II. H./Br. Byrd/Merchant of Venice

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Eng.II.H./Br. Byrd/Merchant of Venice

Our study of Shakespeare’s Merchant of Venice will be done in groups. Students will be responsible for reading the play together

Group Performance:


Group Members

Act One

Biegler, Copp, Walsh, Vrodolyak

Act Two

Shaughnessy, O’Bryan, Volpe, Joss, Bucolo

Act Three

Boyd, Gallo, Gushurst, Sommers, Serrano

Act Four

Hayden, Javors, Pietrzak, Ritten, Tucek

Act Five

Ndoumy, Lattner, Darrow, Costello


1. Character assignments--decide who will play whom.

2. Go through your assigned act and decide what are the major themes and plot points you need to perform for the class.

3. Rewrite the script into one condensed scene you could perform during one class period (each group will have one class day to perform its assigned act). Keep in mind you will need to help your audience know who is who, and you will need to have clear transitions. Students very likely will have to play two roles. You will need a clothing prop to help us tell the two characters apart.

4. Once the script is created, you will begin to work on staging your act. What props will you need? How will you move people around?

5. Each student is responsible for learning his or her lines. You will graded on this, so do not put this off. During rehearsal days, you should start out with the script, but use it less and less. use your evenings to learn your lines.

6. Each group is responsible for giving Br. Byrd a couple of its script before it performs.

Performance will be graded as described below.

Group: Act One Act Two Act Three Act Four Act Five


Meeting 10-9

Progressing 8-5

Not Meeting 4-0


Cleanly/clearly typed out. Includes lines and any needed stage directions

Includes lines, but not anything else.
Unclear or no stage directions

No script given.
Script is handwritten.
Script is messy.

Line Memorization

All students clearly knew their lines

Only a few mess up in line delivery.
Prompted only once for a line.

Student(s) did not know the lines. Repeated skipped lines. Needed prompting two or more times.


Lines delivered clearly with emotion.
Students moved in meaningful ways.
Use of props was effective.

Lines delivered mostly with clarity and some emotion.
Students moved, but not always with meaning.
Little to no use of props, or use of props was distracting.

Lines delivered in flat voices, no emotion, or overly exaggerated emotion.
Students were unprofessional and laughed inappropriately.
Props were not used, or used in unhelpful, distracting ways--to the point that the scene was ruined.

Textual Support

Students correctly presented the major themes and plot elements of the original play, while also clearly interpreting condensing and interpreting the plot.

Students presented the plot, but conveyed only lightly the major themes of the play.
Some creativity in interpreting and condensing the plot.

Students did not clearly present the major events and themes of their assigned act from the play. In fact, their presentation is misleading and/or inaccurate.
Little to no creativity in interpretation and condensing the plot.

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