Reflection: Modeling Performing Act 4, Scene 1 in order to Better Understand Relationships - Section 3: Pairing Up to Practice


Most students came in with their homework: it was clear and complete. Yet when they went to plan their scene, they stumbled over how to proceed. It was imperative that I acted as a silent director. By that I mean that I provide guidance, and at times even implant ideas, but do it in a way that students feel like they thought of it and are confident enough to perform. I tried to ask subtle questions about how a girl might talk to a boy who liked her too much, or about how you talk to someone when you want to show them that you're angry at them. Then I asked them to look back in the text to apply some of these techniques.


The scenes were far from perfect, but they worked hard on it. They analyzed the text in ways that they hadn't yet and compared the plot to real life situations.

  A Silent Director
  Modeling: A Silent Director
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Performing Act 4, Scene 1 in order to Better Understand Relationships

Unit 17: Romeo and Juliet Act 4: Reading, Performing, and Writing
Lesson 1 of 5

Objective: SWBAT apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, by performing Act 4, Scene 1.

Big Idea: Let's get moving and act out this scene.

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