Slow Jam MACBETH edition

Where does the idea come from? https://www.youtube.com/watch?v=ziwYbVx_-qg&list=RDziwYbVx_-qg Obama https://www.youtube.com/watch?v=i5GMhGpk5jY Jeb Bush

Why have students do this? Standard 1 Standard 2 Standard 3 CCSS.ELA-LITERACY.RL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.1.B CCSS.ELA-LITERACY.W.11-12.9 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Draw evidence from literary or informational texts to support analysis, reflection, and research.

What will this look like for you? Round 1 Round 2 Round 3 Speaker 3 Wrap Up Speaker 1 Intro Speaker 2 Restate Expand

Round 1 Speaker 3 Wrap up the round with a musical simile or metaphor that connects the scene or information to a historical event/period, popular culture and/or current events. Speaker 1 Provide a quick introduction as to what took place in the scene. Tell the audience who are main players are. Speaker 2 Restate the previous information shared in a “Slow Jam” style that uses the jargon, slang, and idioms of a “slow jam”. This should add to the understanding of speaker 1’s statement.

Round 2 Speaker 3 Wrap up the round with a musical simile or metaphor that connects the scene or information to a historical event/period, popular culture and/or current events. Speaker 1 Expand on the main events of this scene. What happens in this scene that the audience must be aware of? Speaker 2 Restate the previous information shared in a “Slow Jam” style that uses the jargon, slang, and idioms of a “slow jam”. This should add to the understanding of speaker 1’s statement.

Round 3 Speaker 3 Wrap up the round with a musical simile or metaphor that connects the scene or information to a historical event/period, popular culture and/or current events. Speaker 1 Expand on how this scene influences the entirety of the play. Tell the audience what about this scene in so important. Speaker 2 Restate the previous information shared in a “Slow Jam” style that uses the jargon, slang, and idioms of a “slow jam”. This should add to the understanding of speaker 1’s statement.

The rubric 50-40 35 30-0 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Scene is introduced and thoroughly explained. Key characters, relevance, and synopsis of events are clear. Scene is introduced and explained. Characters and summary of scene are evident, relevance of discussed events is unclear. Scene is introduced but not explained. Irrelevant characters and events are discussed. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Video is submitted on time and meets all collaborative requirements. Each group member plays an active role in production. Video is submitted on time and meets majority of collaborative requirements. Group members’ roles are unevenly distributed. Video is submitted on time but does not meet collaborative requirements. Group members’ roles are unevenly distributed. Draw evidence from literary or informational texts to support analysis, reflection, and research. Script is clear and concise, all included information is accurate. Current events and innuendoes used are relevant and appropriate. Script includes unnecessary information and is unclear in its trajectory. Events discussed and innuendoes made are inappropriate to task. Script includes irrelevant and/or inappropriate information.

Student sample https://www.youtube.com/watch?v=6EnBvdDx3dY&feature=youtu.be Open in Google Chrome

Student sample https://m.youtube.com/watch?v=36aGg0czCic Open in Google Chrome

Group selection & scene options Self-Select Groups of 3 Determine which group member will function as which speaker Log your roles on the sign-up sheet Determine when and where filming will take place The sign-up sheet for potential scenes will be making its way around, select the scene you would most like to Slow Jam Only 1 group is allowed to select a scene DO NOT select a previously taken scene

And that… is how… you slow jam macbeth