Today we will finish Act 2 of Romeo and Juliet and then move onto writing 1-sentence summaries of every scene in Act 2. Note - I will be grading these today so get them done. Finally, you will have time to study your vocabulary or begin to memorize your poems.
You will have a vocabulary quiz on Friday, and a poetry memorization quiz on 1/29.
Today we are talk about Romeo and Juliet, look at new vocabulary, and write a blog about love at first sight.
Consider the following social offenses. Rank each in order of seriousness with 1 being the most serious.
Planning to trick someone
Lying to parents
Killing someone for revenge
Advising someone to marry for money
Two families having a feud
Killing someone by mistake while fighting
Cursing
Killing someone in self-defense
Suicide
Crashing a party
Marrying against parents' wishes
Giving the finger
Picking a fight
HOMEWORK: Write a blog entry - practicing prewriting and organizing
(meaning you list ideas and then try to organize them into a structure) -
with a thesis statement ( a controlling idea) and a hook about whether
you believe in LOVE at FIRST SIGHT. Note - I want you to use examples
from your life or your parents' lives or from books, movies, friends
that you seen or heard about? Do you believe in it? Remember - Romeo and
Juliet claim to fall in love at first glance. Explore the idea. You
might be reading these out loud in class tomorrow.
Shakespeare: Tragedy, Comedy and Metaphor
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a
personal and cultural perspective. The class will break of the structure
of the play Romeo and Juliet and discuss how metaphor and symbol, plot
and theme work in conjunction with the development of characters and
ideas. Ultimately, students will need to answer what “Romeo and Juliet”
represents to our culture and what it personally means to them. Students
will need to reflect on personal experience and apply it to the play.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does
Comprehension:
8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event,
rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline
Application
14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a
simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON
THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by
writing out a script (including the lines, subtext, emotion or tone, and
blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries
and in-class writing assignments including a Dear Abbey Letter,
interviews with citizens of Verona, Wedding Vows between Romeo and
Juliet, personal responses, in-class presentations on characters.
Analysis
18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers
Synthesis
21) Write a sonnet
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
Essential Concepts:
What does Romeo and Juliet mean to our culture? Why does everyone know it? What does Romeo and Juliet mean to you? What is the meaning of suicide in the play? How does Shakespeare create a tragedy out of a typical love-comedy? How does Shakespeare retell this story from its original? What is gong on with the family feud and the various twists on the meaning of Love? Why do so many characters have to die? What are some of the differences between drama and fiction?
Essential Questions:
Is Love Stronger than Hate?
What is the difference between Duty and Love?
Is there a love so strong that it diminishes the will to live?
Unit Learning goal: Students will demonstrate an understanding of
tragedy and Romeo and Juliet by evaluating the characters and their
motivations in the play and writing a short persuasive essay using
evidence from the text to discuss who is to blame for the deaths of
Romeo and Juliet.
Scale/Rubric relating to learning goal:
4 – The student can evaluate characters and their motivations and come
up with multiple interpretations based on evidence of why many
characters are to blame for the deaths of Romeo and Juliet.
3 – The student can evaluate the characters and their motivations in the
play and writing a short persuasive essay using evidence from the text
to discuss who is to blame for the deaths of Romeo and Juliet
2 – With some direction/help from the teacher the student can evaluate
the characters and their motivations in the play and writing a short
persuasive essay using evidence from the text to discuss who is to blame
for the deaths of Romeo and Juliet
1 – Even with help from the teacher the student is unable to evaluate
the characters and their motivations in the play and writing a short
persuasive essay using evidence from the text to discuss who is to blame
for the deaths of Romeo and Juliet
