Several students shared their memorized lines before we returned to Act Four. Reading along to a dramatic audiobook, we finished the last two scenes of Act Four. Then, students had about twenty minutes to meet in their acting companies. I met with each company, and encouraged them to consider staging, set design, costumes, props, lighting, and sound effects.
On Wednesday, students started class by performing their memorized lines! This time, the focus was on vocal delivery--conveying emotion! Following a quick homework check, students met in their acting companies to: brainstorm interpretations, staging ideas, and costumes; and practice delivering their lines. Then, we had just enough time to finish the first scene in Act Four. On Thursday, students read along with the audiobook of Act Four, Scenes Two and Three. Following a quick review of expectations, students worked on an S-Q-Q assignment based on the same scenes. Here's a copy of that assignment:
Most acting companies had time to meet and discuss the prompts on page 338 in the section devoted to the Director's Notebook.
Class started with a quick sharing of memorized lines. While many students can memorize the words, it's just as important to consider vocal delivery--using emotion, volume, etc. to convey the speaker's interpretation of the lines.
Next, students took an open-play reading quiz on Act Three. For homework, students were assigned to complete the graphic organizer on page 345. We started class with students reciting their memorized lines! Then, I clarified the difference between a monologue and a soliloquy. Next, we finished Act Three; there will be a quiz on Act Three tomorrow.
In class today, we watched a film version of Act Three, Scene One. Before viewing Zeffirelli's interpretation of this scene, students selected a line or two from each of the main characters; then, they listened/watched the scene and recorded the vocal delivery, set interaction, and blocking for the selected lines.
The S-Q-Q chart was due at the beginning of the class period. Students had 5-10 minutes to meet with their acting companies. Then, we read the first scene of Act Three.
The visual representation of a character was due at the start of the class period.
After a quick review of academic vocabulary (foil, protagonist, sonnet, iambic pentameter, tragedy, drama), we finished Act Two. Next, students worked on an assignment called S-Q-Q. They received a model and an informational handout which they'll be using throughout our study of "Romeo and Juliet." On Thursday, students performed the short scenarios from the Springboard book to prepare for the rest of Act Two. Before doing so, they recorded the definitions of foil and protagonist--two academic vocabulary words needed for this unit. Then, they chose parts and read through Scene Three.
On Friday, students had about ten minutes to work in their acting companies to complete the performance contracts--due today. Next, we listened and read along to an audiobook dramatic reading of Scenes Three and Four. Over the weekend, students are creating a visual representation of a character from the first three scenes of Act Two; the directions and a model of this assignment can be found in the Springboard book. Today, we finished watching Zeffirelli's interpretation of the balcony scene. Student recorded their observations in the graphic organizer. Next, we watched the Luhrmann interpretation of the same scene, and students added to their notes. Students were assigned to write an analytical paragraph based on the prompt on page 341. This is worth up to 5 "essay" points and due to Turnitin by midnight on Friday. I reviewed the key elements, or an outline, of an analytical paragraph:
Finally, students had time to work with their acting companies and develop a contract.
In class today, we read the first two scenes--including the famous balcony scene--from "Romeo and Juliet." Next, we previewed the next big assignment: a dramatic interpretation of a scene from the play. Students had time to look through the list of performance scenes on pages 335-336 and begin to form acting companies.
Next, we watched almost all of Zeffirelli's interpretation of the balcony scene. For homework, students were assigned to complete the graphic organizer on page 340. |
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