Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
High School
Grade:
11
Provider:
Pearson
Tags:
Grade 11 ELA, Performance, Shakespeare
License:
Creative Commons Attribution-NonCommercial 4.0
Language:
English

Second Group Performance

Second Group Performance

Overview

In this lesson, the performances continue. The second group of students will perform their memorized passages from Much Ado About Nothing .

Preparation

  • Read the lesson and student content.
  • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.

Looking Toward Prompt Book Performances

  • Begin by recalling what you saw in the previous performances that was great. Tell students how you are really looking forward to today’s presentations.
  • Help students talk through their questions and ideas about how they will go from a short performance to a full Prompt Book scene.
  • One way to begin might be to ask them which elements they think will need to be added to the second performance and which can stay the same.
  • SWD: Discussing the transition from solo or partner performances to group performances is a good opportunity to check in with any students who may have trouble working effectively in groups. By identifying good techniques and setting clear expectations before the groups begin, these students can begin to process what will be expected of them in the next assignment.

Opening

As a class, recap the previous lesson’s presentations and consider the Prompt Books and how you’ll turn them into longer, more complex performances. Be sure to take notes on your ideas.

  • What was one thing you really liked in the performances?
  • Did the performances bring up any new questions or insights for you about the play?
  • Now that you’ve seen a simple Shakespeare performance, what are some thoughts you have about how you might create a fuller, more detailed scene using your Prompt Book?

Open Notebook

Presentation Procedures

  • Send the first five presenting students into the hallway or another practice space to prepare.
  • Go over the procedure with the students and make sure they understand what will happen, as well as their role when they’re in the audience.

Work Time

Your teacher will send the first five students who will present today into the hall to rehearse their scenes.

Here’s how things will go.

  • Each presenter or pair of presenters will begin by introducing the passage and explaining the scenario.
  • Applaud after all presentations! Everyone deserves credit for getting up in front of the class to perform.
  • Pause after each presentation for any questions for the presenter.
  • When you’re done with your own performance, make a few notes about how you did. What did you do well? What could you have improved?
  • Finally, the teacher will comment on the overall presentation.

After your performance, submit your completed Prompt Book to the teacher.

The Presentations

  • Encourage excellent constructive criticism, as based on the Student Scene Memorization Rubric.
  • Evaluate each performance using the rubric.
  • When classmates have completed their commentaries, it will be your turn to comment. Remember that this was not easy for them, and be as positive as possible. Cast any negative aspect of the presentation in a positive light, acknowledging how hard this was to do.
  • Keep in mind that for some students, getting up in front of the class is itself the biggest hurdle to overcome.
  • Continue to have the remaining performers for the day present their scenes, and continue the constructive criticism after each performance.

Work Time

The performers will begin their presentations in the order in which they occur in the play.

  • After each presentation, pause for applause, comments, and questions.

Performance Debrief

  • Allow partners time to share their reactions to the presentations.
  • Have students present the observations they discussed in the partner share.
  • Offer encouragement to those who have performed and those who have yet to perform.
    • ELL: For students who are learning the language of constructive criticism, this is a great place to model what is most appropriate and helpful. You can also create a class chart or other document for students to access during the following lessons.

Work Time

When all performers for the day have presented, talk with a partner about what you have just seen and your reactions to the presentations. You may have been one of the presenters. If so, discuss how you felt your scene went.

Here are some questions to consider.

  • Did the presentations help you get a better sense of the meaning behind the play’s language?
  • Is hearing the lines different from reading them? If so, how is it different?

Once you’ve discussed with your partner, share with the whole class.

Essay, Presentation, Prompt Book

  • Make sure all presenters have given you their Prompt Books. You will need to return all Prompt Books by the beginning of Lesson 26, when students are assigned to their performance groups.
  • If students who haven’t presented are finished with their Prompt Books, encourage them to move on to essay work.

Homework

  • If you have already presented, work on your essay.
  • If you have not presented, work on your scene presentation and your Prompt Book.