Romeo and Juliet Unit Overview

Class: 9th Grade English Time frame: 8 90 minute lessons

Essential Questions: What makes Romeo and Juliet an important piece of literature in its own time and today? Do our differences define us? Who decides what is right and wrong? Moral and Immoral? And how?

Unit Objectives: I can analyze and describe the roles of the main events and characters in the text. I can recognize major themes in the text and relate them to my own experiences. I can describe and evaluate the literary importance of Shakespeare’s Romeo and Juliet I can participate appropriately in large and small group reading and listening activities I can recognize, describe, and compose a sonnet

Learning Activities: Reading aloud Small and large group discussion Orbital studies assignment Social offenses pre and post-reading ranking activity Re-writing Shakespeare in modern language Reading guide Original sonnet writing Balcony scene recreation technology project and Presentations Problem-Based learning debate Journal responses

Assessment: Formal assessment

o Final test with thematic essayo Orbital Studies self-paced project

Informal assessmento Daily assignments, discussions, and closure activities

Romeo and Juliet, Day I: Introduction, Act I reading

Essential QuestionsWhat makes Romeo and Juliet an important piece of literature in its own time and today? Who decides what is right and wrong? Moral and Immoral? And how?Do our differences define us?

Objectives I can describe and evaluate the literary importance of Shakespeare’s Romeo and Juliet I can discover and paraphrase information about Shakespeare’s historical time period I can analyze the themes of morality and differences in the text and produce a hypothesis

based on the essential questions

Journal Prompt: Do our differences define us?

Anticipatory Set Have students reflect and journal things they know about Shakespeare and/or Romeo and Juliet. Students can then come to the board and write something they know - this can be a word, phrase, or sentence. These ideas will be used as fodder for class discussion. As a class, organize the ideas written on the board into categories that will follow the framework for the lecture for the day (see PowerPoint notes below). Collect the students’ journals to use for pre-assessment.

Teaching: ActivitiesPower Point- Introduction to Shakespeare (Ask students to take notes)

Who was he?• Widely regarded as the greatest writer in English Literature.• Poet and dramatist; The Bard• Wrote 38 plays – comedies, histories, tragedies.• Composed about 154 sonnets and a few epic poems.• Started out as an actor.

Early Life• Born 1564—died 1616• Stratford-upon-Avon

Married Life• Married in 1582 to Anne Hathaway who had their first daughter, Susanna (1583).• Had twins, Judith & Hamnet, 1585. His only son, Hamnet, died as a young boy.• Between 1585-1592, he moved to London and began working in theatre.

Theatre Career• Member and later part-owner of the Lord Chamberlain’s Men acting company,

later called the King’s Men• Globe Theater built in 1599 by L.C.M. with Shakespeare as primary investor• The Globe burned down in 1613

The Plays• 38 plays firmly attributed to Shakespeare• comedies• histories• tragedies• Possibly wrote three others

• Collaborated on several others• Which plays have you heard of?

Shakespeare’s Language• Shakespeare did NOT write in “Old English.”• Old English is the language of Beowulf:

Beowulf recitation clip http://www.youtube.com/watch?v=Y13cES7MMd8 Shakespeare did not write in “Middle English.”

• Middle English is the language of Chaucer, the Gawain-poet, and Malory:We redeth oft and findeth y-write—And this clerkes wele it wite—Layes that ben in harpingBen y-founde of ferli thing… (Sir Orfeo)

• Shakespeare wrote in “Early Modern English.”• EME was not very different from “Modern English”• Shakespeare coined many words we still use today:

Explain that challenges may arise in reading such an old text, but we will stop during the reading to explain or examine passages. Explain the reading requirements for the unit: Each student is required to read aloud in class on three separate occasions. Any further reading can be done for extra credit. Also note that in Shakespeare’s time only men could act on stage, so anyone may read any part regardless of gender.

