Juliet appears dead on Thursday, but you shouldn't.
Your scripts should be done. Work on the presentations!
Thursday 26 February 2015
Wednesday 25 February 2015
Wednesday
Make sure you have your translation done by tomorrow so that you can start collecting props and practicing your acting and blocking.
Remember - presentations are do on MONDAY!
Remember - presentations are do on MONDAY!
Monday 23 February 2015
ACT 4 - GROUP PROJECTS
ACT 4 - PROJECTS: 50 PTS - DUE MONDAY 3/2
Each group will be given a scene. The group will have to translate the entire scene into contemporary English. The group will have to summarize what happens in the scene for the class and then act out the scene (either in their translated version or Shakespeare’s words) for the class with emotion, blocking, subtext.
Grade:
20 for a full and accurate translation of scene
--things you could get docked for include: cutting lines or speeches, or characters
mistranslations (make sure you look closely at the text and look up words you
do not understand), bad writing: misspelled words, inappropriate words, etc.
10 points for summarization
--make sure the summarization is loud, clear, and completely discusses everything
that happens in the scene
20 points for acting
--make sure all characters in the scene are represented. make sure the characters
have blocking (movement) and that their lines have emotion (do not just read
the lines in a monotone voice whose subtext says “I AM BORED I AM A BORING PERSON I AM VERY BORED BECAUSE I HAVE NO IMAGINATION I AM BORED I SHOULD HAVE NEVER COME TO SCHOOL I SHOULD DROP OUT MR FIELDING IS MEAN I AM BORED”
You will be graded in this category on: 1) character roles 2) blocking/movement 3) subtext/ emotion 4) How accurately the acting depicts the scene
Each group should have:
1) Leader/Director
2) Recorder
3) Presenter of summary
4) Lead Actor(s)
No group should have more than four people
The leader/director is responsible for making sure the group stays on task and should help plan/map out scene.
Recorder should record translations and summary
Presenter will have to present findings to class (this person should be a good speaker and loud)
The lead actor should take on the major role in the scene.
GROUP ACTING
5= excellent 4= good 3 = adequate 2= needs some work 1 = needs a lot of work
Summary: How well do the group summarize the scene? Did the summary help you understand what was going on?
5 4 3 2 1
Lines (groups had to translate the lines into modern English): Did understand the contemporary lines? Did it sound like how someone would talk today?
5 4 3 2 1
Vocal: Was everyone in the group loud enough. Could you hear them without straining?
5 4 3 2 1
ACTING:
Emotion in voice: Did the actors vary their pitch? Could you hear different emotions? Could you understand what feeling the actor was trying to present?
5 4 3 2 1
Blocking/Movement: Did the blocking/movement add to the scene or did it take away from the scene? Did the movement make sense? Could you visualize what the characters were doing?
5 4 3 2 1
Things you can give extra points for: dressing-up (do you actors look like they dressed up for their scene? Props (did the actors use props to help you visualize the scene)?
5 4 3 2 1
Each group will be given a scene. The group will have to translate the entire scene into contemporary English. The group will have to summarize what happens in the scene for the class and then act out the scene (either in their translated version or Shakespeare’s words) for the class with emotion, blocking, subtext.
Grade:
20 for a full and accurate translation of scene
--things you could get docked for include: cutting lines or speeches, or characters
mistranslations (make sure you look closely at the text and look up words you
do not understand), bad writing: misspelled words, inappropriate words, etc.
10 points for summarization
--make sure the summarization is loud, clear, and completely discusses everything
that happens in the scene
20 points for acting
--make sure all characters in the scene are represented. make sure the characters
have blocking (movement) and that their lines have emotion (do not just read
the lines in a monotone voice whose subtext says “I AM BORED I AM A BORING PERSON I AM VERY BORED BECAUSE I HAVE NO IMAGINATION I AM BORED I SHOULD HAVE NEVER COME TO SCHOOL I SHOULD DROP OUT MR FIELDING IS MEAN I AM BORED”
You will be graded in this category on: 1) character roles 2) blocking/movement 3) subtext/ emotion 4) How accurately the acting depicts the scene
Each group should have:
1) Leader/Director
2) Recorder
3) Presenter of summary
4) Lead Actor(s)
No group should have more than four people
The leader/director is responsible for making sure the group stays on task and should help plan/map out scene.
Recorder should record translations and summary
Presenter will have to present findings to class (this person should be a good speaker and loud)
The lead actor should take on the major role in the scene.
GROUP ACTING
5= excellent 4= good 3 = adequate 2= needs some work 1 = needs a lot of work
Summary: How well do the group summarize the scene? Did the summary help you understand what was going on?
5 4 3 2 1
Lines (groups had to translate the lines into modern English): Did understand the contemporary lines? Did it sound like how someone would talk today?
5 4 3 2 1
Vocal: Was everyone in the group loud enough. Could you hear them without straining?
5 4 3 2 1
ACTING:
Emotion in voice: Did the actors vary their pitch? Could you hear different emotions? Could you understand what feeling the actor was trying to present?
5 4 3 2 1
Blocking/Movement: Did the blocking/movement add to the scene or did it take away from the scene? Did the movement make sense? Could you visualize what the characters were doing?
5 4 3 2 1
Things you can give extra points for: dressing-up (do you actors look like they dressed up for their scene? Props (did the actors use props to help you visualize the scene)?
