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Units 9-10 Reading and Writing about Shakespeare

Page history last edited by Russell 13 years, 11 months ago

 

Wed-Thu, Mar 31-Apr 1

 

DUE TODAY: By end of class your polished, final-draft paragraphs are due for the RnJ essay

HOMEWORK TONIGHT: Hopefully, none! Have a good Spring Break!

FOCUS TODAY: Revisions to paragraphs

 

Steps to completion:

First, take care of your formatting:

  1. Use the File >> Page Setup menu to set all margins to one inch (1")
  2. Use Ctrl-A to select all text
    1. Set the font to "Times New Roman"
    2. Set the size to 12
  3. Double-space the text in all your paragraphs. You can do this by selecting all text your paragraphs. Select the "Format" menu, then "Paragraph" then look for the box for "Line Spacing" and indicate "Double"
  4. Remove all unnecessary extra lines bewteen paragraphs that may have appeared when you double-spaced 
  5. Remove all headings between your paragraphs. Only leave the paragraphs behind. No titles like "Film 1 Over Text" or "Text Over Film" 

 

Save your document using your last name and the assignment title. If John Doe were to save his work, it would be saved as: "doe-rnjessay-final" so that your last name is first. Obviously, if you share a last name with another student in class, then also include your first initial: "jdoe-rnjessay-final"

 

Revise all of your references to "film 1" and "film 2" so your paper sounds more fomal. The first time you mention a film you should include its title, release year, and the director. After the first mention, you can just refer to it by release year or by the director. Be sure you put film titles in quotes, and spell names correctly:

  • Film 1 is actually the 1968 version of "Romeo and Juliet" directed by Franco Zeffirelli. After you mention it the first time, you can refer to it as "the 1968 version" or "the Zeffirelli version"
  • Film 2 is the 1996 film "Romeo + Juliet" directed by Baz Luhrman. Yes, the plus sign is correct.

 

Mentioning actor names is good when you're providing the evidence parts of your paragraphs. But only mention actor names if you're discussing how the actor portrayed the character. If you just want to talk about what a character did on screen, not the skill of acting, then you don't need the actor's name. When you do mention actor names, use the first and last name the first time, then just the last name afterward. Here's an overview:

  • 1968 version:
    • Romeo = Leonard Whiting
    • Juliet = Olivia Hussey
    • Director = Franco Zeffirelli
  • 1996 version:
    • Romeo = Leonardo DiCaprio
    • Juliet = Claire Danes
    • Director = Baz Luhrman

 

Add transition sentences and phrases to your paragraphs so they don't sound so "boxy." Try some of these ideas on for size:

  • To transition from the text over film paragraph to film over text: 
    • "Although there are distinct advantages to reading and listening to the text over watching a film version, there are also certain advantages to seeing the film versions."
    • "One can see that there are  definite advantages of being an audience member of the text vs. an audience member of just film. However, that does not mean film cannot provide the audience with a positive experience."
    • "In the interest of fairness, it is necessary to investigate the advantages film versions of the play have as well."  

 

Now make final edits:

  1. To be sure all of your sentences make sense, try reading your paper backwards. Go to the last sentence and read it to yourself. Does it make sense on its own? If not, then it needs edits. The point is this: Every sentence, if it is constructed correctly, should be clear as it stands alone.
  2. Do it - read all sentences of your paper from end to start. You will also catch misspellings this way that spellcheck didn't flag.
  3. Did you always put "Romeo and Juliet" in quotes because it's a title?
  4. Did you refer to the 1996 film as "Romeo + Juliet"?
  5. Check your spelling of Zeffirelli in the paper.
  6. Did you discuss the advantages of reading the original text?
  7. Did you discuss the positive aspects of the 1968 film?
  8. Did you discuss the benefits of the 1996 film?
  9. Is your use of "then" vs. "than" correct? This error is a major problem for English 9. 
    1. "Then" = a reference to time and indicates a sequence of events
    2. "Than" = a word used when comparing two things 

 

Want to really show you're a rock star? Then break the mold and add a paragraph that just compares Act 5 Sc 3 in the two films to one another. Within this paragraph, argue which is better by referring to specifics, just as you have in the other paragraphs. If you take this option, create a header (using "View>Header and Footer") and type in "Film vs Film Included" so I see you attempted it.

 

Mon-Tue, Mar 29-30

 

DUE TODAY: Polished RnJ paragraphs

HOMEWORK TONIGHT: Last-minute edits

FOCUS TODAY: Registration with counselors

 

Mon and Tue are registration days for ninth graders, so the essay will have to take a temporary back seat.

