Shakespeare Speech Project

Transcription

1 Shakespeare Speech Project We will work on this project both in class and at home; however, you are responsible for making sure you have the entire project completed by June 16 (C Period) and June 17 (F and G Periods). This project has two pieces: a written element and a performance element. Each element has a checklist of requirements. Both rubrics are also included in this packet. I am available after school Mondays, Tuesdays, and Thursdays if you need help or extra time to work on this project.

2 Requirements for Choosing Shakespeare Speeches From Macbeth 1. Choose a character that appeals to you. 2. Review the play and choose a speech that intrigues and challenges you and that is a minimum of 10 lines. Make sure that you have several choices in mind, because there can be no duplication of speeches. You can knit together several speeches, if necessary. 3. Speech must be memorized.

3 Written Elements: Steps and Checklist for Preparing Shakespeare Speeches 1. Make a photocopy of your speech from our Macbeth book. (The Barnes and Noble edition, not the Simply Shakespeare which has the English translation.) 2. Read through your speech and look up unfamiliar words; write down definitions on the photocopy of your speech. 3. Part I: Write/type a paraphrased version of your speech. (In other words, translate it into your own words, sentence by sentence. There should be (at least) the same amount of sentences in your paraphrase as in the original). 4. Part II: Identify dramatic and poetic devices in your speech and explain their effect. You must include at least two examples and explanations. This means, you must describe the dramatic/poetic devices purpose and/or effect in the speech. For instance, is there metaphor, simile, pun, hyperbole? (There are many more possibilities ) Include your typed literary devices explanation with your paraphrase. 5. Part III: Plan movement (called blocking in stage lingo) and gestures that bring your speech to life, and write them down on your photocopied speech. (Evaluated on the Performance Rubric). Performance Elements: 6. Picture yourself playing the role. Determine the character s objective(s) in the speech. What should your interpretation reveal about the character and his/her motives? 7. Design a mini-costume for yourself that you can wear while rehearsing and on presentation day. Costumes can help you feel like the character. 8. Practice the blocking and gestures you have planned. Be sure they are consistent with your character s objectives. 9. Memorize your speech and your movements. Hint: Pause and breathe with the punctuation marks, NOT the line breaks.

4 Dramatic, Literary, and Poetic Devices This list is not all inclusive. If you find any other dramatic, literary, or poetic devices in your speech, you may incorporate those. Alliteration- The repetition of initial consonant sounds in words. For example, rough and ready Allusion- is a figure of speech that makes a reference to, or representation of, a place, event, literary work, myth, or work of art, either directly or by implication. It is left to the reader or hearer to make the connection. Assonance The repetition of vowel sounds without the repetition of consonants. For example, lake and fake. Characterization/Character development The method a writer uses to develop characters. There are four basic methods: (a) a writer may describe a character s physical appearance; (b) a character s nature may be revealed through his/her own speech, thoughts, feelings, or actions; (c) the speech, thoughts, feelings, or actions of other characters can be used to develop a character; and (d) the narrator can make direct comments about a character. Conflict In narration, the struggle between the opposing forces that moves the plot forward. Conflict can be internal, occurring within a character, or external, between characters or between a character and an abstraction such as nature or fate. Consonance The repetition of consonant sounds within and at the ends of words. For example, lonely afternoon. Often used with assonance, alliteration, and rhyme to create a musical quality, to emphasize certain words, or to unify a poem. Figurative Language Communicates ideas beyond the ordinary, literal meaning. (Simile, Metaphor, Personification, Hyperbole) Simile- Comparison using like or as. Example- My love is like a red rose. Metaphor- Comparison without the words like or as. Example- My love is a red rose. Hyperbole- Exaggeration for dramatic effect. Example- I was so hungry I could eat a horse! Personification- Giving human qualities to something non-human. Example- The leaves danced down the street. Foreshadowing- A writer s use of hints or clues to indicate events that will occur in a story. Foreshadowing creates suspense and at the same time prepares the reader for what is to come. Image/Imagery- Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.

