Romeo and Juliet Unit Calendar - English Unit Plansenglishunitplans.com/wp-content/uploads/2014/02/Romeo-and-Juliet... · observations about aspects such as character, theme, symbolism,

Romeo and Juliet Unit Calendar

Monday Tuesday Wednesday Thursday Friday

Week 1

• Secret Messages Activity • Begin Dramatic Terms

Chart ‐ Puns • Read 1.1 • Watch 1.1

• Begin Character Chart – Benvolio, Tybalt, Romeo

• Arranged marriages • Read 1.2 • Opinion Paragraph

• Watch 1.3 • Continue Character Chart

– Nurse • Begin Important Quotes

Record ‐ “I’ll look to like...” • Watch 1.4 • Close Reading – Queen

Mab Speech

• Queen Mab Labelled Drawing Assignment

• Love at first sight statement

• Watch 1.5 • Discuss 1.5

• Act 1 Headlines Assignment

• Impressions so far • Add ‘metaphor’ and

‘simile’ to dramatic devices

Week 2

• Read 2.2 • Important quotes from 2.2 • Add Juliet to character

chart • Dramatic Terms –

Soliloquy, Aside. • Watch 2.2

• Romeo and Juliet Ven Diagram

• Handout #4 • Comparison Paragraph –

Romeo vs. Juliet in 2.2 • Read 2.3 silently

• Read 2.3 • Friar Lawrence as a father

figure • Watch 2.4, 2.5, 2.6 • Act 2 Headlines • Pride Web

• Dramatic Terms – Dramatic Irony

• Read 3.1 • Important Quotes from

3.1 • Watch 3.1 • Opinion paragraph • Add ‘Tragic Hero’ and

‘Tragic Flaw’

• Watch 3.1, 3.2, 3.3 • Act 3 Headlines • Devise a Plan Assignment • Read 4.1 • Discuss Friar’s plan

Week 3

• Watch the rest of Act 4 • Close reading of Juliet’s

soliloquy • Act 4 Statements

Assignment

• Read 5.1 • Important Quotes from

5.1 • Stop and predict • Read 5.2

• Dramatic Terms and Devices Crossword

• Handout #5 • Watch 5.3 • Important Quotes from

5.3 • Discussion

• Pathos • Graffiti • Theme Workshop • Theme paragraph

• Handout #5 • DiCaprio film version

Week 4

• Continue film and Handout

• Finish film

• Collect Handout #6

• Monologues and Scenes performances

• Monologue and Scene overflow

• Study Time

• Review Jeopardy • Study Time

• Unit Test

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Unit Guide

Romeo and Juliet

Susan Anderson

Introduction Hello fellow teacher and congratulations! You have saved yourself lots of time and stress by ordering this unit plan. The unit plan includes four components: Unit Guide, Lesson Plans, Handouts (student copies), Handouts (teacher copies). Make sure you have all four components.

Materials Needed This unit plan makes a few assumptions about the materials you will have at hand to assist you while teaching Romeo and Juliet.

First, it is essential that you have a television and VCR or DVD player. Romeo and Juliet is a play that is meant to be scene and experienced, not simply read (although we will do plenty of that as well).

Second, it is also essential that you have a copy of the 1968 Franco Zeffirelli film version of Romeo and Juliet. We will be using this as a secondary text to support our reading.

Third, it is assumed that you have access to a photocopier, which you will need to make copies of the handouts.

And finally, there is the completely obvious – a chalk board or white board to write notes on.

Philosophy Let me take a moment now to briefly outline my philosophy when it comes to teaching Romeo and Juliet.

I believe there is an important difference between an English class and a drama class, which is often ignored or overlooked by other Romeo and Juliet teaching resources. While Romeo and Juliet is a play, and there is great value in acting out some sections and making the play come to life for your students, it should be remembered that in English class, the point is to study the text as a piece of literature. Ultimately, your assignments and the unit as a whole should be geared towards improving students’ cultural literacy, reading skills, writing skills, and understanding of literary techniques and terminology.

This is why you won’t find activities that call for things like sitting in a circle throwing a beanbag back and forth while reciting lines from the play. You also won’t find much call for scissors and glue.

This unit is about enjoying the play WHILE also working on fundamental English skills.

Objectives If you signed up to receive my Five Main Objectives for Teaching Romeo and Juliet, you will already have a handle on this section.

I believe that planning should always begin by determining the overall objectives. What do you want your students to come away with? These objectives should then guide and shape every lesson and activity you include in your unit. This is an inverted‐pyramid approach – big to small. Start with the objectives and move down towards the details of each lesson and assignment.

Below you will find my five objectives for teaching Romeo and Juliet. The lesson plans and assignments contained in this unit plan are all connected to these objectives.

Objective #1 Get students to enjoy and engage with the play It sounds simple, too simple. But it's the number one thing that must happen if you are going to achieve meaningful success with your other educational goals. You want your students to enjoy and engage with literature. Otherwise they will not forge a significant connection to the text and the higher‐level thinking so essential to education will not occur. To this end, it is imperative that you create an atmosphere conducive to enjoying and engaging with the play. Your lessons, assignments, and projects should emphasize the humour and emotion of Romeo and Juliet. You must make the play "come alive" for your students.