 

FINAL, FINAL drafts are due:

  • Per1 and 3 END OF CLASS WEDNESDAY
  • Per2 and 8 END OF CLASS THURSDAY

 

Thu-Fri, Mar 25-26

 

DUE TODAY: Rough draft (finalized paragraphs from computer lab time)

HOMEWORK TONIGHT: Clean up any errors and awkward sentences, bring polished version next class

FOCUS TODAY: Paragraph organization, proofreading

 

In class you will complete a handout to identify the three essential elements in your paragraphs. This handout is only available in class, but here are the prompts on the handout:

 

  • Section 1 – Prove you have clearly stated the advantage(s). Copy any sentence/phrase that states an advantage here. (There may be more than one of these sentences in your paragraph.)
  • Section 2 – Prove you were a keen observer of film. Copy all of your evidence sentences into this section. The evidence is any sentence that says what the audience saw on screen during the film, and any summary of what happened in the text. (Partial sentences are okay here, because some sentences might “share” evidence and the effect that evidence has on the audience.)
  • Section 3 – Prove you analyzed how the evidence affects the audience. Copy all of your sentences that discuss the effects on the audience here. The effects sentences will state how the audience can be influenced by the text or film. Effects sentences do NOT talk about what happened – they focus on how what we experienced can affect us. (Partial sentences are okay here, because some sentences might “share” evidence and the effect that evidence has on the audience.)

 

Tue-Wed, Mar 23-24

 

DUE TODAY: Finish as far as you can on the paragraphs for your RnJ paper

HOMEWORK TONIGHT: Take your draft home, and make revisions so you can bring a spanky clean, improved, awesome version next class

FOCUS TODAY: Continued draft work

 

Hint of the day: KEEP IT SIMPLE by compartmentalizing the parts of your paragraph. When you compartmentalize, you separate the parts of the paragraph for clarity, only putting it all together once you know you've got each part. For example, here are the  "compartments" of a paragraph discussing one advantage of film 1 over text. For your final paragraph, you would just remove the underlined parts and link the sentences together in paragraph format.

 

  • Film 1 over text advantage: One advantage of the 1968 version of Romeo and Juliet over the text is its removal of scenes in order to influence how audience sees characters.
  • Evidence in the film for the advantage: This is done in the film when, as Romeo approaches the Capulet tomb, the filmmaker decides to remove the conflict with Paris. Instead of confronting Paris, killing him, and dragging his dead body into the tomb, Romeo simply breaks open the tomb door and enters to find Juliet lying apparently dead.
  • Effect of this scene on the audience: The effect of this decision influences how the audience sees Romeo. With the conflict with Paris removed, the audience is compelled to focus more on how Romeo sees Juliet, his one true love. He is not interrupted as he seeks her, and this creates a more simplified view of Romeo's character. The text, on the other hand, with the Paris scene, provides a more violent, emotionally unstable Romeo.
  • A nifty wrap-up to this one advantage: The audience of the film will have a less complex Romeo to consider than the reader of the original text, and this can help understanding of character.

 

 

Thu and Mon, Mar 18 and 22

 

DUE TODAY: Progress on rough draft

HOMEWORK TONIGHT: Take home a hard copy of your draft and plan your "attack" for next class in the computer lab: FINAL DRAFT DUE by END OF NEXT CLASS

FOCUS TODAY: Drafting in computer lab

 

Here is the original assignment for the RnJ essay

Here are the notes from each class 

 

Today you are in the computer lab to type a rough draft and have me check one paragraph of it.

Use your class notes to help you arrange and construct sentences that will build solid paragraphs.

I will want to see ONE sample paragraph before you leave today.

I will ASK YOU about your current level of performance and ask what you will do to improve.

 

Look at the sample paragraphs below. Can you identify the differences among them?

Try to identify the three essential elements - advantage >> example >> effect - in each sample paragraph

 

Base-level "C" sample paragraph:

 

Listening to the audio and reading the text has an advantage over seeing a film, because the text gives all the details and doesn't leave anything out. In the movies, the scene where Romeo fights Paris is missing. This missing scene causes the audience to see Romeo as less fragile and more of a lover. The missing details affect how we see Romeo.

 

Improved "B" sample paragraph:

 

One advantage listening to the audio and reading the text has over seeing a film is the level of detail found. In the text, all of Shakespeare's dialog is present, whereas in the films dialog and scenes can be removed. For example, in both films, the scene where Romeo confronts and fights Paris is missing. Instead, Romeo simply enters the tomb and walks straight to Juliet. Because the fight scene is removed, the audience sees Romeo more of a sad lover as opposed to someone emotionally on edge and willing to kill in an instant. The added details in the original text help us get a more complete picture of Romeo.

