We create mini-scenes with a clear before and after.
We start in on our speeches, gently, or on a speech we can all work on together, like Henry V, Act 4, Prologue
The goal is to remind students of the importance of preparations, of before and after, and to give them some acting practice, and to begin to get them comfortable with the way Shakespeare’s verse works.
Getting used to speaking in iambic pentameter
Introducing the line
Introducing the thought
where thoughts end
Learning about punctuation
By the end of the class, the students should be able to complete section C1 and C5 of the written assignment.
CONSENT FOR CONTENT CHECK-IN
Jordan e-mailed and will be absent (unwell)
1:05 pm 5 minutes
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Finish review of Research Project
1:10 pm 5 minutes
100 minutes remaining
Zip Zap Zop
Like ZZZ but no vocal cues
Walking across game
Something to get their breath going….
Cat and Mouse?
1:25 pm 15 minutes
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Walking around muttering the speech to yourself (Berry)
Walking the sentences (thoughts) (Houseman)
As with purpose
Is anyone stopping more? Less?
What could that mean?
What does that look like?
Walking and sitting down or changing position
chairs will help with this
Full Stops: . ! ? and sometimes —
Redirection or Specification: ; : (I could stop, but…)
Walking the line
Kick a chair
Snap your fingers
2:10 pm 45 minutes
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Speech Written Assignment
Hand out and review the speech assignment
Give the students time to complete Section C1 and start in on Section B.
2:50 pm 20 minutes
0 minutes remaining
In Class Work
Definitions and Translations
Difference between A & B: every word.
This is to make it fair (NB: I will take into account very long speeches)