Romeo and Juliet

If absent and need help understanding the reading missed, check out the link to No Fear Romeo and Juliet.

ACT I

Assignment 1: To be completed after reading Act I, scene 5.

Step 1- Notice that the first 14 lines Romeo and Juliet speak to each other are in the form of a Shakespearean Sonnet. Respond to the following prompt.

Why does Shakespeare use the sonnet format, the perfect love poem, for the first words that Romeo and Juliet speak to each other? State 2 reasons to support your answer.

FCA 1: 2 reasons to support your answer.

FCA 2: Reasons show a logical understanding of Shakespeare's use of language to convey meaning

FCA 3: Answer restates question and is written in complete sentences

Step 2- Now take a look at all the lines Romeo uses to get what he wants from Juliet in this scene. Romeo uses some good lines to persuade Juliet to kiss him.

Example:

“My lips, two blushing pilgrims, ready stand

To smooth that rough touch with a tender kiss.”

Step 3- Find another good “line” Romeo uses to convince Juliet to kiss him. Write your chosen line on the same paper as your response to step 1 for this Act.

Step 4- Think about “pick up” lines used today.

Example: Was that an earthquake because you just rocked my world.

Pick up lines

Step 5- Create your own line to “pick up” someone you are interested in. You may want to use modern language or Shakespeare’s language.

Your line must be original and be and iambic pentameter couplet. (see book for reminder of this)

Step 6- How does the use of this kind of language help explain why Shakespeare is still read today? Write your answer on the Assignment 1 paper for this Act.

FCA 1: 2 reasons to support your answer.

FCA 2: Reasons show a logical understanding of Shakespeare's use of language to convey meaning

FCA 3: Answer restates question and is written in complete sentences

Assignment 2: To be completed after reading all of Act I.

Read the article “The Teen Brain” PBS Online News Hour

Respond to the following prompt.

A teen is seeking advice about a problem. Write a dialogue between the teen and an adult he or she admires. Your dialogue should be based on your reading of new brain research.

FCA 1: Written in dialogue format and is at least 1 full page front and back.

FCA 2: 3 specific examples of evidence of research from article is used by the adult when giving advice

FCA 3: dialogue states problem (teen) and answer (adult) that is believable

Assignment 3:

Read the following article about the teenage brain. Annotate these as discussed in class.

Underline the information that answer the questions. Use the template to help with this annotation:

  • What is the subject of the article?
  • What is the occasion (when, time period)?
  • What is the audience of the article?
  • What is the purpose for which the article was written?
  • Who is the speaker of the article?
  • What is the tone of the article?

SOAPSTone template

ACT II

Assignment 1: To be completed after reading Act II

Should teenagers face the same consequences as adults?

Step 1:

Watch Segment 4: “You Just Don’t Understand” from “Inside the Teenage Brain” PBS Frontline.

What are some differences between the teenage brain and the adult brain that may cause teenagers to react impulsively or differently than adults?

  • In an ACES paragraph, state at least 2 facts (C) from the video and/or article that show these differences. Explain (E) how these facts affect the decisions teens make.

Respond to the following based on your viewing.

  • Should Romeo and Juliet face adult consequences for their decision to marry? State at least 2 facts from the drama (C) that support your position and explain how these events in the drama (E) support your position.

FCA 1: Answer restates the question with title of video in quotes (10)

FCA 2: 2 facts from video that support your answer stated in the writing (10)

FCA 3: Answer explains how 2 facts would help Romeo and Juliet in a very concrete way (10)

Step 2:

Read the articles below:

From the evidence provided in the articles above, answer the prompt:

Should a minor should face the same consequences as an adult?

Write an ACES paragraph that answers the prompt above. State 2 facts from articles that support your position (C). Explain how 2 facts prove your position (E).

Step 3- final draft of essay:

Based on the readings, Romeo and Juliet, “Teen Brain,” and the information from steps 1 and 2 above, it seems obvious that teenagers sometimes make rash decisions. However, consequences for these actions can be harsh. With all this in mind and with the writings from the past two steps, answer the following prompt:

Should teenagers face the same consequences as adults?

Answer the question in essay format (Introduction, 3 body paragraphs, conclusion) and support the answer with evidence or examples (at least two per body) from the readings.

  • Body paragraph 1- Differences between adolescent brain and adult brain (facts from dialogue and Harvard article)
  • Body paragraph 2- Should Romeo and Juliet face adult consequences?
  • Body paragraph 3- Should teens face adult consequences?