Objective #2 – Develop students’ cultural literacy I am often asked why we continue to teach Shakespeare. Well, other than the fact that he was one of the greatest writers and poets ever to walk the earth, I believe it is important to teach Shakespeare to develop cultural literacy. Cultural literacy is the ability to recognize and understand references and allusions to culturally relevant literature and art. There is real value in knowing what someone is referring to when they say “a rose by any other name would smell as sweet.”

Objective #3 – Learn and practice critical analysis As is always the case when studying literature in an English class, one of the primary objectives is to improve analytical abilities. Students must learn to examine a piece of literature and make critical observations about aspects such as character, theme, symbolism, etc.

Objective #4 – Learn the terminology (dramatic terms and devices) It’s not the most engaging or exciting objective, but it’s an essential part of what we do. Students must learn the terminology so that they can articulate their thoughts and converse about the techniques used in literature.

Objective #5 – Develop and practice writing skills Every unit and almost every assignment in an English class should have some connection to improving writing skills. This unit will help students work on their personal and persuasive paragraphs.

Instructions Your unit plan comes with detailed, step‐by‐step lesson plans, which will guide you through the daily activities. You also have a package of handouts to distribute to your students, and a package of handout teacher copies for your reference.

The lesson plans are easy to follow and flow from one day to the next, but do not hesitate to make alterations to suit your personality or preferences. This is your unit now.

Similarly, do not get caught up in worrying about keeping strictly to the schedule. It is a guide only. If an activity takes more or less time than anticipated, so be it. Move forward when it’s appropriate. This is part of the great advantage to having your entire unit planned – you will never run out of stuff. If you finish a lesson before the end of a class period, simply move on to the next.

You should also feel free to tweak, add, or delete any assignments from the unit as you see fit. If you want more creative stuff, throw it in there. You’re a professional and should trust your judgement.

If you ever have any questions about the lessons, assignments, handouts, or anything else related to the unit plan, do not hesitate to email me. I will get back to you as quickly as I can.

Thank you

Sincerely

Susan Anderson

[email protected]

mailto:[email protected]


Lesson Plans

Romeo and Juliet

Susan Anderson

ROMEO AND JULIET UNIT PLAN Lessons

www.EnglishUnitPlans.Com 1

Lesson 1

1. Secret Messages – Split class into two groups. Number the students in each group so that they can find a partner with the same number in the other group. Then give each student a secret message to communicate to their partner. They can use gestures, drawings, and sounds, but no written or spoken language. The messages will relate to the play. A class set of the messages can be found in the handouts package. Just cut them into strips with one message each:

Group A

You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison.

Group B

Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds.

2. Discuss the communication process

• What techniques did you rely on?

• Which parts of the messages were most difficult to communicate?

• How do you think this might relate to watching and/or studying a Shakespearean play?

• If you are watching a play and you don’t understand all of the language being used, how do you decipher meaning? How do you read the emotions and thoughts of the characters?

3. Distribute Handout #1 – Dramatic Terms and Devices

4. Punning – define ‘pun’, give some examples (bad jokes), and have them enter the definition and example for ‘pun’ as written in your teacher copy of the handout.

5. Assign reading parts for Act 1 Scene 1.

6. Read scene one together. Stop often, almost after each thing that is said, to make sure the kids get it. This is a great scene in which two guys are making dirty jokes. It starts off with some stuff about carrying coals etc. (just breeze through that cause it ain’t funny), but it quickly gets funny (especially for immature teenagers) when the jokes turn a little dirty. Stop reading after the Prince addresses the two families.

7. Watch Scene 1 – remember, we are using the 1968 Zeferelli film version.

8. Discuss any observations the students have about the first scene. Ask them if the feud between the families could be compared to anything in modern society (ex. Gangs).



Lesson 2

1. Distribute Handout #2 – Character Chart

2. Today we are going to start a character chart to keep a record of what each character is like. Just put them in the order in which they appear. Start with Benvolio and Tybalt since we read and watched their parts yesterday.

3. Discuss Romeo as he appeared in the film version of scene 1. Point out how brooding and emotional he is. Who is he in love with (it’s not Juliet)? Watch it again if the students need reminding.

4. Now enter Romeo into the character chart as well.

5. Arranged Marriage Pros and Cons – create a web with the words “Arranged Marriage” in the middle. List the pros on the left on the cons on the right. Have the students spend five minutes listing them individually before you discuss it as a group and fill in more. Push them to think of positives for arranged marriage.

6. Now read Scene 2 together. In this very short scene, Paris (a respected nobleman), is asking Capulet for his blessing for Paris to marry Juliet (who is only 13). Capulet tells Paris to be patient, to wait a bit for Juliet to grow up, and to win her heart. Paris isn’t concerned with Juliet’s age and points out that “Younger than she are happy mothers made.”

7. Discuss how things have changed in our society.

8. Add Paris to the Character Chart.

9. Opinion Paragraph – At what age are people ready for marriage? (opinion, reasons, examples, conclusion)

10. Discuss opinions.



Lesson 3

1. Watch Act 1, Scene 3

2. Add Juliet’s Nurse to the Character Chart

3. Distribute Handout #3 – Important Quotes

4. Enter first important quote – “I’ll look to like…”

5. Discuss what this scene tells us about Juliet as a character – not thinking about marriage, seems a bit more grounded than Romeo, wishes to please her mother, close to her nurse.

6. Watch Act 1, Scene 4

7. Discuss Mercutio – what kind of guy is he?

8. Close reading of Mercutio’s Queen Mab speech – this is a good opportunity for students to practice deciphering Shakespeare by closely examining each line of text. Ask them to read through Mercutio’s description of Queen Mab (which begins on line 53). Students must make a point form list of information about Queen Mab.



