Shakespeare’s Word: Love, Marriage, Blood, and …Shakespeare’s Romeo and Juliet. Students will create a concordance for the term and use the concordance to identify and support

Shakespeare’sWord:Love,Marriage,Blood,andHandsinRomeoandJuliet

BethPitman

UniversityofGeorgia

Dr.Smagorinsky

Fall2009

SettingtheStage

Idesignedthisunitforaninthgradeaudienceatmid‐level.Itisnosecretthattheninthgradeyearispivotalinadolescencedevelopment.Ourstudentsareenteringthelastphaseof‘forced’publiceducationandarebeingintroducedtoaworldofchoicesbothconcerningtheireducationandsocially.Theyaremakingthetransitionfromchildhoodtoadulthoodandfacetheprospectofromanticrelationshipsandnewfoundfreedom.Atthesametime,thisnewworldcanbeextremelyfrighteninganddifficulttonavigateandinterpretmuchlikethetextofWilliamShakespeare.

TheninthgradeEnglishclassismostlikelythefirsttimethatthesestudentswillencounterthegreatplaywright,andthisencounterisoftenviewedwithmuchapprehension.Thisapprehensiondevelopsnotbecausehisstoriesaredifficulttograsp,butbecauseShakespeare’slanguagepresentsfearandintimation.Ihavecreatedthisunittofacethisfearheadonandhelpstudentsunderstandthepowerandlastingeffectsofhisstories.ThroughexaminingShakespeare’swords,mystudentswillbeabletocomprehendandinterpretthetext,understandthatwordshavemanyfacetsofmeaning,andbyunderstandingthesefacetsofmeaning,theywillbeabletoidentifythemesandsupportthemwithevidencefromthetext.Beyondthesereadingskills,myoverarchinggoalofthisunitistobreakdownthefearandintimidationofShakespeare’slanguagemakinghisworksmoreapproachablefortheseyoungreaders.

TheCharacters:WhyRomeoandJuliet?

IhavedecidedtoanchorthisunitwithRomeoandJuliet.Manypractical(orbettereddescribedasmandated)reasonsfuelmychoiceforthetextsuchasitisaprominentpartofninthgradecurriculum,itappearsonninthgradeendofcoursetests,andstudentsmustknowtheplayfortheGeorgiaHighSchoolGraduationtest.Withsuchprominentmandatedreasonsforthetext,itseemsunavoidabletoteachit,butIfeelthatitisimportanttorealizewhythetexthasbecomesuchaprominentpartoftheninthgradecurriculum.

RomeoandJulietisoneofthegreatestlovestoriesevertold,andmoststudentsknoworhaveheardsomethingaboutthestory.Becausemoststudentshavethisbackgroundknowledge,thetextbecomessomewhatmoreapproachable.Thestoryisrelatabletothisaudience.ItisbelievedthatJulietisbetween13and14whenthestorytakesplace,andRomeoisinhislateteens.Thesecharactersspeaktoouraudience,andtheirissueswithromance,authority,andconsequencesareveryrealforouryoungreaders.Shakespearetellsagreatstoryofteenageangst.Finally,thewidespreadsaturationofthetextisunavoidable.Thestoryisretoldagainandagaininpopcultureandreferencestothetextaremadethroughoutthemedia,film,and

television.Knowingandunderstandingthetextwillproveusefultoourstudents,astheybecomeeducatedconsumersofmassmedia.

Althoughthereasonsforteachingthetextarenumerous,itisnaiveformetobelievethatobjectionsdonotexist.Somewouldquestionhowatextthatwaswritteninthemid1590scouldberelatableorevenusefulforaninthgradeaudiencein2009.Asmentionedbeforethestoryofthesetwoloversistimeless,anditsretellingisunavoidableinourculture.Butbeyondthissaturation,Shakespeare’slanguagechallengesourstudentstobecomeclosereadersandworktointerpretatextthatmightnotbeeasilyaccessibletothem.Thetextwillchallengethem,butthroughthechallenge,ourstudentswillhopefullyenjoytherewardofagreatstoryfilledwithdramaandconflict,andmaybelearnalittleaboutthemselvesandtheirabilitiesasreaders.Understandingthisplayanditslanguagecanprovideafruitfulrewardforeventhemostunmotivatedreader.