 

Improved "A" sample paragraph:

 

There are many advantages of reading Shakespeare's original text over watching a film version on screen. One advantage of the text is the level of detail provided. The text includes all of Shakespeare's original dialog, whereas films often remove dialog and even complete scenes. For example, in the two Romeo and Juliet films, both directors chose to remove the scene where Romeo confronts and kills Paris before entering the Capulet tomb. This scene in the play shows an emotionally fragile, violent Romeo who is absolutely on the edge of reason. However, in the films Romeo immediately enters the tomb and approaches Juliet. This focuses the audience's attention more on Romeo's loss and his reaction to seeing Juliet dead. The audience misses the element of near-insanity and sees a more sad, forlorn Romeo figure. The text provides a more complete picture of the complexity of Romeo's state of mind, whereas the films remove the complexity to focus more on the love story between the two protagonists.

 

Tue-Wed, Mar 16-17

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT: Assemble formal paragraphs - hand-written

FOCUS TODAY: Drafting paragraphs (RnJ essay)

 

Review: Last class we organized our notes and wrote a draft of our first paragraph of the RnJ essay

 

Today:

  • Get out all notes from film viewing, notes/draft from last class, and the assignment sheet
  • Focus on the films vs text
  • Hints for high achievers

 

Focus on film 1

  • In one sentence, what was an advantage of film 1 over the text/audio?
  • What specific scene can be used as an example to back your opinion?
  • Explain what effects the scene has on the audience (should be a positive benefit to the audience)
  • Challenge yourself to identify one more advantage of film 1 over the text/audio
  • Look again for a specific scene that will support your opinion
  • Explain the effects the scene has on the audience (again – a benefit/positive effect)

 

Focus on film 2

  • In one sentence, what was an advantage of film 2 over the text/audio?
  • What specific scene can be used as an example to back your opinion?
  • Explain what effects the scene has on the audience (should be a positive benefit to the audience)
  • Challenge yourself to identify one more advantage of film 2 over the text/audio
  • Look again for a specific scene that will support your opinion
  • Explain the effects the scene has on the audience (again – a benefit/positive effect)

 

Hints for high achievers:

 

Include more than one argument in your body paragraphs. For example, in body paragraph one, where you highlight the benefits of text over film, you might argue:

  • Additional details provide greater insight into characters and events
  • Reading allows the audience to determine a personal image of characters, setting and events
  • Reading allows the audience to go back to check for meaning of words and phrases

That’s THREE different arguments, and each would require EVIDENCE for support

 

Notice that the film work from earlier in class already encouraged you to find two arguments for each film.

 

Don’t think each paragraph floats alone. Use transition words and phrases to show that your paragraphs and the sentences within them flow together.

 

Thu and Mon, Mar 11 and 15

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT: Be working on your body paragraphs for the essay

FOCUS TODAY: Pre-writing and drafting

 

The compare/contrast essay assignment is distributed

We start work on the essay 

Click here for the class notes from each class period!

 

Tue-Wed, Mar 9-10

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT: Finish your version of the screenplay (if not finished in class)

FOCUS TODAY:  RnJ - is it "tragedy?" and ... Writing a screenplay

 

Mr. Rice was out ill on Mar 9; therefore, what follows are the activities assigned to students with the substitute teacher:

Read the section “Literary Analysis” on 1103 in your textbook.

1.       Question 1 for your paper: Shakespeare’s “Romeo and Juliet” is recognized as a tragedy. How does the play “stack up” against the description on 1103?

2.       Question 2: List the ideas the class has about the character flaw that leads to the catastrophe in the play. (See “Cooperative Learning Activity” on 1103)

3.       Question 3: Read #3 on page 1086 regarding Juliet’s decision to go along w/ Friar Lawrence’s plan. Answer this question with your own opinion, but beware: “It was a bad idea, because she died” is a horrible answer. Consider instead her fears and the possible outcomes of the plan. Focus on “If … then” statements.

4.       Question 4: To what extent are the parents to blame for the deaths of R and J? Think of the ongoing feud and the individual actions of the parents, Lady C calling for R’s death, Old Capulet ordering J to marry. Explain how much they are to blame.

5.       Activity/Question 5: Look at Act V, Scene 3 once more. Both film versions left out lines from the original, but you still “got the main point.” Let’s say you are writing a screenplay for a new film version. You will not keep the original Shakespearean English, but you will write it in today’s language. Re-write Act V, Scene 3 from line 1 through line 185. Decide which lines are essential and which lines are not needed for the audience to “get it.” You also must decide if you will keep the section with Paris, which greatly affects how the audience sees Romeo. So … consider what parts are essential and how you want the audience to “see” the characters. Will Romeo acknowledge Tybalt, for example?

