Unit 6 - Reading Romeo and Juliet

 

Tue, Mar 8

 

DUE TODAY: n/a

HOMEWORK:  n/a

FOCUS: Careful viewing

 

Three different film versions of RnJ will be shown, focusing on Act V. These versions stand in contrast to yesterday's reading of the original text.

 

• For each film, dedicate a separate sheet of paper
• About every minute during viewing, make note of the action on the screen
• When done with the viewing, you will have three sheets of paper listing the chronology of events in each film version

 

1968 Zefferelli - color, set in Italy

BBC version - color, smaller TV sets/props - no soundtrack

Modern (Luhrmann) - color, loud music, tacky sets

 

 

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?

 

 

Mon, Mar 7

 

DUE TODAY: By end of period:

• RnJ scorecard updated for ACT V
• 11 reading comprehension questions (see lesson below)

HOMEWORK: n/a

FOCUS: Active listening/reading

 

A focus on Act V in RnJ via audio recording. Listen well, follow along closely, complete the scorecard as we read. Post-reading ...

 

Act V Reading Check – ANSWER ON YOUR OWN PAPER

1. Romeo, upon hearing of Juliet’s death, asks for what from the apothecary?
2. What does he plan to do at Juliet’s grave?
3. Was the letter from the Friar delivered? What stopped it?
4. Why does the Friar think he needs to go to the tomb?
5. How does Paris die?
6. Where does Paris ask to be laid to rest?
7. To whom does Romeo apologize before taking his poison?
8. What does the Friar find when he arrives at the tomb?
9. What does the Friar encourage Juliet to do when she wakes?

10.  Does Juliet die by poison or another way?

11.  What does the Friar reveal that the others did not know?

 

 

Fri, Mar 4

 

DUE TODAY:

• Explanations to accompany two observations from film viewing earlier this week (see prev lesson)
• Due by END OF PERIOD: Worksheet for Juliet's soliloquy

HOMEWORK: Take home your text book and RnJ scorecard; Fill out the scorecard for Act V

FOCUS: Close reading; imagery

 

A close look at Juliet's soliloquy in Act IV.iii - Click on the link and see the eight questions!

 

Thu, Mar 3

 

DUE TODAY: n/a

HOMEWORK:

• Build explanations (just like we did in class w/ the examples) for TWO of your observations (the enhance and detract observations/notes)

FOCUS: How to build "The E's" after making observations

 

ENGLISH 9 – Analyzing film 

Two days ago you recorded likes/dislikes, and yesterday you explained WHY you liked or disliked items in the films.

 

• When you found like/dislike, you SUMMARIZED what you saw. This is just like reading and summarizing what you read. In other words, you were finding the DETAILS/FACTS
• When you then explained WHY you liked or did not like what you saw, you were involved in “THE E’s” – the explanation, evaluation, analysis of the details/facts

 

Yesterday you looked for things that enhanced (helped/contributed to) a viewer’s understanding or experience and items that detracted (hindered, took away from) a viewer’s understanding or experience. Once again, your observation is like finding EVIDENCE (RDF). Now, we need to answer the key question for “The E’s”: HOW DOES THIS ENHANCE (or DETRACT FROM) THE VIEWER’S EXPERIENCE?

 

PERIOD SIX NOTES

 

Enhances viewer’s understanding/experience	Detracts from viewer’s understanding/experience
Modern – When J first reacts to the news she will marry P, she starts crying and breaks down;	BBC – J’s speech before she takes the potion;
1960’s – the Fr puts the message into the bag w/o sharing its contents w/ the messenger	Modern – leaves out the parents’ reactions to finding J supposedly dead HOW DOES THIS DETRACT FROM (TAKE AWAY APPRECIATION/ UNDERSTANDING)
1960s – the friar smirks at the funeral; HOW DOES THIS ENHANCE (make the viewer understand/appreciate more) THE VIEWER’S EXPERIENCE? The way he smiles is not evil, but it looks like he feels he has accomplished something. His smile shows that he is proud that he knows she is not really dead. His smile also reassures the audience that the plan is working – J is not really dead. Everything is okay. He is assured that she is alive and all is going to plan.	Modern – parents watch without emotion as J’s body is borne thru the church;
BBC – the nurse goes about her business normally for long time before she realizes J is not waking up!	1960’s – Do not show J’s speech before she drinks the poison HOW DOES THIS DETRACT (TAKE AWAY APPRECIATION/ UNDERSTANDING) FROM THE VIEWER’S EXPERIENCE? It seems it would be more realistic for her to contemplate taking the potion b/c a normal person would think about what could happen vs. just taking it straight away. It would be more realistic for me if she thought about it! The audience also misses out on all the potential negative possibilities.
	Modern – physical violence from father against J;
EXAMPLE: BBC - The mother and father cry openly over Juliet’s body the morning she is discovered; HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? This helps the audience because it shows that despite their earlier violence toward Juliet, she is loved and cherished – they really did want what was best for their daughter. It also shows that they cared about their own future, because a marriage to Paris would have brought wealth and status to the family. (It was a good match.) So the scene shows pity for the loss of the daughter AND for the loss of potential wealth and status. It helps make the characters seem more well-rounded rather than one-dimensional