The complete essay should follow the ACES format. The essay must represent best practice (correct grammar, spelling, sentence structure) (10). The essay must contain a complete introduction paragraph, (10) three complete body paragraphs (ACES format) (10), and a complete conclusion (10).

FCA 1: Introductory paragraph has correct format: attention getter, statement of sources, thesis statement (10)

FCA 2: Body paragraphs ("Teen Brain" dialogue facts, Lansing Teen, Romeo and Juliet) state example/fact (at least two per body) and that example/fact is EXPLAINED as to how it supports your position (C, E) (30)

FCA 3: Essay is argumentative in nature (states a position) and that same position is carried

throughout the essay (20)

ACT III

Assignment 1: To be completed before reading Act III.

Step 1: Respond to the following based on your personal experiences and thoughts.

One of the themes in Romeo and Juliet is that decisions can have long term consequences. Answer the following questions in a paragraph or more.

    • What currently guides your decision making?
    • Reflect on a time in your life when you made a mistake and recognized it on your own.
    • What lesson(s) did you learn from evaluating your mistake?

FCA 1: Answer states a specific example in your life when you make a mistake and

recognized it on your own.

FCA 2: Answer states lesson(s) learned from evaluating your mistake

FCA 3: Answer restates the questions and is written in complete sentences

Step 2: Respond to the following prompt on the Assignment 1 paper for this Act.

There are times when the only way to prevent harm to a large number of people is to

harm a smaller number of people. Is it always permissible to harm a smaller number

in order to prevent harm to a larger number?

FCA 1: Answer takes a position and supports the position with at least 2

examples.

FCA 2: Answer restates the questions

FCA 3: Answer restates the questions and is written in complete sentences

Step 3: Watch the first 16 minutes of Moral Side of Murder or watch from itunesU (You are watching episode 1 only. And only the first 16 minutes)

Step 4: Respond to the following prompt on the Assignment 1 paper for this Act.

Based on your response to the questions in Step 1 and Step 2 and from the viewing of the segment in Step 3, reflect on your own decision making. Visit the

following link to better understand the decision making process. Decision Making Process

How would you describe your own decision making process? Has your decision making process changed from the information presented in the Romeo

and Juliet unit?

FCA 1: Answer reflects an understanding of personal decision making process

FCA 2: Answer states information from the Decision Making Process link and the other readings and videos to explain personal decision making process

FCA 3: Answer restates the questions and is written in complete sentences

Assignment 2: To be completed after reading Act III.

Answer the following questions based on your understanding of the moral decisions made in Act III.

  1. Based on your viewing of the video, PART ONE: THE MORAL SIDE OF MURDER, would you consider Mercutio’s decision to fight Tybalt rational or reactionary? Explain.

FCA 1: Answer takes a position and supports the position with at least 2 examples.

FCA 2: Answer written in ACES format

FCA 3: Answer restates the questions and is written in complete sentences

2. Based on your viewing of the video, PART ONE: THE MORAL SIDE OF MURDER, would you consider

Romeo’s decision to fight Tybalt rational or reactionary? Explain.

FCA 1: Answer takes a position and supports the position with at least 2 examples.

FCA 2: Answer written in ACES format

FCA 3: Answer restates the questions and is written in complete sentences

3.Based on your understanding of how the adolescent brain works, why do Romeo and Juliet react the way

they do to the events of Act III?

FCA 1: Answer takes a position and supports the position with at least 2

examples.

FCA 2: Answer written in ACES format

FCA 3: Answer restates the questions and is written in complete sentences

ACT IV

Assignment 1: To be completed after reading Act IV, scene iii

Juliet has only a few moments to sum up her feelings before drinking the potion.

What words would you use to sum up your life?

What if you only had six words to sum up your entire life? Check out the link below to see how others have done this task.

http://www.smithmag.net/sixwords/

Using the 6 word summary:

  • explain Juliet's fears before drinking the potion
  • sum up a character trait for one other character in the play

Now, sum up your life until now in only 6 words. (No more, No less)

Assignment 1: To be completed after reading Act IV

Choose 1 of the following questions to answer in essay format.

Review the events in Act IV. One of the central themes in the play is that there are times when secrets should be told. How could the events in this Act have turned out differently if Juliet had told her parents the truth?