Lesson 4

1. Queen Mab Drawing – to show that they can decipher the difficult language and pick out information, students must draw and label a simple picture of Queen Mab. Give them 20 minutes and anyone who isn’t finished can complete it for homework.

2. When they are finished their Queen Mab Drawing, students are to write a brief statement explaining their thoughts on the following question: Do you believe in love at first sight? Explain your answer.

3. Discuss students’ thoughts about love at first sight. Ask them questions and try to get them to articulate why they think what they think.

4. Watch Act 1, Scene 5 – Capulet party where Romeo and Juliet first see each other.

5. Discuss the party scene – Was their love at first sight believable? What does it tell us about these two characters? Is this real love? What role does physical attraction play? What traits do we see more of from Tybalt? Do we learn anything about Capulet?



Lesson 5

1. Act 1 Headlines – To review the major events of the play thus far and to ensure students understand what is going on, students are to write headlines for each scene in act 1. Students can work with a partner or individually. Students must write one headline for each scene. The headline must convey the important events of the scene. Students should feel free to be creative and funny, just as long as they fulfil the requirements of the assignment – to show they know what happened in each scene. Headline Example for Scene 1:

Rumble in Verona – Rival Families Fight Over Thumb‐Biting Incident

2. Have each group of students write one of their headlines on the board – there will be some duplicates, but that’s fine.

3. Read over the headlines together and discuss whether or not they convey the important information.

4. Discuss students’ impressions of the play so far.

5. Add ‘metaphor’ and ‘simile’ to the Dramatic Terms and Devices Handout.



Lesson 6

1. Assign reading parts for Act 2, Scene 2 – pick strong readers for Romeo and Juliet.

2. Read 2.2 – stop frequently to explain meaning and check for understanding.

3. Add important quotes from 2.1 to Important Quotes Handout “It is the East, and Juliet is the sun!” “Deny thy father and refuse thy name” “What’s in a name?” “There lies more peril in thine eye than twenty of their swords.” Focus on SIGNICANCE – explain that this is what is really important – that they can explain what each quote reveals about the characters. It’s not enough to simply paraphrase or explain meaning.

4. Add Juliet to the Character Chart

5. Add ‘soliloquy’ and ‘aside’ to the Dramatic Terms and Devices Handout

6. Watch 2.2



Lesson 7

1. Romeo and Juliet Ven Diagram Romeo Both Juliet

There is lots from 2.2 to show that while both teenagers are somewhat impulsive, Romeo is far more so and seems less mature than Juliet despite being three years older.

2. Comparison Paragraph – today’s assignment is to write a paragraph comparing Romeo and Juliet. Use the following steps to make sure your paragraph has all the necessary components: i) Thesis – this is your argument or opinion summarized in a single sentence. ii) Similarities – identify and discuss similarities between the two characters. Be specific

and give examples. iii) Differences – identify and discuss differences between the two characters. Again, be

specific and give examples. iv) Conclusion – based on the information discussed in your paragraph, state whether the

two are more similar of different.

3. Distribute Handout #4 – BEFORE THEY WRITE THEIR OWN PARAGRAPHS – Read together.

4. When finished the paragraph, students should reread and edit it. They should then exchange it with a classmate for editing.

5. Good copy – before handing in the paragraph, students should write a good copy with all editing completed.

6. After the paragraph is handed in, students can silently read 2.3



Lesson 8

1. Watch 2.3

2. Discuss Friar Lawrence as a role model and father figure – does he give good advice? Why do you think he agrees to marry the two young lovers secretly? Are his actions contrary to the advice he gives?

3. Watch 2.4, 2.5, 2.6

4. Act 2 Headlines – same as was done for Act 1. Students write headlines, put one on the board, then read over them and discuss together.

5. Discussion – What are the potential positives and negatives of pride? How is it a good thing? When does it become a bad thing?

6. Create a web with the positive aspects of pride of the left and the negative aspects on the right.



Lesson 9

1. Add ‘dramatic irony’ to Dramatic Terms and Devices Handout.

2. Assign reading parts for 3.1 – remind the students to try to read the punctuation and to read with emotion.

3. Read 3.1

4. Important Quotes from 3.1 – add to Important Quotes Handout “Romeo, the love I bear thee can afford no better term than this: thou art a villain.”(59) “I do protest, I never injured thee, but love thee better than thou canst devise till thou….”(67) “O calm, dishonourable, vile submission!”(72) “A plague o’ both your houses!”(90) “Ask for me tomorrow and you will find me a grave man.”(96) “O, I am fortune’s fool!”(135)

5. Watch 3.1

6. Opinion Paragraph – What role does pride play in the deaths of Mercutio and Tybalt?

7. Add ‘tragic hero’ and ‘tragic flaw’ to Dramatic Terms and Devices Handout

8. Discuss what Romeo’s tragic flaw might be.



Lesson 10

1. Watch 3.2, 3.3, 3.4, 3.5

2. Act 3 Headlines – this time, have the students write headlines for three of the scenes from Act 3.

3. Devise a Plan Assignment – students must imagine they are Friar Lawrence and devise a plan to fix Romeo and Juliet’s problems. How can they be together? How can they beat the murder rap?

