*All Projects scored as a group. Choose your group members wisely.

Readers’ Theater

Readers’ theatre (RT) was developed as an efficient and effective way to present literature in a dramatic presentation. Readers divide parts and read from a script. No memorization, costumes, blocking, or special lighting are needed. Scripts are held by the readers throughout the performance. Instead of acting out literature as in a play, the performers' goal is to read a script aloud effectively, enabling the audience to visualize the action. Performers bring the text alive by using voice, facial expressions, and some gestures.

Readers’ Theater Expectations

1)     Group size is based on the following chart:

Each reader should have an equal portion of the text/ performing parts.

*It is HIGHLY RECOMMENDED that groups select different sections of the poem, so we do not hear the same part more than once in a class.

2)   A script for the reading needs to be created with each person’s lines or sound effects indicated after their name with a colon, like a play. Add in speaking notes, sound effects, or gestures in parentheses and italicize for visual difference. You will use your script to perform AND will provide one to the teacher for grading. See example excerpt below:

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MaryJane:           The other was a softer voice, as soft as honey-dew: Quoth he,

Tabitha:                ‘The man hath penance done, And penance more will do.’

ALL:                   (Bow heads for a count of five then continue.)

ALL:                   (In unison raise heads and say together) Part 4

Tabitha:                (In a stage whisper) 'But tell me, tell me! speak again, Thy soft response renewing— What makes that ship drive on so fast? What is the ocean doing?'

Marcus:               (Slightly louder than Tabitha and gaining volume as line goes on) Still as a slave before his lord, The ocean hath no blast; His great bright eye (put hand up to eye making a hand telescope) most silently Up to the Moon is cast—If he may know which way to go; For she guides him smooth or grim. See, brother, see! how graciously She looketh down on him.'

Tabitha:               (at the same volume as Marcus at the end of his line, as says line put one hand up in a questioning gesture) 'But why drives on that ship so fast, Without or wave or wind?'

Marcus:               'The air is cut away before, And closes from behind. (Turn head to look behind and then create gentle flapping of the arms with the next words) Fly, brother, fly! more high, more high! Or we shall be belated: For slow and slow that ship will go, When the Mariner's trance is abated.'

MaryJane:           I woke, and we were sailing on As in a gentle weather: 'Twas night, calm night, (raise arm towards sky as if pointing to the moon) the moon was high; The dead men stood together. (Shriek)

3)    No costumes are allowed; students are encouraged to dress in a color theme (all black, all blue jackets, etc.).

4)    Readers may move no further than three feet from their original position. This includes turning; a common technique in Readers’ Theatre is having readers turn their back to the judges/audience when not in the scene.

5)    Readers may not touch each other. Upper body gestures are allowed, and facial expressions are essential (although intentional lack of expression may have its place).

6)    No props may be used.

7)     Sound effects are limited to those sounds that performers may make with their own bodies, scripts or stands. All noise making must be school appropriate.

8)    Readers’ Theatre is an audience-focused interpretive event. At no time are readers to make eye contact with each other. Rather, they should look out toward the audience, as if the person they are speaking to is out in front of them rather than standing beside them. Eye focus may shift to different locations out in front to indicate a reader is looking between multiple individuals, but they may never actually physically look at each other.

Literary Podcast

Writers in the 21st century now more than ever have to think about producing writing that communicates across geopolitical, cultural, and linguistic borders. In other words, writing isn’t tethered solely to alphabetic text in a Word or Google document. Compose an audio text with text, voice, and research to make a podcast episode that relates to one of the prompts. Podcasts are a research genre; be sure that you have done your research and cite it properly. Ultimately, in your podcast you’re working to construct a new way of seeing your topic/issue that does more than just reproduce the arguments of others; you’re composing your own meaning and knowledge here using conversation with your peers and with texts (the poem and two RELIABLE, literary interpretations) that support your argument.

Literary Podcast Expectations

1)     Have an uncorrupted, easy to access file or link available during class time.

2)    A dialogue between two to four people is what helps to create intrigue in a podcast. Don’t just converse, but use conversation to chase after the answers to your questions about the text and to explore your ideas.

3)    Carefully put together voice recording, music, sound effects, and background noise. I don’t expect you to produce studio-quality work, but the podcast still needs to make sure the voice recording is not drowned out by music or that the sound effects are not out of place and too loud. Sound effects, music, or other tools are sometimes helpful to create interest and add to your production. Be sure you are the focus of the podcast, and any additional elements ADD to the value of the presentation. Music, if used, should take up no more than 5-10% of your time. (10 minutes = 30-60 seconds)

4)    Stay focused! Each element or segment needs to be clearly related to the whole. Be sure you use the time range assigned based on your group size.

5)    Be sure you complete either an outline that explains the plan for speaking order and ideas of who says what and when OR a script you will use to record your podcast.

a. If you use a script, See the Readers’ theater section for an example of what a script should look like.

b. See example of an excerpt from an outline below.

c. Provide a copy of your script/ outline to the teacher PRIOR to performance for class.

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I.                    Introduction/ Welcome: Selected Topic

A.                  Music—15 seconds of XYZ

B.                  People:

1.                   John-Introduces self and role in discussion/ why topic is relevant important.

2.                   June-Introduces self and role in discussion/ why topic is relevant important.

C.                  Purpose—what is the purpose of exploring this topic? Why does it matter? (HINT—NOT because it is an assignment—why would people be interested in this topic?)

II.                  Topic/ Idea 1

A.                  John asks June a question.

1.                   June responds with “QUOTE.” Explains relevance.

2.                   John indicates he believes something different about that quote. He quotes or references an outside source that supports his point of view.

3.                   June concedes point or makes a counter point of view.

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6)    Complete research to find at least 2 credible/ reliable resources that you can use in your podcast that support your take on the piece. Be sure you also include a CORRECTLY completed MLA WORKS CITED for the additional resources of CREDIBLE sources to back up your ideas.

Topics for Podcasts:

• Required Reading: “The Rime of the Ancient Mariner” SHOULD (NOT) be read in high school.

  • Explore the reasons for reading it.

  • Explore the themes and how they relate to teens or life as an adult.

  •  Explore the skills acquired by reading it.

  •  If shouldn’t read, what should replace it and why?

• Literary Impact: The literary impact of “The Rime of the Ancient Mariner” on society.

  • What from this piece are still used today?

  • What allusions can be understood by reading it?

  • How does reading the poem relate to other texts you have read?

  • Explore “Water, Water everywhere” and “Albatross” in society.

•  Literary Analysis: “The Rime of the Ancient Mariner” is (not) still relevant today.

  •  Why is it or isn’t it relevant to today’s society? If it is not, what would be more relevant to society?

    • What from this piece are still used today? What allusions can be understood by reading it? Explore “Water, Water everywhere” and “Albatross” in society.

    • How does reading the poem relate to other texts you have read?

    • If it is relevant to today’s society, what other texts like it should be read?

    • Are “old” texts, like this one, important to today’s society? Why?

•  Literary Analysis: “The Rime of the Ancient Mariner” and it’s influence on modern literature (books, movies, television)