1. ELIZABETHAN THEATRE
Day 1

2. JOURNAL What do you know about William Shakespeare?
What do you know about Romeo and Juliet?

3. Assignment
Complete the Romeo and Juliet Movie Worksheet as you watch Romeo and Juliet.

4. Elizabethan Theatre
Day 2

5. journal
Write a paragraph about what you think life was like in Elizabethan England.

6. assignment
Finish the Romeo and Juliet Movie Worksheet as you finish the movie.

7. Elizabethan theatre
Day 3

8. journal
What frustrates you most about Shakespeare? Why?

9. Journal Frustrations: Language is hard to understand
Language uses words we don’t use anymore.
It’s boring.

10. Elizabethan theatre notes
Shakespeare and Language

11. SHAKESPEARE’S WORKS Shakespeare wrote 38 plays.
Plays are divided into three categories:
Tragedies
Comedies
Histories
Shakespeare also wrote 154 sonnets and 2 narrative poems.

12. Shakespeare’s writing style
While traditional Elizabethan plays followed Aristotle’s Unities (Time, Place, Action), Shakespeare intentionally did not follow the unities in any of his writings.
However, Shakespeare did follow Aristotle’s Plot Structure very closely as each of his plays has five acts, one for each element of plot structure.
Act 1 -> Exposition/Inciting Incident
Act 2 -> Rising Action
Act 3 -> Climax
Act 4 -> Falling Action
Act 5 -> Resolution

13. Shakespeare’s language
Shakespearean plays are written in Elizabethan English, the form of English language commonly used in this time period.
Shakespeare invented over 1700 common English words like:
Lonely
Amazement
Compromise
Dwindle
He also invented expressions we still use today:
Heart of gold
Break the ice
Elbow room
Jealousy is the green-eyed monster

14. Translating Shakespeare
So how can we perform Shakespearean scenes and plays if we don’t understand the language Shakespeare uses?
Use the three tools (context clues, words, imagery) to translate the language and understand the plot and the emotions in the play/scene.
Once we understand what’s happening both physically and emotionally in the text, then we can perform it!
So how do we translate?

15. Understanding Shakespeare’s language
Three tools to understand Shakespeare’s text and character’s:
Context Clues: Who, what, when, where, why, and how. Who is your character and who are they talking to? What is going on? When does this take place in the play? Why is it important to them? How will this affect them in regards to the whole story?
Words: What do they mean? What is the character saying?
Imagery: Shakespeare communicated through images. What picture is he painting?

16. Shakespeare quotes assignments due at the end of class 11/09
Get with a partner (or work individually).
Complete the Shakespeare Quotes sheet.
Read the Shakespeare quotes and identify any unfamiliar words.
Then use the technology provided to find the definitions of all unfamiliar words.
Then apply the unfamiliar word definitions and use context clues to translate each sentence into modern English.
Complete the Shakespeare Quote Background sheet.
Use the technology provided to match the Shakespeare Quote with the play it is from and the character who says it.
In the Character box, be sure to include information about the character’s personality and key elements about them that would help an actor deliver the line correctly onstage.

17. Elizabethan theatre
Day 4

18. JOURNAL
How does translating Shakespearean text into modern language help you as an actor?
TURN IN ALL JOURNALS (3) FOR 11/06-11/09!

19. Shakespeare quotes assignments due at the end of class 11/09
Get with a partner (or work individually).
Complete the Shakespeare Quotes sheet.
Read the Shakespeare quotes and identify any unfamiliar words.
Then use the technology provided to find the definitions of all unfamiliar words.
Then apply the unfamiliar word definitions and use context clues to translate each sentence into modern English.
Complete the Shakespeare Quote Background sheet.
Use the technology provided to match the Shakespeare Quote with the play it is from and the character who says it.
In the Character box, be sure to include information about the character’s personality and key elements about them that would help an actor deliver the line correctly onstage.

20. Elizabethan theatre
Day 5

21. journal List the three tools used to translate Shakespeare.
How do you feel about Shakespeare now that you have translated some of his lines?
Do you feel like you could perform a Shakespearean scene? Why or why not?

22. Translating Shakespeare review
Three tools to understand Shakespeare’s text and character’s:
Context Clues: Who, what, when, where, why, and how. Who is your character and who are they talking to? What is going on? When does this take place in the play? Why is it important to them? How will this affect them in regards to the whole story?
Words: What do they mean? What is the character saying?
Imagery: Shakespeare communicated through images. What picture is he painting?

23. Romeo and Juliet Prologue ANALYSIS Assignment
In groups of 4, analyze and translate the prologue of Romeo and Juliet using the three tools:
Context Clues (What you might know already about the story, the characters, etc.)
Words (What does the line mean?)
Imagery (What images are the lines describing?)
Then create blocking and expressions for the prologue and rehearse your movements for performance.

