Students will be able to demonstrate their understanding of Shakespeare’s stories and themes by re-telling one of his plays in a dramatic stylized adaptation for the rest of the class.
NATIONAL STANDARDS:
TH.CR.2.8.a. Articulate and apply critical analysis, background knowledge, research and historical and cultural context to the development of original ideas for a theatrical work.
TH.CR.2.8.b. Share responsibilities and leadership roles to develop collaborative goals when preparing or devising theatrical work.
TH.CR.3.7.c. Demonstrate effective physical and vocal traits of characters in an improvised or scripted theatrical work.
TH:Pr4.1.8.a. Explore different pacing to better communicate the story in a drama/theatre work.
TH:Pr5.1.8.a. Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.8.a. Perform a rehearsed drama/theatre work for an audience.
TH:Re7.1.8.a. Apply criteria to the evaluation of artistic choices in a drama/theatre work.
TH:Re8.1.8.a. Recognize and share artistic choices when participating in or observing a drama/theatre work.
TH:Re9.1.8a. Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria.
TH:Cn11.2.8.a. Research the story elements of a staged drama/theatre work and compare them to another production of the same work.
TH:Cn11.2.8.b. Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.
ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS:
EUs: Theatre artists work to discover different ways of communicating meaning. Theatre artists refine their work and practice their craft through rehearsal. Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Theatre artists discover connections between Shakespeare’s plays and modern ideas.
EQs: How do theatre artists transform and edit their initial ideas? Why are strong choices essential to interpreting a drama or theatre piece? In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? How do past theatre performances and texts relate to modern audiences? Why have Shakespeare’s works survived for hundreds of years?
BIG IDEA:
Shakespeare is relatable.
LEVEL:
Junior High Honors Drama (8th and 9th grades) – Specifically created for a Shakespeare-focused class.
LENGTH:
Created for 45-minute class periods.
LESSONS:
Author’s Note: This unit of curriculum has a daily “Take Action” Bell Ringer writing activity for each class period.
OBJECTIVE: Students will demonstrate their basic understanding of theme by creating a “Three Panel Shakespeare” comic based around their decided theme of their play.
OBJECTIVE: Students will demonstrate their understanding of brainstorming as a group to choose a concept by discussing various concept ideas in their group and documenting their discussion.
OBJECTIVE: Students will be able to demonstrate their understanding of their group’s Shakespeare story by creating an outline of the important plot points of their play.
OBJECTIVE: Students will be able to demonstrate their understanding of how to incorporate a concept with a story by creating an outline of their group’s retold story.
OBJECTIVE: Students will be able to demonstrate their understanding of effective rehearsal practices by completing a rehearsal station worksheet while working their group’s performance.
OBJECTIVE: Students will be able to demonstrate their understanding of effective rehearsal by rehearsing on their own and providing a written account of what they were able to accomplish.
OBJECTIVE: Students will be able to demonstrate their understanding of giving and receiving feedback by watching another group’s performance and providing verbal feedback and vice versa.
OBJECTIVE: Students will be able to demonstrate their understanding of Shakespeare’s stories and themes by re-telling one of his plays in a dramatic stylized adaptation for the rest of the class.
