A setting (background) must be present and jive with the screenplay’s intended rendering. (If you are doing a audio recording, I expect you to set the scene with vivid description.)

• Props should be used.• Production should run smoothly. (I.e. this should not be the first time you run through the script.)• As an audience member, you must be kind, respectful, and at attention throughout all performances.

Post-Assessment - Summer 2010 - Dr. Gritter 12

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Screenplay Performance RubricRomeo and Juliet by William Shakespeare

Score Participation as a Ensemble Member

Set Crew Details Participation as an Audience Member

3 Participation is clear. Student has a defined role(s) and plays

their part according to the screenplay. The lines are not

fresh to his/her mouth.

A setting is clear and present. Props are used for the benefit of the production. Clear time has been spend in the creation of

“place.”

Student listens with attention, politeness, and respect to other groups.

Provides careful critique/ feedback to fellow groups following performance.

2 Participation is limited. Student has a few brief lines and then

stands back the rest of the time. Lines are disjointed, out of

place.

Setting is present but is lack-luster. It appears to have been thrown together haphazardly.

Few props used, or when used, they are inappropriate.

Student listens with attention, politeness, and respect to other groups.

Provides little feedback to others.

1 Student does not participate or interferes in the clean running of his/her groups production.

No setting present (or disjointed from screenplay). No props

present.

Student does not listen with respect. Does not provide

feedback.

Visionary Pupils: Triggering Memory Through Oracular Cues - EDU 6999 - Summer 2010 13