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Performance Practice Tips

PERFORMANCE SHEET: TIPS

Have your partner give you his/her script when they act for you.

When you watch your partner comment on the following items:


1) Does you partner have any emotion in his/her voice when they read? Does the emotion match the emotion the have or their script? If not try and suggest possible ways the person can say the line.


2) Does your partner have any actions? Do the actions match the character’s emotion and the scene? If not think of places your partner can add actions or how they can change their actions to fit the mood of the scene. Remember—you can use action to bring out key images or you can use action to bring out character.


3) Ask your partner what they think the character means when speaking his/her lines? What points is he or she trying to get across? What are they thinking when they are speaking? What is their motive in speaking?

4) Are they any places where your partner slipped-up, stumbled or forgot their lines. If so have them repeat those lines 3 times.

5) Any suggestions on how your partner can improve his/her acting and/or memorization.

6) What kind of grade would you give your partner? Why?

Next Week 2/16, 2/17, 2/18, 2/19

Tuesday: 2/16
Due: Study Questions for Act 4, Acting Presentations (this will be done in class).

Wednesday: 2/17
Review day for final on Macbeth

Thursday: 2/18
Macbeth Final

Friday: 2/19
In-class Macbeth Essay

2/22 We start Persuasive Essays and Debates.

Acting Projects for POW

Acting/Memorization (104 points)

OBJECTIVES:

Students will demonstrate an understanding of a character(s) from Macbeth by acting out from memory at least 16 lines and by turning in an acting script outlining subtext and emotion for their scene and character.

Students will be graded in the following ways:

16 lines memorized = 64 points.
Filled out script = 10 points.
Acting (subtext with emotion/ blocking) = 25 points.
Costumes/Props = 5 points
Every line above 20 = 1 extra credit point.


Make sure you have written out a script with blocking and emotion.

Homework

Journal - Write a journal that discuss how well the Sam Worthington MACBETH reflects the actual Shakespeare play MACBETH. Remember, all movies are interpretations.

Plagiarize

Definition: To take and use ideas, passages, etc. from another source.

Okay so 1/2 of the class plagiarized the MACBETH assignment. You will need to redo it for 1/2 credit. The following teams are include: JR/Danny and Jayce/Anna.

Please has this done by Wednesday.

Macbeth Vocabulary Words

1) Mirth

2) Liege

3) Parricide

4) Verity

5) Avarice

6) Avaunt

7) Posterity

8) Homage

9) Cloistered

10) Equivocator

11) Eminence

12) Avouch

13) Thralls

14) Malevolence

Macbeth

Remember you need to read ACT I and answer the study questions. Study questions are due when you get back on 1/11 or 1/12.

Catcher in the Rye REVIEW GUIDE

Catcher in the Rye: Study Guide
Be able to explain the following themes and give examples of three scenes that fit each theme:
Loss of Innocence
Rebellion From Society
Mental Instability
Death
Hypocrisy
Sexual Confusion

Be able to explain the following symbols – what they represent and why they are important:

Allie’s Baseball Glove
Holden’s Red Hunting Cap
The Duck Pond
The Carrousel
Holden Caulfield’s name
Kings in the back row
Prep School Life
The title

List and explain five allusions.
Explain the major conflict.
List the point of view.
Discuss how Holden is an unreliable narrator.
Discuss how Holden in an anti-hero.
Discuss how Catcher in the Rye is a Bildungsroman novel.
Pick out and explain three ironies.
Discuss Holden’s character development.
Outline the plot.
Briefly discuss Holden’s relationship with girls (Jane, Sally, Sunny, Bernice, Marty, Larverne, Faith Cavendish, Mrs. Morrow)

Discuss the importance of the following characters:
Achey
Stradlater
Horwitz
Ernie
D.B.
Phoebe
Allie
Maurice
Carl Luce
Lillian Simmons
Mr. Antolini
Mr. Spencer

List some schools that Holden got kicked out or (or left).
Given a quotation be able to identify the speaker
Compare Holden Caulfield to Scout Finch.

Catcher in the Rye OVERVIEW

NOVEL UNIT: Catcher in the Rye

“In leaving something unsaid the beholder is given a chance to complete the idea and thus a great masterpiece irresistibly rivets your attention until you seem to become actually a part of it.” –on the value of art and suggestion, Kakuzo Okakura--

The novel unit is designed to give students the chance to expand the fundamentals learned during the short story unit at a much larger scope. Students will learn how to break a novel down by applying basic prose elements such as themes, plots, subplots, characters (and character development), while learning about symbols, metaphors, imagery, and word choice.

During the unit students, starting with chapter 6, will be required to keep a journal outline of all chapters. These outlines should include summaries of what happened during the chapter, a description of characters, symbols, metaphors, allusions, foreshadows, imagery, as well as general notes and descriptions of possible themes. These entries will count as your journal requirement for this unit and be equal to 10% of your grade.