Theplayalsodealsdirectlywithcomplicatedissuessuchasteenagesuicidethatparentsmightseeasunnecessarysubjectmatterforyoungteenagers.Althoughthesetopicsaredifficulttodiscuss,theyarerealforourstudents.Eachdayourstudentsdealwithdifficultdecisionsthatcarrytoughconsequences.Thesedecisionsmightnotnecessarilybesuicide,buttheycarryequallydifficultandlifechangingresults.Sex,drugs,andalcoholareamongthosedecisions.Readingaplaythatdealsdirectlywithadecisionandshowstheconsequenceforthatdecisionallowsourstudentstobegintothinkabouttheirnewadultworld.

TheScript:Whywords?

IhavechosentoframethisunitaroundShakespeare’swords.Wewillexaminethemeaningsofmarriage,hand,blood,andlove.Throughtheexaminationofthefacetsofmeaningwithinthesewords,mystudentswillbeabletoarriveatprominentthemeswithintheplay.Theunitwillbeginwiththesmallandgrowintothebiggerpicture.Myhopewiththeunitisthatbybreakingdownthelanguagetothesingleword,mystudentswillfeelasthoughtheycanapproachthetextwithmoreconfidence.Byintroducingthedictionaryearlyintheunitandmakingitanintegralpartoftheexperience,thestudentswillfeelmorecomfortableinconsultingitforhelpincreatingmeaningfromShakespeare’slanguage.

Withtextssuchas“NoFearShakespeare”and“Shakespearemadeeasy”,IamnotnaivethatstudentscancompletelyavoidShakespeare’slanguage.ByforcingstudentstoexplorethemeaningofthesewordsandhowShakespeareusesthem,Ihopetopushthemawayfromthissimpleretreat.Iwantthemtodiscoverhowthesemoderninterpretationsarecreatedandthattheyarecapableofgainingthesamemeaningontheirown.

Goal1:Provideadetaildefinitionoftermalongwithusage:

Throughout this unit, students will examine the repeated use of certain words throughout Shakespeare’s Romeo and Juliet. Students will create a concordance for the term and use the concordance to identify and support a particular theme in the play. For the purposes of Romeo and Juliet, I will divide the class into four groups and assign them each one of the following terms: Blood, Marriage, Hand, and Love. Each group will use the Oxford English Dictionary and compile a complete definition of the term including examples of usage. Students will receive an example to follow. The definition should include:

• All usages included in the OED • Student will then create a sentence demonstrating each usage

Example: • Hand:

A. The end part of arm beyond the wrist Example usage: The gentlemen shook hands.

These definitions will provide a framework for the class to begin thinking about themes within Romeo and Juliet as we begin to read the play. Rubric: 10 5 1

Completeness Student includes entire definition from the OED and provides sentence examples for ALL usages

Student includes most of the definition from the OED and/or only provides half of the sentence examples for usages

Student does not provide a definition from the OED and/or provides less than half of the sentence examples for usages.

Goal2:AConcordanceReadingJournal

Asstudentsreadthetext,eachgroupmemberwillberesponsibleformaintaininganindividualconcordancereadingjournal.Withinthisjournal,eachstudentwilldocumenteverytimehisorherconcordancetermappears.Inthisjournal:

• Studentswillrecordscenenumberandlinenumbers• Studentswillrecordtheentirelineinwhichthetermoccursandboththe

linebeforeandthelineafter.• Studentswillprovideamoderninterpretationconsideringtheirpervious

OEDdefinitions.

Thesereadingjournalswillencouragestudentstoreadthetextcloselyandwillalsocreateawrittenrecordoftheoccurrenceoftheirassignedconcordanceterm.Thisrecordshouldhelpthestudentsbegintodrawconnectionbetweenthewordandacertainthemethatrunsthroughouttheplay.Byhavingeachstudentmaintaintheirindividualjournal,thegroupwillbeabletocomparetheirjournalsanddiscussanydifferencesthatoccur.

Rubric:

10 5 1

Completeness StudentrecordsALLoccurrencesoftheconcordancetermaccordingtoassignmentinstructions.StudentattemptsamoderninterpretationforALLeachprovidedoccurrence.

StudentrecordsMOSToccurrencesoftheconcordancetermaccordingtoassignmentinstructions.StudentattemptsamoderninterpretationforMOSTeachprovidedoccurrence.

StudentrecordsaFEWoccurrencesoftheconcordancetermaccordingtoassignmentinstructions.StudentattemptsamoderninterpretationaFEWoftheprovidedoccurrence.