Orbital Studies AssignmentIntroduce the assignment. Each student will be asked to choose an adaptation of Romeo and Juliet. This can be a film, a book, or some other media approved by the instructor. The goal is for students to explore what makes Romeo and Juliet an important piece of literature in its own time and today. Students should email the instructor a topic idea and project proposal by the next class.

Romeo and Juliet Intro video Play this video introduction to the play: http://www.youtube.com/watch?v=j9V2Z93JRBE

Social Offenses ActivityPair students up; each pair should have a boy and girl, if possible. Students will consider a list of 14 social offenses (projected onto the board).

Planning to trick someone / Lying to parents / Killing someone for revenge / Advising someone to marry for money / Two families having a feud / Selling poison / 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

In pairs, they will rank each in the order of seriousness, with 1 being the most serious. Each pair will be partnered with another pair to make groups of four that will compare their answers. Then, return students to their seats and lead a class discussion about the social offenses and their relevancy in modern America.

Explain that Romeo and Juliet is a story about breaking rules and that each of these offenses will be seen in the play. In fact, the play opens with a fight between servants of the House of Montague and the House of Capulet. Introduce essential questions: 1) Who decides what is right and wrong? Moral and Immoral? And how? 2) Do our differences define us (students will make a prediction about how these questions will surface in the play to being their exit slip).

Reading Aloud- We are now prepared to begin reading the play. Define stage directions- notes in the text of a play that describe how the work should be performed, or stages. These instructions are usually printed in italics and are sometimes set in brackets or parentheses. They describe scenes, lighting, and sound effects, as well as the appearance and physical actions of characters.

The instructor will read the prologue aloud while students follow along. Compare the information in the prologue with the items students wrote on the board, as well as what we heard in the YouTube clip (two households having a feud; setting is Verona, Italy; star-crossed lovers will kill themselves; the feud will be resolved in the end). Also note that the prologue is in the form of a sonnet (English, sonnet consists of 14 lines, each line containing ten syllables and written in iambic pentameter, in which a pattern of an unstressed syllable followed by a stressed syllable is repeated five times. The rhyme scheme in a Shakespearean sonnet is a-b-a-b, c-d-c-d, e-f-e-f, g-g; the last two lines are a rhyming couplet). Ask students to volunteer to read (Sampson, Gregory, Abraham, Balthazar, Benvolio, Tybalt, Citizen, Capulet, Lady Capulet, Montague, Lady Montague, Prince, and Romeo). All students should follow along in their books as it is read. Record which students are reading.

Act I. scene i. Discussion Questions1. How does Shakespeare start the play so that he gains the attention of the audience? 2. Highlight lines 58-59. Our first introduction to Benvolio comes when he says these words.

What do they reveal about his character?3. Highlight lines 64-65. Our first impression of Tybalt occurs in these lines. What do we learn

about his character?4. Highlight lines 90-91. What is the tone of the Prince’s speech? In these lines he makes a

new decree. What is it, and why is it important?5. When we first see Romeo he shows all the signs of a someone who is in love with the idea of

being in love. How does Romeo act (lines 125-136)?

Closure- Exit SlipStudents will answer the following questions:According to your predictions about Romeo and Juliet, who decides what is right and wrong? Moral and Immoral? And how?List 2 or 3 things you learned today that you found most interestingHow are you feeling about the Romeo and Juliet Unit? What suggestions do you have for me to help you get the most out of this unit?

Materials Power point set up, social offenses in word document, copy of reading guide for each student

Duration (90 min) Anticipatory Set (10 min)Power Point (15 min) Romeo and Juliet discussion with video (12 min) Orbital Studies Assignment (5 min) Social Offenses Activity (15 min) Reading Aloud and Discussion (25 min) Closure (8 min)

Romeo and Juliet, Day 2

Essential QuestionDo our differences define us?

Objectives I can describe and evaluate the relationships between the family members in Romeo and

Juliet I can participate appropriately in classroom reading and listening activities I can analyze the theme of family and choices in the text and discuss my ideas in a small

group

Read as a Class- finish Act 1

Discussion QuestionsACT 1 SCENE 21. Romeo and Juliet is based on an ancient love story. How do you feel about Shakespeare “borrowing” others’ work? Do you feel it lessens his work? Why or why not? 2. From the servant who cannot read we learn that Rosaline, with whom Romeo believes he is in love, will be at the Capulet party. Why does this excite Benvolio? 3. What coincidence takes place in this scene? Explain what theme is being developed.

