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

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

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

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