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“I defy you, stars!”

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A six-weeks’ inquiry into the roles that fate and choice play in our

lives —

interpreting Romeo & JulietUnit plan by Charles Coursey

“I defy you, stars!”

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Unit SummaryStudents read Romeo and Juliet with an eye to analyze and evaluate:

The decisions made by major characters; The consequences of their decisions; and The relative roles of free will and fate in the shaping of individual decisions, actions, and ultimately, the tragic story related in the play.

Each student will maintain a “character blog,” in which they will assume the role of a major character and blog entries from that character’s POV—as if they were that character

Students will read and post comments to each other’s blogs, also assuming their character’s role in their comments. (example: Juliet’s Blog)

Students will also engage one another in an online Q&A Forum to which they post their own original thoughts with intent to persuade others to their point of view.

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Curriculum-Framing Questions

Essential Question: How do our decisions dictate who we are and what becomes of us?

Unit Question: Can a person “defy the stars,” as Romeo declares?

Content Questions: What does Romeo mean when he declares “I defy you,

stars!” ? Which of Romeo’s decisions seem more influenced by “the

stars”? Which of Romeo’s choices (decisions) contribute most to

shaping his own fate, and that of Juliet? Same question with regard to Juliet, Mercutio, Tybalt, Friar

Lawrence, Balthasar, Lord & Lady Montague, Lord & Lady Capulet, and other major characters you want to consider…

What are some examples of verbal irony in Romeo & Juliet?

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TEKS UtilizedStudents write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

Students are expected to write an interpretative response to an expository or literary text that extends beyond a summary and literal analysis, advances a clear thesis statement, addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations, analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices.

Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.

Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

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ObjectivesAs my students work on this project, they

●Connect the play to their real world

●Collaborate with peers and community members

●Craft a persuasive statement of their point of view regarding the relative roles of fate and free will in shaping the decisions and actions of individual characters, and ultimately the outcome of the play

●Share their learning with a community of learners via an online Q&A Forum.

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21st Century LearningStudents will develop higher-order and 21st century skills in this unit as they

● Use the Essential and Unit Questions to guide their analysis of the play to find parallels in expressed humanity that cross places and times

● Communicate their ideas to a community audience

● Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary

● Use project assessments to self-assess their work and give feedback to their peers

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AssessmentsInitial: Online K-W-L inventory of student knowledge before reading the play.

Students respond to blog entry posted in blog description, asking for students’ current thinking on the roles of fate and choice in shaping our lives.Ongoing:Students initiate and carry on a character blog in which they will assume the role of a major character and blog entries from that character’s POV—as if they were that character. Students will assess their own work with this rubric. Teacher will assess student work via same rubric.

Final:Students will take part in a Q&A Forum on moodle to which teacher will post questions for student responses.

Students respond to blog entry posted in blog description, asking students to follow up with reflections on the roles of fate and choice after having completed the Romeo & Juliet Study.

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ResourcesWeb links Students may use the following web links to provoke thought, provide perspective:

Romeo & Juliet Act V, Scene 1 (script of the opening movie clip)

Scene Index for the entire play

Online Study Guide resources