ACT 1 SCENE 31. How does Juliet’s relationship with her nurse challenge our notion of family?2. The nurse is clearly a unique character. Do you think our differences define us?4. How do you feel about arranged marriages? What do you think are some of the reasons they have been popular throughout history? 5. Lady Capulet’s lines 82-95 compose a conceit. A conceit is an extended, exaggerated comparison or metaphor between two unlike things—in this case, between Paris and a book that needs to be bound. What does Lady Capulet see in Paris that would make him a good match for Juliet? What is Lady Capulet’s attitude toward love and marriage?

ACT 1 SCENE 41. Highlight lines 106-111. Why does Romeo feel uneasy about going to the party? What dream-like premonition has he had?2. What decision does Romeo make in lines 112-113, and what is the thematic importance of this decision?

ACT 1 SCENE 51. Romeo and Juliet have an instant reaction to each other. What other literary character have had an instant reaction (good or bad) to each other? What was the reaction and how did the characters react to it? 2. How do you feel about love at first sight? Why do you think people feel this way? 3. How are Romeo and Juliet’s personalities similar and different?

Reading Aloud- Act II scene i

Ask students to volunteer to read and record which students are reading.Instructor will read Act II prologue aloud. All students should follow along in their books as it is read.

Discussion- Act II scene iAt their tables, students will discuss the scene and answer questions on their reading guides.

Translating Shakespeare Activity- Introduce the activity- it will ask students to “translate” a passage from the play into their own, modern, words.

Closure- In 20 words or fewer describe Romeo and Juliet ’s first meeting at the party. Consider: how is it important to the plot of the play? How does it respond to our essential question: Do our differences define us? While students are doing their closure activity, speak one-on-one with students whose orbital studies plan did not get approved; ensure that each student understands the goal of the project and has ownership in outlining the method for his or her research.

Independent PracticeComplete relevant Reading Guide Questions Complete Translating Shakespeare Activity (due on day 3) Work on Orbital studies project

Materials Projector set up, copy of translating Shakespeare activity for each student

Duration (90 min) Anticipatory Set (10 min)Act I discussion (25 min)Act II reading (30 min)Act II, scene i discussion (15 min) Translating Shakespeare intro and work time (15 min) Closure (5 min)

Romeo and Juliet, Day 3: Act II discussion and project

Essential Questions What makes Romeo and Juliet an important piece of literature in its own time and today? Do our differences define us? Who decides what is right and wrong? Moral and Immoral? And how?

Objectives I can understand and interpret a scene from Romeo and Juliet I can participate appropriately in classroom discussion activities I can analyze the themes of Romeo and Juliet and apply them to essential questions I can produce a media presentation that summarizes an interpretation of a scene in the

play

Anticipatory Set Go around the room—each student will get a chance to describe Act II, scene ii (the balcony scene) in three words or less. Keep track of the themes students bring up. Some will likely think it is sweet and romantic, while some will argue that the love at first sight is no reason for Romeo to be stupid enough to risk his life on Capulet territory. This will refresh students of what happened and get them excited to discuss the scene. Discuss the meaning of “Wherefore art thou, Romeo,” meaning “Why are you ‘Romeo’?”

Teaching: ActivitiesBalcony scene recreation Collect translating Shakespeare activity and hand out the balcony scene recreation assignment. In pairs of their choosing, students will recreate the scene based off of tic-tac-toe options. Show this video as a sample: http://www.youtube.com/watch?v=nnujEpNQQUg

Balcony Scene Recreation PresentationsAfter creating their technology projects, students will present them to the class.

