Tuesday 27 September 2011

Lesson 8: Character in Performance

It is assumed that you have already watched at least one other version of Romeo and Juliet in addition to the Lurhmann version.

Reminders:

If you chose the 'notes' option over the discussion option, remember to attach the notes to your blog.
Courses for after half-term: Poetry or Prose
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Learning Intention:
To understand how directorial choices can affect our understanding of character

Key Competencies:
Using language, symbols and tools; interacting with ICT

Success Criteria:

I can identify at least 3 differences in the character of Romeo or Juliet played in different performances
I can connect acting choices with audience understanding for at least one character in the play

--------------------------------------Starter--------------------------------------

Choose one character: Romeo or Juliet

For your character, try and think of adjectives to describe them. If you can, note down some contradictory ones that could be true e.g. Juliet could be said to be very mature for her age, or innocent and naive. All these features could be justified by the text, although an audience member will probably decide one or the other.

--------------------------------------Introduction--------------------------------------

Share your ideas with a partner.
Can you help each other come up with any other ideas?

--------------------------------------Main--------------------------------------

Sketch a Venn diagram or table in your workbook. If you are watching Juliet, there will be 4 scenes containing her; for Romeo, there are 5.

Watch the RSC version of Act 2, Scene 2, the balcony scene. Then watch the following videos and write words and short phrases to describe either Romeo or Juliet. (You do not need to watch the whole scene - just enough to get an idea of the character.)

--------------------------------------Development--------------------------------------

Pair with another learner who did the same character as you and compare your impressions.
Are there any features of the character that apply to all the versions you watched?
What differences were there and how were these created?
Discuss: How did the director / actor shape the audience's interpretation of this character?
Look at the tree of knowledge. Do your observations contradict any of the information about your character? Can you add anything?
Write a paragraph on a Google Doc and share it with the class, explaining one of the character's features and how these are different in the different productions. You can write about 2 or more productions.

Choose a different character and find a key scene that they appear in. Find at least 2 versions of the scene on Youtube or elsewhere and compare the presentation of the character using the questions above to guide you.

--------------------------------------Plenary--------------------------------------

Comment on one other learner's findings in relation to the success criteria.
How did you do? Can you identify any targets for moving on?

Lesson 7: Character in Text

It is assumed that you have already watched at least one other version of Romeo and Juliet in addition to the Lurhmann version. If this is not the case, make sure you watch another version before the next lesson.

Learning Intention:
To use skim-reading to locate quotations related to a character
To use discussion to determine the relevance of quotations to a character study
To be more confident in expressing ideas with textual support

Key Competencies:
Participating and contributing; thinking

Success Criteria:

I have located more than 5 quotations about a character in Romeo and Juliet
I have discussed and developed my ideas about character around textual extracts
I have contributed at least 5 quotations to the Romeo and Juliet Tree of Knowledge with accompanying analysis
I understand how to use quotations to question and support my ideas about a character

--------------------------------------Starter--------------------------------------

You have been assigned a character from one of the following:

Romeo / Juliet / Tybalt / Benvolio / Friar Lawrance / Nurse

For your character, produce a mindmap (or other list) of characteristics from your personal impressions. Aim for at least 5 characteristics - more is better.

--------------------------------------Introduction--------------------------------------

Go through the text in chronological order and find any instances of this character (a) speaking (b) being spoken about. (If you're struggling, use this site.)
Can you find any quotations to support or contradict your ideas from the starter activity? (Hint: It would be useful if you could find both for a well-balanced essay! You may well have strong impressions from the film but make sure your ideas are based on the text, not the images you saw.)
Make a note of the line/page reference of any particularly useful quotations that you could use to discuss character.

I will complete this task and the following tasks for Mercutio so you can see a model of how to do this if you are unsure.

--------------------------------------Main--------------------------------------

Once you have gathered your quotes, choose at least 5 which show different sides of the character and discuss these with your partner to develop your ideas.
Write a comment for each quotation to explain how it links to your idea about the character.

--------------------------------------Development--------------------------------------

Choose a shape for the character from the tree, and record your quotation with your thoughts on the shape.
Place this appropriately on the Tree of Knowledge.
When you have finished, choose one other character and read the Tree of Knowledge to see if you agree or disagree with the ideas. Can you improve on / add to any of them (orally)?

