1. Multimedia Thematic Project Deliverables Judith Mayersmith

2. Assignment Calendar An assignment calendar is given to each student so that: An assignment calendar is given to each student so that: Each student will know what day presentations are expected. Each student will know what day presentations are expected. Each student will know what scenes will be presented. Each student will know what scenes will be presented. Each student will know what scene will be next. Each student will know what scene will be next.

3. Assignment Calendar (example) Assignment Calendar Lesson #1 HandoutAction Day 1 Act 1, Scene 1, Lines 1-58 Pair/share read scene Day 1 Act 1, Scene 1, Lines 1-58 Begin blocking scene Day 1 Act 1, Scene 1, Lines 1-58 Practice scene Day 2 Act 1, Scene 1, Lines 1-58 Present scene Day 2 Act 1, Scene 1, Lines 59-88 Pair/share read scene Day 2 Act 1, Scene 1, Lines 59-88 Begin blocking scene Day 3 Act 1, Scene 1, Lines 59-88 Practice scene Day 3 Act 1, Scene 1, Lines 59-88 Present scene Day 4 Act 1, Scene 1, Lines 89-163 Pair/share read scene Day 4 Act 1, Scene 1, Lines 89-163 Begin blocking scene Day 4 Act 1, Scene 1, Lines 89-163 Practice scene Day 5 Act 1, Scene 1, Lines 89-163 Present scene Day 5 Act 1, Scene 1, Lines 164-257 Pair/share read scene Day 5 Act 1, Scene 1, Lines 164-257 Practice scene Day 6 Act 1, Scene 1, Lines 164-257 Present scene Day 6 Act 1, Scene 2, Lines 1-58 Pair/share read scene

4. Handout of the Scene Each student is given a handout of the scene: To read several times (at least three) with a partner To cut words and or lines that are too wordy To write blocking details on so that they know: What movements are needed; What character they are; What props are needed.

5. Script Example Romeo and Juliet Romeo and Juliet Act 1, Scene 1, Lines 164-257 Act 1, Scene 1, Lines 164-257 Paired Reading Paired Reading DIRECTIONS: Read over the following lines, each member of the pair taking a part. On the second reading, switch parts, and on the third reading, take the part which you want to perform. DIRECTIONS: Read over the following lines, each member of the pair taking a part. On the second reading, switch parts, and on the third reading, take the part which you want to perform. (Enter Romeo lost in thought) (Enter Romeo lost in thought) Line Benvolio:See, where he comes. So please, you step aside, I’ll know his Line Benvolio:See, where he comes. So please, you step aside, I’ll know his 164grievance, or be much denied. 164grievance, or be much denied. Montague:I would thou wert so happy by thy stay Montague:I would thou wert so happy by thy stay To hear true shrift. Come madam, let’s away. To hear true shrift. Come madam, let’s away. (Exit Montague and Lady) (Exit Montague and Lady) Line Benvolio:Good morrow, cousin. Line Benvolio:Good morrow, cousin. 168 168 Romeo:Is the day so young? Romeo:Is the day so young? Benvolio:But new struck nine. Benvolio:But new struck nine. Romeo:Ay me! sad hours seem long. Romeo:Ay me! sad hours seem long. Was that my father that went hence so fast? Was that my father that went hence so fast? Benvolio:It was. What sadness lengthens Romeo’s hours? Benvolio:It was. What sadness lengthens Romeo’s hours? Romeo:Not having that which having makes them short. Romeo:Not having that which having makes them short. Benvolio:In love? Benvolio:In love? Romeo:Out – Romeo:Out – Benvolio:Of love? Benvolio:Of love? Romeo:Out of her favor where I am in love. Romeo:Out of her favor where I am in love. Benvolio:Alas that love, so gentle in his view, Benvolio:Alas that love, so gentle in his view, Should be so tyrannous and rough in proof! Should be so tyrannous and rough in proof!

6. Group Evaluation Each student will evaluate the groups on a 1-10 scale. Each student will evaluate the groups on a 1-10 scale. Each student will be respectful of other’s difficulties in reading and performing Each student will be respectful of other’s difficulties in reading and performing Each student will give verbal helpful hints as to how a scene could be improved. Each student will give verbal helpful hints as to how a scene could be improved.

7. Evaluation Example Romeo and Juliet English 10 Performance Evaluation Directions: Fill in the names of the students playing the characters. Evaluate the group performance as follows: Rate the topic from 1 to 10 for the entire group with 1 being the least acceptable, and 10 being the most acceptable. Group members: (First names only) _____________ Clarity of Reading Could the class hear and understand the words and the content of all characters. content of all characters. _____________ Interpretation Did the presentation make the words more meaningful for the class? Did the actions of the characters fit the words? _____________ Group Effort Was the group organized and effective during the presentation? While having fun, did the group act seriously about the play parts?

8. Word Search Each student will complete a word search on line to: Each student will complete a word search on line to: Familiarize themselves with character names. Familiarize themselves with character names. Familiarize themselves with name pronunciation. Familiarize themselves with name pronunciation.

9. Word Search Example Word Search is found at www.edHelper.com Word Search is found at www.edHelper.com www.edHelper.com

10. Rubric Students are given a Rubric to: Students are given a Rubric to: Understand how well they are doing in the class. Understand how well they are doing in the class. Work toward a higher grade. Work toward a higher grade. Know teacher expectations. Know teacher expectations.

11. Rubric (Continued) Rubric found at www.TeAch- nology.com Rubric found at www.TeAch- nology.comwww.TeAch- nology.comwww.TeAch- nology.com

12. References n.d. Power Media Plus. Retrieved April 1, 2007 from http://www.PowerMediaPlus.com. n.d. Power Media Plus. Retrieved April 1, 2007 from http://www.PowerMediaPlus.com. http://www.PowerMediaPlus.com 1997. The tragedy of romeo and juliet and related readings. Literature Connections. McDougal Littell, Evanston, IL. 1997. The tragedy of romeo and juliet and related readings. Literature Connections. McDougal Littell, Evanston, IL. 2007. Word Search. Retrieved April 22, 2007 from http://www.edhelper.com. 2007. Word Search. Retrieved April 22, 2007 from http://www.edhelper.com. http://www.edhelper.com 2007. Rubric for Presentation. Retrieved April 22, 2007 from http://www.teach-nology.com. 2007. Rubric for Presentation. Retrieved April 22, 2007 from http://www.teach-nology.com.http://www.teach-nology.com O’Brien, P. (1993). Shakespeare set free: Teaching a midsummer night’s dream, Romeo and Juliet, Macbeth. Teaching Shakespeare Institute, Folger Shakespeare Library, Washington, D.C. O’Brien, P. (1993). Shakespeare set free: Teaching a midsummer night’s dream, Romeo and Juliet, Macbeth. Teaching Shakespeare Institute, Folger Shakespeare Library, Washington, D.C.