Goal3:StagingaConcordanceScene

For this portion of the unit, each concordance group would then pick a scene from their concordance reading journal to stage that they feel supports a theme within the play. The group will then stage the scene. The group will

• Limit their scene to five minutes • Create blocking, costuming and props (obviously within the limitations of the

classroom). • Stage their scene to highlight their particular theme.

• Perform the scene for the class At this point, I would use production examples to demonstrate how staging highlights theme. This project will allow students to connect their concordance term to theme and by watching other group performances; they should also see how each term produces a different theme. Rubric 10 7 5 1

Scene Selection Scene uses concordance term and supports the group’s established theme

Scene uses concordance term, but group’s established theme is not supported

Scene uses concordance term, but no thought was given to theme

Scene does not use concordance term.

Preparedness Student is completely prepared and has obviously rehearsed

Student seems pretty prepared but might have needed a couple more rehearsals.

Student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause “waves” in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Goal 4: Group Essay: Arguing for your Scene

For this portion of the unit, I will have each group write a joint essay. In this essay, the group will

• Write a 5-7 page essay at 12 pt. font and standard 1” margins cited in MLA format

• Argue why their scene supports or promotes their particular theme throughout the text.

• Use evidence from the text to support their argument. Including at least 4 direct quotations from the text.

• Divide essay responsibilities up equally among group members I will focus my instruction time on thesis development and argument support. The scaffold activities should provide students with the knowledge necessary to complete this culminating assignment. This essay should demonstrate that students have a strong grasp of the themes present within the play and how Shakespeare’s ‘words’ or language help to shape these themes. Rubric: I will assess this essay on the 6 plus 1 writing rubric that is attached. Group participation will be assessed via a self-assessment and peer assessment.

Wheretobegin:

Beforeclassbegins,putyourstudentsintogroupsoffive.Carefullyconsiderthesegroupings,astheyareessentialtothecontinuityoftheunit.Thesestudentswillbetogetherthroughoutthesixweeks.

Week1:

Day1,IntroductoryActivity

5minutes:AttendanceandHousekeeping

5minutes:Divideclassintothepredeterminedgroupsoffive.Movealldeskstothecenteroftheroommakingsurethatthereisplentyofspaceforstudentstomovetoeachbulletinboardstation.Placeonegroupateachstation.Assignoneofthefollowingwordsorideastoeachstation.

• Blood• Marriage• Hand• Love• Romeo&Juliet

Haveonestudentwritetheirassignedwordorideainthecenterofthepaper.

3minutes:Explaintostudentstheprotocolfora‘chalk’talk.Seeattachment.Besuretoemphasizetheimportanceofsilencewiththisactivity.

35minutes:Haveeachgroupconductasevenminute‘chalktalk’abouttheassignedwordattheirstation.Aftersevenminutes,haveeachgrouprotatetothenextstation.Repeattheexerciseuntileachgrouphasbeentoeverystation.

2minutes:assignhomeworkandwrapuplooseends.

Homeworkforstudents:Havethestudentswritedownthreethoughtsorquestionsabouteachwordorideathatcametomindforthemduringthe‘chalk’talks.Encouragethemtousethiswrittenreflectionasameanstodrawconnectionsbetweenthewordsandideas.

HomeworkfortheTeacher:ReadeachchalktalkandtrytoseehowthestudentsunderstandthesewordsandalsowhatknowledgetheybringtotheunitaboutRomeoandJuliet.Begintothinkabouthowyourstudentswilldiscussthechalktalksintomorrow’sclass.Becausethisprotocolproducesdifferentresultsforeachclassitisimportanttoreadandreflectoneachparticularclass’sresponse.

Inpreparationforthenextclass,makesuretoputthechalktalksbackuponthewall.

Day2,IntroductoryActivity(con’t)

5minutes:AttendanceandHousekeeping

10minutes:Havestudentsreturntotheirassignedgroupsanddiscusstheirwrittenresponsefromhomework.Instructthemtoeachreadtheirideasaloudinclassandprepareoneconnectionbetweentheterms.HavethestudentsalsowriteonesentenceaboutRomeoandJuliet.

3minutes:HaveeachgroupsimplystatetheirconnectionandreadtheirsentenceaboutRomeoandJuliet.

30minutes:Havethestudentsreadthechalktalksfromthepreviousday.Conductaclassdiscussionaboutwhattheysee.Usethechalktalks,connections,andsentencestodrivediscussion.Inquirefurtherintotheirthoughtsusingthescaffoldingworkdoneearlierintheactivity.