 

 

Fri and Mon, Mar 5 and 8

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT: None in writing

FOCUS TODAY: Listening and viewing of Shakey's text

 

Get “Class Notes” ready for three versions of Act 5, Scene 3

1.       The original Shakespeare text

2.       The 1968 color version on film

3.       The 1996 color version on film

 

While experiencing each text, you will make observations about what’s happening. Make a note about what’s going on about once every minute or so, as we did when we listened carefully to earlier scenes on tape.

 

At the end:

You’ll have three sets of observations – one set for each version.

 

Why are we doing this? Ultimately, you will compose a compare/contrast of these three versions of the text. In order to do that, you need detailed notes on each version!

 

Big questions:

What does the audience gain from each film version vs. the original text on the page?

What does the audience lose or miss from each film version vs. the original text?

 

BEWARE:

Obvious observations like “Paris is missing in the movie” are simplistic. Yes, he’s missing in the 1968 version, but the question then becomes: “When the conflict with Paris is missing, what does the story lose? What do we miss from characters and their complexity?”

 

 

Wed-Thu, Mar 3-4

 

DUE TODAY: Responses to Juliet's soliloquy

HOMEWORK TONIGHT: None in writing

FOCUS TODAY: Fate and its role in the play

 

Reviewing the homework: Questions on Juliet’s soliloquy in Act IV, sc 3

 

Today’s theme: FATE

  • Open to your “Class Notes” section and date today’s upcoming entry
  • Copy the following three quotes into your “Class Notes”

1.       The best of men cannot defend their fate: The good die early and the bad die late. – Daniel Defoe

2.       Our hour is marked and no one can claim a moment of life beyond what fate has predestined. – Napoleon

3.       What fates impose, that men must needs abide; / It boots not to resist both wind and tide. – Shakespeare in Henry VI, Part 3

  • For each quote above, write a sentence or two about what you think it means.

WAIT FOR FURTHER INSTRUCTIONS

 

Continuing in “Class Notes”

  • Question 1: How would you define fate? Write your definition of fate.
  • Question 2: What are the advantages to believing fate rules life?
  • Question 3: What are the disadvantages in believing fate rules life?
  • BIG QUESTIONS:

4.       How is fate a part of Romeo and Juliet?

5.       Does fate cause the tragedy of Romeo and Juliet?

 

Now you are ready to look for examples of fate in Act V, scenes 1-3

In your class notes, skip a line and title: “FATE IN ACT 5”

 

Movie parallels to “Romeo and Juliet”

  • The Lion King II – The “Outlanders” are separated from “Pride Rock” and the little ones aren’t allowed to be together. Of course, it ends happy b/c it’s Disney
  • Twilight and New Moon – Forbidden love, an attempt at suicide (yet in New Moon, Bella saves Edward from revealing himself publicly as a vampire)
  • West Side Story – Academy Award Winner that places RnJ in the West Side of New York, where gangs battle one another. It’s a musical.

 

Mon-Tue, Mar 1-2

 

DUE TODAY: 3 reading questions from Act IV

HOMEWORK TONIGHT: Journal responses to Juliet's soliloquy - see below

FOCUS TODAY: Shakespeare's language tricks - imagery

 

We will grade the quiz from last class first

 

Review of 3 homework questions - student input will drive us to "master" answers

 

A focus on Shakespeare's language and imagery in Juliet's IV.iii soliloquy

This soliloquy, like many of Shakey's soliloquies, focuses on the character's internal conflict. In this case, there is genuine fear.

  1. When in your life have you been really frightened?
  2. What exactly is her conflict?
  3. What are her specific fears?
  4. Which fear is the worst?
  5. Identify the images she paints with her words. What image(s) have the most detail?
  6. What effect do these images have on you?

 

 

Thu-Fri, Feb 25-26

 

DUE TODAY: Nothing

HOMEWORK TONIGHT: Reading questions for Act IV of RnJ

FOCUS TODAY: Characterization and using textual evidence

 

A QUIZ today on Acts I-III

 

Reading Questions for Act IV:

 

  1. IV.i Line 1-Paris's exit -- Why is Paris with Friar Lawrence? How does he act when Juliet enters? What is Juliet's reaction to seeing Paris there?
  2. IV.i Paris's exit-end -- Is the friar sympathetic to Juliet's predicament? What is his plan? How does she respond to his plan?
  3. IV.ii All -- Juliet tells her father that Friar Lawrence told her to do what? What is Mr. Capulet's reaction to this news?