As a class, finish reading Act II

Act III previewAsk students if they know or can guess what will happen in Act III. Use their responses to preview the main events they should look for in their reading: Mercutio is killed by Tybalt, Romeo kills Tybalt and is banished. Also ask them to keep an eye out for sonnets in the text.

Closure- Students should answer the following questions in an exit slip:

1. What is the main lesson you took away from today’s class?2. Do you feel successful in your reading of Shakespeare?3. Is there something I can do as an instructor to assist your understanding of the text?

Independent Practice

Work on orbital studies project.

Materials Projector set up, copy of tic-tac-toe balcony scene technology project for each student

Duration (90 min) Anticipatory Set (5 min)Balcony Scene recreation (40 min)Balcony scene presentations (20 min)Act II reading (15 min) Pre-view of Act III (5 min) Closure (5 min)

Romeo and Juliet, Day 4: Act III reading/discussion & sonnets

Essential Questions What makes Romeo and Juliet an important piece of literature in its own time and today?

Objectives I can recognize and describe a sonnet I can analyze a sonnet within a larger work I can compose an original sonnet

Reading Guide QuestionsAsk students if they have any questions about the reading guide. Spend some time making sure students are understanding the text and getting questions answered.

Teaching: Activities

1. Read act III as a class2. Introduce the Shakespearean Sonnet.

A sonnet is simply a poem written in a certain format. 14 lines broken into four sections called quatrains.A sonnet can be broken down into four sections called quatrains. The first three quatrains contain four lines each and use an alternating rhyme scheme. The final quatrain consists of just two lines which both rhyme. Each quatrain should progress the poem as follows: First quatrain: This should establish the subject of the sonnet. Number of lines: 4. Rhyme Scheme: ABABSecond quatrain: This should develop the sonnet’s theme. Number of lines: 4. Rhyme Scheme: CDCDThird quatrain: This should round off the sonnet’s theme. Number of lines: 4. Rhyme Scheme: EFEFFourth quatrain: This should act as a conclusion to the sonnet. Number of lines: 2. Rhyme Scheme: GG A strict rhyme scheme. The rhyme scheme of a Shakespearean sonnet is ABAB / CDCD / EFEF / GG Written in iambic Pentameter, a poetic meter with 10 beats per line made up of alternating unstressed and stressed syllables.

Play video of this sonnet recitation: http://www.youtube.com/watch?v=_qEKkdcTVEM Sound familiar? That’s because you read it! It’s the prologue to Romeo and Juliet ! Shakespeare certainly did not invent the sonnet, but he is widely recognized for the sonnets he wrote. Can you identify a sonnet in Romeo and Juliet ? (Give students about 10 minutes to find one and then have some students share their examples with the class).

hand out the Sonnet Writing Assignment and allow students time to work individually. This project is intended to appeal to students’ multiple intelligences. Because writing poetry already appeals to students who are high in intrapersonal and verbal/linguistic

intelligences, the media for presentation appeal to students who are high in interpersonal, bodily/kinesthetic, musical and spatial intelligences.

While students are working on their sonnets, conference individual with each student. Check in for 3 things:

1. How is their orbital studies project going? Do they need assistance or guidance?2. How is their reading going? Are they understanding the text and keeping up with the

reading guide? 3. Are they comfortable with the sonnet writing assignment? Do they need any assistance?

Closure Allow students to volunteer to read drafts of their sonnets. Answer any questions that remain about the assignment or reading.

Independent PracticeComplete relevant reading guide questions Work on Orbital studies projectSonnet assignment

AssessmentInformal assessment will take place during discussion as well as individual conferences.

Materials Copy of sonnet assignment for each student

Duration- 90 min. Reading Act III (30 min)Sonnet lecture (10 min) Reading Guide Questions (15 min)Quiet work time/teacher conferences (25 min) Closure (10 min)

Romeo and Juliet, Day 5: Act IV reading/discussion

Objectives I can identify and categorize relationships in Romeo and Juliet using Kaplan’s framework

for understanding.

Essential QuestionWho decides what is right and wrong? Moral and Immoral? And how?