2minutes:Wrapuplooseends.

Day3

Materials:FivesheetsofBulletinBoardpaperandmarkersforeachgroup.

3minutes:Attendance,Housekeeping

5minutes:ExplainDetailedDefinitionAssignmentandtheConcordanceJournalAssignment.(Seeattachedassignmentsheet)

2minutes:movetoconcordancegroupsassignedinintroductoryactivity

30minutes:CompleteDetailedDefinitionAssignment

10minutes:Eachgrouppresentsvisualtoclassanddisplaysintheclassroom.

Day4

Materials:copyofRomeoandJuliettext


40minutes:ReadAct1scenesi‐iiialoud.Assignpartstomembersoftheclassandstopbetweenscenestorecapitulateplot.

7minutes:Reviewconcordancejournalassignmentandansweranyquestions.Considermodelingthetask.RemindstudentstocompletetheirconcordancejournalsforAct1scenesi‐iii.

Day5

Materials:LoveConnectionHandout


7minutes:Meetinconcordancegrouptocompareconcordancejournals.Havestudentscompareentriestoensurethateachappearanceisrecordedandhavestudentsdiscusstheirinterpretationofeachappearance.

40minutes:LoveConnectionActivity(ModifiedfromtheFolger’sLibrary’sShakespeareSetFree:TeachingRomeoandJuliet,MacBeth,andAMidsummer’sNightDream)

• Havestudentsformpartnerships• WithintheirpartnershiphavethestudentscompletetheLoveConnection

Handoutperthedirectionsonthesheet.Modelanexample.• After30minutes,bringgrouptogetherandconductaclassdiscussion

aroundtheactivity.• Throughtheactivity,attempttopresentthedifferentviewsofloveand

marriagethatexistwithintheplay.Refertothedetaileddefinitionsontheclassroomwallsthroughoutthediscussion.

Day6

Materials:CopyofRomeoandJuliettext


40minutes:ReadAloudAct1sceneiv‐v.Assignpartstostudents(attempttocastdifferent‘actors’fromday1).Stopbetweenscenestorecapitulateplotandanswerquestions.

7minutes:Reviewconcordancejournalassignment.Getfeedbackoftheassignment.Haveeachgroupprovideanexampleofanentry.

Day7

Materials:Zefirelli’sRomeoandJuliet1968andBazLuhrmann’sRomeo+Juliet1996


7minutes:Concordancegroupmeetingstocompareconcordancejournals.Havestudentscompareforaccuracyensuringeachappearanceisrecordedanddiscussinterpretationoftheappearances.

15minutes:Showtheintroduction(throughthereadingoftheprologue)ofeachfilm.Encouragestudentstoplaycloseattentiontoallaspectsofthefilmsi.ecameraangles,characters,lighting,colors,credits.

25minutes:CompareandContrastthefilms

• Havestudentsformpartnershipsanddiscuss;o Similaritieso Differenceso Distinctfeaturesofeachprologueo Howdoeseachintroductionmakeyoufeelabouttheupcoming

‘performance’?• Conductaclassdiscussionaroundthesequestions.Iftimeisavailable,refer

backtothefilms.Attempttodrivethediscussiontohighlightthatthewordsarethesamebuttheinterpretationsaredistinctlydifferent.

Day8



40minutes:ReadActIIscenesi‐iiialoud.Assignpartstomembersoftheclassandstopbetweenscenestorecapitulateplot.

7minutes:Reviewconcordancejournalassignmentandansweranyquestions.Considermodelingthetask.RemindstudentstocompletetheirconcordancejournalsforAct2scenesi‐iii.

Day9

Materials:PowerPointPresentation‐SixStepsofMarriage



40minutes:PresentLectureabouttheSixStepsofMarriage

• InordertoprepareforthelectureconsultpodcastofalecturegivenbyChristyDesmetina“Shakespeareintheclassroom”classtaughtattheUniversityofGeorgiaSpringSemesterof2009.

• Toaccessthispodcastfollowthesesteps:

o LaunchITunes6orhigher

o FromtheAdvanceddropdownmenuselect“subscribetopodcast”

o CopythisURL:http://podcasting.gcsu.edu/4dcgi/podcasting/uga/channels28208/4485.xml

o Accesslecture:“TheSixStepsofMarriage”

• Thislecturedealsspecificallywith“TamingoftheShrew”,butgivesyouenoughbackgroundknowledgeaboutthemarriageprocesstotailorthelecturetotheabilityofyourclass.

