Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: -Assignment 1:
-Assignment 2: Students will be taking notes on the "Shakespeare's World" video. On a separate piece of paper:
Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases, as well as, phrases that Shakespeare coined himself. They will also write a modern equivalent to Shakespeare's sonnet 18. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. We will also participate in some improv. Exit Ticket: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: FINISH Assignment 1: Go to Google Classroom and open up the "Renaissance in England" PDF and the "Cornell Notes Guiding Questions"
When you finish with everything, quiz your knowledge of Shakespeare on this site. - Past due Assignment (for half credit):
- Past due Assignment (for half credit): Students will be taking notes on a William Shakespeare biography video. On a separate piece of paper:
- Past due Assignment (for half credit): Then, students will also be reading and answering questions on the Elizabethan Age and The Globe in Google Classroom.
Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases, as well as, phrases that Shakespeare coined himself. They will also write a modern equivalent to Shakespeare's sonnet 18. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. We will also participate in some improv. Exit Tickets (if you didn't take this last class): Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: Assignment 1: Go to Google Classroom and open up the "Renaissance in England" PDF and the "Cornell Notes Guiding Questions"
- Past due Assignment (for half credit):
- Past due Assignment (for half credit): Students will be taking notes on a William Shakespeare biography video. On a separate piece of paper:
- Past due Assignment (for half credit): Then, students will also be reading and answering questions on the Elizabethan Age and The Globe in Google Classroom.
Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases, as well as, phrases that Shakespeare coined himself. They will also write a modern equivalent to Shakespeare's sonnet 18. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. We will also participate in some improv. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: -Assignment 1:
- Past due Assignment (for half credit): Students will be taking notes on a William Shakespeare biography video. On a separate piece of paper:
- Past due Assignment (for half credit): Then, students will also be reading and answering questions on the Elizabethan Age and The Globe in Google Classroom.
Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases, as well as, phrases that Shakespeare coined himself. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. We will also participate in some improv. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to demonstrate a basic understanding of who William Shakespeare was and recall a handful of the plays he wrote. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: I'll take a few moments to inform/remind students of the following:
Independent: -Assignment 1: Students will be taking notes on a William Shakespeare biography video. On a separate piece of paper:
-Assignment 2: Then, students will also be reading and answering questions on the Elizabethan Age and The Globe in Google Classroom.
Collaborative: Students will work collaboratively to figure out modern day equivalents to certain middle English words and phrases, as well as, phrases that Shakespeare coined himself. Students will do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. We will also participate in some improv. Exit Tickets: Fill out and submit the Google Form (<- click there). Objective:
Students will be able to recall the classroom norms and expectations and internalize them. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: Complete the Goal worksheet. -Assignment 2: Read and annotate the article "Tina Fey's Rules of Improvisation" Collaborative: Then, students will engage in several improv/acting exercises aimed at developing quick thinking and class participation. Exit Ticket: N/A Objective:
Students will be able to define a monologue/dialogue and demonstrate their ability to perform independently by annotating, analyzing, blocking and rehearsing the monologue/dialogue. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: (Makeup work for half credit): -Assignment 1a: Go to Google Classroom and open up the doc "A Better Understanding of Stage Blocking"
-Assignment 1b: Go to Google Classroom and open up the doc "Vin Diesel’s Start: “Multi-Facial”
-Assignment 2 (silent studying, do not work with partner): Continue to practice your memorized monologue/dialogue.
Collaborative: Assignment 1: Continue to practice your memorized monologue/dialogue.
-Assignment 2: Start to practice saying your lines in character and moving around, using the stage directions you'll included.
Students will do several "pair and share"s throughout the period to answer questions posed to the class about characterization. Then, students will engage in several acting exercises aimed at developing believable characters. Exit Ticket: N/A. Objective:
Students will be able to define a monologue/dialogue and demonstrate their ability to perform independently by annotating, analyzing, blocking and rehearsing the monologue/dialogue. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: Go to Google Classroom and open up the doc "A Better Understanding of Stage Blocking"
-Assignment 2 (silent studying, do not work with partner): Continue to practice your memorized monologue/dialogue.
Collaborative: Assignment 1: Continue to practice your memorized monologue/dialogue.
-Assignment 2: Start to practice saying your lines in character and moving around, using the stage directions you'll included.
Students will do several "pair and share"s throughout the period to answer questions posed to the class about characterization. Then, students will engage in several acting exercises aimed at developing believable characters. Exit Ticket: Fill out and submit Google Form (<- click there). Objective:
Students will be able to annotate a basic monologue and analyze the character in the monologue through the use of professional character analysis methods and annotations. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Independent: -Assignment 1: Go to Google Classroom and open up the doc "Vin Diesel’s Start: “Multi-Facial”
-Assignment 2 (silent studying, do not work with partner): Continue to practice your memorized monologue/dialogue.
Collaborative: -Assignment 1 (done independently, if monologue) : Map out any potential blocking/stage business during your scene by writing it down on your script.
Assignment 2: Continue to practice your memorized monologue/dialogue.
-Assignment 3: Start to practice saying your lines in character and moving around, using the stage directions you'll included.
Students will do several "pair and share"s throughout the period to answer questions posed to the class about characterization. Then, students will engage in several acting exercises aimed at developing believable characters. Exit Ticket: Exit Ticket will be paper based. Objective:
Students will be able to annotate a basic monologue and analyze the character in the monologue through the use of professional character analysis methods and annotations. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll take a few moments to remind students of the following:
Assignment 1: Finish memorizing your monologue.
-Assignment 2 (done independently, if monologue) : Map out any potential blocking/stage business during your scene by writing it down on your script.
-Assignment 3: Start to practice saying your lines in character and moving around, using the stage directions you'll included.
Collaborative: Students will do several "pair and share"s throughout the period to answer questions posed to the class about characterization. Then, students will engage in several acting exercises aimed at developing believable characters. Exit Ticket: Exit Ticket will be paper based. |