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Yr10 set1 RandJ 19/3/08 to 11/4/08
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Yr10 set1 RandJ 19/3/08 to 11/4/08

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Transcript

  • 1. Objectives:
    • To further explore Act One Scene One of the play
    • To consider how Shakespeare structures the play in a dramatic way…
  • 2. Timeline: Refer to the two timelines; add any extra events or notes as we watch the film…
  • 3. Reading: ‘ The balcony scene’.
  • 4. ROMEO’S POETIC LANGUAGE
  • 5. SIMILE METAPHOR PERSONIFICATION ASSONANCE ALLITERATION
  • 6. He was like a lion in battle. (This tells the reader that the person was brave and ferocious)
  • 7. The diamonds twinkled above…
  • 8.  
  • 9. THE ANGRY STORM CLAWS OF LIGHTNING SCRATCHED THE SKY THE STORM ATTACKED THE LAND
  • 10. ASSONANCE ALLITERATION THE VOWELS RHYME ( Like and Night) SAME LETTER SOUND CLOSE TOGETHER ( Soft sound of silence…)
  • 11. Task:
    • Use the sheet as guidance only (write in your books)
    • Choose an example of Romeo’s poetic language
    • Explore the effect/ impact and audience response
    • Get ready to feedback…
  • 12. Now: Contrast his language with that of Tybalt (Lines 53-63).
  • 13.  
  • 14. A SCENE OF CHANGING MOODS; THE AUDIENCE IS BEING MANIPULATED…
  • 15. Task:
    • Consider the changes of mood in this scene
    • Use Support Sheet 7 to help track these changes – but write the actual response in your books
    • This sheet also gives you an overview of ‘iambic pentameter’ and ‘blank verse’
    • 15 minutes…
  • 16. Further reading: The ‘balcony scene’ concludes…
  • 17. How can ‘character’ be revealed?
    • Actions and behaviour
    • Through speech
    • By what others say about the character
    • By music or sound cues
  • 18. DVD Clip:
    • Watch the film trailers
    • Consider how information is revealed about a character
    • What opinion do we form about the character?
  • 19. Use the Character Study Chart to help you respond to Indiana Jones or Bruce Banner/ Hulk
  • 20.  
  • 21.  
  • 22. NOW, LET’S RELATE THESE SKILLS TO THESE:
  • 23. Character Function:
    • Look at OHT 2
    • Characters are ‘used’ by Shakespeare to serve different dramatic purposes
    • Remember, they are not ‘real people’!
    • They are ‘roles ’, to be played by actors as effectively as possible to impact on the audience
    • Can you add any further ideas at the bottom of the sheet?
  • 24. Use PCM 2 and PCM 3:
    • Choose a character
    • Begin your analysis using these sheets
    • Complete your information on the sheets
    • You will feedback at the start of Wednesday’s lesson…
  • 25. AN EMPTY STAGE… What will you need to consider and organise for your production to work…
  • 26. Director’s considerations:
    • The set design
    • Props
    • Costume
    • Movements and gestures
    • How the actors will speak
    • Interpretation of the text
    • Key speeches
    • Lighting
    • Music
    • Stage positioning
  • 27. Remember…