• Besuretoemphasistheimportanceofthehandfastintheprocess.Refertothedetaileddefinitionsonthewall.

• Iftimeallows,openthefloorfordiscussionbyaskingleadingquestions:

o Howisthisprocessdifferenttoday?

o Isitreallythatdifferent?

o Whatareourtraditions?(opportunitytodiscussdiversityifitarises)

o Howareourtraditionsthesame?

Day9

Materials:TaylorSwift’smusicvideofor“LoveStory”accessibleviaYouTubeathttp://www.youtube.com/watch?v=5wRkoGKQ8qQ


7minutes:Showthemusicvideotwice.Thefirsttimeforthestudentstoviewandsimplyenjoy.Onthesecondview,havetostudentspaycloseattentiontothehandsinthevideoandthinkaboutyesterday’slectureanddiscussion.

20minutes:Havestudentscompletetheattached“LoveStory”handoutingroups.Fortheexercise,allowstudentstoself‐selectgroups.

20minutes:Showthevideoonelasttimeandencouragestudentstoevaluatetheirresponses.Workthroughthehandoutasagroupanddiscusstheanswerstothequestionsbeingsuretopointoutthedifferences(i.esurroundings,publicvs.private)betweenwhenthehandstouchandwhentheydonot,andwhatthatmightmeaninrelationshiptoyesterday’slectureaboutthesixstepsofmarriage.Alsorefertothedetaileddefinitionsonthewall.

Day10



40minutes:ReadAloudAct2sceneiv‐vi.Assignpartstostudents(attempttocastdifferent‘actors’).Stopbetweenscenetorecapitulateplotandanswerquestions.

7minutes:Reviewconcordancejournalassignment.Getfeedbackontheassignment.Haveeachgroupprovideanexampleofanentry.

Day11




15minutes:Showthebalconysceneofeachfilm.Encouragestudentstoplaycloseattentiontoallaspectsofthefilmsi.ecameraangles,characters,lighting,colors,costuming.

25minutes:CompareandContrastthefilms

• Havestudentsformpartnershipsanddiscuss;o Similaritieso Differenceso Distinctfeaturesofeachinterpretationo Howdoestheinterpretationchangethemeaningofthescene?

• Conductaclassdiscussionaroundthesequestions.Iftimeisavailable,referbacktothefilms.Attempttodrivethediscussiontohighlightthatthewordsarethesamebuttheinterpretationsaredistinctlydifferentandcanchangethemeaningofthescene.

Day12



40minutes:ReadAloudAct3scenei‐iii.Assignpartstostudents(attempttocastdifferent‘actors’).Stopbetweenscenetorecapitulateplotandanswerquestions.


Day13



20minutes:Dividetheclassintogroupsoffour.EachgroupwillstageAct3scene1.Providethefollowinginstructions.

• Eachgroupmusteditthescenetofitwithinafour‐minuteperformance.InstructstudentstothinkaboutwhatlinesareimportanttothestoryTHEY

aretryingtotell‐referbacktothebalconyscenelessonwithLurhmannandZefirelli.

• Eachgroupmustprovideblockingforthescene.Explainthatblockingiswheretheactorsstandandmoveduringthescene

• Eachgroupmustprovidepropsforthescene.

Thislessonwillprovidescaffoldingfortheculminatingprojectattheendoftheunit.Makesuretoexplaineachstepclearlyandprovidetimeforquestions.20minutes:Havestudentsbegintomakeinitialplansfortheirscenes.Tellstudentstobepreparedtoshareoneideainclasstomorrow.

Day14


7minutes:Openthefloorforquestionsaboutthesceneassignmentmadeyesterday.Askeachgrouptoprovideoneideafromtheirdiscussionsyesterday.

40minutes:Groupsworkandrehearsescenesforperformanceinclasstomorrow.

Day15


27minutes:Eachgroupperformstheirscenefortheclass

20minutes:Discussthescenesasaclass

• Howwerethescenessimilar

• Howweretheydifferent

(Couldwritethesecomparisonsontheboardforreference)

• Whyweretheydifferent?

• Whatdoesthismean?Howdowegetdifferentinterpretationsfromthesametext?ReferencetheLuhrmannandZefirellibalconyscenefromearlier.

Day16



40minutes:ReadAloudAct3sceneiv‐vandAct4scenei‐ii.Assignpartstostudents.Stopbetweenscenetorecapitulateplotandanswerquestions.


