3/10

Agenda:
*Group discussion and journal on the traits needed to pull off this play
* Group blocking and scene practice
*Follow-up:  Memorize lines

3/9

Agenda:

*Handed out scripts.  If you lose your copy (please don't!), you may print out a new one here:  https://drive.google.com/file/d/0B_C9fVngmGpvN2FPUjVPMnJ2djQ/view?usp=sharing

*Blocking out your assigned scene in your groups, and writing down the blocking instructions in pencil in your script

*Acting out your scenes and refining them for the rest of the day.

3/6

Agenda:
Meet with your production groups and discuss the following.
a.  What tasks will you have to accomplish in order to make your production role succeed?
b.  How will you divide responsibilities equally?
c.  Who will you have to work with outside your production groups in order to make the play a success?

Large group discussion of each group's roles and responsibilities

Independent work time on production roles

3/5 In-class

First half of class:

a.  See what your part is
b.  Click on this link to see the modified script.  Read through the lines that your character has.
https://drive.google.com/file/d/0B_C9fVngmGpvN0RyeUdCcFlHZ2c/view?usp=sharing
c.  Write a one-page journal entry detailing the "back story" of your character.  Tell us where you were born, what your parents were like, and how you ended up being that particular character.  Use your imagination to do so!

3/3

Agenda:

*Examination of how to describe the process of making a sandwich (in order to see how tricky it is to actually describe anything accurately through language).

*Watch the following clip on close reading:
https://www.youtube.com/watch?v=tfSqNsqchRg

*Group reading of Bottom's Dream passage to understand how to do a close reading, by focusing on...
 
What? will identify WHAT choice Shakespeare has made (for example, how Bottom uses mixed-up metaphors to describe his dream)

Why?   Shakespeare has made this choice (for example, Shakespeare does this both to illuminate Bottom's excitable character but also his ability to be both humorous and profound in a poorly educated by insightful way).

So What?  You advance an argument that states how Shakespeare's choice helps us understand the character or the play more deeply (for example, it helps us see Bottom both as more intelligent than the nobles, in many ways, but also reveals his common and confused nature).  

Begin your close reading and reflection on one of the two passages given in class (Romeo and Juliet's sonnet, or Theseus' speech at the end of the play)

During worktime, audition for your part in the play.