 

 

Tue-Wed, Feb 23-24

 

DUE TODAY: Any "Stick Figure Theater" assignments left out there?

HOMEWORK TONIGHT: None

FOCUS TODAY: Act III

 

WARMUP: Use the textbook and your recollection to complete the RnJ scorecard for Act II

Notable events:

 

  • Famous quotes by both R and J in II.ii
  • Friar Lawrence's gardening and interest in dangerous herbs
  • Mercutio's revelation that Tybalt has issued a formal challenge to Romeo
  • Friar Lawrence's hope that the rivalry between the two families will be remedied by the marriage
  • Friar Lawrence's foreshadowing of violence
  • Marriage of RnJ as Act II closes

 

Use the italicized text at the start of each scene AND the bold text to indicate characters to fill out ACT III on the scorecard:

  • Deaths in Act III?
  • Anyone banished?
  • Who is ordered to marry someone else?
  • Who fights?
  • A marriage is consummated

 

Viewing ACT III on video to reveal character:

  • Create a two-column table, with the left column labeled "Observations of words and events in ACT III" and the right labeled "What the events reveal about character personalities"
  • Also in the right column, make a list of these characters:
    • Romeo
    • Tybalt
    • Mercutio
    • Juliet
    • Friar Lawrence
    • Old Capulet
    • Lady Capulet
  • As the film progresses, make a note about what's happening APPROXIMATELY EVERY MINUTE in the left column. When finished, it will look like a running timeline of events
  • When the film concludes, look at your notes in the left column and who said what and who did what. Based on these observations, you will make conclusions about the characters in the right column.
  • For each character in the right column, ask yourself: "What kind of person is this, based on what I heard them say and saw them do in Act III?" Make at least a couple observations next to each name.

 

Fri and Mon, Feb 19 and 22

 

DUE TODAY: Your critique and contrast of the film versions

HOMEWORK TONIGHT: "Stick figure theater" - Romeo's adventures in Act II - Capture in a comic strip all of the major action that involves Romeo in Act II. Be sure to include the balcony scene and his visit to the Friar!

FOCUS TODAY: Reading and comprehending Act II

 

We will listen to the CD (audio) of the play, focusing on what happens to Romeo in the course of the scenes. Our score card shows that he is present most of Act II, so it is his.

 

HOMEWORK (started in class):

Write a cartoon called "Stick Figure Theater." 

Overview: Listen to and read Act II, paying close attention to Romeo’s words and actions. As you listen, make a bullet list of the events, words, and thoughts that involve Romeo. When Act II is concluded, identify eight to sixteen events that you think are significant and important to understanding Romeo in Act II. In a cartoon featuring stick figures, draw these significant events. You are limited to sixteen panes.

 

Assessment: Your finished cartoon must show:

___ You understand the plot and events that occur in Act II

___ You can identify significant/important events

___ You understand what Romeo says and thinks in Act II

___ ** BONUS: You represent Shakespeare’s poetic language somehow! **

 

REMINDER: Use stick figures for the characters!

 

Mr. Rice's observations from Act II

 

Wed-Thu, Feb 17-18

 

DUE TODAY: Nothing

HOMEWORK TONIGHT: Critique and compare/contrast of the film versions

FOCUS TODAY: Contrasting views of love in Act I, Act II.ii - The Balcony Scene

 

No quiz, but timed write:

In Act I you discovered there are many views of love. These views will likely cause some kind of problem in the upcoming scenes. Using your notes and assignments, select two characters who seem to have contrasting views of love. In a paragraph, explore each character's view of love in Act I, clearly state how the two views are different, and predict what problems may arise as a result of these contrasting views.

An outline of the paragraph might look like this:

  1. Topic sentence (claims that there are different views of love in Act I, and that these varying views will lead to something >> YOU predict what that "something" might be)
  2. Character One - name and who he/she is
    1. Lines from the character on love
    2. What the lines suggest about the character's view
  3. Character Two - name and who he/she is
    1. Lines from the character on love
    2. What the lines suggest about the character's view
  4. Prediction of the problems that may arise because of the contrasting views

 

Sample responses to the outline:

1)      Topic sentence (claims that there are different views of love in Act I, and that these varying views will lead to something >> YOU predict what that "something" might be)

There are many views of love revealed in Act I of Shakespeare’s “Romeo and Juliet” and these contrasting views could mean trouble for the characters later in the play.

The characters in Act I of “Romeo and Juliet” by Shakespeare have contrasting views of love, and these contrasting views could lead to problems later in the play.