Other characters in the drama could have intervened to save the two lovers from their fate. How could the events in the act have turned out differently if the Nurse or the Friar had told the truth to others?

FCA 1: Introductory paragraph has correct thesis statement

FCA 2: body paragraphs state example/fact (at least one per body) and that example/fact is EXPLAINED as to how it supports your position

FCA 3: Essay shows an understanding of the themes in the play and is able to use examples (from the play) to answer question.

Assignment 2: To be completed after reading Act IV

Watch Segment 6: Are There Lessons For Parents? from “Inside the Teenage Brain” PBS Frontline.

(after clicking the link, go to segments and choose segment 6)

Respond to the following questions based on your viewing.

  1. How did Romeo and Juliet interact with their parents? In your opinion were they good parents? How could the information in the video have helped the parents in the drama be better parents? Explain the basis for your opinion.

FCA 1: Introductory paragraph has correct thesis statement

FCA 2: body paragraphs state example/fact (at least one per body) and that example/fact is EXPLAINED as to how it supports your position

FCA 3: Each body paragraph answers one of the questions and each answer is supported with examples

ACT V

Assignment 1: To be completed after reading Act V

Responding to Informational text

Read the information at the following links: Aristotle’s ideas about tragedy .

Answer the following entry based on your reading.

  1. What is Aristotle’s definition of a tragedy?
  2. How is tragedy defined in the dictionary?
  3. How are the two definitions the same? How are they different?

Based on these definitions and how these apply to the drama, is Romeo and Juliet a tragedy? Explain your answer through evidence from Aristotle's definition, the dictionary definition, and the events of the drama.

FCA 1: Introductory paragraph has correct thesis statement and conclusion has a restatement of thesis

FCA 2: body paragraphs state example/fact (at least one per body) and that example/fact is EXPLAINED as to how it supports your position (C and E)

FCA 3: the answer sythesizes the information from Aristotle, the definition, and the drama to show a deep understanding of why Romeo and Juliet is a tragedy

Assignment 2: Applying understanding beyond text

Read the below quotation by Ben Aaronovitch.

“Every great decision creates ripples—like a huge boulder dropped in a lake. The ripples merge, rebound off the banks in unforseeable ways. The heavier the decision, the larger the waves, the more uncertain the consequences.”

Ben Aaronovitch

Answer the following based on your understanding of the quotation and the events in the drama.

  1. How does this quotation apply to Romeo and Juliet? What are the “ripples” in the drama? Explain your answer in essay format.

FCA 1: Introductory paragraph has correct thesis statement and conclusion has a restatement of thesis

FCA 2: body paragraphs state example/fact (at least one per body) and that example/fact is EXPLAINED as to how it supports your position

FCA 3: the answer sythesizes the information from Aristotle, the drama, and the quote to show a deep understanding of the themes in all three

FINAL PROJECTS

Chose one of the following projects to complete in order to show your understanding of the drama. All projects will be graded on the following criteria:

    • shows an in-depth understanding of the drama, characters, and/or themes
    • all writing revised and edited to final draft form
    • shows a true effort on the part of the student

1. Take on the persona of a person in the play. Construct an on-line diary or Blog from the point of view of one of the main characters (Juliet, Romeo, the Nurse, and Mercutio).

student examples. (Intel Education Designing Effective Projects)

2. Write a persuasive essay using the following thesis:

Romeo and Juliet’s age was the greatest contributing factor in their death.

Support the thesis with evidence and examples from the play as well as the informational text on new brain research and its implications on teens and how they make decisions.

3. Compare and contrast the characters in another story to Romeo and Juliet. For example, you could use Bella and Edward from the Twilight series. State specific examples as to how the characters are similar and how they are different. Make sure to support the examples with evidence from the writings.

4. Podcast- You may create a podcast of any scene from Romeo and Juliet. Add sound effects to a dramatic reading of the text.

5. Photo Story- Create a photo story for any of the scenes from Romeo and Juliet. This is a slide show set to music and audio.

6. Graphic Novel- Create a graphic novel for Romeo and Juliet. This must include at least 5 drawings with captions.

7. Artistic Interpretation- Choose a few lines from the play that are meaningful to you. Draw or paint a picture that conveys the meaning of those lines. Write a written explanation of your artwork

8. Character Scrapbook- Create a scrapbook with a page for 5 different characters. The page should be a representation of the character and what they value. You may add pictures of what you think the character should look like.