 

PERIOD THREE NOTES 

 

Enhances viewer’s understanding/experience	Detracts from viewer’s understanding/experience
BBC – The setting in the bedroom, along w/ the language used HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE?	BBC – All the scenes included all the original lines from the play HOW DOES THIS DETRACT FROM THE VIEWER’S EXPERIENCE?
1960s –Friar at the funeral gives some facial expressions – like he’s faking sadness, including a hidden smirk HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE?	Newer – You do not see the parents’ reaction to the death of J – instead skips ahead to the funeral HOW DOES THIS DETRACT FROM THE VIEWER’S EXPERIENCE? Because we do not see the reaction from the parents, we keep an idea that the parents may not care as much. In the other versions, we see their devastation. The absence of the reaction takes away the essential despair we get in the play itself – we are supposed to see and feel the despair of someone who has lost what they wanted so badly. Because we just had the tension of her taking the potion, skipping to the funeral has the effect of …
Newer – When the police take photos of the “crime scene” where Juliet is found dead HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE?	BBC – The calm of Capulet when he goes to his daughter, who lies dead in bed
BBC – When the nurse enters, she goes about her normal business before discovering J’s dead body HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? Since the audience knows that J is not really dead, the dramatic irony helps emphasize the emotional response of the nurse. (shock, horror) The waiting builds suspense for the viewer – we wonder when the nurse will discover J won’t wake up. It also shows that the nurse truly did not know about the play the Fr put into play. The viewer sympathizes with the nurse and feels sad even before the nurse discovers her unresponsive.
EXAMPLE: BBC - The mother and father cry openly over Juliet’s body the morning she is discovered; HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? This helps the audience because it shows that despite their earlier violence toward Juliet, she is loved and cherished – they really did want what was best for their daughter. It also shows that they cared about their own future, because a marriage to Paris would have brought wealth and status to the family. (It was a good match.) So the scene shows pity for the loss of the daughter AND for the loss of potential wealth and status. It helps make the characters seem more well-rounded rather than one-dimensional.

 

PERIOD TWO NOTES

 

Enhances viewer’s understanding/experience	Detracts from viewer’s understanding/experience
1960s –Friar at the funeral gives some facial expressions – like he’s faking sadness, including a hidden smirk HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? These expressions show how the friar wants R and J to be together. In addition, we see that he is pleased that his plan is working – that he has fooled everyone. Through the expressions we can see his confidence in the plan. He feels superior to the others because he is “in the know” about what is really going on.	BBC – J talks of seeing T’s ghost while thinking about potential effects of potion HOW DOES THIS DETRACT FROM THE VIEWER’S EXPERIENCE? Because she has been talking about her fear of the potion, this is a sudden interruption to that – so sudden that it disrupts the tension that had been built. It also makes J seem to forget how dangerous the potion could be. After seeing his ghost, she immediately takes the potion without hesitation. She seems to forget all the frightening possibilities.
Newer – Music played while you see Romeo in the desert is a dark, rock style HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? The rock music gave the scene a bit of a darker mood, foreshadowing the bad news from Balthazar. The viewer anticipates something dark just by the music.	Newer – J takes the potion, then Fr is there w/ police photogs, then we skip to the funeral service
Newer – When the police take photos of the “crime scene” where Juliet is found dead HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? The presence of the police shows us that everyone believes she is truly dead – they wouldn’t be there taking photos if there was any hope of her being alive. We see that everyone has fallen for the potion plot AND the potion is supposedly working correctly.
Newer – R, when he sees Balthazar, misses the letter – steps on it while running (it has blown off the door)
EXAMPLE: BBC - The mother and father cry openly over Juliet’s body the morning she is discovered; HOW DOES THIS ENHANCE THE VIEWER’S EXPERIENCE? This helps the audience because it shows that despite their earlier violence toward Juliet, she is loved and cherished – they really did want what was best for their daughter. It also shows that they cared about their own future, because a marriage to Paris would have brought wealth and status to the family. (It was a good match.) So the scene shows pity for the loss of the daughter AND for the loss of potential wealth and status. It helps make the characters seem more well-rounded rather than one-dimensional.