4. Invite students to share their plans. Discuss the merits of each.

5. Assign reading parts for 4.1

6. Read 4.1 together, stopping frequently to explain meaning and check for understanding.

7. Discuss Friar Lawrence’s plan.



Lesson 11

1. Watch the rest of Act 4

2. Close reading of Juliet’s Poison Soliloquy in 4.3 – students are to read the soliloquy (starting on line 14) and write a point‐form list of Juliet’s fears.

3. Discuss the lists. Go over the speech together to make sure they understand Juliet’s apprehension and specific fears.

4. Act 4 Statements Assignment – Students are to complete one of the following statements and provide an explanation of at least five sentences:

• I believe that Juliet has/hasn’t changed significantly since the beginning of the play because…

• If I were Juliet, I would/wouldn’t consider going through with the plan because…

• This whole thing could have been avoided if only…

5. Students share their statements before handing them in.



Lesson 12

1. Assign reading parts for 5.1

2. Read 5.1 together, stopping frequently to explain meaning and check for understanding.

3. Important Quotes to be added: “Then I defy you, stars!”(24) “Well, Juliet, I will lie with thee to‐night”(34) Again, get the students to focus on significance. They should be able to identify and articulate how each quote is important to the play as a whole. For each quote, they should explain how it is important to character, theme, or plot.

4. Stop and Predict – students discuss with a partner what they think will happen.

5. Discuss predictions as a class.

6. Read 5.2

7. What happened? How did the Friar’s plans go awry? What lesson can be learned? (don’t trust important packages to Monk and Donkey Express)



Lesson 13

1. Dramatic Terms and Devices Review Crossword – students complete Handout #4 (give a prize for the student who finishes first).

2. Go over the answers to the crossword.

3. Distribute Handout #5 – Romeo and Juliet Monologues/Scenes

4. Tell the students they will be presenting in one week (lesson 18).

5. Watch 5.3

6. Important Quotes to be added: “I dare no longer stay.”(159) “All are punish’d.”(295) “A glooming peace this morning with it brings.”(305)

7. Discussion Questions – Why are the two lovers dead, really? To what degree do you think the Friar is responsible? Would you charge Friar Lawrence with a crime? What is the silver lining in this tragedy?



Lesson 14

1. Add ‘Pathos’ to the Dramatic Terms and Devices Handout

2. Graffiti – Each student must write something on the board about the play Romeo and Juliet. It can be a comment, question, statement, observation, whatever. Have all the students come to the board at once to make it more fun for them.

3. Read over and discuss the graffiti together.

4. Theme Workshop – a) Add ‘theme’ to the Dramatic Terms and Devices Handout. b) Tell the class that ‘theme’ can be discovered using a formula just as you would use in math.

Theme = Topic + Insight

c) Ask the students to list topics from Romeo and Juliet. Then make a master list on the board. d) Now ask the students to add insight by suggesting what the play says about each topic.

Students should phrase their theme statements in the following way: Shakespeare’s play Romeo and Juliet shows ... [that passion can be dangerous; that hate leads to suffering; etc.]

5. Theme Paragraph – Discuss a major theme from Shakespeare’s Romeo and Juliet. Your theme paragraph should begin with a theme statement. Then provide explanation and examples to support the theme statement. How does Shakespeare convey this theme?



Lesson 15

1. Distribute Handout #6 – Film Comparison.

2. Read over the assignment sheet with the students.

3. Begin the 1996 Leonardo DiCaprio film version of Romeo and Juliet.

4. Pause after the first scene and discuss how guns change the scene. Which version of this first scene do you prefer?

5. Continue film.

6. Pause after balcony scene (which doesn’t have a balcony in this version) and discuss how this scene is different. Which is more believable? Which do you prefer?

7. Continue film.



Lesson 16

1. Continue film.

2. Pause after Mercutio and Tybalt are killed and discuss how this scene is different in the two versions. Remember how in the other film there was a great play fight? How is the atmosphere different in this version?

3. Continue film.

4. Students continue to work on Handout #6



Lesson 17

1. Finish film (will it end already!!!)

2. Collect comparison handouts.

3. Discuss the final conclusions made by the students.

4. Begin Monologues/Scenes with a random draw or with a signup sheet. Students receive two scores:

• 10 marks for memory

• 10 marks for delivery

Memory is simply their accuracy when reciting their lines.

Delivery is their stage presence, voice, volume, confidence, etc.



Lesson 18

1. Continue Monologues and Scenes

2. Shakespeare PowerPoint Presentation



Lesson 19

1. Romeo and Juliet Jeopardy Write the categories and amounts on the board:

People Events Quotes Devices Random 100 100 100 100 100 200 200 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500

Split the class into three groups. Each group must come up with a name for their group and a buzzer sound they will use to buzz in. The sounds must be different enough for you to distinguish between them. Here are your questions:

People Events Quotes Devices Random

100

Which of Romeo’s friends is the peacemaker?

Why is Tybalt so angry at Romeo?

“A rose by any other name.”

Thoughts briefly spoken to the audience.

Name of jeopardy host.

200

Who wants to marry Juliet?

What does the Prince declare is the punishment for fighting?

“I hate the word, as I hate hell ...”

Comparison not using like or as.

Biggest lake in the world by volume.

300

What is Tybalt’s nickname?

Why doesn’t Romeo get the Friar’s message?

“I’ll look to like, if looking liking move.”

Audience knows something a character doesn’t.

Country Haagendaze ice cream is from.

400

Who tells Romeo Juliet is dead?

How many people die in Romeo and Juliet?

