{"id":4341,"date":"2015-07-15T00:11:27","date_gmt":"2015-07-15T00:11:27","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4341"},"modified":"2015-07-15T00:11:27","modified_gmt":"2015-07-15T00:11:27","slug":"lesson-3-understanding-the-text","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4341","title":{"rendered":"LESSON 3: Understanding the Text"},"content":{"rendered":"

OBJECTIVE:<\/h4>\n

Students will demonstrate their understanding of their scene\/monologue by translating their piece and researching any unfamiliar words or phrases.<\/p>\n

 <\/p>\n

MATERIALS NEEDED:<\/h4>\n

Shakespeare glossaries, dictionaries<\/p>\n

Other Shakespearean resource books<\/p>\n

Copies of the Assignment & Due Dates Sheet (dates listed were from when the unit was originally taught \u2013 leading up to the High School Shakespeare Competition in Utah) \u00a0Assignments & Due Dates.Lesson 3<\/a><\/p>\n

 <\/p>\n

Give students time to continue searching for a piece.\u00a0 Each student will need a copy of their choice and be signed up.<\/p>\n

 <\/p>\n

Go through the Bringing Shakespeare to Life<\/em> assignment sheet and due dates.<\/p>\n

 <\/p>\n

 <\/p>\n

HOOK:<\/p>\n

Journal write: Using your own piece, write down the following:<\/p>\n

    \n
  1. The action of the piece \u2013 what is happening in the piece?<\/li>\n
  2. The potential acting choices \u2013 what do you visualize in terms of actor\u2019s tools?<\/li>\n
  3. Questions \u2013 what is unclear about the context of the piece, the language, acting choices, etc.?<\/li>\n<\/ol>\n

     <\/p>\n

    Give your clean mono\/scene to someone else (scene partners work together).\u00a0 Have them read through the piece and write down on the back of it:<\/p>\n

      \n
    1. The action of the piece \u2013 what is happening in the piece?<\/li>\n
    2. The potential acting choices \u2013 what do you visualize in terms of actor\u2019s tools?<\/li>\n
    3. Questions \u2013 what is unclear about the context of the piece, the language, acting choices, etc.?<\/li>\n<\/ol>\n

       <\/p>\n

      Get your piece back and read the response of your classmate.\u00a0 Go back to your journal and compare and contrast between what you have written down and what your classmate wrote.\u00a0 Are there things that you will need to focus on to clarify?\u00a0 Are there questions about language or context that you will need to research?\u00a0 Are there enough acting choice possibilities?<\/p>\n

       <\/p>\n

      Have students come up and write down on the blackboard any of Shakespeare’s ancient words or phrases in their piece that they don\u2019t know or understand or aren\u2019t sure of.\u00a0 See if anyone else in the class can \u201csolve\u201d the puzzle on their own.\u00a0 Pull out resources to figure it out as needed.<\/p>\n

       <\/p>\n

      Although the students have had prior Shakespeare translation, emphasize to them the importance of knowing exactly what the Old English language is in order to portray the characters and objectives appropriately.\u00a0 Explain to the students that they will be analyzing their scripts in several ways for their advanced performances.\u00a0 The three keys to performing Shakespeare that will be focused on in this unit is:<\/p>\n

        \n
      • Know WHAT you are saying<\/li>\n
      • Know WHY you are saying it<\/li>\n
      • If you do the above in detail then… The HOW will care of itself<\/li>\n<\/ul>\n

         <\/p>\n

        Have the students use the resources and such to translate their pieces so that they understand every word in the piece.\u00a0<\/p>\n

         <\/p>\n

        They should use the remaining time to either cut their piece or translate their piece or time their piece to be sure it is within the appropriate time limits.<\/p>\n

         <\/p>\n

        ASSIGN:<\/h4>\n

        Bring a clean copy of the performance piece (scene or monologue) TYPED.<\/p>\n

         <\/p>\n

        ASSESSMENT:<\/h4>\n

        Students can be assessed on their translations and journal response.<\/p>\n","protected":false},"excerpt":{"rendered":"

        OBJECTIVE: Students will demonstrate their understanding of their scene\/monologue by translating their piece and researching any unfamiliar words or phrases.   MATERIALS NEEDED: Shakespeare glossaries, dictionaries Other Shakespearean resource books Copies of the Assignment & Due Dates Sheet (dates listed were from when the unit was originally taught \u2013 leading up to the High School …<\/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\/4341"}],"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=4341"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4341\/revisions"}],"predecessor-version":[{"id":4343,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4341\/revisions\/4343"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4341"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4341"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}