HOOK:\u00a0 Fake Shakespeare lines<\/strong> activity<\/p>\nMake up the three most \u201cShakespearean\u201d line that you can.\u00a0 Make them different \u2013 an insult, a love statement, a description.\u00a0 Make them complex and clear, but love the flowery language.<\/p>\n
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Say them out loud.\u00a0 Do they sound Shakespearean?\u00a0 Change them if you need to.<\/p>\n
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Read some.\u00a0 Have class respond.<\/p>\n
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Get into groups of four.\u00a0 Find a structure to them.\u00a0 Deliver them in such a way as to make it clear to the audience what your story and structure are.<\/p>\n
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Have each group perform their pieces.<\/p>\n
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Success of Shakespeare is based on you as the performer.\u00a0 Even if the audience cannot make sense of the text, you will help them.\u00a0 As you look for a piece, try to find one that you can communicate to the audience.\u00a0 This is why we start the year with Shakespeare.\u00a0 You can\u2019t get lazy and let the script do all of the work for you.<\/p>\n
Who is your character?<\/p>\n
What do they want?<\/p>\n
What do they do to get what they want?<\/p>\n
How will you show that to us?<\/p>\n
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Discussion: How did you find context?\u00a0 How did you create meaning out of these lines?<\/p>\n
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Daunting Bard <\/strong><\/p>\n\u201cIf you’ve got any sort of inkling towards acting, he’s one of the best playwrights ever, if not the best. If you can tackle the text and understand it, it’s a great experience.\u201d \u2013 James Redmond<\/p>\n
\u00a0<\/strong><\/p>\nPost the various quotes either projected or scattered about the room or having one student come up to the front and hold and read a quote at a time.\u00a0 Have students respond either in a discussion or in writing which quote speaks to them about performing Shakespeare and classical text.<\/p>\n
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What are you most concerned about?\u00a0 What fears do you have about performing Shakespeare?\u00a0 What is holding you back from a full commitment to his language?<\/p>\n
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YouTube clip<\/strong> of Shakespeare speech from Richard III (Clarence)<\/p>\nDiscussion: What did he do as a performer?\u00a0 Is there any overlap between the Fake Shakespeare activity and this performance?\u00a0 It starts with his voice, but he changes his body (facial expression, posture, gesture) to go along with his voice.\u00a0 It is rooted in voice.\u00a0 Suggest that students let voice take the lead.<\/p>\n
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What do you want to accomplish with this Shakespeare assignment? How can you push and challenge yourselves to a higher level of performance and skills?\u00a0 What are some class goals to work toward?<\/p>\n
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Explain the Canon Genre Stations \u2013 students should move to each of the three stations and read through the summaries of the plays listed there.\u00a0 They should then jot down 6-8 titles that they want to explore next class period further.<\/p>\n
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ASSESSMENT:<\/h4>\n
Students can be assessed with the Fake Shakespeare exercise or the Genre Stations title list.<\/p>\n","protected":false},"excerpt":{"rendered":"
OBJECTIVE: Students will demonstrate their understanding of the genres of Shakespeare\u2019s plays by exploring play titles at genre stations and creating a list of play titles that they want to explore further. MATERIALS NEEDED: Canon Genre Stations \u2013 short summaries of plays \u00a0Canon List & sentence summary.Lesson 1 Performing Shakespeare Quotes.Lesson 1 …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4330"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4330"}],"version-history":[{"count":4,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4330\/revisions"}],"predecessor-version":[{"id":4336,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4330\/revisions\/4336"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4330"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4330"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4330"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}