24. Romeo and Juliet Prologue ANALYSIS Assignment
In the 1st column: circle words/phrases that are context clues for the meaning of the line and underline any words you don’t understand.
In the 2nd column: write the definitions of any words you didn’t understand in the first column, describe any images given in the lines, and list any ideas, notes, and questions about the meaning of the line.
In the 3rd column: re-write the prologue in modern English.

25. Prologue Performance Assignment
Create blocking and distinct emotional expressions for the prologue then rehearse your movements.
You will perform the prologue in Elizabethan English so make sure your blocking and emotional expressions communicate to the audience what is happening both literally and emotionally.

26. Romeo and Juliet Prologue ANALYSIS Assignment
In groups of 4, analyze and translate the prologue of Romeo and Juliet using the three tools:
Context Clues (What you might know already about the story, the characters, etc.)
Words (What does the line mean?)
Imagery (What images are the lines describing?)
Then create blocking and expressions for the prologue and rehearse your movements for performance.
Performances tomorrow!

27. Elizabethan theatre
Day 6

28. journal
Explain how the blocking and emotional expressions (gestures/facial expressions) that you will use in your Prologue Performance communicate what is happening both literally and emotionally in the prologue to the audience.

29. Romeo and Juliet Prologue ANALYSIS Assignment
In groups of 4, analyze and translate the prologue of Romeo and Juliet using the three tools:
Context Clues (What you might know already about the story, the characters, etc.)
Words (What does the line mean?)
Imagery (What images are the lines describing?)
Then create blocking and expressions for the prologue and rehearse your movements for performance.
Performances start at:
3rd Block: 1:00pm
4th Block: 3:15pm

30. Elizabethan theatre
Day 7

31. journal What does it mean to rehearse a play? What are the steps?
How long are most rehearsals?
Why are rehearsals important?
What happens when plays/scenes aren’t rehearsed?

32. Elizabethan theatre notes
The Rehearsal Process

33. The modern Rehearsal Process
Read Through
Blocking Rehearsals
Working/Developing Rehearsals
Polishing Rehearsals
Run-Throughs
Technical Rehearsals
Dress Rehearsals
Performance

34. Read through
When actors sit together and read the play out loud with another person reading the stage directions.
This is when you learn what the play is about.

35. Blocking Rehearsal
The director works with the actors to create a plan for where everyone will be onstage and when all movements will happen.

36. Working Rehearsal Focus on acting Develop your character
Speak with emotion
Create connections onstage between blocking and characterization

37. Polishing rehearsal
Last minute changes/touch-ups that are made to the performance.
All actors should have all lines and blocking memorized.

38. Run Through Perform the play without stopping Creates flow/rhythm
Gives the actors a chance to feel what the play will really be like

39. Dress Rehearsal Perform as if it’s for “real”
Wear costumes & use props
Lighting and sound are included

40. Key terms for Rehearsal
Draw focus - To get the audience’s attention.
Upstaging - To get the audience’s attention when you’re not supposed to or to force another actor to look upstage when he/she shouldn’t.
Cheating Out - To turn your face & body out to the audience.
Off Book - To have your lines memorized.

41. Shakespearean rehearsal process
In Shakespeare’s time, actors were putting up new works all the time - in today’s theatre an actor might perform the same role for months.
In Shakespeare’s time actors would have to learn several parts in different plays at the same time.
There was very little time for rehearsal. A play might be rehearsed in the morning and staged in the afternoon.
There was no such thing as a published play. Actors did not receive scripts. They received a role (a rolled up piece of paper) with only their lines and their cue lines on it.

42. Shakespearean rehearsal process
What would it be like to never read the full script?
What would it be like to have so little time to memorize your lines?
What would it be like to perform multiple roles at once?

43. SHAKESPEARE REHEARSAL ASSIGNMENT
In groups of five, you are going to prepare a scene like Shakespeare’s actors did.
Everyone will receive a role with only their lines on it and their cue lines - the line before.
You will have a short time to prepare the scene and then you will have to perform it fully memorized.
REMEMBER! You are receiving a Shakespearean times style script - you only get your lines and there are no stage directions – so you’ll have to analyze the script for certain actions or ways to say a line and you’ll have to listen to each other for when to say your lines.
Performances tomorrow!

44. Exit slip What it was like to act in Shakespeare’s time?
What it was like to try out the style?
How might they apply this style to your future acting?