 

 

Wed, Mar 2

 

DUE TODAY: n/a

HOMEWORK: n/a

FOCUS: Judging a visual text on its merits

 

Yesterday we viewed scenes and listed likes/dislikes. At the start of class, identify a couple of these observations from yesterday and write in a phrase or two WHY you did not like what you wrote, or why you DID like what you wrote. Samples follow:

 

1960s – When J asks the Fr for help, he prays, and then when he opens his eyes, he notices the flowers to make potions; WHY LIKE IT? It makes sense to me that a man of God would pray for help. When in trouble, a friar or priest should turn to God, and this film shows that. It also helps me see where he gets the idea for the potion: he prays, then opens his eyes, and voila, there's the flower and his idea.

 

Newer - DISLIKE: the violence  takes away from the words and emotions; WHY DISLIKE? Too much violence emphasizes the physical vs the dialog, so we miss what is said and what characters are thinking.

 

In the examples above, the like and dislike observations are there, but the extension helps EXPLAIN WHY. It is this type of extension we want to move toward!

 

TODAY: More films. Three different versions of scenes 1-3 in Act IV.

Take notes on: What aspects of the films enhance the viewer's experience vs. what aspects of the films dectract from the viewer's experience?

 

Tue, Mar 1

 

DUE TODAY: n/a

HOMEWORK: n/a

FOCUS: Getting an overview of Act IV, viewing visual texts of Act III-IV

 

Today we update our "scorecards" for RnJ using the text as a source. First we review Act III then move on to get an overview of the action in Act IV.

 

After updating score cards, we turn to visual versions (films) of the play, and in a T-chart, write "likes" and "dislikes" about different versions of Act III and Act IV.

 

Mon, Feb 28

 

DUE TODAY: n/a

HOMEWORK: n/a

FOCUS: Exam day

 

Old-fashioned exam on Acts I-III

• Place events in order of occurrence
• Match characters to key quotes
• Support conclusions about characters with evidence
• Demonstrate basic knowledge of plot events

 

 

Fri, Feb 25

 

DUE TODAY: Making conclusions about character personality - due by end of class

HOMEWORK: n/a

FOCUS: Making conclusions based on reading

 

Based on what you have learned so far in ACT III,

• Choose three characters
• Make a conclusion about the personality of each
• In at least three sentences, provide some evidence from the play to back conclusions.

 

SAMPLE: Mr. Capulet is easily swayed by circumstances. When he finds out that Tybalt has died, he becomes desperate to marry Juliet to ensure his own fortune and the fortune of his daughter. He arranges the marriage also to help Juliet deal w/ her grief over the death of her cousin. When Juliet refuses to marry Paris, Capulet flies into a rage, yelling at Juliet, her mother, and the nurse. He even goes so far as to threaten that if Juliet does not go to the church to marry, she will be disowned. This shows how quick he is to make snap decisions. He content to make Paris wait to marry his daughter in one early scene, then all of a sudden he changes his mind. He flies into a rage quickly as well, showing he is not a even-keeled man.

 

Thu, Feb 24 -  Snow day

 

Mon-Tue, Feb 21-22

 

DUE TODAY: Performances!

HOMEWORK: n/a

FOCUS: Performance!

 

Groups perform their pieces from III.i

 

Thu-Fri, Feb 17-18

 

DUE TODAY: n/a

HOMEWORK:

• Complete a self-created Act II study guide/table/matrix
• Investigate your assigned lines for tomorrow's performances of III.i

FOCUS: Close reading

 

Review of Act II for the RnJ scorecard

 

Overview of the 3.1 acting activity:

• Students split into groups
• Assigned specific lines:
• Groups 1,6 - Lines 1-37
• Groups 2,7 - Lines 36-77
• Groups 3,8 - Lines 76-127
• Groups 4,9 - Lines 123-152
• Group 5 - Lines 152-end 
• Read assigned lines carefully for meaning
• Cull/edit lines, keeping only those essential:
• Lines revealing key plot events
• Lines revealing character personality
• Lines revealing character emotion
• Write out a script w/ lines to be spoken
• Practice/memorize lines
• Practice actions, movements, and blocking to accompany lines
• Develop an opening and closing commentary:
• Opening given an overview of the action to be seen
• Closing provides an explanation for the choices made in the performance 
• Practice
• Perform 

 

Wed, Feb 16

 

DUE TODAY: "What would Romeo Tweet?"