“Then I defy you stars!”

Damning lack or excess of a key character trait.

2nd tallest mountain in the world.

500

Who is Romeo’s first love?

Where does Romeo hang while banished?

“Ask for me tomorrow and you will find me a grave man.”

Feeling of sympathy or sadness.

At least seven digits of pi.



Jeopardy Answers:

People Events Quotes Devices Random

100 Benvolio Went to

Capulet party Juliet Aside Alex Trebek

200 Paris Death Tybalt Metaphor Baikal – in

Siberia, Russia

300 Prince of Cats Fear of

plague/donkey express

Juliet Dramatic Irony USA

400 Balthasar 6 Romeo Tragic Flaw K2

500 Rosaline Mantua Mercutio Pathos pi =

3.14159265

• Groups buzz in for each question by making their noise. The teacher has to listen and determine which group makes their noise first.

• Be warned – it gets loud and competitive!

2. Give students time to study for their unit test.

Lesson 20

1. Unit Test

2. When finished, students can read silently.


Handouts

Student Copies

Susan Anderson

Dramatic Terms and Devices

Handout #1

Term Definition Example

Character Chart

Handout #2

Character Description Quote

Important Quotes

Handout #3 – Page 1

Quote Circumstances Significance

Important Quotes



Important Quotes



Comparison Paragraph Sample

Handout #4

Although they are initially presented as character foils, Victor and Rick of Casablanca

share similarities that are more important than their superficial differences. Victor Lazlo is a

warm, selfless man. As leader of the French Resistance, Victor lives under constant threat of

death. He is an obvious champion of good, a man who has survived a concentration camp and

still continues to fight for his country. Victor Lazlo will sacrifice himself for the good of others.

Rick is a less obvious hero. Long regarded as an icon of cool American masculinity, Rick speaks

smooth and acts cold. His icy demeanor can be summed up in one of his classic lines: “I stick

my neck out for no one.” But Rick is also willing to sacrifice his life for the greater good. Rick

proves his moral worth when he orchestrates Victor and Ilsa’s escape. He recognized that his

life didn’t “add up to a hill of beans” compared to Victor’s resistance work. Despite Rick’s ice-

cold image, he is not so different from Victor Lazlo.

Romeo and Juliet Monologues/Scenes

Handout #5 Your mission, should you choose to accept it, and the alternative is a “zero” so you’re a bonehead if you don’t accept it, is to memorize at least 10 lines of Romeo and Juliet and recite it to the class. This does not have to be a performance. We are not in drama class. But you do have to recite the lines accurately and with emotion if you want a good mark. As always, extra efforts will be rewarded. If you wear a costume and/or enhance the recital by making it more of a performance, your grade will reflect your pains. You have three basic options for this assignment:

1. The Soliloquy – Recite ten consecutive lines from one of the play’s several significant soliloquies. You could be Juliet, atop her balcony lamenting the important of names; or you could be Romeo, going on, once again, about love and beauty and stars; or you could be Juliet, describing in detail her fear of the Capulet tomb.

2. The Scene – Work with a partner and recite or act a scene together. You could be

Romeo and Juliet on the night they fall in love. Or you could be the two thumb-biting, dirty punning Capulets who start the brawl in the first scene. Each student must still recite 10 lines each, so your scene must total at least 20 lines.

3. The Schizophrenic – Assume two roles and recite a scene by yourself. Change your

voice and/or costume quickly so the audience can follow your double personality. NOTES:

• Each student must recite at least 10 lines regardless of which style you choose. • Do not leave a scene hanging just because you have reached your 10-line

minimum. You don’t have to finish the whole scene, but at least finish the character’s sentence or thought before stopping.

Procedure On the day of our recitals, you must give me a hand-written copy of your lines. I will use it to monitor the accuracy of your recital and to prompt you if you need it. Marking Criteria

• Memorization – 10 marks • Delivery – 10 marks

Due Date:

Romeo and Juliet Film Comparison

Handout #6

Introduction Over the last few weeks we have used the 1968 film version of Romeo and Juliet directed by Franco Zeffirelli. Many fans and scholars consider this the definitive film rendition of the play, but many others have been made. In 1996, director Baz Luhrmann released his modern interpretation of Romeo and Juliet. This version is set in a modern Los Angeles. The two families are essentially gangs, and the Montague and Capulet boys carry guns instead of swords. Needless to say, these differences greatly alter the feel of the play.

Task Your task is to compare the two film versions of Romeo and Juliet. You will take notes on the significant differences in three key scenes. Then you will write a comparison paragraph that explains why you believe one version is superior to the other.

Notes Take note of the differences and their effects in the following three key scenes:

1. The opening scene in which the Montague and Capulet boys start a fight. 2. The “balcony” scene in which Romeo and Juliet profess their mutual love. 3. The fight between Mercutio and Tybalt

Your notes should identify differences and explain what impact these differences have on the action, atmosphere, and/or feel of the play.

Paragraph Once you have completed your notes for the three scenes, you must write a paragraph that explains why one version is superior to the other. Use your notes to help you refer to specific differences. Give examples to support your points. Focus on two or three important differences and thoroughly explain how they change the play.

Your paragraph should include a thesis, explanation, specific examples, and a conclusion.

*12 sentence minimum

Dramatic Terms and Devices Crossword

Across Down 1. "Juliet is the sun!" 3. The lack or excess of a character trait that leads to downfall and death4. When the audience knows something a character doesn't 5. A feeling of pity of sadness evoked by a play 8. "My naked weapon is out!"