Day17



40minutes:ReadAloudAct4sceneiii‐v.Assignpartstostudents(attempttocastdifferent‘actors’).Stopbetweenscenetorecapitulateplotandanswerquestions.


Day18



GoodFriarLawrence:Marriageforlovevs.SocietalMarriage

10minutes:Asaclass,rereadthe‘marriage’scenebetweenRomeoandJuliet(Act2scene6).Then,rereadthe‘marriage’scenebetween(Act4scene1).Ifyouhavewillingvolunteers,itmaybeusefultohaveanimpromptustagedreading.

10minutes:Havetheclassformpartnershipsandcomparethetwoscenes.Instructthepartnershiptopreparetwocomparisonsabout:

• Thelanguage

• FriarLawrence’srelationshiptoeachcouple

Also,havethestudentsdevelopananswertothequestion:

• Whydoesn’tShakespeareallowtheaudiencetoseethemarriageceremonybetweenRomeoandJuliet?

20minutes:Bringtheclasstogetheranddiscusstheideas.BesuretopointouttherichimageryinthelanguagewithinRomeoandJuliet’ssceneandhowitcontrastswiththeshort,choppylanguagebetweenParisandJuliet.Havestudent’sbegintoquestionwhythelanguageisdifferent.Doesitreflectthepassionorlackthereofbetweenthecouples?Usethelastquestiontogettheclassthinkingandencourageallresponses,asnotrightanswertrulyexists.Tielooseendsbydiscussingagainthedifferentdefinitionsofmarriage.Refertothedetaileddefinitionsonthewall.

Day19



40minutes:ReadAct5aloud.Assignpartstomembersoftheclassandstopbetweenscenestorecapitulateplot.

7minutes:Reviewconcordancejournalassignmentandansweranyquestions.Considermodelingthetask.Remindstudentstocompletetheirconcordancejournals.

Day20




15minutes:Showthedeathsceneofeachfilm.Encouragestudentstoplaycloseattentiontoallaspectsofthefilms(i.ecameraangles,characters,lighting,colors),butspecificallyhoweachinterpretationdealswiththe“blood”ofJuliet’sdeath.

25minutes:CompareandContrastthefilmsspecificallythe“blood”ofJuliet’sdeath.

• Havestudentsformpartnershipsanddiscuss;o Similaritieso Differenceso Howdoeseachinterpretationdealwiththeviolenceofhersuicide?

• Conductaclassdiscussionaroundthesequestions.Throughthediscussion,

highlightwhat‘blood’meansordoesn’tmeanwithintheplay.Reference

otherviolentscenessuchasTybaltandMercutio’sdeath.Iftimeisavailable,referbacktothefilms.Attempttodrivethediscussiontohighlightthatthewordsarethesamebuttheinterpretationsaredistinctlydifferent.

Day21Materials:ConcordanceSceneAssignmentHandout3minutes:Attendance,Housekeeping7minutes:ExplainConcordanceSceneAssignmentusinghandout.40minutes:Havegroupsbeginworkingonassignment.

Day22Materials:ConcordanceSceneAssignmentHandout3minutes:Attendance,Housekeeping47minutes:Continueworkandrehearsalofconcordancescenes.

Day23Materials:ConcordanceSceneAssignmentHandout3minutes:Attendance,Housekeeping47minutes:Continueworkandrehearsalofconcordancescenes.

Day243minutes:Attendance,Housekeeping47minutes:ConcordanceScenePerformancesEachgroupwillperformtheirscenefortheclass.Duringtheperformance,haveaudiencemembersanswer:

• Whatideadoesthisscenesupport?• Whatmakesyouthinkthat?• Whatisonethingyoulikeaboutthescene?• Whatisonethingyouwouldchangeaboutthescene

Aftereachscene,holda10‐minutediscussionabouttheperformanceusingthequestionsaboveasprompts.

Day253minutes:Attendance,Housekeeping47minutes:ConcordanceScenePerformances(con’t)Eachgroupwillperformtheirscenefortheclass.Duringtheperformance,haveaudiencemembersanswer:

• Whatideadoesthisscenesupport?• Whatmakesyouthinkthat?• Whatisonethingyoulikeaboutthescene?• Whatisonethingyouwouldchangeaboutthescene

Aftereachscene,holda10‐minutediscussionabouttheperformanceusingthequestionsaboveasprompts.