HOMEWORK: Complete the study guide/table/matrix for Act II, as started in class

FOCUS: Action and plot in Act II

 

Examples from the class of what Romeo or Juliet would tweet after the balcony scene

 

Review of major parts of Act II, scenes iii-end

 

Work time on completing a study guide/table/matrix for Act II

Setting  Capulet's house Friar's "cell" Verona street	Plot/Major Events  Aim for eight to ten items
Character  Major characteristics/personalitites revealed	Conflicts/Probs  What issues are raised?

 

 

Tue, Feb 15

 

DUE TODAY: n/a

HOMEWORK: Imagine Juliet and Romeo are active tweeters and texters. What would Juliet Tweet after the balcony scene? What about Romeo?

FOCUS: Close reading of the balcony scene

 

We have discussed how Shakespeare spoke and wrote in the English of his time, which means he uses some words and phrases that are no longer in use.  For the most part, the plays are written in poetic form.

 

In groups of two or three, you will be translating assigned passages from Romeo and Juliet into two different translations or forms – modern English and a creative form of your choice.  See the example below to get an idea of what you’ll be working on.  Plan to share these with the class.   

 

Translation Forms

• Standard English: The proper way of speaking; what I would like to see and read in your essays
• Computer Lingo: Instant Messenger and e-mail chat
• Hip-Hop/Rap: Language that often contains slang phrases; language flows easily and may sound musical; usually fast-paced

 

Example

Original Text:	O Romeo, Romeo! Wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I’ll no longer be a Capulet.
Standard English:	O Romeo, Romeo. Why does your name have to be Romeo? Give up your father and your name; or if you can’t, then tell me you love me and I will marry you and no longer be a Capulet.
Computer Lingo:	O R. R.! Why r u a R.? Deny ur father and refuse ur name. Or, tell me u luv me 2 n I will no longer b a C.
Hip-Hop/Rap:	Yo Yo wuz up G? You know what I’m sayin’—why you have to be Romeo? Quit yo’ Pops and that punk name. If you can’t, at least show me sum luv so we can kick it together. Ya feel me? Halla back.

 

1. JULIET:

“What’s in a name? That which we call a rose by any other name would smell as sweet.”

2. ROMEO:

With love’s light wings did I o’er-perch these walls; for stony limits cannot hold love out”

3. JULIET:

“Or if thou think’st I am too quickly won, I’ll frown and be perverse and say thee nay, So thou wilt woo; but else, not for the world. In truth fair Montague, I am too fond, And therefore thou mayst think my ’havior light.”

4. ROMEO:

“O blessed, blessed night! I am afeard, Being in night, all this is but a dream, Too flattering-sweet to be substantial.”

Mon, Feb 14

 

DUE TODAY: n/a

HOMEWORK: n/a

FOCUS TODAY: Listening

 

A hard copy of a "Romeo and Juliet" scorecard is distributed - only available in class

Students fill out the scorecard for Act I

 

CD played for Act II, students listen and continue to fill out the scorecard

 

Events in Act II - A bullet list by Mr. Rice

 

Fri, Feb 11

 

DUE TODAY: n/a

HOMEWORK: n/a

FOCUS: Quiz

 

Half-day schedule

QUIZ on Act I

 

Thu, Feb 10

 

DUE TODAY: n/a

HOMEWORK: Study for quiz

FOCUS TODAY: How to use resources at your public library

 

Field trip to library

 

Wed, Feb 9

 

DUE TODAY: Act I, sc iv handout on dreams

HOMEWORK: None, but a quiz Friday on Act I

FOCUS TODAY: Close reading

 

Review of the I.iv handout on dreams

 

Reading of key parts in I.v - the Capulet ball

• Romeo spies Juliet - falls in love immediately
• Tybalt recognizes R's voice, argues w/ Capulet and is told to quiet down
• Capulet's behavior shows he wants peace at his party so as not to lose "face" 
• Romeo flirts w/ Juliet using metaphor
• his lips are "palmers" (pilgrims)
• Juliet is a shrine
• Juliet accepts his kisses
• Juliet called away by her mother
• Nurse tells R that J is a Capulet - he's devastated
• R called away by his friends
• Nurse tells J that R is a Montague - she's devastated 

 

Tue, Feb 8

 

DUE TODAY: Views of Love handout (see prev. lesson)

HOMEWORK: Finish the handout for I.iv - Mercutio and Queen Mab

FOCUS: Close reading

 

Mr. Rice gone with leadership students today

 

A handout - only available hard-copy in class - is given to test close-reading skills in Act I, sc iv as Mercutio tries to cheer Romeo.