2. Romeo 6. Character briefly speaks their thoughts to the audience 7. Character speaks their thoughts while alone on stage


Romeo and Juliet Handouts

Teacher Copies

Susan Anderson

You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison.

You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison.

Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds.

Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds.

Dramatic Terms and Devices

Teacher Copy

Term Definition Example

Pun

A pun is a play on words in which a word or phrase has a double meaning.

“My naked weapon is out”(1.1, 32).

Soliloquy

A soliloquy occurs when a character speaks their thoughts in an extended speech while alone on stage.

“But, soft! What light through yonder window breaks...”(2.2, 2).

Aside

An aside occurs when a character briefly speaks their thoughts to the audience while there are other characters on stage.

“Shall I hear more, or shall I speak at this?”(2.2, 37).

Metaphor

A metaphor is a direct comparison not using like or as.

“It is the east, and Juliet is the sun!”(2.2, 3).

Simile

A simile is a comparison using like or as.

“thou art as glorious to this night being o’er my head, as is a winged messenger or heaven”(2.2, 26).

Tragic Hero

The tragic hero is the protagonist who experiences a rise in fortune followed by a sudden downfall that results in death.

Romeo

Tragic Flaw

A tragic flaw is the lack or excess of a character trait that leads to the protagonist’s downfall.

Romeo’s tragic flaw could be his excess of passion, the fickle nature of his love, his rashness, etc.

Dramatic Irony

Dramatic irony occurs when the audience knows something a character does not.

Tybalt and others do not know Romeo and Juliet are married.

Pathos

Pathos is a feeling of sympathy or sadness evoked by a play.

The tragic conclusion to Romeo and Juliet evokes pathos for the lovers and their families.

Character Chart

Teacher Copy

Character Description Quote

Benvolio

• A Montague • Romeo’s cousin • Peace maker

“Part, fools! Put up your swords; you know not what you do”(1.1, 62).

Tybalt

• A Capulet • Juliet’s cousin • Verona’s best swordsman • Known as Prince of Cats

“What, drawn, and talk of peace! I hate the word as I hate hell, all Montagues, and thee”(1.1, 68).

Romeo

• Montague’s only son • 16 years old • Falls in and out of love easily • Emotional

“Tut, I have lost myself; I am not here”(1.1, 194).

Nurse

• Juliet’s nurse • Adult who is closest to Juliet • Mother figure for Juliet • Quirky and eccentric

“Thou was the prettiest babe that eér I nursed”(1.3, 61).

Paris

• Nobleman of Verona • Handsome and respected • Wants to marry Juliet • Not concerned with her age

“Younger than she are happy mothers made”(1.2, 12).

Mercutio

• Friend of the Montagues • Prince’s cousin • Funny and charismatic • Joker – provides comic relief

“If love be rough with you, be rough with love”(1.4, 27). “Ask for me tomorrow, and you will find me a grave man”(3.1, 96).

Juliet

• Capulet’s only daughter • 13 years old • Has more commonsense than

Romeo

“That which we call a rose by any other name would smell as sweet”(2.2, 43).

Friar Lawrence

• Adult closes to Romeo • Gives good advice but doesn’t follow

it himself • Terrible schemer

“Wisely and slow; they stumble that run fast”(2.3, 94).

Important Quotes

Handout #3 – Teacher Copy

Quote Circumstances Significance “I’ll look to like, if looking liking move; but no more deep will I endart mine eye than your consent gives strength to make it fly”(1.3)

Juliet is talking to her mother about checking out Paris.

This quote shows that Juliet is mature and respectful. She hasn’t really thought about marriage, but she will do as her mother wishes and give Paris a look.

“It is the East, and Juliet is the sun!”(2.2, 4).

Romeo sees Juliet through a window while he is creeping around her yard.

In this quote, Romeo is already worshipping Juliet and placing her on a pedestal. He constantly compares her to things in the sky or heavens, things above him.

“Deny thy father and refuse thy name”(2.2, 34).

Juliet on her balcony speaking her thoughts about Romeo while he secretly listens below.

Juliet is wishing Romeo wasn’t a Montague. She suggests he should forfeit his name so they can be together.

“What’s in a name?”(2.2, 43).

Again, Juliet on her balcony speaking her thoughts about Romeo while he secretly listens below.

This quote shows Juliet is quite a modern thinker for her time. She is questioning the value of titles and names at a time when they meant everything.

“There lies more peril in thine eye than twenty of their swords.”(2.2, 71).

Romeo responds to Juliet’s suggestion that he is in great danger sneaking around her yard.

This shows Romeo’s immaturity and overblown romanticism. In contrast, Juliet is far more mature and rational.

“Romeo, the love I bear thee can afford no better term than this: thou art a villain”(3.1, 59).

Tybalt challenges Romeo to a duel for a perceived slight.

This shows Tybalt’s extreme sensitivity and excessive pride. He is looking for a reason to fight.

“I do protest, I never injured thee, but love thee better than thou canst devise till thou…”(3.1, 67).

Romeo is telling Tybalt that he doesn’t want to fight him.

This is an example of dramatic irony, as the Tybalt is unaware of the marriage between Romeo and Juliet.

“O calm, dishonourable, vile submission!”(3.1, 72).

Mercutio can’t stand Romeo’s refusal to stand up for himself.