Anticipatory Set Have students journal on the following prompt for 8-10 minutes: Romeo and Juliet see each other despite the fact they know their parents would disapprove. Would their relationship have ended differently if they had tried to reason with their respective parents? Then discuss their responses as a class.

Read Act IV

Teaching: Activities Lecture about Kaplan’s categories of Depth and Complexity Relationships Over Time: relationships between the past, present and future, and within a

time period Relationships From Different Points of View: multiple perspectives, opposing viewpoints,

differing roles and knowledge Interdisciplinary Relationships: with, between and across the disciplines Language of the Discipline Students identify terms or words that are specific to a subject or

discipline and recognize how professionals in the field talk to one another (i.e., appropriate terminology).

Details Students are instructed to note the attributes, traits, or characteristics of an idea or event.

Patterns Students are instructed to identify recurring events, to recognize that patterns repeat themselves, and to use patterns to predict.

Trends Students identify factors or events (social, political, economic, and geographic) that cause events to occur or happen and identify influences or forces.

Unanswered Questions Students are instructed to question what is still not known or understood, to identify what is still unclear, to find discrepancies, to determine if any conclusions need further investigation, evidence or support.

Rules: structure, order, hierarchy, explanation Ethics: points of view, different opinions, judging Big Ideas: generalizations, principles, theories

explain each category and then ask the students to give examples of how they can be applied. In pairs assigned by the instructor, students will create a Prezi that teaches their classmates how one of the categories can be applied to Act IV of Romeo and Juliet. Students will work for 30 minutes to create a Prezi they can present to the class to teach the class about the new connections they made. While students are working, go around the room and check in with each student about how their orbital studies project is coming.

Closure Each student will fill out an exit card with one new connection they made to the play as a result of their research or another group’s presentation.

Independent PracticeWork on Orbital studies project Work on Sonnet Project

AssessmentThe assessment for this assignment will be based on the prezi projects and presentations. This will show me if students were able to connect new ideas to the play we have read.

Materials 1 copy of Prezi assignment rubric for each student; 1 Kaplan’s Framework informational sheet for each student.

Duration- 90 min. Anticipatory set- 15 minAct IV reading- 30 min Kaplan’s Framework Intro- 15 minStudent Work time- 20 min Closure- 10 min

Romeo and Juliet, Day 6: Act VAnticipatory Set Journal Question: Shakespeare began the play by telling us how it would end. Do you think there’s anything in this last act that you’ll be surprised by? Is there anything you’re waiting to find out? While students are writing, collect their sonnet assignments. Be sure to find out which students have decided to perform theirs for the class so you can leave time in the lesson.

Teaching: Activities Begin class by reading Act V. Remind students that they must read three times in this unit and can read multiple times for extra credit. If students have not yet read, offer them the opportunity to choose which parts they would like. Scene 1: Romeo, Balthazar, Apothecary;

After scene 1, allow students 8-10 minutes to answer the following journal prompt: was Romeo right to break the ban on fighting? Why or why not?

Continue reading scene 2: Friar Lawrence, Friar John; scene 3: Paris, Page, Romeo, Balthazar, Friar Lawrence, Juliet, Watchman 1, Watchman 2, Watchman 3, Capulet, Lady Capulet, Montague.

Finish the play.

Problem-Based Learning:The Question I will pose to my students: Who is responsible for the deaths of Romeo and Juliet ? They must choose a position; possibilities include the families, Romeo and Juliet only, Friar Lawrence, and all of the above. Students will go back to the text to support their side. After exploring the text on their own, the students will form groups based on their decisions and have a civil, instructor-moderated debate.

Sonnet Presentations (if applicable)

Closure Each student will write an obituary for one of the characters who died in the last act of the play.