Day26Materials:EvidenceQuestionnaireHandout3minutes:Attendance,Housekeeping7minutes:ExplaintheEvidenceQuestionnaire30minutes:Haveeachgroupcompletethequestionnaire.Tellthemthattheywillberesponsibleforsharingoneideafromthequestionnaireattheendofclass.10minutes:Answerquestionsanddiscusstheresultingproduct.Askeachgrouptoshareoneideafromtheirquestionnaire.

Day27Materials:ConcordanceEssayAssignmentHandout3minutes:Attendance,Housekeeping7minutes:ExplaintheConcordanceEssayAssignment40minutes:Groupsbeginworkonessay.

Day28Materials:ConcordanceEssayAssignmentHandout

3minutes:Attendance,Housekeeping47minutes:Groupscontinueworkonessayassignment.

Day29Materials:ConcordanceEssayAssignmentHandout3minutes:Attendance,Housekeeping47minutes:Groupscontinueworkonessayassignment.

Day30Materials:ConcordanceEssaySelfandPeerEvaluations.3minutes:Attendance,Housekeeping30minutes:Groupstieuplooseendswiththeiressaysandturnthemin.7minutes:Explaintheselfandpeerevaluations.Askstudentstobecompletehonestaboutbothhis/herselfandhis/herpeers.10minutes:Studentscompletetheevaluations.

References

RomeoandJuliet.Dir.FrancoZeffirelli.Perf.LeonardWhiting,OliviaHussey,JohnMcEnergy,MiloO’Shea.Paramount,1968.

Romeo+Juliet.Dir.Luhrmann,Baz,Perf.LeonardoDiCaprio,ClaireDanes.Bazmark Films,1996.Shakespeare,William.ShakespeareSetFreeTeachingRomeo&Juliet,Macbeth&AMidsummerNight'sDream(TheFolgerLibrary).NewYork:WashingtonSquare,1993.Print.Desmet,Christy(2008)TheSixStepofMarriage.PresentationtoENGL4420class, UGASpring2008

HandoutsinorderofReferenceintheUnit

Shakespeare’sWords:RomeoandJuliet

OngoingAssignmentSheet

DetailedDefinitionAssignment

(Completedwithingroups)

Directions:Foryourgroup’sassignedterm,yourgroupwill….

1. Compile a complete definition of the term including examples of each usage. You will consult the Oxford English Dictionary Online Edition.

• Example:

Hand:

B. The end part of arm beyond the wrist Example usage: The gentlemen shook hands.

2. Place the complete definition and examples on the provided bulletin board paper with visually appealing presentation. The definitions will be displayed in our class throughout this unit

Concordance Journal

(Completed by each Individual)

Directions: As we read through the play, you will maintain a journal recording each appearance of your assigned concordance term. For each time the term appears (plural versions of the word such as hands and marriages should also be recorded) in the text, you will……

1. recordscenenumberandlinenumbers2. recordtheentirelineinwhichthetermoccursandboththelinebefore

andthelineafter. 3. provideamoderninterpretationconsideringtheirperviousOED(Oxford

EnglishDictionary)definitions.

After each day of reading, you will complete this assignment for the read text. The next day you will compare you entries with your group members to ensure accuracy and completeness.

LoveConnection

Directions:Readthelineslistedforeachofthefollowingcharacters.Inthefirstcolumn,writethelinesastheyappearintheplay.Thendrawsomeconclusionsabouteachlineorsetoflines.Whatinsightsdotheygiveintoeachcharacter’sexperienceswith,feelingstoward,orattitudesaboutloveandmarriage?Jotdowntheseinsightsinthethirdcolumn.

Character Lines ConclusionsRomeo1.1 195‐199

Benvolio1.1 235‐2361.2 47‐48

Paris1.2 12

“Youngerthanshearehappymothersmade”

Capulet1.2131.216‐17

Juliet1.3 711.3103‐105

LadyCapulet1.4 75‐79

Nurse1.3 101

ConcordanceSceneAssignment

Yourconcordancegroupwillstageascenesitedinyourconcordancejournal.

Youwanttopickascene:

• Withyourconcordanceterm• Andsupportsanideawehavediscussedintheplaylikethemeaningof

marriage,lovevs.marriage,handsandmarriage,orbloodandviolence.

Nowstageit!!