This shows Mercutio’s pride. His inability to stand by ultimately kills him.

“A plague o’ both your houses!”(3.1, 90).

Mercutio curses both houses after he is stabbed by Tybalt.

Mercutio lays equal blame on both families. He is a victim of their senseless feud.

“Ask for me tomorrow and you will find me a grave man”(3.1, 96).

Mercutio just before his death. This shows Mercutio’s jocular character. Even in death he jests.

“O, I am fortune’s fool!”(3.1, 135).

Romeo has just killed Tybalt. Romeo repeatedly refers to the stars and other cosmic forces in the play. He believes in fate.

“Then I defy you, stars!”(5.1, 24).

Romeo has just learned Juliet is dead.

This again shows Romeo’s belief in fate, but not Romeo is determined to buck it.

“Well, Juliet, I will lie with thee to‐night”(5.1, 34).

Romeo in the immediate grief of Juliet’s death.

Romeo intends to kill himself. Again he is impulsive, emotional, and extreme.

“I dare no longer stay”(5.3) Friar Lawrence before he runs Shows he is cowardly. “All are punish’d”(5.1, 295). The Prince addresses the families

at the end of the play. These two quotes effectively summarize the new reality: both families have lost their very best and suffer equally, but mutual loss has brought a new peace and the feud is over.

“A glooming peace this morning with it brings”(5.3, 5).

The Prince addresses the families at the end of the play.

Romeo and Juliet Section A—12 marks Answer the following by placing the letter for the corresponding definition or example in the space provided. 1. Metaphor _____ 2. Dramatic Irony _____ 3. Soliloquy _____ 4. Tragic Flaw _____ 5. Tragic Hero _____ 6. Aside _____ 7. Pathos _____ 8. Pun _____

a) What we imagine a character is thinking as he/she speaks. b) A comparison using like or as. c) The literal meaning of text. d) “Juliet is the sun!” e) Series of similar sounds. f) Occurs when words have double meanings. g) Occurs when the audience knows something a character does not. h) While on stage with other players, a character speaks thoughts only the audience can hear. i) A lack or excess of a character trait that leads to the hero’s downfall. j) Feeling of pity. k) A speech made when only one character is on stage; character speaks their thoughts. l) Experiences a downfall because of a fundamental character fault.

Section B—10 marks Answer the following questions as briefly as possible. 1. Where is Shakespeare’s Romeo and Juliet set? 2. To which family does Romeo belong? 3. Where does Romeo meet Juliet? 4. Who does Romeo love during Act I? 5. What is Tybalt’s nickname? 6. Which character is always the peacemaker? 7. Why does Mercutio fight Tybalt? 8. What is Romeo’s punishment for killing Tybalt? 9. Who tells Romeo that Juliet is dead? 10. How old is Juliet? Section C—15 marks Identify speaker, circumstances, and significance for THREE of the following quotes. You should explain the significance using full sentences, and remember to discuss how the quote is important regarding one or more of the following: character, plot, theme. a) Speaker = 1 b) Circumstances = 1 c) Significance = 3 1. “What is in a name? That which we call a rose By any other name would smell as sweet.” 2. “the love I bear thee can afford No better term than this: thou art a villain.” 3. “No, ‘tis not so deep as a well, nor so wide as a church door; but ‘tis enough, ‘twill

serve. Ask for me tomorrow and you will find me a grave man.”

4. “In what vile part of this anatomy Doth my name lodge? Tell me, that I may sack The hateful mansion.” 5. “I’ll look to like, if looking liking move; But no more deep will I endart mine eye Than your consent gives strength to make it fly.” 6. “. . . the reason I have to love thee

Doth much excuse the appertaining rage To such a greeting.”

7. “Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return.” Section D—15 marks Please answer the following questions with complete sentences. You must refer to specific events in the text to support your answers. Note the number of marks allotted for each answer. This should influence the length and detail of your answers.

1. List two of the life lessons Shakespeare presents in Romeo and Juliet

. (2 marks)

2. Why does the Friar’s plan fail? Be specific. (3 marks)

3. List three examples of dramatic irony in Romeo and Juliet

. (3 marks)

4. What is Romeo’s tragic flaw? Explain. (4 marks) 5. Write two theme statements for Romeo and Juliet

. Use proper format. (3 marks)

NOW . . . Chill for a bit. DO NOT BE LOUD OR DISRUPTIVE

Romeo and Juliet Section A—12 marks Answer the following by placing the letter for the corresponding definition or example in the space provided. 1. Metaphor __d___ 2. Dramatic Irony __g___ 3. Soliloquy __k___ 4. Tragic Flaw __i___ 5. Tragic Hero __l___ 6. Aside __h___ 7. Pathos __j___ 8. Pun __f___

a) What we imagine a character is thinking as he/she speaks. b) A comparison using like or as. c) The literal meaning of text. d) “Juliet is the sun!” e) Series of similar sounds. f) Occurs when words have a double meaning. g) Occurs when the audience knows something a character does not. h) While on stage with other players, a character speaks thoughts only the audience can hear. i) A lack or excess of a character trait that leads to the hero’s downfall. j) Feeling of pity. k) A speech made when only one character is on stage; character speaks their thoughts. l) Experiences a downfall because of a fundamental character fault.

