Scheme of Work Unit Four Section C Shakespeare

Transcription

1 Scheme of Work Unit Four Section C Shakespeare Unit OBJECTIVES: Also: AO2: Demonstrate knowledge & understanding of practical & theoretical aspects of Drama & Theatre, using appropriate terminology AO3: Interpret plays from different periods & genres. AO4: Make critical & evaluative judgments of Live Theatre To be able to evaluate the ways in which s, designers and performers have used the medium of drama to interpret the chosen play in a contemporary performance and to relate this experience to their understanding of its original performance conditions. Student s notes on the play in performance and its historical context will be compiled into a Research Notes document that will inform their thinking in relation to the question that they will answer in this section of the Unit 4 Exam. Completion of One 2 hour and 30 minute written examination. Unit OUTCOMES: Students will see a live production of the chosen play and evaluate the performance elements that contributed to their understanding of the s interpretation in this performance. Student s will have considered and made notes on the following performance elements: acting techniques including verbal and non verbal communication design elements including set and staging, costume and makeup, lighting and sound and the interpretation of the play in the performance that they see. Also: Students will need to research the original performance conditions of the play that they see live and be able to make connections between the two time periods.they will be able to consider and understand the social, cultural and historical context of the play in relation to its performance history & the modern version that they see. The Research Notes document may include drawings, sketches and diagrams but no pre published material and should be no more than 1000 words in length. SPIRITUAL, MORAL, SOCIAL CULTURAL OPPORTUNITIES: Visit & trip to the Shakespeare Exhibition at the Globe Theatre, Theatre trip to see Macbeth at Trafalgar studios, potential for students developing own research & knowledge through presentations task

2 RESOURCES: Keynote for each class, Trip to Globe, Shakespeare App for IPhone, IPads etc, copies of the script (Macbeth), DVD examples (BBC Retold Modern Macbeth), 'In search of Shakespeare' (documentary DVD), Shakespeare Resource packs online Shakespeare Blog ( ) G & T/ENRICHMENT OPPORTUNITIES: Leadership roles, Assigned roles in group work, Independent learning, research projects, Globe Exhibition to enrich understanding SESSION Learning Outcomes Content Differentiation/ Equal opps Methods/ Resources Assessment ONE Who was Shakespeare? To begin exploring what we already think we know about William Shakespeare and to create an Intro Video for younger students based on these ideas. Who was Shakespeare? These first tasks are to gauge the pre existing knowledge of the Class in regards to Shakespeare. Starters: Bardic Ball Bouncing: What do we know about Shakespeare? Shakespearean statues: In pairs of threes create a quick freeze frame of what Shakespeare means to you. First Hour Tasks: Shakespearean sentences How many phrases/words/quotes can you think of in pairs from the plays or sonnets of Shakespeare, & can you name what play they are from? In groups of 4, From your Practical Session Ipad/Flip Cam to record understanding practical work *Observing practical work. *Peer Assessment of performances for Revision Blog

3 previous knowledge create a short scene from a Shakespeare play, ANY play, but use modern language in that scene. Second Hour Main Task: In groups you are going to create a brief Introduction Video, for the Shakespeare Blog. You must imagine that you are creating a mini tutorial video for students younger than yourselves who have no idea who William Shakespeare is. You may use Macs to find some basic information to help you. William Shakespeare The Younger Years (His childhood) William Shakespeare The Youthful Years (Twenties & Thirties) William Shakespeare The Older Years (Forties End of his life) You may like to devise & include some example scenes for your mini videos. At the end of the Lesson these Tutorial Introductions will be recorded and uploaded to the Shakespeare revision Blog. Performance, Spotlight & Feedback Plenary Homework : To Read the play using the Online or APP resource and make notes on the key moments, themes & characters

4 TWO Exploring the Text To begin exploring the Play Text (Students should have read the play before this week s session), its Plot and Characters so that we have a full understanding of it before seeing the Live Modern Production. Starter : Physical Warm Up Statues (Pick a key point of the play and hold a freeze as one of the characters at that point) x3 Emotions exercise I will say an emotion that occurs during the play, in pairs think of one scene or one part of the play where you think that emotion occurs and create a still image of it with your partner. Task One: *Independent work Practical Session Ipad/Flip Cam to record Video version of Play understanding practical work *Observing practical work. *Peer Assessment of performances for Revision Blog Discussion on the play using Socratic dialogue, bounce back method or questioning with think, pair, share to allow thinking time. Students to refer to their homework notes. Task Two: Take one of the main characters from the play and create an improvised monologue, which introduces the character, and tell us some background information about them. These will be

5 recorded for the Revision Blog. Task Three: If there is enough time. In groups of four you are going to take one of the scenes from the play that you believe shows a range of different emotions, and perform it as it is written, using the stage directions given. Second Hour: Watching the BBC Retold version of the play/film version/digital theatre version and make example notes following the key focus areas. Practice for Live show next week. Homework: Go over your notes from class. (Written task?) THREE Preparing for the Live Performance & note taking To be able to understand the breakdown of key areas of exploration for the live production that we are going to see. To be able to use our knowledge of the Play to create an Essence Machine which brings all of these elements together to show clear understanding of the text. Starter: Text Quote Starter Quotes placed around the room, Individuals to pick a Quote and to use it in a conversation with a partner, then swap to another partner & do the same etc. What kinds of conversations do you have? What emotions did these Quotes evoke during your conversation? (recapping students understanding of the themes in the play) Practical Session Ipad/Flip Cam to record Video version of Play understanding practical work *Observing practical work. *Peer Assessment of performances for Revision Blog

