Teach It! Your "Final" (June 5-10)

PRESENTATION DATES

GROUP 1 – JUNE 5/6                       GROUP 2 – JUNE 9/10

Two groups, both alike in ability, In fair E 202, where we lay our challenge...

OVERVIEW
Smithtown's final semester offering of Shakespeare is coming to a close. Since February we have explored multiple aspects of all things "Shakespeare." Historical, Investigative, Uses of Language, Hollywood's treatment,  poetry, plays -- all in an attempt to gain a deeper appreciation for the work. Now it is time for you to take what you've gleaned, and use it for the powers of good (and not evil).

SCENARIO
Your class is about to attend a live performance of Shakespeare's ___Othello or Much Ado About Nothing ___. It is your job to give us an exciting, knowledgeable preview of the work.

TASK
There will be two (2) groups
Each group will be responsible for teaching the other about a work of Shakespeare
Over the course of Two (2) days you will provide to each other a dynamic presentation

Each amazing effort will contain, at the bare minimum, the following:
- At least one (1) scholarly work to help explain the play
- At least one (1) aspect of "live performance" from the group
- At least one (1) piece of multi-media
- At least one (1) class activity - which will engage the group and get them on their feet

PROCEDURE
Groups will:
- get the play (from the Library)
- meet and read the play together (and independently) in class and out of class
- brainstorm the most engaging way(s) to present the 'essential information' needed in order for a group of 'regular folks' to grasp and enjoy a new work of Shakespeare
- divide tasks
- set deadlines
- hold each other accountable
- resolve conflict
- have fun
- communicate clearly the needs, wishes and wants (within the group and with the instructor)
- have fun
- rehearse the presentation so it rocks

Film Study: Looking for Richard

The BIG QUESTION in our continued investigation into one of the Essential Question of this course of study - will be, in part, determined by this film.

In the docu-drama-thingy - Looking for Richard - actor Al Pacino confronts the following issue: Can one make Shakespeare's work more accessible and less intimidating to the average person?

Pacino contends that Shakespeare is "about how we feel and how we think today." The star of The Godfather and Scarface, among others, seems to be saying that Shakespeare is our contemporary and his works hold truths and meanings that can influence, inspire and move us.

VIEWING ASSIGNMENT
Take notes during and after each viewing that comes back to the big question. This is not a yes or no proposition -- rather it is a HOW?
-How does Pacino make Shakespeare and his work more accessible and less intimidating to / for the average person. - Pay attention to all the elements of cinema (Camera, Editing, Casting, Music, Story, Pace, etc. ) and documentary (Interviews, Historical Evidence, etc.)

Film Study: Shakespeare in Love

Shakespeare in Love is a 1998 British romantic comedy-drama film directed by John Madden, written by Marc Norman and playwright Tom Stoppard. The film depicts a love affair involving playwright William Shakespeare (Joseph Fiennes) while he was writing the play Romeo and Juliet.

The story is fiction, though several of the characters are based on real people. In addition, many of the characters, lines, and plot devices are references to Shakespeare's plays.

Shakespeare in Love won seven Oscars, including Best Picture, Best Actress (Gwyneth Paltrow) and Best Supporting Actress (Judi Dench).

ESSENTIAL QUESTION - Is the film Shakespeare in Love worthy of "Shakespeare"?

5  May 2014 (Monday)

In Class: Draft – handwritten

Answer the following question –

Is the film Shakespeare in Love worthy of a ‘Shakespearean’ work/story?

-          Consider all of the story elements used within a typical Shakespeare play – plot, theme, character, a bit with a dog, etc.