45. Elizabethan theatre
Day 8

46. journal
Get a Unit 7 Study Guide from my desk. You have 30 minutes to complete the study guide.
Use your notes to complete the study guide!
YOUR UNIT 6/UNIT 7 TEST IS TUESDAY NOVEMBER 21st !

47. SHAKESPEARE REHEARSAL ASSIGNMENT
In groups of five, you are going to prepare a scene like Shakespeare’s actors did.
Everyone will receive a role with only their lines on it and their cue lines - the line before.
You will have a short time to prepare the scene and then you will have to perform it fully memorized.
REMEMBER! You are receiving a Shakespearean times style script - you only get your lines and there are no stage directions – so you’ll have to analyze the script for certain actions or ways to say a line and you’ll have to listen to each other for when to say your lines.
Performances start:
3rd Block: 12:45pm!
4th Block: 3:15pm!

48. Elizabethan theatre
Day 9

49. journal Summarize the plot of Romeo and Juliet.
TURN IN JOUNRALS (4) FOR 11/13 – 11/17!
TURN IN WEEK 12 BATHROOM PASSES! (BLUE)

50. Romeo and Juliet Two families are fighting: Capulets and Montagues
Romeo Montague meets Juliet Capulet at a dance and they fall in love
They secretly get married
Romeo kills Juliet’s cousin Tybalt in a street fight after Tybalt kills Romeo’s best friend Mercutio.
Romeo is banished

51. Romeo and juliet
Juliet’s father wants her to marry a man named Paris. Juliet seeks help from Friar Laurence
The Friar arranges for Juliet to take a sleeping potion that makes her look as if she’s dead. He believes the news of her death will end the bitter feud between the two families.
Romeo never gets the message that Juliet isn’t dead - he thinks she is.
Romeo comes to the tomb to commit suicide (he’s brought poison)
Juliet wakes up to see Romeo dead and kills herself as well

52. Romeo and juliet “TOMB SCENE”
You are going to explore is the last scene of the play, where everyone discovers Romeo and Juliet’s dead bodies, making it basically a crime scene.
This means there are a lot of clues to discover about what’s going on in the scene and how that makes the characters act.
REMEMBER! Since there are no stage directions, the clues to the staging of the scene are in the dialogue!

53. Romeo and juliet “TOMB SCENE”
For this scene I am grading on:
Scene Analysis (Using clues in the script to motivate your blocking and line delivery)
Characterization (Is your character believable and time period appropriate?)
Projection and Articulation
Group Preparation/Contribution /Effort

54. Romeo and juliet “TOMB SCENE”
Get into groups of 6 and complete the “Tomb Scene” Analysis.
Once you have answered all the questions, get script copies for your entire group and determine what roles each member of your group will play.
Remember, actors in Shakespeare’s time played multiple roles in the same play, you will do the same for this scene!
Once you have your characters, use your answers from the right-hand column to inform your choices about blocking and how you say your lines.
Rehearse your scene with your group for PERFORMANCE ON MONDAY!

55. Elizabethan theatre
Day 10

56. JOURNAL
How will analyzing the script for the ‘Tomb Scene” help you to perform the scene?
How can you be sure the audience will understand what’s happening in the scene?
When finished with the journal, finish analyzing/rehearsing your “Tomb Scene”. PERFORMANCES START:
3RD BLOCK: 1:10PM!
4TH BLOCK: 3:20PM!

57. Romeo and juliet “TOMB SCENE”
Get into groups of 6 and complete the “Tomb Scene” Analysis.
Once you have answered all the questions, get script copies for your entire group and determine what roles each member of your group will play.
Once you have your characters, use your answers from the right-hand column to inform your choices about blocking and how you say your lines.
PERFORMANCES START:
3RD BLOCK: 1:10PM!
4TH BLOCK: 3:20PM!
YOU WILL COMPLETE A PERFORMACE CRITIQUE !

58. Exit slip Name 5 unfamiliar words from the scene.
How did you figure out what they mean?
If you could do your scene over, what would you do differently?

59. Elizabethan theatre
Day 11

60. MAKE SURE TO TURN IN YOUR JOURNALS!
SIT SO THAT THERE ARE TWO SEATS BETWEEN YOU AND YOUR CLASSMATES IN ALL DIRECTIONS.
USE YOUR NOTES TO STUDY FOR YOUR TEST!
MAKE SURE TO TURN IN YOUR JOURNALS!

61. UNIT 6 & UNIT 7 TEST
NO TALKING, PHONES, MUSIC, OR NOTES OUT WHILE YOU ARE TAKING THE TEST. IF SEEN, YOU WILL RECEIVE A ZERO FOR THE TEST!
WHEN FINISHED, REMAIN SILENT AND SEATED AND COMPLETE THE PERFORMANCE REFLECTION.