Reflection: Flexibility Acting and Reacting: How Intonation Impacts Understanding - Section 4: The Flash Mob


Due to weather and space issues, we could follow-through with the original plan. I was so disappointed, but tried to hide it from the class; even so, they were disappointed too. Some teachers had already told their classes the original class, so many of the students were excited to act with their friends. Instead we worked with the TV studio to create a video montage. The TV studio sent cameras to all the classes, we recorded it as classes, and they are going to edit all the videos together to make one unified scene. It may even turn out better than our original plan, since more students will be highlighted in this version, as opposed to the whole class together. I was proud that we were able to make something work and do it well, even though it isn't what we expected. And it's something that we can think about long term; next year, maybe we can create a plan long in advance and really prepare for it. Of course, there's something to be said for spontaneity.

  Making the Best of Things
  Flexibility: Making the Best of Things
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Acting and Reacting: How Intonation Impacts Understanding

Unit 16: Romeo and Juliet Act 3: Analysis of Character Development and Film to Text Comparisions
Lesson 7 of 10

Objective: SWBAT analyze the cumulative impact of specific word choices on meaning and tone by presenting short scenes and evaluating the content of the scenes.

Big Idea: Let's get up and moving: time for some acting... with the entire freshmen class, all 350 of them.

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