--------------------------------------Plenary--------------------------------------

Look at the LIs, KCs and SC. On a scale of 1-5, how would you rate yourself for each of the SCs? Note any targets in your workbook so you can focus on them and refer to them in your next reflection.

Thursday 22 September 2011

Lesson 6: The Play in Performance

We've worked our way through the first Act of Romeo and Juliet and hopefully it is becoming easier for you to understand what is going on. Hopefully too you will have started to gather impressions about particular characters and notice how particular themes are beginning to recur.

Next, we are going to watch the Baz Luhrmann production of Romeo & Juliet. In my humble opinion, it is not the most faithful interpretation of the text but it is arguably the most accessible version in existence and I think you will enjoy it more than any other.

I will then give you the much-respected, award-winning Zeffirelli version which although 'old-fashioned' is a more complete presentation of the text.

The controlled assessment date is Tuesday 1st November. The plan is:

complete study of the play by week before half-term break;
use peer assessment to improve draft ideas;
work on final essay over half-term break;
submit notes sheet & deal with any queries or concerns in lesson time on 31st October;
controlled assessment (all lesson Tuesday 1st November)

The task you will complete is:

'How is the character of your choice presented and developed through the play? You may choose to focus on this character in relation to a particular theme or idea in the play and should show your knowledge of the play as a whole.'

Watch the Lurhmann film and there will be opportunities to test your understanding but you can test yourself as soon as you've watched by clicking here.

Tuesday 20 September 2011

Lesson 5: Act 1 Scene 5

Lesson 5

Act 1, Scene 5

Learning Intention: To interact with language and understand the ideas and images it creates

Key Competency: Using language, symbols and tools; participating and contributing

Starter:

Use only your body to communicate the sentences that have been given to you. Your partner will write down what it is they think you are trying to 'say'. (You can download the worksheet after the activity.)

Introduction:

Read I.v and watch the production.

Development:

Go to this site. You are going to create a 'hyperlinked' text of a section of this scene. Use your text and any other resources you have access to to link images, ideas, stories, poems, music etc to explore the language thoroughly.

First, read through the section and discuss how it can be interpreted.

Main:

Create your hyperlinked text.

Plenary:

This is the first meeting of Romeo and Juliet. How does Shakespeare use language to build up to the meeting and what impressions do the lovers make on an audience, both contemporary and in Shakespeare's time?

What more do we learn about Tybalt in this scene?

Extension:

Activities from p72-78 and p269
Choose one character from Romeo, Juliet and Tybalt. Record a diary of their thoughts after the party. You can write it or record it on audio. Present it on your blog and invite at least 2 other learners to comment on it for understanding events and character.

Tuesday 13 September 2011

Lesson 4: Act 1 Scene 4

Lesson 4

Act 1, Scene 4

Learning Intention: To understand the character of Mercutio and his views on life

Key Competency: Using language, symbols and tools; participating and contributing

HINT: This is a good scene for noting references to fate to add to your study log!
_________________________________________________________________________________

Starter:

A pun is a (usually humorous) play on words where the sound or meaning is twisted into a new phrase.
A metaphor is saying one thing is another, when it isn't literally true - it is just a way of comparing them.

Divide this list into puns and metaphors

The new weed whacker is cutting-hedge technology.
He kept an alarm clock in the back window of his car. He was always ahead of his time.
All the world's a stage.
Two astronauts who were dating put an end to it because they both needed their space.
The world is your oyster.
Bugs have very diverse religious views, because they are all in sects.
She has a heart of gold.
Malaysia is a melting pot of cultures.

_________________________________________________________________________________

Introduction:
Compare your answers with a partner, and then check with the rest of the class.

_________________________________________________________________________________

Development:

GROUPS
Read Scene 4.
As you go through, take note of any puns or metaphors that you hear (perhaps just the line / page number will do)
When finished reading, compare your lists and discuss the meaning

_________________________________________________________________________________

Main:

PAIRS: In your workbook, both draw an outline of a person or a stickman and label it 'Mercutio'.
Look carefully at what Mercutio says in this scene.
Find at least 6 quotations that reveal:

his personality
what he believes in

Write these around the body outline with your comments beside each quotation, explaining clearly what each shows
Join up with another pair and compare your findings; anything to add?