5 4 3 2 1
Sunday 22 February 2015
Monday's Work
Read through Act 4 and begin to think about what scenes you would like to rewrite as a group-theater project.
Also make sure you look up your vocabulary words and post them on the blog.
New Vocabulary
1) Beshrew:
2) Peruse:
3) Caitiff:
4) Penury:
5) Haughty:
6) Sepulcher:
7) Remnants:
8) Apothecary
9) Amorous:
10) Ambiguities:
11) Scourge:
12) Inauspicious
If you have time watch the reduce Shakespeare Company - GO HERE
Also make sure you look up your vocabulary words and post them on the blog.
New Vocabulary
1) Beshrew:
2) Peruse:
3) Caitiff:
4) Penury:
5) Haughty:
6) Sepulcher:
7) Remnants:
8) Apothecary
9) Amorous:
10) Ambiguities:
11) Scourge:
12) Inauspicious
If you have time watch the reduce Shakespeare Company - GO HERE
Wednesday 18 February 2015
Review for Quiz
Make sure you know how - Act I ends, Act II ends, Act III ends. Be able to summarize each act.
Know the 5 elements of Tragedy, 5 elements of a Tragic Hero, 4 elements of an English Sonnet.
Be able to define and give examples of - dramatic foil, oxymoron, direct metaphor, implied metaphor, extended metaphor, personification, soliloquy and monologue.
Be able to outline the plot (up to where we are in the play - the falling action).
Know what side of the feud the characters are on (Montague, Capulet, or Prince).
From ACT III:
Why does Capulet decide to marry Juliet to Paris?
What is the symbolism between the Lark and the Nightingale?
List and explain one allusion.
What does Romeo mean when he says, after killing Tybalt, "I am fortune's fool!"
List two foreshadows from Act III.
Why does Juliet use a bunch of oxymorons to talk about Rome in Act III scene ii lines 73-85?
How does Romeo betray Juliet in Act III.
Why didn't the Prince sentence Romeo to death?
Why is their no world without Verona's walls?
What is worse than Tybalt's death? What does Juliet mean when she says "Romeo is banished - to speak that word is father, mother, Tybalt, Romeo, Juliet all slain all dead. Romeo is banished - there is no end, no limit, measure bound, in that word's death."
Know the 5 elements of Tragedy, 5 elements of a Tragic Hero, 4 elements of an English Sonnet.
Be able to define and give examples of - dramatic foil, oxymoron, direct metaphor, implied metaphor, extended metaphor, personification, soliloquy and monologue.
Be able to outline the plot (up to where we are in the play - the falling action).
Know what side of the feud the characters are on (Montague, Capulet, or Prince).
From ACT III:
Why does Capulet decide to marry Juliet to Paris?
What is the symbolism between the Lark and the Nightingale?
List and explain one allusion.
What does Romeo mean when he says, after killing Tybalt, "I am fortune's fool!"
List two foreshadows from Act III.
Why does Juliet use a bunch of oxymorons to talk about Rome in Act III scene ii lines 73-85?
How does Romeo betray Juliet in Act III.
Why didn't the Prince sentence Romeo to death?
Why is their no world without Verona's walls?
What is worse than Tybalt's death? What does Juliet mean when she says "Romeo is banished - to speak that word is father, mother, Tybalt, Romeo, Juliet all slain all dead. Romeo is banished - there is no end, no limit, measure bound, in that word's death."
Wednesday
Today we will finish Act 3 of Romeo and Juliet. At the end you will need to write headline summaries for each scene and look up the vocabulary below. On Friday you will have a quiz on Act 1-3 and on your notes. There will be group projects for Act IV.
New Vocabulary
1) Beshrew:
2) Peruse:
3) Caitiff:
4) Penury:
5) Haughty:
6) Sepulcher:
7) Remnants:
8) Apothecary
9) Amorous:
10) Ambiguities:
11) Scourge:
12) Inauspicious
New Vocabulary
1) Beshrew:
2) Peruse:
3) Caitiff:
4) Penury:
5) Haughty:
6) Sepulcher:
7) Remnants:
8) Apothecary
9) Amorous:
10) Ambiguities:
11) Scourge:
12) Inauspicious
Monday 2 February 2015
Work for Thursday, Friday and Next Week
Thursday you will read Act 2.
Friday - Vocabulary Quiz
Monday - Read Act 2. Work on Shmoop Lessons 5, 6, and 7.
Tuesday - Work on Shmoop Lessons 5, 6, and 7.
Wednesday - Work on Shmoop Lessons 5, 6, and 7.
Thursday - Watch Act 2. Video is on my desk. You should also start writing a sonnet.
Today - we will finish Jeopardy. Then we will review ACT I and create quizlets for your vocabulary and literary terms.
For Quizlet go HERE
Today - we will finish Jeopardy. Then we will review ACT I and create quizlets for your vocabulary and literary terms.
For Quizlet go HERE
Sunday 1 February 2015
Monday
Today we will break you up into TEAMS for a game that will last this entire Unit. We will also put words of the day on the board, and play a Jeopardy Review for Act 1. Please take notes as we review.
Here are the categories:
Literary Elements
Who Says
What Happened
Here are the categories:
Literary Elements
Who Says
What Happened
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