Shakespeare

Students will explore the historically accurate way that scripts were distributed, rehearsed, and performed in Elizabethan times. Students will then perform a short script in this style of “rolls” and “sides.”

Students will perform a modern scene the same way that Shakespearean actors performed text. They will compare and contrast the experience to preparing a scene for class.

As a class, students will explore the tools of context, meaning of words, and imagery to unlock meaning in a Shakespearean text. Students will then use these tools to create a modern translation for their text. Students will also be introduced to resources and begin work on a monologue that they will continue to use throughout the unit.

As a class, students will explore context, the meaning of words, and imagery used to unlock meaning in a Shakespearean text. Students will use these tools to create a modern translation for their own text. Students are also introduced to resources and will become familiar with their story through doing the Actor’s Homework.

To demonstrate how modern character development exercises apply to Shakespearean characters.

Students apply exercises to a character from Shakespeare by examining at the character’s foreground and background, answering character questions, and creating the character’s physicality. This will demystify the process of preparing a Shakespearean monologue and give students the tools they need to prepare a monologue on their own.

Close reading is a text-dependent analysis tool that allows students to read a text for in-depth comprehension. Students focus on the text to understand what’s being said, how it’s being said, and why. This tool can be an excellent method for getting students to connect to Shakespeare. Where students take a left turn with understanding Shakespeare is that they can’t see past the language. They can’t see using the same tools analyzing a Shakespeare play as they would a modern play. So use close reading to break the language down, move past it, and treat Shakespeare like a modern
text.

In this lesson plan, students will compare four different film versions of Hamlet, Prince of Denmark using the same scene: Hamlet’s “To be or not to be” speech. How do the four versions tackle the same text? Film is a visual medium – what visuals do they use to tell the story? Do they cut or adapt any of the text? Students will discuss their findings and write a Reflection.

A slide deck is provided as part of the materials for this lesson.

Students will perform two-person Shakespeare scenes using the concepts introduced over the course of the unit, to enhance the performance and staging of the scenes.

Students will explore Outbursts, Action Words, and Emotion Words through structured activity and textual analysis.

Students will explore emotional outbursts, action words, and emotion words by doing a structured activity and textual analysis.

Students will use insults and compliments to explore sound and imagery created in Shakespeare’s texts. Students will also practice this form, then create a short scenario where they must use their voice and body to bring Shakespeare’s imagery to life to achieve a specific emotional response.

Students will take a pre-quiz on some of Shakespeare’s plays, then find 5 things they did not already know about Shakespeare during a group discussion and presentation. This lesson includes a presentation for students to introduce Shakespeare and his time period.

Students will take a memorization quiz and perform for their peers. Students will also critique each other based on what they have worked on during this unit.

Students will use insults and compliments to explore sound and imagery in Shakespeare’s texts. Students will also participate in a choral reading, then create a short scenario where they must use their voice and body to bring Shakespeare’s imagery to life to achieve a specific emotional response.

Students will demonstrate their understanding of textual analysis, painting with words and imagery, and physicalizing punctuation by preparing and performing a staged reading of a Shakespearean monologue in a group presentation.

Students will demonstrate their understanding of textual analysis, painting with words and imagery, creating a character, and preparing a monologue by performing a Shakespearean monologue and reflecting on their experience.

Students will review how to use stage pictures that communicate character, story, and emotion to help them create appropriate blocking for their performance. Students will create an appropriate focus for their character to look at while performing their monologue.

Students use their Actor’s Homework Sheet to create a personal word list to explore their character. They will also identify how they will use voice and body to bring their character to life. Finally, students review character objective and tactics in order to create an objective statement with three active tactics they will use with their monologue.

Students explore and play with Laban’s Efforts, then select efforts to use in their monologue.

Students will learn the clues and meaning behind the punctuation that Shakespeare used. Students will also dissect, analyze, and color code examples. They will also use physical movement tied to specific punctuation to help them explore how it can communicate meaning in the text. Students will then apply this and analyze their performance script by examining their punctuation.

Students will dissect, analyze, and color code punctuation examples. Students will use physical movement that is tied to specific punctuation to help them explore how it can communicate meaning in the text. Students will then apply this and analyze their monologue by examining the punctuation.

Students will select a monologue to use in this performance unit during the class period. They will also work in groups to create an entertaining and educational performance based off of a plot summary for one of Shakespeare’s plays.

The objective of the lesson is for students to learn what iambic pentameter is and to have the opportunity to create their own monologues using iambic pentameter. This lesson is a useful complement towards studying classical works by playwrights such as William Shakespeare.

In Elizabethan times, audiences at the Globe had to use their powers of imagination and listening to envision the worlds of Shakespeare’s plays. Today, modern audiences are treated to elaborate depictions of Shakespeare’s settings with expensive sets, lighting, projections, and sound. This lesson will test your students’ creative collaboration. They will design a set and soundscape in obstacle course form for one of Shakespeare’s plays using found objects, sounds, and actions.

Students will use found and common objects to create an obstacle course setting for a Shakespearean play based on sounds.

Sometimes it’s less intimidating for students to approach Shakespeare’s language with a goal in mind. In this exercise students are given a line from a Shakespeare play out of context and asked to create a scene using three tableaux that tell a story. By approaching the language with an active goal in mind, students delve deeper into the language’s meaning and take control of the story.

Students will analyze a Much Ado About Nothing monologue to identify clues about emotion and action. Students can then use the Shakespeare tools to analyze and present assigned Shakespeare monologues.

Students will understand how to uncover the directorial clues that Shakespeare left in his work by doing a textual analysis.

They will explore Emotional Outbursts, Action words, and Emotion words through a structured color coding analysis of a Shakespeare monologue.

Students will create stage pictures in tableaux as a way to interpret the stories of Shakespeare. By putting their analysis into action, students will lay the foundation for simple blocking of their Shakespearean scenes.

Students will identify unfamiliar words on a page of Shakespeare quotes, translate those quotes into modern English, and act out the quotes to identify character/play clues. Students will then complete a quotes assignment and reflection. Plus! Bonus assignment.