English I Pre-AP
As we read The Tragedy of Romeo and Juliet, begin picturing yourself in the scenes... How would you imagine these events taking place in a different time and in a different place? Consider how these events would play out in an old western movie, in the future, in a contemporary high school classroom, in space, or anywhere that you can imagine.
Your assignment is to form groups of your own choosing and rewrite a scene from the play in a new setting and/or time period. This is your interpretation of your chosen scene. Your language, costumes, props, and sets should reflect the motif you have chosen. Be as creative as you would like, but you must not deviate from Shakespeare’s original intent. Use anything you can find in your homes, or perhaps vintage and thrift shops, to create sets, props, and costumes that sell your scene! You do not have to buy anything - try using nature or things you already have at home to fuel your imagination.
There will be two components to this project, each of which will comprise 50% of your grade. The first will be the script. Since we are studying drama, you will produce a professional-looking script for your drama. The script must include dramatis personae, dialogue, stage directions, and any other pertinent information. Although it does not need to be double-spaced as an essay would, your font should be 12-point Times New Roman. Character names need to be bolded, and stage directions need to be italicized. A sample of what a script page should look like will be provided for you in class. Your script should be original, but it must capture the “big ideas” found in Romeo and Juliet. Although you are encouraged to be creative and humorous in your scripts, your scripts must be school appropriate. Inappropriate dialogue or actions may result in a zero for the project and a disciplinary referral. You may change character names, but try to create names that reference the characters in Romeo and Juliet.
The second component will be the video presentation itself. The video must reflect all the appropriate components of a dramatic presentation. You will be assessed on your use of sets, costuming, props, and overall performance value. Your lines should be memorized. No one wants to see actors reading! People want to see them acting! Although we certainly do not expect Oscar-worthy performances, it is important that you take the assignment seriously. The video MUST be in a viewable format and must be brought to class on a flash drive or a CD. Your safest format is .mpg. Although the video is due Tuesday, December 6, I strongly urge you to come in prior to that day to test your video on the classroom computer. Videos that cannot be viewed on the due date will not receive credit.
Group signups and approval will occur at the beginning of class on Friday. You will need to enlist someone to videotape the scene, and you may get as creative as you would like with video editing, should anyone in your group know how to work those programs.
We will watch the scenes in the order they come in the play, and there will be a competition for the best production. Remember that details can really make a production, but in Shakespeare's time they didn't have much to work with by way of sets or props, so go with what you have. Above all... break a leg! (but not literally, please!) The more creativity you put into this, the more fun you will have making it, and the more fun we will have watching it!
Friday, November 11, 2011 / Checkpoint #1 – ½ daily grade
(Handout – Group Members, Scene Selection, etc.
Friday, November 18, 2011 / Checkpoint #2 – ½ daily grade
(Graphic Organizer – Planning of Scene)
Tuesday, November 29, 2011 / Checkpoint #3 – daily grade
(TYPED Rough Draft of Script – Fully Formatted)
Tuesday, December 6, 2011 / FINAL DUE DATE – SUMMATIVE GRADE
Final Draft of Script Due (50% of Grade)
Video due to be viewed in class (50% of Grade)
Romeo and Juliet Scene Remix Project
Scene Rubric
Criteria / 0 / 2 / 4 / 5
Memorization / Not memorized / Mostly memorized
with a few gaps and line drops. / Memorized with a few pauses to remember lines. / Completely memorized.
Mood, energy, and script interpretation / Performance has a humdrum feel. Interpretation of piece is confusing. / Performance is interesting but not inspirational. Interpretation is bland. / Performance is interesting and is projected in a somewhat lively manner. Interpretation is clear. / Performance is energetic, unique, and inspirational. Meaning of the script comes to life.
Blocking and Movement / Actors don’t seem to know where to go. Little or no blocking was attempted. / Actors are not positioned to add interest and meaning of the piece. Actors are not cheated out when appropriate. / Actors’ positioning is less inventive and has moments when it’s confusing. Actors are cheated out when appropriate. / Actors are positioned to add interest and meaning to the piece. Actors are cheated out when appropriate.
Delivery: Clarity / Actors are difficult to understand because of poor volume, rate, and enunciation. / Actors are difficult to understand at times because of poor volume, rate, or enunciation. / Actors are usually understood with a couple of poor volume, rate, or enunciation. / Actors are clear and easy to understand at all times.
