2. To impersonate means to look, act, and sound like someone else. This is more fun when you impersonate a famous person or someone with a “loud” personality. In teams: 1. Come up with a short skit involving people we all know (not fellow students). 2. Each of you will impersonate a different person. 3. Present for the class and we try to guess who you are! Some ideas: Lady Gaga, Barack Obama, a Ralston teacher, Abraham Lincoln, etc.

3. Objective: to practice acting Act 2, Scene 3, lines 92-96 (pg. 72, Donalbain to Malcolm) Setting the scene: In this part of scene three from the second act, brothers Malcolm and Donalbain learn that their father, King Duncan, is dead.

4. Objective: to practice acting Act 2, Scene 3, lines 92-96 (pg. 72, Donalbain to Malcolm) In teams: 1. Decide who will play each part (four total). 2. Read your line(s) silently a few times through so you get the hang of them. 3. Practice reading the script together 4. Add a movement to each of your lines and practice together until the lines flow smoothly and quickly.

5. Objective: to practice acting in specific ways Act 2, Scene 3, lines 92-96 (pg. 72, Donalbain to Malcolm) Each team has a different emotion or mood that must be conveyed by your acting. Change your voice, movements, and pacing to show: 1. serious5. old, elderly 2. excited6. frightened 3. sad7. silly 4. evil

6. Objective: to practice acting in different ways Act 2, Scene 3, lines 92-96 (pg. 72, Donalbain to Malcolm) Each team has a different emotion or mood that must be conveyed by your acting. Change your voice, movements, and pacing to show: 1. old, elderly5. excited 2. evil6. sad 3. silly7. serious 4. frightened

7. Objective: to become familiar with finding lines 1 1.2.30 Act Act Scene Line

8. Objective: to become familiar with finding lines 12 1.2.30 Scene Act Scene Line

9. Objective: to become familiar with finding lines 30 1.2.30 Line Act Scene Line

10. Objective: to become familiar with finding lines 30 1.2.30 Line Act Scene Line The lines are numbered by fives in the left margin of the original text. Entrances and exits are not counted as lines. Entrances and exits are not counted as lines.

11. Objective: to become familiar with finding lines 1.1.12 Line Act Scene Line The lines are numbered by fives in the left margin of the original text. Entrances and exits are not counted as lines. Entrances and exits are not counted as lines.

12. Objective: to become familiar with finding lines 4.2.49 Line Act Scene Line The lines are numbered by fives in the left margin of the original text. Entrances and exits are not counted as lines. Entrances and exits are not counted as lines.

13. Objective: to become familiar with finding lines 3.3.11-12 Line x to Line y Act Scene Line x to Line y Lines that are short and aligned to the right of the page are a part of the previous line – the second character speaks before the previous one is finished.

14. Objective: to become familiar with some language 1. 1.1.12 2. 1.3.38 3. 1.3.145-146 4. 1.4.52-53 “Stars...” 5. 1.5.15-16 “Yet...” 6. 1.5.43-44 7. 1.5.67-68 “Look...” 8. 1.7.1-2 (end on “...quickly”)

15. In teams: 1. Find your scene in Act One (see my title ^) 2. Take turns reading aloud the No Fear side. 3. Discuss what the 4-5 most important parts of the scene are. 4. Each team member chooses one important part to illustrate. 5. Each team member is responsible for drawing and coloring an image that shows what is happening.  At the bottom of your image, write the Shakespearean line(s) that your drawing represents.  Your team’s 3-4 images, together, will show all the details of your scene.  On the back of each, summarize the entire scene.  Finish for homework due C Day.