-          Review the questions for each of the scenes if necessary

-          Although this is an opinion piece, please be specific in your responses – back up your thoughts with evidence from the film

HW

Type response – Standard MLA format / Due Tuesday May 6th

2 May 2014 (Friday)
Viewing / Discussion - 1:30 - END

HW
Questions in Study Guide for Scenes Viewed in Class

1 May 2014 (Thursday)
Viewing / Discussion - 1:10 - 1:30

HW
Questions in Study Guide for Scenes Viewed in Class

30 April 2014 (Wednesday)
Viewing / Discussion - 00:50 - 1:10

HW
Questions in Study Guide for Scenes Viewed in Class

29 April 2014 (Tuesday)
Viewing / Discussion - 00:25- 00:50

HW
Questions in Study Guide for Scenes Viewed in Class

28 April 2014 (Monday)

Viewing / Discussion - 00:00 - 00:25

HW

READ "Shakespeare's London"

 (Do Not Do Tasks/Assignments)

Shakespeare Background / Sonnets

The Sonnets come from Shakespeare's early years and were probably composed between 1592 and 1597.

It is reasonable then to suppose that the inspiration came from the time between when he left Stratford and popped up on the literary scene in London.

You will investigate the Sonnets - and be responsible for researching one sonnet and create / present an Illuminated Sonnet accompanied by a written reflection / response. [Project - Handout]


Tuesday April 22

VIEWING NOTES
(Ep 3. 00:00 - 29:00)

What did Shakespeare's cousin believe to be the role of poets?

What does the host maintain Shakespeare's belief of the role of poets to be?

What elements of Shakespeare's life has contributed to his development as a writer?



Continue Looking at the Role of Poets [Sonnets 20:00-29:00] - view Clip (00:00-29:00)


Monday April 21




VIEWING NOTES
(Ep 1. 00:00 - 22:00)
What was the political and religious climate of Elizabethan England?

What was the "split in English society" host Michael Wood refers to?

What elements in his early life may have contributed to his development as a writer later on for theatre?

HW
Read the 1st page of the Handout

HAMLET - "... the rest is silence..." / Final Discussion

10 April 2014

SUMMARY / GUEST LECTURE
Dr. Sparky Sweets -

ANALYSIS / GROUPS
Small Groups (1,2,3) -

• Read and Discuss assigned article
• Summarize Article
• Identify 2 Key Points / Ideas we need to know or should consider when Analyzing Hamlet

Triads (A - J) -

• Small Groups break into assigned Triads
• Each group member shares out findings of assigned article / discuss

Closing Thought
Dr. Sweets

Lesson 20 - "Good Night, Sweet Prince" - The Last Gasp

CONSIDER

The final scene of Hamlet brings so many threads together that it is often difficult to follow because each happens with such rapid action.

Viewing
Take notes on acting and movement

Discuss
1. Follow the poison. Who has it, where is it, who drinks it, and what are its effects?
2. How important is it for the actors to perfect the swordplay?
3. What is Claudius's reaction to Gertrude's death? On what lines does he show this reaction?
4. How important is Fortinbras? (Some directors leave him out completely.)
5. How important is Horatio? (How could a director show Horatio's importance?)

HW
Write down 3 questions about the play that haven't been answered for you. (They should go beyond the who, what, when, and where of the plot that can be answered by checking the text -- but should deal with the why of the play.)

Hamlet - ACT IV - "Presentation"

Hamlet ACT IV Presentation - 

Thursday April 3rd

TASK

As you read Act IV -- you are to focus on the character you are assigned (Gertrude, Claudius, Ophelia, or Laertes) and jot down your responses to the questions on the "Character Questions" handout.

You will meet with the other members of your group to prepare an 8-to-10 minute presentation on your character. This presentation is to be informative and insightful. You may use any format and materials (Lecture, Posters, Video, Interpretative Dance, Puppets, etc.) that appeals to your group as long as your presentation includes the information asked for in the questions. 

As we have already established, any conclusions you draw must be supported with textual references. 

Remember that the answers to the questions will provide you only with the 'raw data' for your presentation. Your job as a group is to assemble the data into an interesting and informative presentation.

GROUP 1 - GERTRUDE (Danielle A, Rawann, Jackie H, Em Kass, Timmy, Samantha Sckipp)

GROUP 2 - CLAUDIUS (Jallen, Jengg, Juliana, Bianca, Bryant, Rebecca)

GROUP 3 - OPHELIA (Kevin, Catherine, Kaitlyn, Rachel-Rachel, Steven R, Samantha S,) 

GROUP 4 - LAERTES (Cristiana, JenG, Brian, Steven K, Zach, John, Michelle)