How do you introduce students to Shakespeare? This unit introduces the bard through life in Elizabethan England, the playwrights, players and playhouses. It also explores how to approach unfamiliar words and context clues in Shakespeare’s text.
As with any theatre history unit, you have to decide what’s most important to introduce to the students. For this unit, we’ll focus on three things in the three different categories. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials.
How do you introduce students to Shakespeare? This unit introduces the bard through life in Elizabethan England, the playwrights, players and playhouses. It also explores how to approach unfamiliar words and context clues in Shakespeare’s text.
As with any theatre history unit, you have to decide what’s most important to introduce to the students. For this unit, we’ll focus on three things in the three different categories.
This session introduces students to the Elizabethan Era, and its’ key playwrights and players.
Students learn how to use context clues to approach the unfamiliar words they will find in Shakepeare’s language.
Students review context clues and apply it to the Prologue from Romeo and Juliet.
Students are introduced to three of the most important playhouses in the Elizabethan Era, as well as the areas of the Globe Theatre.
Students apply their knowledge of context clues to find meaning in the Tomb Scene from Romeo and Juliet.
Three suggestions for adding on to this unit are included, as well as a unit reflection for your students.
TH:Pr4.1.HSI.b - Shape character choices using given circumstances in a drama/theatre work.
TH:Pr4.1.HSII.a - Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
TH:Re9.1.6.c - Identify a specific audience or purpose for a drama/theatre work.
Prof.TH:Pr4.b - Shape character choices using given circumstances in a drama/theatre work.
Acc.TH:Pr4.a - Discover how unique choices shape believable and sustainable drama/ theatre work.
6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.
6.TH.Re9.b - Identify a specific audience or purpose for a drama/theatre work.
I.C.2.2 - Interpret scenes through formal and informal presentations.
A.C.2.2 - Interpret scripts through formal and informal presentations.
C.5.A - identify and apply audience etiquette at all performances.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.2.A - demonstrate safe use of the voice and body.
B.2.B - define characters by what they do, what they say, and what others say about them.
B.5.A - understand and demonstrate appropriate audience etiquette at various types of performances.
C.4.B - relate historical and cultural influences on theatre.
C.5.A - analyze and apply appropriate behavior at various types of live performances.
C.1.E - evaluate theatrical conventions of various cultural and historical periods.
C.4.A - evaluate historical and cultural influences on theatre.
1 - analyze a script for explicit character clues
12 - analyze script for clues to create antecedent action
13 - create antecedent action for character
14 - identify and use operative words in a script
15 - analyze script for a character’s transitions
6 - demonstrate a character’s immediate or moment-to-moment objectives within a scene
12 - analyze a script to identify character, setting and plot
Explore relationships between identity, place, culture, society, and belonging through the arts
Reflect on works of art and creative processes to understand artists' intentions
Describe, interpret and respond to works of art and explore artists’ intent
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
Explore relationships between identity, place, culture, society, and belonging through the arts
Reflect on works of art and creative processes to understand artists’ intentions
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
Reflect on works of art and creative processes to understand artists motivations and meanings
Take creative risks to express feelings, ideas, and experiences
Take creative risks to experience and express thoughts, emotions, and meaning
Demonstrate respect for themselves, others, and the audience
Create dramatic works with an intended audience in mind
Develop a repertoire of dramatic skills and techniques through presentation or performance
Develop performance skills in a variety of contexts
Experiment with a range of props, processes, and technologies
Explore and create dramatic works to express ideas and emotions
Explore dramatic works through presentation or performance
Apply feedback to develop and refine ideas
Describe, analyze, and respond using drama-specific language
Examine the influences of social, cultural, historical, environmental, and personal context on drama
Reflect on dramatic experiences and how they relate to a specific place, time, and context
Develop a repertoire of dramatic skills and techniques through presentation or performance
Develop and refine performance skills in a variety of contexts
Improvise and take creative risks using imagination, exploration, and inquiry
Purposefully select and combine dramatic elements and conventions
Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works
Receive, provide, and apply constructive feedback to refine dramatic works
Reflect on aesthetic experiences and how they relate to a specific place, time, and context
Experience and express emotions through dramatic conventions