Students will demonstrate their growing understanding of Shakespeare’s plays and the play’s significance in our modern day world and basic Shakespearian acting techniques of vocal levels, punctuation, word coloring, and rhythm by taking a quiz and performing a 16 line Shakespeare monologue.
CONTENT STANDARD 2: Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions.
CONTENT STANDARD 7: Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions.
Big Ideas:
Communication and Life Application
Essential Questions:
What clues did Shakespeare give me in the text about this character?
How does the way I recite lines affect audience understanding?
What can Shakespeare’s plays teach us about society today?
What can Shakespeare’s plays teach us about our own lives?
In what ways can I relate my character to myself?
Key Knowledge and Skills:
Enabling Knowledge:
– analyze iambic pentameter and determine its significance for character development
– identify the most important words in a Shakespearean monologue
– appropriately color words in a Shakespearean monologue
– analyze first folio punctuation and determine its significance for character development
– identifying and analyzing the characteristics of the four categories of Shakespeare’s plays
– identifying key lessons learned by character’s in Shakespeare’s plays
Targeted Skill:
– honest communication of a Shakespearean character through focus on language
– applying lessons from Shakespeare’s plays to modern day situations and personal lives
Authentic Performance Tasks:
– class discussion on basic Shakespeare history and structure
– writing vocal levels and rhythm counts on monologue script
– highlighting correct punctuation on monologue scripts
– creating a key for word coloring on monologue scripts
– practicing monologue while emphasizing vocal levels, rhythm, punctuation, and word coloring each time
– classifying Shakespeare’s plays into four categories
– matching Shakespearean characters to the correct play
– performing monologues multiple times to fellow classmates
– performing monologue formally twice in front of entire class
– receiving and implementing feedback about monologue
Objective: Students will understand basic Shakespeare information including his four categories of plays by synthesizing lecture through notes and a class discussion.
Objective: Students will demonstrate their knowledge of the importance of Shakespearian punctuation and Shakespeare’s history plays by discussing Henry VI Parts 1, 2, and 3 and analyzing the punctuation of their monologue to develop their characters.
Objective: Students will understand what classifies a tragedy and how to understand and incorporate word coloring into their monologues by analyzing their monologues and practicing individually.
Objective: Using Cymbeline as a template, students will understand what is a problem play and how to understand and incorporate rhythm into their monologues by analyzing their monologues and coming up with three clues the rhythm gives them about their characters.
Objective: Students will demonstrate their beginning of the mastery of the Shakespearean language techniques of vocal levels, punctuation, word coloring, and rhythm by performing their monologues memorized.
Objective: Students will demonstrate their beginning of the mastery of the Shakespearean language techniques of vocal levels, punctuation, word coloring, and rhythm by performing their monologues memorized.
Objective: Students will demonstrate their mastery of the Shakespearean language techniques of vocal levels, punctuation, word coloring, and rhythm by performing their polished monologues.
Objective: Students will demonstrate their mastery of the Shakespearean language techniques of vocal levels, punctuation, word coloring, and rhythm by performing their polished monologues.