• Youwilleditthescenetofiveminutes.Remembertoeditthescenetosupportyouridea.(Hint:keeptheTybaltexercisewedidinmind)

• Provideblockingforthescene• Memorizelinessothatactorsarenotboundtothebook.• Providepropsandcostuming(withinthelimitationsofourclassroom)for

yourscene.

WhatIwanttosee

10 7 5 1

Scene Selection Scene uses concordance term and supports the group’s established theme

Scene uses concordance term, but group’s established theme is not supported

Scene uses concordance term, but no thought was given to theme

Scene does not use concordance term.

Preparedness Student is completely prepared and has obviously rehearsed

Student seems pretty prepared but might have needed a couple more rehearsals.

Student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause “waves” in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

EvidenceQuestionnaire

Directions:Fillintheblankoranswerthequestionsaboutyourgroup’sconcordancescene.

Ourscenedemonstratestheideathat…..

II.Ourscenedemonstratesthisideabecause….

A. Evidence:(usethetext)

B. Evidence:(useyourscene)

II.Ourscenedemonstratesthisideabecause….


B. Evidence:(useyourscene)

III.Ourscenedemonstratesthisideabecause….


B.Evidence:(useyourscene)

ConcordanceEssayAssignment

UsingyourEvidenceQuestionnaire,yourgroupwillwriteanessayarguingforwhyyourscenesupportsaparticularideawithinRomeoandJuliet.

Youressayshould:

• shouldciteevidencefromboththetextandyourperformance(iehowyoueditedyourscript,usedblocking,orprops).

• Haveanintroductionandaconclusion• Givethreereasonswhythescenewaseffective

Eachgroupmembershouldberesponsibleforanequalportionoftheessay.Thedivisionoftheseresponsibilitieswillbeatthediscretionofyourgroup.WhatIwanttoseeTheessaywillbeevaluatedonour6plus1writingtraitrubric.Iwillevaluategroupparticipationthroughbothaself‐evaluationandapeerevaluationatthecompletionoftheassignment.

EssayAssignmentSelfEvaluation

Directions:Responsetoeachpromptbycirclingtheappropriateonnumberonthescalewith1=stronglydisagree,2=disagree,3=neutral,4=agree,and5=stronglyagree.Pleaseprovideanexplanationorcommentsatthebottom.

Iwasresponsibleforanequalportionoftheessayassignment.

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Iproducedqualitywork.

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Mygroupmemberswouldwanttoworkwithmeinthefuture.

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Comments:

EssayAssignmentPeerEvaluation

Directions:Ineachblank,fillinthenamesofyourgroupmembers.Responsetoeachpromptbycirclingtheappropriateonnumberonthescalewith1=stronglydisagree,2=disagree,3=neutral,4=agree,and5=stronglyagree.Pleaseprovideanexplanationorcommentsatthebottom.

Mygroupmemberwasresponsibleforanequalportionoftheessayassignment.

_____________________________12345

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Mygroupmemberproducedqualitywork.

_____________________________12345

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Iwouldwanttoworkwiththisgroupmemberinthefuture.

_____________________________12345

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Comments:

“Beggingyouplease,don’tgo

Romeotakemesomewherewecanbealone

I’llbewaitingallthere’slefttodoisrun

You’llbetheprinceandI’llbetheprincess

It’salovestory,babyjustsayyes”

Whyaretheirhandsnottouching?

Whatistheimportanceofthehands?

“CauseyouwereRomeo,Iwasascarletletter

AnddaddysaidstayawayfromJuliet

Butyouwereeverythingtome

Iwasbeggingyoupleasedon’tgoandIsaid

**Chorus***

Whydotheirhandsnowtouch?

Whatdoestheconnectionofthehandsmean?

Directions:Includedaresceneshootsfromthevideoof“LoveStory”.Theclipsareinchronicallyorder.Answertheboldedquestionsaftereachsectionofclips.Somelyricsareincludedtoguideyourthinking.

Whatisthesignificanceofthefruitandthehandpickingthefruit?

Whycanwenotseewhetherthehandsareconnectedornot?

“Heknelttothegroundandpulledoutaring

Andsaid,marrymeJuliet

You’llneverhavetobealone

Iloveyouandthat’sallIreallyknow

Italkedtoyourdad,gopickoutawhitedress

It’salovestorybabyjustsayyes”

Whyisthelightinginthescenesobright?

Whydotheirhandstouch?

Documents

Shakespeare’s Word: Love, Marriage, Blood, and …Shakespeare’s Romeo and Juliet. Students will create a concordance for the term and use the concordance to identify and support