5 Irony- Verbal a figure of speech in which what is said is the opposite of what is meant. Situational the difference between what is expected to happen and what actually does. Dramatic the audience understands the reality of a situation, but the characters do not. Mood The feeling or atmosphere the writer creates for the reader. Descriptive words, setting, dialogue, figurative language contribute to the mood, as do the sound and rhythm of the language used. Omen - A phenomenon supposed to portend good or evil; a prophetic sign. Onomatopoeia- The use of a word whose sound suggests its meaning, as in clang, buzz, twang. Pun - A play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words Rhetoric- the art of persuasive speech or writing. Logos: by appealing to an audience s sense of reason and logic, the speaker or writer intends to make the audience think clearly about the sensible and/or obvious answer to a problem. Pathos: by appealing to the audience s emotions, the speaker or writer can make the audience feel sorrow, shame, sympathy, embarrassment, anger, excitement, and/or fear. Ethos: the overall appeal of the speaker or writer himself or herself; it is important that this person have impressive credentials, a notable knowledge of the subject, and/or appear to be a likeable and moral person. Soliloquy Speech in which a character utters thoughts aloud. Generally the character is alone on stage, not speaking to other characters and perhaps not even consciously addressing the audience. Symbol- A person, place, or object that represents something beyond itself. Symbols can succinctly communicate complicated, emotionally rich ideas. Theme- A central idea or abstract concept that is made concrete through representation in person, action, and image.

6 Rubric for Written Components of Shakespeare Speech 50 Possible Points Criteria Exemplary Proficient Developing Beginning Understanding (paraphrase) Main Idea (paraphrase) Supporting Information (literary device paragraphs) Interpretations (literary device paragraphs) Demonstrates an accurate understanding of important information by focusing on the key ideas presented explicitly or implicitly. Identifies stated and/or inferred main ideas of the text and relates those ideas to the text as a whole. Identifies relevant and accurate information and analyzes significance fully with specific support from the text. Uses information from the text to interpret significant concepts or make connections to other situations or contexts logically through analysis, evaluation, inference, or comparison /contrast. Demonstrates an accurate understanding of important information by focusing on many of the key ideas presented explicitly or implicitly. Identifies stated and/or inferred main ideas of the text. Identifies relevant and accurate information and analyzes significance with some support from the text. Uses information from the text to some extent to interpret significant concepts or to make logical connections to other situations or contexts. Demonstrates a somewhat accurate understanding of important information by focusing on a few ideas presented explicitly or implicitly. Identifies the stated main ideas of the text. Identifies information by generalizing ideas with little to no support from the text. Uses information from the text to make simplistic interpretations without using significant concepts or by making only very limited connections to other situations or contexts. Demonstrates little or no understanding of the text due to lack of focus on key ideas presented explicitly or implicitly. Does not identify the main ideas of the text. Uses information and/or generalizations that are not related to the text. Makes little or no interpretation of the text. There are no connections to other situations or contexts. Vocabulary (unknown words from paraphrase) Independently applies strategies to understand unknown words and demonstrates that understanding by using direct vocabulary from text in the interpretation of the reading. Independently applies strategies to understand unknown words and demonstrates that understanding through the interpretation of the reading. Will apply strategies to understand unknown words when prompted to do so. Reader does not reference the vocabulary in the interpretation of the text. Reader does not apply strategies to understand unfamiliar vocabulary and therefore comprehension of the text is impacted.

7 Performance Rubric for Speech 50 Possible Points Performance Criteria (10 possible points per category) Authentic and consistent characterization Blocking (5 points for notation on script, 5 for execution) Articulation and projection Advanced 10-9 completely believable, consistent with the play, with no Blocking adds considerable interest to monologue and genuine emotional Vocal quality adds authenticity to Lines are clearly articulated and audible to all Proficient 8-7 mostly believable, mostly consistent with the play and /or with no or one character break Blocking adds some interest to monologue and some emotional Vocal quality may add some authenticity to Lines are mostly clearly articulated and/or audible to all Memorization No memory slips One to two memory slips with no accompanying and Professionalism of presentation introduces character and provides necessary context and presenter is completely poised introduces character and provides some context and/or presenter is mostly poised Needs Improvement 6-5 somewhat believable, fairly consistent with the play and/or with one or two Blocking is somewhat static and adds minimal emotional Vocal quality does not add to Lines may be mostly clearly articulated and/or audible Three memory slips with minimal introduces character but provides little context and/or presenter somewhat poised Failure 4-0 rarely believable, inconsistent with the play and/or with multiple character breaks Blocking is static and so does not add emotional Vocal quality does not add to Lines are poorly articulated and/or may not completely audible Multiple memory slips with accompanying character breaks Minimal or missing introduction and presenter lacks poise