Download
1 / 31
310 likes | 314 Views
Romeo & Juliet. Lessons Week 4-5. Do Now March 19. Sit in your new groups and prepare to copy the scene summary:. Jenn /Kevin/ Elizabeth. Crystal/ Abijah / Cheyenne. Angelica/Jonathan/ Jorge. Kyara / Brenden /Chris. Emani / Nazjae /Jason. Alex/ Sabryna / Elizabeth. Kaitlyn / Malik /
E N D
Romeo & Juliet Lessons Week 4-5
Do Now March 19 • Sit in your new groups and prepare to copy the scene summary: • Jenn/Kevin/ • Elizabeth • Crystal/Abijah/ • Cheyenne Angelica/Jonathan/ Jorge • Kyara/Brenden/Chris • Emani/Nazjae/Jason • Alex/Sabryna/ • Elizabeth Kaitlyn/Malik/ Raymundo
Scene Summary: Reading Notes • Act 2, Scene 1: Mercutio and Benvolio go looking for Romeo, who they think is still in love with Rosaline. Romeo hides, and goes to see Juliet at her balcony. They profess their love to one another. • Act 2, Scene 2: Romeo goes to see Friar Lawrence, who believes that Romeo has had a night of sin with Rosaline. Romeo tells him he is in love with Juliet instead, and wants to have Friar Lawrence marry them • Act 2, Scene 3: Mercutio & Benvolio catch up with Romeo and accuse Romeo of ditching them to sleep with Rosaline. The nurse arrives and the two friends tease her then leave. Juliet’s nurse agrees to help Romeo and Juliet elope.
Language Study Group Lines Your tasks: • 2.4.1-37 • 2.4.38-103 • 2.4.164-219 • 2.5.1-55 • 2.5.56-83 • 2.6 • Prepare a three sentence summary of your group’s lines • Identify 3 examples of figurative language/tricks • Identify what your group thinks is the most important line. • Be prepared to share out
Let's Review Our Acting Options: • Shadow Puppets (using the overhead projector) • Video production (like the movies we watched) • Tableau: What we will learn today! • Find Key lines • Highlight key actions • Highlight key feelings
Tableau your scene • Pick 3 most important characters from your scene • Determine their emotions • Determine what action will show that emotion • Find the best line to pair with the emotion/action • Figure out what order you will say your lines • Determine how you will stand together • Practice • Act it out for us
Exit Slip 3 Things—work together
Describe a time you were so angry that you acted without thinking. What were the consequences of that? Do Now Quick Write March 3/20
Tableau Day 2 Act 3, Scene 1 • Group 1: 3 people • Lines 1-54 • Group 2: 3 people • Lines 55-88 • Group 3: 3 people • Lines 89-118 • Group 4: 4 people • Lines 119-138 • Group 5: 4 people • Lines 139-190
Snapshot! Create and practice your Tableau • Read your lines---5 minutes • Write a short summary—5 minutes • Determine emotions, actions, and important lines—10 minutes • Practice how you will present them—5 minutes • Show Time!
Chain Reaction Diagram You told a friend you liked Jazmine’s boyfriend The friend told Jazmine. Jazmine gave you a dirty look in the hall You said something rude about the look to mutual friends. Jazmine sent you a private tweet, “Why r spreading lies about me?” ?
Chain Reaction Diagram: Exit Slip Romeo is banished
Sit in your seats for this week: • Jenn/Kevin • Crystal/Sabryna • Alex/Emani • Abijah/ • Cheyenne Angelica/ Jorge • Brenden/Kyara/Chris • Nazjae/Jason • Elizabeth/ • Kaitlyn Malik/ Raymundo/ Jonathan
Do Now Monday, March 24 Chalk Talk! On the Whiteboard, around the word Night, write: • A definition • A synonym • A related idea • A related image • Or anything else you associate with the word Night Then, Pick four to six words from the Chalk talk, and write a poem or paragraph that produces a picture of night in a reader’s mind.
What does Juliet Think of night? In your table pairs, • Draw a line from Juliet’s Soliloquy in 3.2 Gallop apace, you fiery-footed steeds, towards Phoebus‘ lodging: such a wagoner, as Phaethon would whip you to the west, and bring in cloudy night immediately. • Read it, and decide what it means • Determine the tone of the line • Determine where you will divide your line, and who will read which part • Determine a movement to show the meaning/tone
Answer on the bottom of your sheet So what does Juliet think of night? Does it match with what you thought about night?
Character Development: • Turn the sheet over • Read your group’s lines • Decide what it means • Pick lines that best show your character’s reaction to Romeo’s banishment. Highlight ONLY 2-3 (based on how many people are in your group) • Determine how you will Tableau that! • Each group member gets one line
Exit Slip 3 Things— 1 Comment 1 Question 1 Suggestion
Act 3 Notes Do Now Reading Notes Copy the Notes. Try to shorten them. Underline the “love” and Box The “hate.” Scene 1: Mercutio, Benvolio, Romeo and Tybalt Fight. Mercutio and Tybalt die. Romeo is banished. Scene 2: Juliet asks for night to come to see Romeo, and then she learns he killed Tybalt and is banished Scene 3: Friar Lawrence tells Romeo he is banished, and the Nurse tells him to come see Juliet that night. Scene 4: Lord and Lady Capulet set a date for Paris to marry Juliet Scene 5: Romeo and Juliet say goodbye, Lady Capulet tells Juliet she will be married, Juliet refuses and is disowned by her father.
Scene Editing • Read through the scene—decide what is going on • Determine what is the most important action • Re-read, and eliminate anything that doesn’t directly refer to that action: • Goodbye figurative language • Goodbye unnecessary characters • Goodbye small talk • Goodbye repetitive lines • Think about what you can act out!
Let’s see what Zeffirelli cut • Watch the video clip and answer: • How did the director change up Romeo & Juliet? • Do you think it was a good idea? • 7:12-22:50 • 22:55-39:00
Do Now Circle Time I’m glad you’re here.
Subtext (what is implied) • Grab a card: Everyone has same lines, different situation. • Don’t tell any other group your situation. • Underline (stress) the words in your script that will make your situation clear. • Use a / for a pause that will help the scene. • Think of appropriate gestures that make sense.
My situation: Shopkeeper of a closing store, and a late customer • Character 1: You’re late. • Character 2: I know. I couldn’t help it. • Character 1: I understand. • Character 2: I thought you would. • Character 1: I have something to give you. • Character 2: Really? • Character 1: Yes, this.
Now you try it! • In groups of three, read 4.2 • Edit down the text • Determine the subtext: • What is Lord Capulet really feeling? • What is Juliet really feeling? • How would you shadow act what you have left? • Mark for stress and gesture • Mark for pauses