Independent PracticeWork on Orbital studies project (due on day 8) Finish reading guide

Informal Assessment________The students analyzed the end of the play in terms of the unit’s essential questions________The students engaged in meaningful and appropriate discussion

Materials Set up projector for anticipatory set

Duration Anticipatory set- 10 min

Read Act V scene i- 10 minJournal time and discussion- 10 min Read the remainder of the play- 15 minProblem-Based learning- 25 minSonnet presentations- 10 min Closure- 10 min

Romeo and Juliet, Day 7: Wrap-up and Review

Essential Question What makes Romeo and Juliet an important piece of literature in its own time and today? Do our differences define us? Who decides what is right and wrong? Moral and Immoral? And how?

Anticipatory Set Begin class with the social offenses ranking activity like we did on day 1. This time, however, the students will be given worksheets that have specific examples of the social offences we read in the play. The students will then have a discussion about how reading the play either changed or strengthened their opinions about the rank of the social offenses.

Teaching: ActivitiesStudents will spend the first 20 minutes of class in small groups of their own choosing going over their reading guides together. They should help clarify answers for each other. We will then gather as a class to do the same thing and make sure everyone has all the answers they will need to study. I will then go over the format for the test. Students will then have time to study, work on their orbital studies project, or conference with me regarding questions or concerns about their test or project.

Closure As a closure for this lesson, students will complete a teacher evaluation from the unit. This will help the instructor plan the format of the next unit and make changes for subsequent years.

Independent PracticeWork on Orbital studies project (due on day 8)

Duration- 90 min. Anticipatory set- 15 minGroup work on reading guides- 20 minClass work on reading guides- 20 min Go over test format- 10 min Individual work time- 15 min Closure- 10 min

Romeo and Juliet, Day 8: Unit Test

Teaching: ActivitiesStudents will get the first 15 minutes of class to look over their notes and ask any last-minute questions.

Students will then take the exam. Most students will take Exam A, however, exam B is available for students who may need accommodations in the regular classroom.

When finished with their tests, the students will complete the pre-assessment for our next unit: Mythology.

Independent PracticeNone.

Social offenses ranking Activity I

Before the play is read, consider the following social offenses. Rank each (1-14) in the order of seriousness, with 1 being the most serious. Choose one of the offenses and write a journal explaining how it relates to your life and how you think it will come up in the play. When everyone in your group has completed the assignment, compare your answers.Discuss the items in which your group finds the most difference of opinion. Be preparedto defend your decisions in a class discussion!

Planning to trick someone / Lying to parents / Killing someone for revenge / Advisingsomeone to marry for money / Two families having a feud / Selling poison / Killingsomeone by mistake while fighting / Cursing / Killing someone in self-defense /Suicide / Crashing a party / Marrying against parents' wishes / Giving the finger /Picking a fight

Social offenses ranking Activity II

After reading the play, consider the following social offenses. Rank each (1-14) in the order of seriousness, with 1 being the most serious. Choose one of the offenses and write a journal explaining how it relates to your life and how you think it will come up in the play. When everyone in your group has completed the assignment, compare your answers.Discuss the items in which your group finds the most difference of opinion. Compare your answers to the answers you wrote down during the social offences ranking activity at the beginning of the unit. Be prepared to defend your decisions in a class discussion!

Friar Laurence planned a trick / Juliet lied to her parents / Romeo killed Tybalt /Nurse advised Juliet to marry Paris / Capulets and Montagues feud / Apothecary soldpoison / Tybalt killed Mercutio / Mercutio cursed both families / Romeo killed Paris /Juliet killed herself / Romeo crashed Capulet's party / Romeo and Juliet marriedagainst their parent's wishes / Sampson bit his thumb at Abraham / Tybalt picked afight with Romeo

Translating ShakespeareBackground: The English language has changed a lot over the last few hundred years, and it is still changing! Many words in use during Shakespeare's day either have different meanings today or have been nearly forgotten. Here is a list of some of the most common words in Shakespeare with which you might not be familiar.

