Modern Elizabethan Theater Performance Based Learning Assessment:
Directions: In groups students will write and perform a modern scene, which imitates the style, figurative language, and general characteristics of Elizabethan (Shakespearean) comedic theater. Students should refer to their class notes on theater during the Elizabethan times, clips of Shakespearean films, and acting performances, which we saw in class. All groups must type (12 font, double spaced) their scene and perform it to the best of their ability. Parts need not be memorized, but actors should try their best to not be “buried in their scripts.” Remember: It is impossible to act with your eyelids. Point Value: Test Grade
Common Core State Standards:
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.11-12.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CC.11-12.R.L.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
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.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.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations.)
Pre Performance: Point Value:
1.) Students have brainstormed ideas for their original
Shakespearean comedy in an organized and thoughtful
class discussion. All members have participated. 10
2.) Students have incorporated the following elements
for a realistic model of a Shakespearean comedy:
a.) An “ordinary” (not aristocratic) hero/heroine
b.) Intensity (often out of context and, therefore, “funny”)
c.) A series of wrong decisions or conflicts
by which characters’ identities are mixed up, mistaken,
or otherwise confused but end in marriage.
d.) Figurative language is used (similes, metaphors, allusion, etc.)
e.) Extravagant gestures and body language are used. 50
3.) Students demonstrate believable behavior and
speech for their characters. 10
4.) Students demonstrate an awareness of articulation
and projection. 10
5.) Students perform their roles in accordance with the choices
motivations, and objectives determined during their
brainstorming pre-performance, as is demonstrated by focus
commitment, and organization. 10
6.) Students display creativity, originality and understanding
of their characters (including costumes, and props
if necessary) 10
Total Possible Points: 100