Name: ________________________ Character and/or Role: _______________________
From Promptbook to Performance
1. Read and annotate your entire scene on your own. Write the paraphrase of your lines. Do the work required to understand your lines: look up unfamiliar words, use dictionaries, use the glossary in the text, and consult No Fear Shakespeare for modern translation (in print or online; see link on my blog). Come to me for more clarification after you have done all of the above.
2. Brainstorm: Read through the scene in your groups. Discuss the overall significance of the scene and what is happening. Decide your overall focus and vision for the scene. What are the main ideas and feelings you want to show? Are you going to read a modern translation or stick to the traditional text? Why? Do you need to omit any parts? What other adaptations will you make?
3. Cast your roles; make sure each person does his/her fair share of work. You will need a director and set designer. Also, you may have more than 1 person play a character.
4. Write a journal entry or letter from your character’s perspective in your scene (at least 2 paragraphs showing your character’s innermost thoughts and feelings; on loose leaf or typed to be handed in with promptbook). If you are not a character, write from your own perspective what your role is and what you are trying to accomplish.
5. Prepare a promptbook – a copy of script with notes of your performance. These are all the elements that you need to plan out for your performance:
o Setting: Where and when does the scene take place? How will you show this? Create a set design.
o Stage direction/blocking: Where will characters enter and exit? How should the character stand and move? What are suggested gestures?
o What is the mood of the scene? What emotions must you convey? How will you convey them? With what tone of voice?
o Pacing: How will you say your lines? Where will you pause? Where will you read quickly or slowly?
o Circle words that need emphasis – pause before and after these words. Say them clearly and emphatically.
o Props and costumes: What simple props and costumes will you need? What can you wear to help the audience quickly identify your character? You are responsible for bringing these things in.
6. Final suggestions:
o Know and become your character.
o Be mindful of your audience. Your main goal is to have your audience understand your scene and character.
o Be prepared. Know your lines. Practice reading over and over!
o Be flexible. Make changes when necessary. While performing, improvise when necessary. You don’t have to rigidly stick to your script.
o Respect and appreciate the poetry of Shakespeare.
o Rehearse with your group!
Rubric for Performance Project
Criteria
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Self-assessment (0-4pts)
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Teacher assessment
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1. Comprehension: Student read and paraphrased scene; used resources to understand lines.
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2. Included journal entry or letter from character’s/self’s point of view.
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3. Prepared promptbook; included notes on blocking, mood, pacing, etc.
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4. Student’s performance showed great effort, skill, and creativity; intentionally used acting tools: Stress, Pause, Inflection, and Nonverbal Communication;was mindful of audience.
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5. Cooperation/Focus/Preparation/Effort: student worked well with his/her group, stayed on task during group work, was well-prepared for rehearsal and final performance, and put a lot of effort into his/her role
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