art—are……”if thou art moved, thou runn'st away.”anon—right now, OR “I come right away”……. “Anon, good nurse! Speak!”ay—yes……”Is the law of our side, if I say ay?”dost or doth—do…… “Dost thou fall upon thy face?”ere—before……”We should turn in our assignment ere time runs out!” fain—gladly……“I fain would bake Ms. Becicka cookies if I could learn about Shakespeare!”fie—an exclamation of dismay or disgust……“Fie! Are you mad?”hark—listen……. “Hark to the owl,” OR “Hark! The herald angels sing!”hence—away…..“Get thee hence, beggar!” hie—hurry……“Hie thee hence, or lose your life!”hither—here……”come hither, my friend.”ho—hey!......”Fetch me my long sword! Ho!” marry—indeed……“He says I should respond quickly; marry, I want to.”sirrah—a term of address used for inferior men, fellow.…“Sirrah, bring the letter over here.”thee or thou—you……”Thou art a villain!” “I pray thee, hold thy peace!”whence—from where…….. “Whence came that news?” wherefore—why……“Wherefore dost thou leave?”

Assignment: Your task is to translate a passage from Romeo and Juliet from Shakespeare’s Early Modern English into the Modern English you’re familiar with today. Feel free to use slang.

RequirementsPassage is 15-20 lines long (3 pts)

Passage is from Act I or had been approved by Ms. Becicka (3 pts) Speaker/s is/are clearly identified (3 pts) Translation maintains passage’s original meaning (15 pts) Passage is completely translated into “modern English” (8 pts) Is creative and easily legible (3 pts)

Total ___/35 pts

Writing Poetry like Shakespeare

Background: Shakespeare is known for his plays like Romeo and Juliet, but he also wrote over 150 sonnets. A Sonnet is a 14 line poem that follows a specific rhyme scheme and structure. Sonnets contain three four-line stanzas (called quatrains) and a final couplet composed in iambic pentameter, a meter in which Each line has ten syllables: an unstressed syllable followed by a stressed syllable x 5. The rhyme scheme Shakespeare uses is abab cdcd efef gg. Every a rhymes with every a, every b rhymes with every b and so forth. But there's more to a sonnet than just the structure of it. A sonnet is also an argument — it builds up a certain way. In a Shakespearean sonnet, the argument builds up like this: First quatrain: Introduction of the main theme and main metaphor. Second quatrain: Theme and metaphor extended or complicated. Third quatrain: Volta ("turn"), or the part of the poem in which the mood

shifts, and the poet expresses a revelation or epiphany. Couplet: Summarizes and leaves the reader with a new, concluding

image.

This Example of a Shakespearean sonnet comes from the Act II Prologue of Romeo and Juliet

Now old desire doth in his death-bed lie, And young affection gapes to be his heir; That fair for which love groan’d for and would die, With tender Juliet match’d, is now not fair. Now Romeo is belov’d and loves again, Alike bewitched by the charm of looks, But to his foe suppos’d he must complain, And she steal love’s sweet bait from fearful hooks: Being held a foe, he may not have access To breathe such vows as lovers us’d to swear; And she as much in love, her means much less To meet her new-beloved any where: But passion lends them power, time means, to meet, Tempering extremity with extreme sweet.

Writing Poetry like Shakespeare

Assignment: Your task is to write a sonnet following Shakespeare’s form. Some topics you may consider writing about include love, nature, death, and freedom.

Sonnet Requirements: Uses metaphor to flesh out a theme. Contains 14 lines Is written in iambic pentameter (duh-DUH-duh-DUH-duh-DUH-duh-DUH-

duh-DUH). Follows the abab cdcd efef gg rhyme scheme Contains a volta, or turn, in the third quatrain Is presented creatively in one of the following media: printed on a

decorated poster or piece of original artwork, recorded as a song, performed (“acted out”) in front of the class,

Due Dates: Day 7

Suggested Process: Start by identifying your topic. List three images related to the topic that you can describe (one

quatrain each). Write the poem to meet the rhyme scheme; don't worry yet about

iambic pentameter. Adjust the lines to make them iambic pentameter. Choose a medium for presenting your work and complete the project.

