Common Core State Standards Demonstrated in the Assignment:
CC.9-10.R.L.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
C.9-10.R.L.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.9-10.R.L.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CC.9-10.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC.9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CC.9-10.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CC.9-10.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CC.9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience= Screen Play Writing
CC.9-10.W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Personalization of Romeo and Juliet Summative Assessment Quarantine 2020!
Personalization of Romeo and Juliet Summative Assessment 2020
Directions: You are to think of a new way to present a scene of this play to a contemporary audience. This new way is your “concept.” This concept can be anything from changing the setting/time period, to rewriting the dialogue in a period appropriate slang, or turning it into a musical or creating a new episode of the Star Wars saga--use your imagination and your interests and talents. You may change anything except the personalities of the characters; they must remain recognizable to your audience.
You are then to sell your concept to a producer (me) at “The Groundlings Production Group.” This company is always looking for new talent and ideas, and is eager to preview shows for enthusiastic, energetic new production companies. Be prepared to present your full concept in writing to the producer. “Concept Pitch” is in Google Classroom.
Due Date: 5/26/2020.
Once you get the producer's green light, you will prepare two assessments. The first part is to rewrite a scene of your own choosing that highlights your concept. You may choose any scene in the play. You may add or take away characters as you think necessary, but the meaning/ conflict/ character development/ pacing of the scene should be easily identifiable. You will use Screenplay format, which is shown in an attachment in Google Classroom. This is the appropriate format for this type of writing. This grade reflects how well you understand the play and how skillfully you can translate it into different language styles (=what we have done in class and in Zoom every week since we started the play!). This part of the assignment will count as TWO Test Grades.
The second part is to choose an element of the Production Unit you wish to develop. You may pick musical score, scenery, costumes, or an Internet publicity campaign—or other idea if you have it. You must now pretend you have an unlimited budget. How will you develop your concept through the lens of your chosen production unit? You must provide narrative paragraphs to explain your choices and your logic. This part counts as ONE Test Grade.
Due Date: 6/3/2020.
The whole assignment counts as Three Test Grades and One Quiz Grade. This should be enough to improve your grade for the overall year, which you deserve.
Examples of Production Elements:
1. If you choose musical scoring because you like and know music well, you must create a sound track for the whole scene you rewrite. That means a beginning song to set your mood/tone, a song to introduce the characters as you have rewritten them, a song to introduce the conflict, a song to intensify the climax of the conflict, and a song to resolve the scene (or end it and leave the audience thinking about what just happened. Then you must include the lyrics for the songs you have chosen. And finally, you must provide a narrative for each song you choose and explain WHY you chose that song. So: in summation, I could listen to your sound track and understand the events in your rewritten scene. Think this isn’t done all the time? Go watch a movie and pay attention to the sound track of almost every movie. Music directors/scorers do this all the time and get paid a lot of money.
2. If you choose costumes, you design and draw your characters’ clothing in a way that provides new information about that character and ties it to your concept. That is what professional costume designers do. They work with the director to see what “secret information” about the character should be revealed through their attire. This, too, is a real world job, and it pays really well! You need to include every character in your rewritten script. You will also need a narrative that explains the choices you have made about the costume. Colors, textures, materials , fit, period design, and appropriate props and jewelry all play a part in this category. If you can’t draw, probably this isn’t a good choice for you. You need to provide small details. Stick figures won’t allow that.
3. If you choose to design a set, you can draw an architectural rendering, build a miniature of the set, or submit sketches that clearly show the small details of your set that clearly develops your concept. So if you set the scene in an amusement park, you need to provide actual examples of what each part of the scene uses as a background. Roller coasters? Fun house distortion? Cotton Candy booth? People screaming? Think sensory detail: What would it look like? Smell like? Sound like? Taste like? Feel like? You are limited only by your imagination. This is a good choice for those of you who are visual or kinesthetic learners because you learn by seeing and doing. Set designers are visual and kinesthetic people as well. They create and build the physical background that enhances the conflict and the character development of the movie in concrete detail (concrete=you can touch it).
4. If you choose Internet Publicity, you need to create a complete, multi-format publicity campaign featuring a web site (real and operational), character biographies (you may use Twitter, Instagram, TicTok, and/or any other social media platform that will demonstrate who the characters are and how they see the world). You must also create a television commercial, to get people to come and see your production. And you must create a production handbill (you get one when you attend a play) that shows the cast, ads for sponsors, and the actor’s bios. You make these up of course. This is a creative project that depends on your imagination. If you have spent the quarantine attached to your phone, this option could be for you. Put those skills to good use.