6 Task One: Finish watching the film version of the play from last week s lesson. Deconstruct this version of the play, student led discussion and examples of the notes that they have taken. *Independent work Task Two: In Groups, Create an Essence Machine for the Play. Think about what we would see, hear, feel, what emotions are evoked? What are the themes? Task Three: Whole class going through the Written exam, the areas that need to be focused on in the notes, and what they need to remember. Students to create their own Note Pack on MACS with headings for use when watching the Live Performance. FOUR Exploring the Play To explore the characters of the Play Text in detail, and be able to physically demonstrate our understanding for the Revision Blog. Starter: Text Quote Starter: Match the Quote to the Character in the play Task One: Character work Understanding the main characters, exploring the original Practical Session Ipad/Flip Cam to record Scripts understanding practical work *Observing practical work.

7 interpretation compared with the modernized version that we have seen. Statues of the characters, followed by Key Quote/Monologue exploration of character. What do these lines tell us about this particular character? Task Two: In groups pick one of the main characters. Then pick three of the Key scenes for that particular character. Perform these three scenes, firstly as they are written (traditional) and then perform them again, only this time modernize them. By the end of this task you should have Three Traditional scenes and Three Modern scenes conveying the key moments of these characters. Order them as follows Scene One (traditional), Scene One (Modern), Scene Two (Traditional) etc etc. Perform these to be videoed for the Revision Blog. Task Three: Write up notes on your explorations today of the characters, the modern & traditional key moments. *Independent work *Peer Assessment of performances for Revision Blog

8 Homework: Complete your notes from today s lesson. (Written Task?) FIVE Exploring the Play To explore the Play Text in further detail through the use of socratic dialogue discussion and comparisons between the modern production and the original script. Starter: Physical Warm up The Volta (Traditional Elizabethan dance) Task One: Historical Context of the Play understanding the Timeline of Shakespeare s Texts. Socratic Dialogue discussion (student led) on how we can understand the play through the context. Practical Session Ipad/Flip Cam to record Scripts understanding practical work *Observing practical work. *Peer Assessment of performances for Revision Blog Comparing this to the modern version that we saw. What/How did they change it, does it still relate in some way to the original conditions or is it completely modernized and different? *Independent work for H/W Task Two: Split into Two Groups. One group are going to perform an Abridged version of the play in a traditional style, the other group to perform an abridged modern version of the Play in the style of their choosing. Bulk of lesson devising these scenes. Task Three:

9 Perform these scenes (to an audience?) and video them for the Revision Blog. Homework : Research & prepare a 5 minute presentation next lesson on a given section of Shakespeare s life. You MUST create a fact sheet with enough copies for the rest of the class. Also write up your notes from today s lesson. Go onto the Revision Blog and Watch the videos placed on there. Comment underneath to show that you have been using it, and add any website links that you find during your research. SIX/SEVEN Getting to know the Bard Playwright Context To explore the life and times of William SHakespeare in greater detail. To use this information to create a practical scene to jog our memories on the Revision Blog. Starter: Word Game: Articulate Shakespeare Special Task One: Devise a short scene where you must fit in 4 Shakespearean insults from the Envelope provided. Task Two: Practical Session Ipad/Flip Cam to record understanding practical work *Observing practical work. *Peer Assessment of performances for Revision Blog

10 Homework Presentations Everyone will be taking it in turns to do their 5 minute 'Shakespeare Intro' presentations, providing everyone with a handout or fact sheet about the Bard. *Independent work delivering H/W Presentations Task Three: In search of Shakespeare Documentaries and taking notes Task Four: Create a scene in groups based around one of the facts that you have learned about Shakespeare. It might be a snippet from his life, from one of his plays or from the period of history. See these & evaluate. Plenary: What have we learned about Shakespeare or the world in which he lived today that you didn t already know? Homework: Write up your notes from today s lesson and keep the complete collection of facts sheets from everyone s presentations.

11 EIGHT/NINE Shakespeare s World Society, Theatre, Life in Shakespeare s Day (Trip to the Globe) To be able to understand the wider context of the play and playwright by looking at the society, theatre and life in Elizabethan/Jacobean England. To be able to compare this knowledge to our modern production for our Exam Notes. Starter: One thing I know is... One thing I want to know is. Development : Historical Context Presentation and Note Taking followed by Students Q&A session. Society at the time London Theatre in Shakespeare s Day (theatres, costume, set, music, SFX,famous companies and actors of the day) Religion Theoretical Session Keynote Video clip examples Revision Blog understanding work Adding information to notes from the Globe reviewing photographs and trip experience. Comparing these notes to the Modern interpretation notes Split the page half anf half MODERN and HISTORICAL CONTEXT. Homework: Type these notes up under the two headings.

12 TEN Onwards Exam Preparation & Social, Historical / Modern Production notes To complete practice Exam Questions using our Exam notes, and to work with the exam answer structure to create an effective historical context essay within the time limit. Starter: Students to give one example of a scene/technique/style etc from the Modern Live Interpretation and to then compare it with one reference from the Historical Context. Development: Completion of Exam Question Examples to the 1 Hour Time Limit, using the typed up Exam Notes. Independent Work Exam Answer Structure Practice Exam Questions. Marking & Assessing of Exam Answers with criteria for improvement. Variety of Exam Questions used. Teacher to Mark and Return them so that students can re try them. Extra Exam Prep lessons if needed/ structure for Exam Notes and access to Teacher s own Notes from the Live Performance on the Revision Blog. Homework : More practice Exam Questions!