2)      Character One - name and who he/she is

Mercutio is a Montague and a friend of Romeo’s.

a)      Lines from the character on love

He advises Romeo, who feels pain from Rosaline’s rejection, “If love be rough with you, be rough with love. / Prick love for pricking, and you beat down love.”

b)      What the lines suggest about the character's view

He tells Romeo neither to fall into love nor let it take advantage of him. His advice is to tempt other women into love then treat them roughly, just like Romeo has been treated by Rosaline. Mercutio seems unlikely to fall deeply in love, because he doesn’t want to feel the pain of rejection.

3)      Character Two - name and who he/she is

The Nurse has been an assistant to Juliet since Juliet’s birth.

a)      Lines from the character on love

When talking with Juliet and Lady Capulet about love and Count Paris, she says, “Women grow by men.”

b)      What the lines suggest about the character's view

The nurse refers to how men impregnate women, and how a woman’s body becomes physically larger as she goes through pregnancy. This reveals that the nurse sees love’s duty is to make children.

4)      Prediction of the problems that may arise because of the contrasting views

Mercutio and the Nurse have contrasting views on love: Mercutio wants nothing to do with it, except to take advantage of the love he receives from others, and the Nurse thinks that a person should be in love and create a family. Because Mercutio is advising Romeo, who falls in love easily, it could happen that Romeo might reject Juliet even if he likes her, just to avoid being hurt. This would be following Mercutio’s advice. Likewise, the Nurse might convince Juliet to fall in love and marry so she can start a family. This could be a problem, because if Juliet wants to marry and have kids (as the Nurse advises) yet Romeo takes Mercutio’s advice, Juliet’s heart could be broken.

 

Completed sample paragraph: 

 

The characters in Act I of “Romeo and Juliet” by Shakespeare have contrasting views of love, and these contrasting views could lead to problems later in the play. Mercutio is a Montague and a friend of Romeo’s. He advises Romeo, who feels pain from Rosaline’s rejection, “If love be rough with you, be rough with love. / Prick love for pricking, and you beat down love.” He tells Romeo neither to fall into love nor let it take advantage of him. His advice is to tempt other women into love then treat them roughly, just like Romeo has been treated by Rosaline. Mercutio seems unlikely to fall deeply in love, because he doesn’t want to feel the pain of rejection. The Nurse has been an assistant to Juliet since Juliet’s birth.When talking with Juliet and Lady Capulet about love and Count Paris, she says, “Women grow by men.” The nurse refers to how men impregnate women, and how a woman’s body becomes physically larger as she goes through pregnancy. This reveals that the nurse sees love’s duty is to make children. Mercutio and the Nurse have contrasting views on love: Mercutio wants nothing to do with it, except to take advantage of the love he receives from others, and the Nurse thinks that a person should be in love and create a family. Because Mercutio is advising Romeo, who falls in love easily, it could happen that Romeo might reject Juliet even if he likes her, just to avoid being hurt. This would be following Mercutio’s advice. Likewise, the Nurse might convince Juliet to fall in love and marry so she can start a family. This could be a problem, because if Juliet wants to marry and have kids (as the Nurse advises) yet Romeo takes Mercutio’s advice, Juliet’s heart could be broken.

 

 

Act II, Scene ii - The Balcony Scene

 

Listening in class

Discussion of the action

Viewing of the scene

HOMEWORK: (to be started in class)

We wrote a contrast of the views of love earlier today. Now write a compare/contrast of the three film versions we saw. You might compare acting styles, choices the director made for scenery and setting, the way lighting and camera movement were used. Find ways the films relate to one another and ways the film versions are unique. In the end, which is the best version? Why? Explain using details.

 

Fri and Tue, Feb 12 and 16 (no school Monday)

 

DUE TODAY: Graphic organizer on "Views of Love" in Act I

HOMEWORK TONIGHT:

FOCUS TODAY: Act I review, the theme of love, conflict

 

Quiz on Act I

 

Students will respond to their own "Views of Love" graphic organizer by explaining how it "makes sense" to them.

 

Click this link for the "Views of Love" scoring guide

 

Wed-Thu, Feb 10-11

 

DUE TODAY: 

  • Paraphrase of the Prologue (not collected last class)
  • Five reading/listening questions from Act I
  • Views of love chart

HOMEWORK TONIGHT: Students will use the "Views of Love" handout to create a graphic organizer or visual aid that reveals the various views of love in Act I. The one-page graphic organizer should be clear about a few items:

  1. Love is the overall topic
  2. The names of characters with the views of love
  3. What the view is for each character

How students decide to represent this information is up to them. The only requirement is that you create your own personal visual aid that can remind you of the various views of love in Act I. You can use words, pictures, diagrams, charts, whatever!