5. Another element you happen to be really talented at, skilled in, or excited by—photography, acting, sewing, special effects, etc. Just run it by me first to be sure it is a measurable objective and demonstrates your mastery of some field that I can assess.
Extra credit will be given to any student who actually films and edits their scene. You may use family, animals, stuffed animals, anything you’ve got at home in quarantine with you. You may also play ALL the parts, which would be very impressive. The amount of credit given will depend on the quality of your product.
Organization Breakdown Step-by-Step:
Part I. "Concept Pitch" Document:
A.) Organization and Packaging-- You need to identify yourself as a company worthy of hiring. To do that you need to be clear about your mission:
1.) Come up with a name for your group.
2.) Design a logo for your production company. It should be meaningful to your concept and express your personality.
3.) Write a brief bio for each member of the production company. You can make up funny, impressive credentials for yourself.
a.) This bio can also be used in the playbill and on your website if you later choose to pick the Internet Publicity campaign for your Production element.
b.) Photos may be used as well. When choosing a photo, be sure it represents your concept and is school appropriate.
B.) Concept-- Explain the uniqueness of your production. What makes your concept different from any other production of this scene ever done?
C.) What do you already know about your concept, and what will you need to research to carry it out to the best of your ability?
D.) What new learning to you expect to achieve, given your chosen concept?
Part II. Screen Writing:
A.) Pick a scene you understand from the play. Be sure it is significant to the drama as a whole. Otherwise, why do it?
B.) Take the scene line-by-line, and translate the scene into regular contemporary language first. You have had lots of practice doing this every
class since we started this unit. If you haven't done your work, check out the class documents in Google Classroom that your peers and I have prepared on every scene
of every act. It will help you make meaning of whatever scene you want to do.
C.) Find out how the people spoke in your chosen setting. There are plenty of websites that share slang of all time periods. For example, if you want to set
your scene in the 50's, you might want to investigate Beat Nik slang. If you want to set your scene in the 80's, you need to explore '80's slang and expressions.
For example, if you pick the Civil War time period, you will need to use Southern vs. Northern dialect. Or perhaps Romeo is a slave on the Capulet planation, and Juliet is the
rich, entitled only daughter. This sets up a new, but appropriately dramatic conflict. You'd need to explore dialect and language used by slaves during this time in history
as well as the dialect of wealthy landowners. You might also want to look at law during this time to see the actual risks of this forbidden relationship.
D.) Decide what lines and characters are necessary for your chosen scene. You can "edit some out" as long as they are unnecessary for your concept.
E.) Rewrite your scene using appropriate language for your concept with characterization that is tweaked to also fit your concept.
F.) Copy the Screen Play Formatting shown in Google Classroom.
G.) Proofread your work ALOUD. You have learned before how important it is to read ALOUD and then fix your mistakes.
Part III. Production Element of Your Choice:
A.) Look at your options/choices on the list above and pick one that appeals to you, given your individual set of skills. Do NOT make the mistake of picking
what you think will be easy. You've learned already this year that "easy"= boring, and you don't get a good grade. Instead, pick "interesting."
B.) If you come up with an idea not listed above, send me an e-mail so that I can make sure I can create a fair rubric for grading for your
C.) Create what you create. How often have you moaned about writing "another essay" or taking "another test? Now is you opportunity to create
something unique and special
D.) See me about grading criteria since it will all have to be personalized to your objectives.
PBLA for Script Writing: For the Script
Weight: Two Test Grades
Element: Point Value: Self: Other:
1.) Students rewrote a recognizable
and significant scene from Romeo
and Juliet. 10 ___ ___
2.) Creativity and originality were used to set the play
in a new time period/style. (=Everybody
in the class did not choose the
same thing) 20 ___ ___
3.) The script still keeps the truth of Shakespeare’s
characters. This is measurable by the
readers’ s ability to recognize who your
characters s are in relation to the original
play. (=Tybalt is not a laid back dude,
and Juliet is not a slut) 10 ___ ___
4.) Students analyzed the play carefully in order
to choose appropriate characters and
lines that clearly demonstrate their
understanding of Shakespearean language.
They are accurate in terms of comprehension
of the original play. 20 ___ ___
5.) Students analyzed the script painstakingly in order
to choose appropriate actions and speeches,
which provide new and creative information
about the characters, setting, conflict and
concept. 10 ___ ___
6.) Students demonstrated a clear, accurate understanding
of Screen Play structure (demonstrated in Google
Classroom) 10 ___ ___
7.) Effort is demonstrated. This is not a “Thrown
together: Let’s just get it over with fast and hope she
doesn’tnotice” job. She’ll notice! 20 ___ ___
Total Possible Points: 100 ___ ___