Characters and believability / Characters are not sincere and actors to not commit their body and voice to the portrayal. They don’t’ listen to each other. / Characters are frequently dropping in and out of sincerity and reacting to each other. / Characters have moments of dropping in and out of sincerity and reacting to each other. / Characters are sincere, and actors reveal characters through their body and voice. Characters listen and react to others.
Pace / The scene drags on and on. / Gaps in the pace are frequent and noticeable. / There are times when gaps are apparent. / The pace has energy and moves the scene to the end.
Costumes / Costumes are virtually non-existent or inappropriate to character / Minimal costumes used. Most don’t support characterization. / Costumes don’t fit properly and/or hinder movement. / The character comes alive through their costumes. Personalities are reflected through choices.
Set/sense
of place / There is no sense of where the actor is. The scene could be taking place anywhere. / Little is used to establish sense of place. What is present is ineffective. / Some is done to establish place. Most of what is present is effective. / The environment supports the scene and creates place for the audience.
Preparation / It’s obvious no preparation outside of class time took place. / The presentation indicates that minimal preparation took place independently. / The scene indicates that a fair amount of preparation went into the performance. / The scene is polished and enthralls the audience.
Accuracy / Script is too short or not faithful to the original intent of the play. / Script has some elements from original play, but alters other plot points. / Script is mostly true to the intent of the play. / Script is original, yet the play’s true intent is discernable.
Total 50 ______
Romeo and Juliet Scene Remix ProjectScript Rubric
Criteria / 2 / 4 / 6 / 8 / 10
Grammar, Spelling, and Punctuation
(Conventions) / Writers make more than 8 errors in conventions. / Writers make 7-8 errors in conventions. / Writers make 5-6 errors in conventions. / Writers make 3-4 errors in conventions. / Writers make 1-2 errors in conventions.
Script Formatting / The script is poorly formatted. Character names are not bolded, stage directions are not italicized, etc. OR The script is in an unacceptable format. / The script only follows the formatting requirements slightly. The format is not reader-friendly, and some errors make parts difficult to follow. / The script contains some significant errors in formatting. One element is missing entirely, but the others remain. / The script is mostly correct, but contains a few minor errors (some stage directions not italicized, some character names not bolded, etc.) / The script is correctly formatted. Character names are bolded, stage directions are italicized, and the script is in a reader-friendly format.
Quality of Stage Directions / Stage directions do not contribute to the creation of the scene, OR no stage directions are present in the scene at all. / There are a few purposeful stage directions. Remaining stage directions may not be clear, or there are no stage directions at all beyond those few. / Stage directions are purposeful, though not all are necessarily clear. Some do not provide a clear picture of what action is to be taken or what the scene is supposed to look like, etc. / Most stage directions are clear, but 1 or 2 may be unclear. Almost all stage directions accurately work to create the scene onstage. / The intent of each stage direction is clear, and all stage directions are purposeful and contribute successfully to the creation of the onstage action.
Quality of Scripted Dialogue / Scripted dialogue does NOT make sense. Reader can not follow or understand the intention or where the script is going. / Scripted dialogue has parts that are confusing but the overall intention is clear. / Scripted dialogue is clear in some places but difficult to read and follow in others.. It may not flow, though an attempt has been made. / Parts of the scripted dialogue may be confusing, but the overall purpose and intent are still quite clear. / Scripted dialogue is easy for a reader to understand and follow. It flows and makes sense.
Writing Process / Final product demonstrates a nearly total lack of planning and effort on the part of the group or selected students. Checkpoints are not all complete. / Final product demonstrates minimal planning and effort on the part of the group. It is clear that the script was thrown together hastily, although a small amount of processing is evident. / Final product demonstrates an average level of planning. Checkpoints have all been completed, but follow-through on the part of the group is not necessarily clear. / Final product demonstrates strong planning by the group. Although a piece or two of the script may have slipped through the cracks, it is clear that the group put forth a good deal of effort. / Final product reveals impeccable planning and processing on the part of the group. The final script is excellent, and it is clear that the group managed themselves wisely and took the script through the writing process to produce an excellent finished product.
Total 50 ______