FOCUS TODAY: Act I review, theme of love, graphic organizers

 

NO INTRO QUIZ TODAY

A quick reflection on your own learning and the technology available to help you:

  1. In a traditional classroom, there is only a white board and perhaps an overhead projector. All of our classes have SMARTBoards, an interactive tool. In what ways do you think the SMARTBoards help you learn in your classes, as you consider your learning style? Think of classes where your teacher (like Mrs. Eastman or Mr. MacDonald or Mr. Albert) use the SMARTBoard and "clickers" a lot.
  2. Mr. Rice and many other teachers provide a web site with lessons and links to extend the classroom experience. If you have ever made use of the web site, then please answer: 
    1. How has the class web site helped you become a more successful student? 
    2. What do you like about it? 
    3. What could the web site deliver that it doesn't have now?

 

Homework review:

Five reading questions from Act I

  1. On page 1000 we learn that Rosaline has taken a vow of chastity, which, if she's serious about it, means she intends NOT to have any children. Romeo doesn't like that idea much at all.
  2. At the start of I.ii Paris asks for Juliet's hand in marriage, yet Capulet says she's too young. Capulet encourages Paris to wait awhile, but in the meantime "woo her," meaning gain her affections through words and actions.
  3. Probably the most notable positive trait of Count Paris is his looks. The ladies call him a "man of wax" which means he is as attractive as an artist's sculpture/model. Another trait is his wealth - he has the "chinks" (the sound coins make in your pocket if you have lots of them).
  4. Romeo and the others discover the upcoming Capulet party through the bumbling of Capulet's servant, who can't read the names on the invitation he's supposed to deliver. When Romeo reads it, he and the others find out who's coming and where/when the party is to take place. Typically, the servant leaves not knowing that he has just spoken to Montagues.
  5. The longest speech by a character so far, Mercutio's "Queen Mab" speech in I.v states the following (be sure to read the side notes in the textbook):
    1. Lovers dream of ... love (duh)
    2. Courtiers dream of "curtsies straight" which means people in the royal court dream of acting correctly
    3. Lawyers dream of fees they can charge clients
    4. Lips of ladies dream of kisses
    5. Courtiers also dream of being in the king's favor (to receive special favors)
    6. Parsons dream of lots of tithe (offering) money and a better, higher paying position in the church
    7. Soliders dream of victory in battle ("cutting foreign throats") and the drums of war

 

Update your RnJ "Scorecard" - the half-sheet of paper that keeps track of who appears in what scene. Update your scorecard for all of Act I.

Notable events in Act I:

  • Benvolio is a peacemaker whereas Tybalt is a fiery young man eager to fight Montagues
  • The Prince vows to punish the next troublemaker with death
  • Romeo couldn't care about the conflict between the families b/c he's preoccupied with love (for Rosaline)
  • Paris requests Juliet's hand in marriage, but Capulet says she's too young and also has a say in her love
  • Lady Capulet encourages Juliet to consider Paris, asserting Juliet is ready for marriage
  • Juliet hasn't thought much about marriage
  • The nurse is a bit of comic relief who sees marriage as a vehicle for making babies
  • The allusion to Queen Mab by Mercutio allows Shakespeare to make jokes about different professions (like when lawyers dream of fees they can charge)
  • Romeo and Mercutio crash the Capulet party
  • Romeo immediately forgets Rosaline when he sees Juliet - it's love at first sight
  • Juliet immediately falls for Romeo - the two exchange first words
  • Tybalt is scolded by Capulet, who just wants a fun, peaceful party
  • Romeo is sad to discover Juliet is a Capulet
  • Juliet is sad to discover Romeo is a Montague
  • Pretty much everyone reveals their current view of love

 

HOMEWORK: Students will use the "Views of Love" handout to create a graphic organizer or visual aid that reveals the various views of love in Act I. The one-page graphic organizer should be clear about a few items:

  1. Love is the overall topic
  2. The names of characters with the views of love
  3. What the view is for each character

How students decide to represent this information is up to them. The only requirement is that you create your own personal visual aid that can remind you of the various views of love in Act I. You can use words, pictures, diagrams, charts, whatever!

