You are on page 1of 3

Ye ol Shakespearean Diner

9-12 20 Students, 2 LD, 1 ELL, 3 Gifted

Introduction/Overview
Theatre 1 Application of Shakespearean Language
Students will work in groups of four to create a 10-minute group performance, the performance
will be in a modern setting such as; a diner, coffee shop, bowling alley, movie theater, etc.…
The entire piece will be written in Shakespearean language, using proper grammar, and the
piece must be performed with fluid pronunciation and delivery.

Learning outcomes
By the end of the assignment students will have a better understanding on how to deliver
performances, read, write, and better understand classic Shakespearean language. Students
will also gain a better understanding of structuring a scene, and directing a piece. Lastly
students will have an opportunity to strengthen their performance ability in a group performance.

Curriculum alignment
This assignment lines up with the standards of the International Baccalaureate

Cultural context—students identify and understand the cultural, social, political and historical
factors that affect theatre practice. They practically apply this understanding to their work (Guide
for Theatrical Studies IB standards, PG.21)

Materials needed
Materials that will be needed include; A copy of the complete works of William Shakespeare per
student (or at least several different plays and poems written by William Shakespeare), textbook
that includes translations and definitions of Shakespearean words and phrases, at least an
hours’ worth of time on a computer to research and view live performances of Shakespearean
pieces. I will also need access to a projector that I can stream video clips from my computer, or
one that has an attachment for a DVD player, along with a DVD player.

Technology resources
In order for this assignment to be adequate I will be using a projector, and DVD player (or
stream from my computer) Several example pieces of Shakespearean performance to my
students in order to prepare them before breaking them off into groups, once in groups each
group will need at least one hour of time in groups of four on computers to research
performance pieces.

Pre-activities
Before the project is started students will have one class period where I will do a short
presentation in Shakespearean, roughly 5-10 mins to welcome them into the land of
Shakespeare.
Following that we will have a short discussion of the classes current understanding of
Shakespeare, roughly 10 mins, I would then pass out a packet of excerpts from different pieces
for students to follow along with video clips of those pieces, roughly 20 mins. Next, we will
review all of those pieces as a group sharing opinions and thoughts on what they saw.

Activities
Once the class is broken into groups they will begin research into different Shakespearean
pieces, as well as discuss how they will make pictures fit into the modern setting they are using
for the performance piece. They will then work as a group to write a short 5-10-minute piece,
they will be given time to memorize, rehearse, and do blocking for the performance on stage.

Before breaking the students off into groups, we will as a group review the pieces we all
watched, then I will have on a projector buble.us to create a group mind map. We will use the 8
pieces we watched excerpts from, and determine appropriate alternate modern settings to
contrast to the traditional setting. This will give the students some practice modernizing
shakespeare.

Assessment
The assessment for this project is to write a piece that should be 5-10 mins in length per group,
as well as perform that piece in front of the rest of the class to display the new knowledge and
understanding of Shakespeare they have gained.
Exceptional Learner Adjustments

Each group will include either 1 LD and 1 Gifted student, or an ELL and a gifted student. The
gifted student will work with the ELL or LD student in order to grasp the concept of the words,
more than just the application.

Critical vocabulary

art = are hence = from here


dost = do oft = often
doth = does yea = even
'ere = before ay = yes
hast = have aught = anything
'tis = it is yon, yonder = that one there
'twas = it was would (he were) = I wish (he
wast = were were)
whence = from where marry = (a mild swear word)
wherefore = why nay = no
hie = hurry