(TO BE COLLECTED when finished):
1.
Similar to the other day, use your textbook to create
15 “dominoes” that show the events that we read about in Romeo & Juliet Act
3, Scene 1 (pgs. 872-883).
- In other words, show how one thing led to the next thing all the way through the entire scene.
2.
Next, choose one “domino” from your sequence.
Choose one that started all the problems. Change it.
- Change it to something positive. SO that if the character would have done it, all the other problems in the scene would NOT have happened.
3.
With your change in mind, create 7 NEW dominoes that
start with your change. Your new dominoes should show what could have happened
in the scene, but didn’t.
4.
Turn in. COLLECT
Next, having read Act III, Scene 1, in a group the
other day, you will write a script for a talk show (the rest of the
hour) by following these steps:
1.
Read handout carefully (as a class)
2.
There are 5 questions on the handout that your
characters must address.
a.
How was Mercutio killed
b.
Why Mercutio was killed….etc…(see handout)
c.
…
3.
Required length of script = 3 sides (of 2 sheets of
paper)
- Write on every line.
- Do not skip lines.
4.
No physical violence in your scripts. Characters
may argue, but no violence.
5.
TO BE COLLECTED AT THE END OF TODAY’S CLASS
ENGLISH homework:
None.
*****************************************************
PLAYWRITING – Day 27
·
Collect homework: (students were to identify 4
parts of 2 of their news articles)
·
If they do NOT have their homework, they must
turn in a PINK sheet from the center table.
·
Before reading the following scene from a
play, please note that there is a lot of literal bell ringing in the script and
it is important for someone in the class to either ring an actual bell (from
their phone or ipods) or, in the least, say “RING RING” each time the bell
rings in the script.
·
As a class, read ALOUD (abridged version)
“The Sure Thing” by David Ives (1988) – from a collection called All in the
Timing – then discuss it and identify the purpose of the bell-ringing (aka:
the “theatricality” that Ives added)…
·
Using the script “The Sure Thing” by David Ives
(1988) on the center table…write down the answers to the following:
o
1. How many times does the bell ring, total?
o
2. For each time the bells rings, list how
many lines backwards the characters have to go to start the moment over?
o
3. How many times the bell rings after
Bill speaks?
o
4. How many times the bell rings after
Betty speaks?
o
5. For each time the bells rings , explain what
happens in the scene that makes the bell ring and what the author
technically did each time the bell
o
6. BONUS: After many of the rings, the
characters back up their conversation, and start again, repeating word for word
what they said the first time and changing only what they said wrong. HOWEVER,
find examples of when this is NOT the case…and the characters change or omit lines
of their dialogue.
o
Write down what he did, specifically,
each time the bell rang
§
In other words, students are to note what
made the bell ring and what the author technically did each time the bell
rang…how many lines backwards, as well as where he chose to start over and what
and when he not only backed up but deleted some conversation as well.
·
Choose a setting and a “want” for 2 characters
and mimic the theatricality of “The
Sure Thing” by Davis Ives (1988)…
o
For the rest of the hour, write a script your
own script whereby the characters back up and try again…always pursuing the
same “want”
o
Students will work on these again, on Monday.
PLAYWRITING homework:
None
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