_________________________________________________________________________________

Plenary:

What do you think of Mercutio?
Do you like him?
What kind of a character is he?
What is his relationship with Romeo like?
What role do you think he might play in how things unfold?

Homework:

Update your study log.

Extension:
Read the SparkNotes analysis of this scene and then take the quiz at the bottom of the page.

Monday 12 September 2011

Lesson 3: Act 1 Scene 2 & 3

Lesson 3

Act 1, Scenes 2 & 3

Learning Intention: I appreciate the way Shakespeare used language to create character

Key Competency: Using language, symbols and tools; participating and contributing

_________________________________________________________________________________

Starter:

Complete this summary with the words below.

wealthy - Capulet - marriage - Paris - years - feast - Juliet

---- talks to ----, a wealthy young man of Verona, about his daughter ----. ---- is asking for ----'s hand in ---- but Capulet thinks she is too young. Paris should wait another 2 ----. Paris is not happy with this idea so Capulet invites Paris to the ---- he is having that evening, where Paris will meet Juliet.

Compare with a partner, then check on p38 of your text.
_________________________________________________________________________________

Introduction:

Remind yourselves of the difference between characters who speak in prose and those who speak in verse in Shakespeare's plays. What does it indicate about their status?

_________________________________________________________________________________

Development:

Read Scenes 2 and 3 in groups.
Although you will need the books in your hand, use the common room to act out the scenes.
Think about your body language, your intonation and facial expression.

_________________________________________________________________________________

Main:

Divide into 2 groups. One group (4 people) will act out Scene 2 and the other group (6 people) will act out Scene 3.

Scene 2 people can use the classroom to rehearse; Scene 3 people can use the common room.

You have 20 minutes to rehearse and then perform to the other group.

The teacher and learners will decide who has worked most effectively on:

body language
stage movement
facial expression
intonation
using all of the above to make the meaning of the language as clear as possible

You will be writing a reflection of this activity later, so decide what your target(s) will be. They may be connected with performance, interpreting language or working in groups.

_________________________________________________________________________________

Plenary:

Think about what you did well in the activity and complete a learning reflection on your blog. Remember to include next steps and you can use this grid to guide your thoughts if you want to.

Homework:

Update your study log.

Extension:

Pages 264-266 of your text.

Lesson 2: Act 1 Scene 1

Lesson 2

Act 1, Scene 1

Learning Intention: To engage with Shakespeare's language through Drama

Key Competency: Using language, symbols and tools

Starter:

Sort these insults into 4 categories:

Animals
Appearance
Disease or Dirt
Other

What kind of insults really annoy us?

What kind of insults don’t bother us at all?

What do we notice about how these insults work?

Introduction:

Watch this scene from Act 1 of Romeo and Juliet. Make notes on:

body language
intonation in delivering insults
the relationship between the families
the possibility of reconciliation (making peace between them)

Development:

Click here to generate 5 insults. (Open the file with your Internet browser!) 5 mins
In groups of 3-4, create a script using these insults; use improvisation rather than reading from the page although you can make notes. 15 mins
Perform your scripts for the class.
Give each other feedback after each performance. 15 mins

Main:

15 mins

Look at the 'Activities' section on p34 of your text. Discuss the questions under 'Scene 1' and make notes on your impressions of the characters here.

Plenary:

Which insults worked best?
What role does body language play in understanding the impact of the insults?

Extension:

Create an entry in your learning journal reflecting on this lesson. Remember you can use the KWLHAQ grid to guide your ideas.
Extend your study of this scene with the activities on p34-37 and p262-264 of the text.

Lesson 1: The Prologue

Lesson 1

The Prologue

Learning Intention: To understand the relevance of The Prologue in Romeo & Juliet & consider its significance to Act 1 Scene 1

Key Competency: Participating & contributing; using language, symbols & tools

Starter:
Take your line(s) from The Prologue of Romeo & Juliet and work with the rest of the class to line up in the correct order. This requires careful listening and discussion.