Name: ______Date: ______Period: ______Group #:_____
Downsizing Hamlet
Please write your group members’ names below:
Scene #: ______Task
1. ______
2. ______
3. ______
4. ______
5. ______
6. ______
Directors often cut/edit/rearrange Shakespeare’s original text when they prepare texts for a performance. Editing a scene will require you to read the text critically and pay attention to the intricacies and subtleties of the language. In your group, you will work collaboratively and cooperatively in order to cut approximately one third of the short scene that you group has been assigned.
1. First, tonight for homework, you need to re- read the scenes that precede your assigned
scene. This will allow you to understand the basic events of the plot that lead up to your scene. Before each
group performs their scene, you need to have read the scene in its entirety so that you can participate in class
discussion and have the knowledge necessary to complete others assignments dealing with this section of text.
You will be held accountable for all of Act 4, not just the scene your group performs.
2. While you read your scene tonight, prepare a list of lines that you believe the scene could do without.
3. Tomorrow in class you will meet with your group, assign reading parts and read through your scene.
4. As a group, decide which lines should be removed from the scene. Use a pencil while making these decisions at
first. You can go back with a highlighter after the final decisions have been made. You will cut about a third of the scene. To figure out the math on how much to cut, figure out how many lines total, then divide by three.
A few rules regarding editing:
· Remember to read critically for meaning and aesthetically for rhythm, rhyme, figurative language, etc.
· You may not eliminate a line simply because you do not know what it means – find out!
· You should strive to capture the essence of the scene without doing violence to its original intentions.
· Pay attention to the natural flow of the original verse, especially if it contains a poetic construction – do not delete half of a rhyming couplet or metaphor.
· You should have a valid, arguable reason for removing each line – be prepared to explain and defend.
5. Re-read the edited scene as a group. Does the scene make sense? Does anything need to be restored?
6. Cast your scene with members of your group. Plan how it should be acted, and discuss and assign people to
bring in costumes for your scene. They can be simple. Each person should have a costume and have specific
planned movements while performing – block out your scene. Each cast member should have his/her lines
MEMORIZED! No scripts. Feel free to embellish your scene in order to entertain your classmates. The general
message and intent of the scene should not be changed but your delivery and interpretation can vary.
7. As a group, you need to create at least 5 open-ended critical thinking questions/topics that will prompt discussion among your classmates from your assigned scene. You need to discuss these questions/prompts in your group and come up with
answers/explanations. The Questions Keeper will be responsible for typing these up and leading the group
discussion using these questions.
8. Please be sure to rehearse your scene SEVERAL times before performing in front of the class.
9. Each group must turn in:
· Script Writer - A neatly typed (11 point, TNR) copy of the shortened scene with stage directions and all group members’ names.
· Scene Summarizer - A one page summary (in your own words) of what occurs in the original (long version) scene. THIS CANNOT BE TAKEN FROM ANY STUDY AID.
· Line Rationalizer (yes, I do know this is not a word but hey, give me some credit for parallel structure) - A list of all of the lines your group chose to remove and a brief rationale explaining why each line was cut.
· Question Keeper - A copy of the questions that the group has created with your group’s answers to them.
· Significance Explainer - A one page explanation of why this scene is important to the play. What do we learn? How do characters change? Major themes/ideas revealed or commented upon? Comparison to events or quotes from previous scenes? Add your insight…
· If you have six group members, you need a Stage Blocker – This person will take a copy of the script that the script writer wrote and will add all stage directions and character voice infections throughout the scene. All added blocking/inflections need to be in italics.
Each of these tasks is to be completed as a group through discussion, but each member of your group must be
responsible for one of these tasks. Please write the assigned task next to each group members’ name.
9. On the day of your group’s performance, the Scene Summarizer will present the scene summary for the class. You
MAY NOT read your summary. Also, the Line Rationalizer will go through the modified script and tell the class
which lines were removed so that we can discuss your group’s choices after the performance.
10. When your group is not performing, you will follow along in the text and evaluate both the performance as well
as the value of their editing choices. Think : “ Does the scene work?” and “Are there any lines you believe are
absolutely necessary but were not included?”
11. After the performance, the Script Writer and Significance Explainer will lead a class discussion in which they
discuss overall significance and importance of the scene, explain specific lines that your group and other class
members found important, defend your choices of lines cut, and ask the class if your scene worked and if there
were any lines they feel should not have been cut. This discussion should involve the entire class. You may be as
creative as you like with the form and style of your discussion. The discussion should address all of these topics
in 10 minutes or less. Have a plan, outline, and goal for your discussion and lead the class in that direction.
Discussion does not mean that you and your group members do all of the talking; you are trying to solicit
comments from your classmates that demonstrate their understanding of the text. Plan your questions
carefully.
12. The Questions Keeper will also present and go over at least 3 questions on his/her sheet.
Your grade will be based upon the individual assignments that you turn in as well as the overall group presentation of your scene and discussion. Please communicate with your group members and make sure that the presentation is well planned and practiced, including the discussion and presentations to follow the scene, before your group performs.
This will count as a major grade (test, paper, project) so please take the assignment seriously and do a good job! You classmates are depending on you to teach them your assigned scene and explain the importance of the scene as it relates to the play in its entirety.
· Please use your class time wisely and WORK with your group. You will have limited class time to complete the assignment so make the best of it.
· For written assignments I will be looking for correct MLA format, parenthetical citations, organization, correct usage of the English language, etc…PROOFREAD your papers. Please show me what you’ve learned so far this year about writing and organization. Your assignments MUST be typed!
· The play should be well rehearsed, lines should be memorized, actors should speak clearly and with emotion, movement should be natural, planned, and practiced, etc…we have worked on this for four weeks. This is your final chance to show the class and me what you’ve learned.
· The discussion should be insightful, 10 minutes or less, solicit student involvement, explain the scene’s importance, point out important quotes, discuss lines cut and defend choices, speakers should be prepared, creativity will be considered, etc…
Good Luck and enjoy!
Downsizing Hamlet Rubric
Script Writer
· Typed, 11 point, TNR font is used
· MLA heading is correct
· Stage directions included
Scene Summarizer
· One page or more summary of original scene
· In your own words
· MLA format is used
· Organized writing
· Free of grammatical/spelling errors
Line Rationalizer
· List of all lines cut from the original
· Explanation explaining why the line was cut
· MLA format is used
· Organized writing
· Free of grammatical/spelling errors
Question Keeper
· Copy of 5 questions created by the group
· Questions should be open ended and based on concrete events, not “do you think…”
· Answers to all questions provided
· Questions are thought provoking and require critical thinking
Significance Explainer
· 1 page
· Tells why this scene is significant to the entire play thus far
· Addresses character changes, major themes or ideas, new information conveyed, etc.
· MLA format used
· Organized writing
· Free of grammatical/spelling errors
Individual Grade ______/60
Group Presentation
· Lines memorized
· Acted with enthusiasm and facial expressions
· Props and costumes used
· Presentation was obviously panned and practiced
· Discussion was thought provoking
· Peer comments were elicited
· Discussion was thorough and insightful
Group Grade ______/40
Total Grade ______/100
Modified from http://www.hallmarkchannel.com/data/bin/HamletNov-Dec_1.pdf