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.R.L.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
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. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards)
CC.9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.9-10.SL.1.b.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CC.9-10.SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CC.9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Performance Task Assessment: Romeo and Juliet Play Production
Assignment: You are to think of a new way to present a scene of this play to an audience. This new way is your “concept.” This concept can be anything from changing the setting and time period, to rewriting the dialogue in a current slang, or turning it into a musical--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 orally to the producer.
Once you get the producer's green light, you will prepare two presentations. The first is a written treatment in which you show how you would produce your concept with unlimited budget and resources. This is your imagination run wild, so think BIG. The second part is to actually perform your concept of the scene live or on film. This production will of course be the best you can do with budget, schedule, and time constraints. You will have at least two weeks to prepare these two assignments, and you will be given class time, access to exemplars, and my help whenever you need it. Work hard as it is worth two test grades: one grade is given for the written packet; another, for the live presentation.
Any students wishing to work alone or with one partner may choose from the options below those activities that most interest them. You should just check them with me to make sure you are demonstrating your knowledge of the play fully, given what you have chosen.
Part I. Written Presentation:
For the written production, you can imagine you have millions of dollars to use. So the choices you make for the written section can be over-the-top and glorious. Of course these are imaginary choices that you will not be using for your performance presentation.
A.) Organization and Packaging-- You need to identify yourselves as a group, a talented team of young thespians, a performing troupe with no rival.
1.) Come up with a name for your group.
2.) Design a logo for your production company.
3.) Write a brief bio for each member of the production company.
a.) These bios can also be used in the playbill and on your website.
b.) Photos may be used as well.
B.) Concept-- Explain the uniqueness of your production. What makes your concept different from any other production of this scene ever done?
C.) Production-- All of the following must be addressed by your team:
1.) Scenery: How do you want the finished scenery to look? (Remember: grander is better. You are only creating this set for your written presentation.) Prepare a detailed description and a drawing, painting, pencil diagram, or miniature three dimensional mock up of the finished scenery.
2.) Costumes: Show how each character will be dressed according to your concept. Your imagination will determine how you choose to show your plans, from drawing sketches, to creating paper dolls, to dressing actual dolls or creating real life costumes. If you use clip art, make sure you analyze why you are choosing the parts of each costume. Effort counts.
3.) Music: Choose a musical sound track or write your own music. Make a list of the pieces or songs and write a brief description of when the music is used and how your choice fits your concept. You may of course make an actual soundtrack and play it during the live performance. If this is too technically challenging, just include a CD in your packet. Be sure to include why you picked the songs you chose.
4.) Publicity: How would you get your message out to your potential audience? How is the producer going to be reassured that your production will make money? Create at least three of the following (Please note website is required.).
a.) production handbill (program with ads)
b.) advertising poster/billboard/Principal’s Message
c.) radio commercial/twitter campaign/instagram, etc.
d.) magazine ad
e.) production web site*
f.) television commercial
g.) e-mail campaign/blog/vlog on YouTube
*The web site is required as it demonstrates proficiency in computer technology (Mission Statement Standard #6 )
5.) Scriptwriting: Choose the most significant scene, and get it okayed by the producer. Then rewrite it according to your concept. It should be no longer than 10 minutes (which = approximately 10 pages of double-spaced written dialogue. (Remember, you have to memorize these lines.) Of course, all language and themes are “school appropriate.”
Your final written work should be presented in a folder or binder. It should have a formal title page and detailed table of contents.
Part II. Live Performance:
This part of the project is done in class or on film as you choose. You only need to provide basic necessities for audience comprehension. You don't actually have millions of dollars to spend on your production, so use your imaginations and what you have on hand for costumes, sets, and props.
1. The Scene-- you have written it--now you need to perform it. Lines need to be memorized or you won't be believable. (Cue card reading still shows. Be careful.)
2.) Costuming: the audience needs to know who is which character. Use basic elements of costumes. Think about color theory, or borrow basic practical ideas from your written choices.
3.) Props: these are pieces used to add to the realism of the scene. Please, no guns, swords, switchblades, or anything that can even remotely be interpreted by an administrator as a weapon. The audience can use their imagination for this.
4.) Involvement: All members of the team must have a speaking part in the scene. It may be a small speaking part for those “shy” members, but extra bonus “shy points” will be given to those less comfortable in the spotlight when they take a lead role.
5.) Memorization: You should try to memorize as many of your lines as possible. If you are reading off a paper, it will spoil the reality of the scene. If you make a mistake or forget a line--don’t panic! Just ad-lib or continue. Chances are no one will even notice.
Point Value of Written Work and Performance: 200 Points (or Two test grades).
100 for written packet
100 for performance.
Assessment sheets for each part follow. Copies may be downloaded at bottom of page.
Romeo and Juliet Production Written Packet Assessment List
Remember: Everything in this part must be neatly packaged in a folder or binder with a table of contents with pages clearly listed.
Element: Point Value: Self: Other:
1.) Production Company Organization:
Name, Logo, and Bios
Table of Contents is clear. 15 ___ ___
2.) Concept: Is unique and original
but still retains the truth of
Shakespeare’s characters. 5 ___ ___
3.) Scenery: Written description and some
kind of drawing, painting, or model. 20 ___ ___
4.) Costumes: Appropriate drawings, models,
or sketches of actual costumes and rationale
for why you've made these choices. 10 ___ ___
5.) Music: Sound track list and actual sound track
recording for show. Explain why you've
made these musical choices. 10 ___ ___
6.) Publicity: Posters, tickets, campaigns, commercials
and/or computer homepage 20 ___ ___
7.) The Script: An adaptation of a significant
scene is written which remains truthful to
Shakespeare’s original characters. 20 ___ ___
Total Points: 100 ___ ___
Who did what job? If group members shared responsibility, it should be indicated clearly how this sharing was managed. All group members must sign the Responsibility Contract.
Romeo and Juliet Live Performance Assessment
Element: Point Value: Self: Other:
1.) Students rewrote a recognizable
significant scene from Romeo
and Juliet. 10 ___ ___
2.) Creativity was used to set the play
in a new time period/style. 10 ___ ___
Think out of the box.
3.) The script is well written and dramatic
but still keeps the truth of Shakespeare’s
characters. This is measurable by the
audience’s ability to recognize who your
characters are in relation to R & J 10 ___ ___
4.) Students performed at least one
rehearsal in order to
explore details of characterization.
Lines are memorized. Effort is obvious. 10 ___ ___
5.) Students analyzed the script in order
to choose appropriate costumes,
which provide information about
his/her characters not directly furnished
by the script . 10 ___ ___
6.) Students analyzed the script in order
to choose appropriate props or set pieces,
which provide additional information about
the characters or conflict. 10 ___ ___
7.) Students demonstrated an awareness
of articulation and projection. 10 ___ ___
8.) It is evident that the roles have been
carefully rehearsed (lines are
memorized, blocking is smooth,
students acted with commitment and
focus, etc.) 30 ___ ___
Total Possible Points: 100 __ ___
Lost all fifty of the PBLA's I gave you? Here they are (again).