Section B—10 marks Answer the following questions as briefly as possible. 1. Where is Shakespeare’s Romeo and Juliet set? Verona, Italy 2. To which family does Romeo belong? Montagues 3. Where does Romeo meet Juliet? At the Capulet Party 4. Who does Romeo love during Act I? Rosaline 5. What is Tybalt’s nickname? The Prince of Cats 6. Which character is always the peacemaker? Benvolio 7. Why does Mercutio fight Tybalt? Pride 8. What is Romeo’s punishment for killing Tybalt? Banishment 9. Who tells Romeo that Juliet is dead? Balthasar 10. How old is Juliet? 13 Section C—15 marks Identify speaker, circumstances, and significance for THREE of the following quotes. You should explain the significance using full sentences, and remember to discuss how the quote is important regarding one or more of the following: character, plot, theme. a) Speaker = 1 b) Circumstances = 1 c) Significance = 3 1. “What is in a name? That which we call a rose By any other name would smell as sweet.”

a) Juliet b) During the balcony speech while Romeo secretly listens. c) Answers will vary.

2. “the love I bear thee can afford No better term than this: thou art a villain.”

a) Tybalt b) In the streets when he challenges Romeo to a duel.

c) Answers will vary

3. “No, ‘tis not so deep as a well, nor so wide as a church door; but ‘tis enough, ‘twill serve. Ask for me tomorrow and you will find me a grave man.”

a) Mercutio b) Mercutio is dying after being wounded by Tybalt. c) Answers will vary.

4. “In what vile part of this anatomy Doth my name lodge? Tell me, that I may sack The hateful mansion.”

a) Romeo b) While in banishment, Romeo dramatically renounces his own name. c) Answers will vary.

5. “I’ll look to like, if looking liking move; But no more deep will I endart mine eye Than your consent gives strength to make it fly.”

a) Juliet b) She is speaking to her mother before the party about Paris. c) Answers will vary

6. “. . . the reason I have to love thee

Doth much excuse the appertaining rage To such a greeting.”

a) Romeo b) Responding to Tybalt’s challenge on the streets of Verona. c) Answers will vary

7. “Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return.”

a) Romeo b) While gazing up at Juliet during the balcony scene. c) Answers will vary.

Section D—15 marks Please answer the following questions with complete sentences. You must refer to specific events in the text to support your answers. Note the number of marks allotted for each answer. This should influence the length and detail of your answers.

1. List two of the life lessons Shakespeare presents in Romeo and Juliet. (2 marks)

2. Why does the Friar’s plan fail? Be specific. (3 marks)

3. List three examples of dramatic irony in Romeo and Juliet

. (3 marks)

4. What is Romeo’s tragic flaw? Explain. (4 marks) 5. Write two theme statements for Romeo and Juliet

. Use proper format. (3 marks)

NOW . . . Chill for a bit. DO NOT BE LOUD OR DISRUPTIVE

Well-known Facts about Will

• Great writer of England• Plays translated into all

languages, musicals, ballets

• Born Stratford-upon-Avon

• Well-to-do, affluent while alive

• Most quoted, other than the Bible

Lesser-known Facts• Teen father: married

pregnant 26 year old Anne Hathaway when he was 18

• Deadbeat dad: Left wife and children for London stage career

• Father of twins• Elizabethan rapper:

uses rhythm and rhyme• “Plagiarism” ?

The Competition

• Bear-baiting• Races• Gambling• Music• Drinking/socializing• Prostitution• Public executions

http://www.americanbear.org/barwr0089a.html�

Conditions in London-BAD!

• Thames River polluted with raw sewage

• Trees used up for fuel

• Poverty

Personal hygiene/health

• Bathing considered dangerous• Body odor strong• Childhood diseases• Children often died before 5 years• Small Pox• Bubonic Plague

Living Conditions

• No running water

• Chamber Pots• Open Sewers• Crowded

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are needed to see this picture.

Clothes

• One set used all year long, rarely washed

• Underclothing slept in, infrequently changed

• Clothes handed down from rich to poor

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Theater in London

• Performed in courtyards of inns

• The Theater-first public theater-1576

• Daytime/open air• Limited set design• Relied on music, sound,

costumes, props and great description

The Globe

• Built in 1599• Across the Thames- “Wrong side of

town”• King’s Players - Shakespeare’s

company• Penny admission

Actors

• All men• Female parts played

by young boys• No actual kissing or

hugging on stage

The groundling

• Poor audience member

• Stood around stage in “the pit”

• Women not allowed (had to dress up as men to attend)

• Threw rotten vegetables at bad performances

“Romeo and Juliet”

• Tragedy• Written in 1595• Set in Verona, Italy• Themes: parental

control/rebellious teens; fate/freewill; impulsive behavior/self-control



Play’s source

• Borrowed from a poem by Brooke-1562

• Poem found in French translation by Brooke

• Shakespeare gave story new life and beauty



Queen Elizabeth• Bastard daughter of

King Henry VIII• And Ann Boleyn (2nd of

6 wives)• Henry had Ann

beheaded for “treason”• Younger sister of

“Bloody Mary.”• “Virgin Queen”?• A tease and a player

Her “loving” parents

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The Renaissance• 1500-1650• “Rebirth” of arts,

culture, science • Discovery of “New

World”• Copernicus: Sun-

centered Universe (1543)

• King Henry VIII = renaissance man (ideal)

• Reformation of Catholic Church

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Documents

Romeo and Juliet Unit Calendar - English Unit Plansenglishunitplans.com/wp-content/uploads/2014/02/Romeo-and-Juliet... · observations about aspects such as character, theme, symbolism,