Chris Adcock
English Language Arts, Reading Literature
Material Type:
Lesson Plan
High School
  • Grade 11 ELA
  • Shakespeare
  • Unit
    Creative Commons Attribution Non-Commercial

    Final Group Performance

    Final Group Performance


    In this lesson, the performances continue. The final group of students will perform their memorized passages from Much Ado About Nothing .


    • Read the lesson and student content.
    • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.

    Looking Toward Prompt Book Performances

    • Begin by recalling what you saw in the previous lesson’s performances that was great. Tell students how you are really looking forward to today’s presentations.
    • One way to begin might be to ask them which elements they think will need to be added to the second performance and which can stay the same.
    • Help students talk through their questions and ideas about how they will go from a short performance to a full Prompt Book scene. Encourage them to take notes that they can refer to later, either using their Notebook or another method.


    As a class, recap the previous lesson’s presentations and consider the Prompt Books and how you’ll turn them into longer, more complex performances. Be sure to take notes on your ideas.

    • What was one thing you really liked in the performances?
    • Did the performances bring up any new questions or insights for you about the play?
    • Now that you’ve seen a simple Shakespeare performance, what are some thoughts you have about how you might create a fuller, more detailed scene using your Prompt Book?

    Open Notebook

    Presentation Procedures

    • Send the first five presenters out into the hallway to rehearse for a few minutes.
    • Review the procedures with your students.

    Work Time

    Your teacher will send the first five students who will present today into the hall to rehearse their scenes.

    Here’s how things will go.

    • Each presenter or pair of presenters will begin by introducing the passage and explaining the scenario.
    • Applaud after all presentations! Everyone deserves credit for getting up in front of the class to perform.
    • Pause after each presentation for any questions for the presenter.
    • When you’re done with your own performance, make a few notes about how you did. What did you do well? What could you have improved?
    • Finally, the teacher will comment on the overall presentation.

    After your performance, submit your completed Prompt Book to the teacher.

    The Presentations

    • Have the next presenters give their presentations in the order in which they occur in the play.
    • Evaluate each performance using the Student Scene Memorization rubric.
    • Encourage excellent constructive criticism, as based on the rubric.
    • When classmates have completed their commentaries, it will be your turn to comment. Remember that this was not easy for them, and be as positive as possible. Cast any negative aspect of the presentation in a positive light, acknowledging how hard this was to do.
    • Keep in mind that for some students, getting up in front of the class is itself the biggest hurdle to overcome.

    Work Time

    The performers will begin their presentations in the order in which they occur in the play.

    • After each presentation, pause for applause, comments, and questions.

    Performance Debrief

    • Allow partners time to share their reactions to the presentations.
    • Have students present the observations they discussed in the partner share.
    • Offer encouragement to those who have performed and those who have yet to perform.

    Work Time

    When all performers for the day have presented, talk with a partner about what you have just seen and your reactions to the presentations. You may have been one of the presenters. If so, discuss how you felt your scene went.

    Here are some questions to consider.

    • Did the presentations help you get a better sense of the meaning behind the play’s language?
    • Is hearing the lines different from reading them? If so, how is it different?

    Once you’ve discussed with your partner, share with the whole class.

    Prompt Book Quick Write

    • Before the Quick Write, remind students of the expectations for the Prompt Book Scene Performances.
    • Before the next class, review students’ Quick Writes and use them to help you assign groups and roles.
    • Be sure to take into account the number of roles that each scene requires, and if students will need to double up, have suggestions for that prepared.
      • ELL: At this point, it should be clear which ELLs are comfortable performing in front of a group and which are not. As you assign groups, keep in mind individual strengths and weaknesses.


    Before you leave today, consider the upcoming Prompt Book Scene Performances. Each group will have one director and multiple actors. The director will direct and cast the scene that he or she mapped out in his or her Prompt Book. To help your teacher assign groups and roles, respond to the following questions.

    • What role do you think you would like to play in this project? Why?
    • What are you looking forward to about participating in a larger performance?
    • What do you think will be challenging for you about this project?
    • How might you deal with these challenges?

    Open Notebook

    When you’ve finished, submit your Quick Write to your teacher.

    Essay Work

    • Make sure all presenters have given you their Prompt Books. You will need to return all Prompt Books by the beginning of Lesson 26, when students are assigned to their performance groups.
    • Before the next class, review students’ Quick Writes and use them to help you assign groups and roles. Each group will need one director, and the group will stage the scene that the director mapped out in his or her Prompt Book. As you make the directorial assignments, be aware of both student preferences and the facility and comfort they display in their individual Prompt Books.
    • Give students instructions for the essay format you’d like them to use during peer editing in the next lesson. This may be digital, on hard copy, or a combination of the two.
      • SWD: If you have been checking in with some students more frequently in order to assess their essay, this is a good time to review the criteria for essays to prepare them for the peer editing session during the next lesson.


    • Finish your essay. You will have one more opportunity for peer editing during the next lesson, and you will submit your essay in Lesson 27.
    • Note that your teacher will read this essay only one time; this is the time to make it the very best it can be.