 

WORK TO TURN IN: 

  • Prologue paraphrase 

WORK TO GET CHECKED: 

 

Mon-Tue, Feb 8-9

 

DUE  TODAY:  Paraphrase of the Prologue + 3 questions

HOMEWORK  TONIGHT:  Reading questions and views of love chart (described below)

FOCUS  TODAY:  Act I; contrasts and opposites in Act I; views of love in Act I

 

Small quiz to begin

Active listening to Act I

 

Questions During Listening

DUE AT THE START OF NEXT CLASS:

  1. Why did Rosaline reject Romeo's marriage proposal? I.i
  2. Capulet tells Paris to wait awhile before Juliet is ready for marriage. What advice does Capulet give Paris about what to do in the meantime? I.ii
  3. Lady Capulet and the Nurse have a lot to say about marriage and Count Paris. Give ONE of Paris's good points, according to these ladies. I.iii
  4. How do Benvolio and Romeo learn of the feast/party at the Capulet home. I.iv
  5. In I.iv, Mercutio talks about the dreams Queen Mab delivers to dreamers. Choose TWOWhat are the dreams that Queen Mab delivers for each of the following people?
    1. Lovers dream of:
    2. Courtiers (first mention) dream of:
    3. Lawyers dream of:
    4. Ladies dream of:
    5. Courtiers (second mention) dream of:
    6. A parson dreams of:
    7. A soldier dreams of:

 

Group investigation activity:  Contrasting views of love in Act I

 

Thu-Fri, Feb 4-5

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT: Finish the paraphrase assignment (described below) and three questions

FOCUS TODAY: Understanding Shakespeare's language and the author's purpose

 

QUIZ on yesterday's vocab

 

Investigating the author’s purpose: Why the opening of the chorus?

 

Now that you know something of the plot in RnJ, focus on the opening lines of the play.

  • Read the lines from the chorus carefully
  • Paraphrase the opening speech from the chorus

A paraphrase is when you put something into your own words, and your new version stays about the same length as the original.

  • To be sure you have included all of the important elements, here are some key phrases from the opening
    • “Two households … from ancient grudge break to new mutiny”
    • “…civil blood makes civil hands unclean”
    • “From forth the fatal loins of these two foes”
    • “A pair of star-crossed lovers take their life … with their death bury their parents’ strife”
    • “The …passage of their death-marked love … Is now the two hours’ traffic of our stage”
    • “…their parents’ rage … but their children’s end, naught could remove”

 

Specific Homework:

  • Show you know the meaning of what you are reading by paraphrasing the opening “chorus” speech into modern, everyday English. If your paraphrase sounds like conversation when it is read out loud, you’ve done a great job.
  • Questions:

1.       What do you learn about the plot of the play from the chorus?

2.       Why do you think Shakespeare would introduce all of this information before starting the play?

3.       With your knowledge of Shakespeare’s audience, what parts of the story would probably appeal to them so far?

 

Tue-Wed, Feb 2-3

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT: None

FOCUS TODAY: Shakespeare's language and writing style

 

Open note quiz on Mr. Rice and Shakespeare Intro

Correct the quiz

Romeo and Juliet is a Shakespearean tragedy, and certain expectations come along with tragedies written by Shakespeare. Some vocab you need (from pg 986):

 

  • Tragedy – a tragedy is a drama that ends in catastrophe – most often death – for the main character and often several other important characters as well.
  • Tragic hero – usually someone highly born like a prince, duke, or king who has fatal character flaws or errors in judgment that lead to his/her downfall
  • Comic relief – a scene, incident, speech, or character who helps relieve the overall tension. Think Timon and Pumba in “The Lion King” (which is actually Disney’s version of Shakespeare’s “Hamlet”)
  • Allusion – a brief reference to something or someone mythological, historical, or biblical that the audience is expected to know.
  • Foil – a character whose personality and behavior offer a sharp contrast to another character
  • Soliloquy – (so-lil-uh-kwee) a speech that a character gives when he/she is alone on stage that reveals his/her thinking
  • Aside – a character’s side remark made for the benefit of the audience, but other characters on stage do not hear it
  • Iambic pentameter – since “penta-“ is five, and an “iamb-“ is a foot or accent, then “iambic pentameter” means “five strong units” – this applies to most lines of Shakespeare’s plays, which contain lines that are generally ten syllables long, with stresses (feet) on the even syllables. This helps actors recall lines b/c the rhythm of the words must fall into place within the meter. In “Romeo and Juliet” the more wealthy characters speak more poetically while the lower classes speak roughly.

 

 

Shakespeare "score card" handout

 

 

Quick overview of the play

Act I, Scene one in groups

 

Fri and Mon, Jan 29 and Feb 1

 

DUE TODAY: Nothing

HOMEWORK TONIGHT: Study for Mr. Rice and Shakespeare Quiz - next class

FOCUS TODAY: Shakespeare background

 

Pwrpt slide shows:

 

Notes will be taken in your notebook for the "Mr. Rice" presentation, and a note-taking guide will be given for the Shakespeare. You will then be able to use your notes for a QUIZ on Mr. Rice and Shakespeare next class.

 

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