Macbeth Soliloquy Project

Due: May 12th

Requirements:
1) You must choose an approved scene from the list below and translate the scene into
Modern English and change t
2) You must have a similar formahe genre (change it from Shakespearean to
Western/Sci-Fi/thriller etc). tting as to the script (like speakers saying which lines).
3) You must submit a copy of your script on Google Classroom as well as a video of you
performing the script on FlipGrid.
4) You must title your video and script as “Your Name - Chosen Scene” and post it to our
FlipGrid (https://flipgrid.com/6574b4df)
5) You must have:
a) A character description for your character before the scene starts (you must
read the character description on camera). It must contain:
i) Their full name (make one up if they don’t have one).
ii) Their age
iii) What they would wear as a costume and why they would wear that
iv) What the character is like (motivations, desires, personality etc.)
b) A scene description (you must read the stage description on camera - but not
the stage directions).
i) Describe what the stage would look like when this scene is occurring
ii) Tell me the time period and location
c) A minimum of FIVE stage directions.
d) Followed script writing conventions (italics, speakers, indents, new lines, etc.)
e) Accurate translations/modernizations that do not leave anything out. The
genre adaptation is a good fit and has been followed well.
f) I must see your WHOLE body on the camera for a minimum of 15 seconds (this
can be where you read the character description/scene description).
g) Props/costumes/backgrounds that emphasize your translation.
h) Creativity!

Soliloquies in Macbeth:
-Act One, Scene Five: Lady Macbeth (Lines 1-29)
-Act One, Scene Seven: Macbeth (Lines 1-27)
-Act Two, Scene One: Macbeth (Lines 40-71)
-Act Three, Scene One: Macbeth (Lines 52-76)
-Act Three, Scene Five: Hectate (Lines 2-35)
-Act Four, Scene Three: Macbeth (Lines 129-152)

5 - Excellent
Character All character descriptions are
Descriptions present and are done with great
attention to detail. Reader is able to
get a vivid mental picture from these
descriptions. It was read on camera.
Scene The scene description adds to the
Description meaning of the scene and correlates
to the script that has been created.
Description is vivid and adds lots of
detail to the scene.It was read on
camera.
Stage All five stage directions are present
Directions and add depth to the play. They are
interesting and are specific to the
action of the characters. Proper
stage direction conventions are
followed.
Formatting The script is written with the
appropriate script-writing
conventions and is used in a way
that helps to communicate the
meaning of the script.
Translation/ Students accurately portray the
Modernization meaning of the scene in their
translation and do not miss any key
lines. Their translation adds to the
dialogue. They chose a genre and
stuck with it.
Creativity The creativity presented through this
script adaptation is unique, creative
and an interesting take on the play.
Students have put obvious thought
and energy into this project and it
adds a breath of fresh air to the play.
Students include props, costumes
and background on camera.
Presentation Student’s presentation is well
thought out and interesting to watch.
It is clear that the student has
thought about how this presentation
will be perceived. They have put time
and effort into filming their
presentation.
Script Marking Schema
4 - Proficient
There may be a character
description missing or the
descriptions are missing an
element or two. These
descriptions are well done but
could use more detail. It was
read on camera.
The scene description is
missing a few elements that
would really add to the setting
of the scene. However, overall
the reader is able to get a clear
picture of the scene from the
description. It was read on
camera.
The stage directions that are
present (4-5) are added but add
some emphasis to the scene.
The script is usually written with
the appropriate formatting but
there may be some error in
some of the conventions.
Students miss one or two key
lines or elements in their
translation, however they do not
distract from the overall
meaning that was intended of
the scene. The adaptation is
well done and accurate. The
genre they chose works though
may be at times difficult to
follow.
The creativity of the adaptation
is present, however there were
elements that could have been
added to really make it pop.
Students included props,
costumes and backgrounds on
camera, though they are a little
lack-luster.
Student’s presentation is
adequate but could have used
a little bit more time in the
presentation. It is slightly hard
to understand at times, but the
message is still clear. It is
evident that some effort was put
into filming their presentation.
3 - Satisfactory
There are more than a few
elements or characters
missing from the description.
The descriptions are lack-
luster and often vague or
hurried. It may or may not
have been read on camera.
The scene description is
there but lacks necessary
detail that impedes from the
overall image of the scene.
The reader is left with blanks
in how the scene would look.
It may or may not have been
read on camera.
The stage directions that are
present (3-4) are added but
add little emphasis to the
scene.
The script is written with
some formatting, however
there are several errors that
impede the meaning of the
writing.
Students do not translate the
scene accurately, or still
have areas in which the
translation has not been fully
completed. This does not
impede the meaning but
impedes the flow. The genre
they chose could use some
work.
Students’ creativity is
present, however it is very
similar to the original script. It
is evident that there has
been some thought, but it
has not been carried
throughout. Student included
one - two of the following: a
prop, a costume, or a
background on camera.
Student’s presentation is
satisfactory. Student could
have used some more time
in the presentation and
thought about how it would
be perceived. Student just
reads off of the paper - there
is nothing interesting on
camera.
2 - Limited
The reader is unable to
get a clear picture of the
character in their minds
from the character
descriptions as elements
are missing or
contradictory. It was not
read on camera.
The scene description is
so limited that it is difficult
or hard to imagine what
this scene would look
like.It was not read on
camera.
The stage directions that
are present (4-5) are
added but add no
emphasis to the scene.
The script has many
formatting errors and it
leads to the script
becoming hard to follow.
Students’ adaptation is a
meager translation of the
message of the scene.
The message is impaired
due to the translation that
has been attempted with
not much success. There
is little evidence of a
change in genre.
There is little evidence of
creativity in the script,
thus making it dull and
very similar to the original
scene. It is difficult to
follow as the direction of
the creativity has created
some issues. The
props/costumes/backgrou
nds that were included
are poor.
Student’s presentation is
lack-luster, hard to
understand, and overall
does not show the depth
and breadth of their script.
They needed more time.
1 - Poor
There are no
character descriptions
present anywhere in
the script. This
element has been
forgotten. It was not
read on camera.
There is no scene
description. This
element has been
forgotten. It was not
read on camera.
There is one (or less)
stage direction written
into the script. The
stage direction(s) that
is included do not add
to the scene.
The script follows no
script writing
conventions, is
messy, rushed, and
hard to read.
Students did not
attempt to translate or
modernize any
element of the script.
There is no change in
genre.
There is no creativity
in this project and the
scene is left feeling
stale. No props,
costumes or
backgrounds were
added to the film.
Student did not
upload a script to
FlipGrid so the
presentation aspect of
this project is
unavailable.