A grade description______ Sonnet is complete and meets stylistic requirements ______ Obvious voice and style______ Presentation is clear, and effective

B grade description______ The sonnet addresses the stylistic requirements fairly well______ Emerging voice and style______ Presentation is mostly clear and somewhat effective

C grade description______ Sonnet struggles to addresses the stylistic requirements ______ Developing voice and style______ Presentation demonstrates some aspects of clarity and effectiveness

D grade description______ The sonnet needs improvement addressing the stylistic requirements______ Flat voice and style ______ Presentation is unclear and ineffective

Name______________________________________

Romeo and Juliet Orbital Studies Plan

Your task is to examine a different version of the Romeo and Juliet story and assess what aspects make Romeo and Juliet an important piece of literature in its own time and today. Start by choosing an adaptation of Romeo and Juliet to explore. This can be a film, a book, or some other media approved by the instructor. Use the below worksheet to draft a plan for you project and email it to Ms. Becicka by the next class. Remember, because this project is individual and outside of class, you will be responsible for finding relevant materials, taking and organizing notes, and completing the final project.

The adaption of Romeo and Juliet that I wish to assess is: ____________________________

I will use the following resources to support my project:

_____________________________________________

_____________________________________________

_____________________________________________

I will present my project by: ______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How my project will be graded:

____________________________________________________________________________

_____________________________________________________________________________

Some Questions to consider:1. What is the central message(s) of your adaption? Is it the same as in Romeo and Juliet? 2. Consider the media of your adaption in communicating its message. As a tool of

communication, what are its strengths and weaknesses?3. Does this adaptation appeal to the viewer's reason or emotion? How does it make you feel?4. How does this adaptation differ from Shakespeare’s play? Why do you think this is so? 5. Would you recommend this adaptation to a friend? Why or why not?

Adaptation Possibilities: Romeo Must Die (film); Love is All There is Film (film); Romeo and Juliet, a Royal Ballet (stage or film version); West Side Story (stage or film version); The Shakespeare Stealer (novel); Butterfly Lovers: A Tale of the Chinese Romeo & Juliet (novel); Romiette and Julio (novel); Romeo’s Ex; Rosaline’s Story (novel); Street Love (novel); If you Come Softly (novel);

Romeo and Juliet Unit Evaluation

1. What was your favorite activity in this lesson?

2. What was your least favorite activity in this lesson?

3. Do you feel like you learned what you were intended to?

4. What letter grade would you give yourself—overall—for this lesson?

5. What changes could you have made to improve your understanding?

6. What changes could I have made to improve your understanding?

7. Do you have any suggestions for this lesson for next year’s class?

8. Do you have any suggestions for our next unit in this class?

Romeo and Juliet Balcony Scene Technology ProjectYour task is to create a project that demonstrates your interpretation of Romeo and Juliet Act II, scene ii. You may alter Shakespeare’s language to make it more easily comprehensible if you wish. Projects will be evaluated on your demonstration of understanding the scene. Have fun and be creative!Create a prezi of at least 8 “slides” that demonstrates your understanding and interpretation of the balcony scene.

Create a Power Point of at least 8 slides that demonstrates your understanding and interpretation of the balcony scene. You may choose to include audio recording if you wish.

Create a virtual brochure advertising Juliet’s balcony. The brochure should include pictures, and include your understanding and interpretation of the balcony scene.

Create an Xtranormal cartoon of 2-3 minutes that recreates the balcony scene. If you choose this option, you must alter Shakespeare’s language.

Record a video of 2-3 minutes in length that recreates the balcony scene. You may either act out Shakespeare’s text as written, or rewrite the text in your own words.

Create a Movie maker video of 2-3 minutes in length that demonstrates your understanding and interpretation of the balcony scene.

Create a Pivot Stick figure animation of 2-3 minutes in length that demonstrates your understanding and interpretation of the balcony scene.

Create a radio broadcast about the Capulet Montague feud. You just got a tip about a secret meeting between Romeo and Juliet. Offer commentary on the situation as a broadcaster and with guests from the families.

Come up with your own way to demonstrate your interpretation of the balcony scene. Be sure to get your idea approved by Ms. Becicka before you begin.