 

Mon, Feb  7

 

DUE TODAY: Late field trip forms and "Perfect Mate" assignments

HOMEWORK: Answer the prompt at the bottom of the "Views of Love" handout

FOCUS: Interpreting Shakespeare's language - various views of love from Shakespeare's characters

 

Collection of late field trip forms and "Perfect Mate" assignments

 

"Views of Love" handout - provides select quotes from various characters in Act I and asks students to interpret the lines, making conclusions about the characters and their views.

 

Review of I.iii

Reading of I.ii-iii and part of iv, with eyes to the handout

 

Students discuss the varying views of love emerging among characters in the play, and predict how those views may cause conflicts.

 

Fri, Feb 4

 

DUE TODAY:

Parent permission slip for library field trip

"Perfect Mate" assignment

HOMEWORK: Finish the study table (matrix) for scene 1 in RnJ

FOCUS: Listening to and reading Shakespeare's language; Romeo's problem

 

A review of the "Perfect Mate" assignment and what happened at home, both the serious and the humorous

 

Listening to and reading Shakespeare:

Questions to answer in your reading notes as we listen :

1. Where was R last seen?
2. What time of day is it when R arrives on stage?
3. Romeo talks about love – how has it been treating him?
4. What is the basis for Rosaline’s rejection?
5. What does Benvolio suggest Romeo do to relieve his pains?

 

Thu, Feb 3

 

DUE TODAY: Nothing

HOMEWORK:

• Start work on the 2-part "Perfect Mate" assignment that involves your parent/guardian!
• Permission slip for the library field trip - get it signed and completed!

FOCUS: Reading and understanding Shakespeare's humor and characters

 

Read aloud of the first half of Act I Scene i

 

The servants brag about their toughness and sexual prowess

Servants of both houses begin to fight

A brawl occurs

The prince interrupts the brawl and proclaims that the next family member to cause such a ruckus or take a life with pay with his/her own life

 

Create a study table/matrix and fill out the four boxes with information from the first part of scene one:

 

Study Table/Matrix

Setting Streets of Verona	Plot
Characters Servants - full of ego, conceited yet fearful, crass and crude (the jokes) Benvolio - peace-maker Tybalt - peace-breaker, loves to fight, insulting to Benvolio	Conflicts/Potential Problems The huge brawl is a man vs. man conflict The Prince's proclamation leaves the audience wondering "Who will be the first to be put to death by disturbing the peace?"

 

 

Wed, Feb 2

 

DUE TODAY: Nothing

HOMEWORK:

• Start work on the 2-part "Perfect Mate" assignment that involves your parent/guardian!
• Permission slip for the library field trip - get it signed and completed!

FOCUS TODAY: Pre-reading activities

 

QUIZ on Shakespeare intro - open note

 

Anticipation Guide for Romeo and Juliet - what do you think?

 

Handout: "The Perfect Mate" Student and Parent forms 

     These handouts are not available electronically - please retrieve from teacher

 

LIBRARY SURVEY AND FIELD TRIP PREPARATION:

• 1/2 page survey sheet
• Library card application
• Permission slip for trip to Lakewood library

 

STARTING SHAKESPEARE

Reading the Prologue carefully to discover:

• Two families, equal in status
• Takes place in Verona
• The families have an "ancient" grudge against one another, and new fighting has taken place
• Children from the opposing families fall in love - "star-crossed lovers"
• The death of the children "buries" the ancient grudge, like nothing before could do
• The story of the two children, their love and death, is the focus of the play 

 

 

Tue, Feb 1

 

DUE TODAY: Gilbert Grape viewing questions

HOMEWORK TONIGHT: Study for Shakespeare Quiz - next class

FOCUS TODAY: Shakespeare background

 

Pwrpt slide shows:

• Shakespeare's Life
• Shakespeare's Theater/London 

 

Notes will be taken in your notebook - quiz next class on the presentation content