Catcher in the Rye is a story about a young teenage named Holden Caulfield. Holden has a conflict with himself – he feels that everyone around him is a phony. He seems to hate everyone and everything. The only thoughts of innocence and childhood bring him joy. Perhaps he struggles to accept the hypocrisy of the adult world. Holden is the narrator and anti-hero. The novel is a coming of age story or a bildungsroman novel. We will look at the following themes, symbols and conflicts while reading:

MAJOR THEMES: SYMBOLS:
Loss of Innocence Alle’s Baseball Glove
Rebellion From Society Holden’s Red Hunting Cap
Mental Instability The Duck Pond
Death The Carrousel
Hypocrisy Holden Caulfield’s name
Sexual Confusion Kings in the back row
Prep School Life

Major Conflict: Person vs. Self. Holden has a hard time dealing with the people around him believing that they are all phonies and either pretending to be something that they are not, or selling themselves for some reason. Everyone is untruthful.

OBJECTIVES:

At the end of the unit students will be able to

1) Define character development, irony, metaphor, personification, subplot, atmosphere, tone, allusion, symbol, bildungsroman. Antihero.
2) List all the characters that appear in the novel and describe their physical appearance, motivations, social class.
3) List various allusions and foreshadows and discuss what they mean in relation to plot.
4) List the various types of conflict that occur throughout the novel and discuss who the conflicts are between.
5) Keep a journal that outlines the novel – and the plot
6) List three themes and in a paragraph or more discuss how these themes work in the novel.
7) In an essay of a page or more discuss how Bradbury uses particular images or characters as symbols and discuss how these symbols reflect larger themes or ideas in the novel.
8) Outline the character development (inward change) of various characters (to be mentioned later).
9) List and outline the central plot.
10) In a paragraph or more discuss how the title and the images of innocence or childhood
11) Pick out two or three examples of similes and/or metaphors and in a paragraph discuss how they are used.
12) Given a quotation identify the speaker.
13) Write various journal entries from different characters’ points of view, which demonstrates an understanding of the character and the character’s attitude towards life.
15) Write an essay that analyzes the main character of Holden Caulfield

ACTIVITIES TO BE INCLUDED:

1) Quizzes
2) Reading (inside and outside of class)
3) Viewing Documentaries and Movies that relate to the novel
4) Listening to CDs that relate to the novel
5) Journals
6) Group questions and group work
7) Drawings
8) Unit Final
9) Possible memorization and acting of chara

Class Homework - DUE MONDAY

Catcher in the Rye STUDY QUESTIONS for chapters 1-3

2nd Draft of Personal Narratives.

Catcher in the Rye VOCABULARY

Ostracize
Grippe
Halitosis
Incognito
Nonchalant
Bourgeois
Convent
Blase
Boisterous
Pedagogical
Stenographer

Words of the Day

Sagacious (adj)

A sagacious lawyer can keep you out of jail.

Voluminous (adj)

The voluminous works of Shakespeare overfilled my bookshelf.

Arduous (adj)

The arduous task took five weeks to finish.

Words of the Day

Decorous (adj)

Anna's decorous behavior exemplified the meaning of maturity.

Eulogium (n)

The minister's eulogium for the departed mayor left the church congress weeping.

Propriety (n or adj)

Katie needs to practice her propriety when it comes to dealings with the police.

Words of the Day

Rori's tempestuous spirit gets her into fights.

The library is an edifice of knowledge.

Greek Tragedy

Prologue: A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic or theme.

Parodos: (Entrance Ode) Refers to the section of the play following the prologue, in which the chorus enters chanting or singing verses.

Odes - Refers to songs sung by the chorus throughout the play. There are two sections:
1) Strophe: (turn) A stanza in which the chorus moves in one direction
2) Antistrophe:(counter-turn) A stanza in which the chorus moves in the opposite direction

Exodus: (Exit Song) Refers to the section of the play in which the chorus leaves chanting or singing.

Chorus: 12-15 actors. The chorus comments on themes, and shows how an ideal audience might react to the drama. It also can represent the general city or town people within a story.


Introduction to Greek Tragedy

Overview - Greek Tragedy

Words of the Day

Elucidate (v)

Your answers will elucidate the meaning of human existence.

Torpid (adj)

His torpid tongue displayed his unusual lack of interest.

Words of the Day

Dissipate (v)

We dissipated our savings on travel.

The rumor of the cuts dissipated throughout the town.

Disparage (v)

His critical statements disparaged the students from writing confidently.

Words of the Day

Dogmatic (adj)

The dogmatic historian told his students why their essays were "simple", and he ordered them to rewrite them.

Egregious (adj)

Hiring a teacher with no experience was an egregious decision.