Act V Review

Today we will review Act V by playing Jeopardy.

Class Work

Read Act 5 - and write 1-sentence headline for each scene!

Act 4 Presentations

Today, we will see your presentations of R&J Act 4.

After the presentations, your group will be outlining what happened in Act 4 and posting these to your blog.

Homework for next week: Read Act 5 and write a 1-sentence headline for each scene (note - there are very few scenes in Act 5).

New Vocabulary

1)    Ambuscades:

2)    Canker:

3)    Pernicious:

4)    Grievance:

5)    Vex:

6)    Transgression:

7)    Augmenting:

8)    Heretics:

9)    Profane:

10) Propagate

Romeo and Juliet ACT IV presentations

 

GROUP ASSIGNMENTS: 50 points

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

Romeo - ACT III

Objective: Students will be able to explain the meaning of the Lark and Nightingale metaphors/symbols in Act III.









Today we will discuss the Lark and the Nightingale symbols; why Lord Capulet decides to marry Juliet to Paris; why the nurse tells Juliet to marry Paris (and how this reinforces a dramatic foil).

Your group will then outline everything that happened in Act III.
Then - in groups - you will write a 2-3 sentences about the meaning of the Lark and Nightingale and how this relates to Romeo and Juliet.

Romeo and Juliet ACT III

Objective: Students will be able to explain the meaning of the Lark and Nightingale metaphors/symbols in Act III, and write a headline summary for each scene.

Today we will finishes reading ACT III of R&J and discuss the meaning of the Lark and Nightingale, and the reason Lord Capulet wants Juliet to marry Paris. 

Then - in groups - you will write a 2-3 sentences about the meaning of the Lark and Nightingale and how this relates to Romeo and Juliet. 

HOMEWORK: Write 1-sentence HEADLINE summaries of each scene in Act III. 

Romeo and Juliet ACT II

Today, we will finish with the presentations on Act II, and then take notes on different types of metaphor and personification. 

Tomorrow, we will play JEOPARDY review on ACT II.  Monday there will be a quiz on Act I and Act II.  Make sure you study.