Complete three of nine projects on A Midsummer Night's Dream to make a tic-tac-toe! Includes a rubric for assessment.
This one page handout is a great guide for students to keep in mind when performing the Bard and other classical works.
It's easy to ignore character development in a Shakespeare monologue. There's so many other things to think about! But it's doubly important to pay attention to your character – the character is what makes your monologue come to life. Learn how to make Shakespeare character come to life.
The format is simple. One question, one answer, and a rubric all on the same sheet. Use these answers as exit slips, as a follow up written assignment after a class discussion, or as a mid-unit check in. Covers Romeo and Juliet, A Midsummer Night’s Dream, Hamlet: Prince of Denmark, The Tempest, Othello, Macbeth, and The Taming of the Shrew.
Shakespeare is one of the greatest resources a drama teacher can have. But teaching it can be a challenge. Practical Approaches to Shakespeare in the Drama Classroom by Julie Hartley, helps drama teachers break down the Bard to make his themes, language and characters accessible to all.
This resource can help teachers overcome the potential challenge of making Shakespeare relatable through practical and engaging methods designed specifically for the classroom. This informative e-book contains in-depth analysis strategies, conversation topics, character studies and more.
Help your students make sense of Shakespeare!
Complete three of nine projects on Romeo and Juliet to make a tic-tac-toe! Includes a rubric for assessment.
Use this exercise with the Shakespeare you are studying (or the included monologue) to answer the question: how can punctuation give clues an actor can use to help act the scene?
This exercise encourages students to examine the language of a scene for clues on character action. Shakespeare often tells actors exactly what to “do.”
If you want students to get comfortable with Shakespeare’s language, use insults. The objective of this exercise is to get students to use their voice and body as they practice words outside their natural normal vocabulary. To understand the statement: “Words do not mean what they mean, words mean what you intend them to mean.”