Work for the week of 1/27-2/4

You will be reading Romeo and Juliet in your groups and then creating or recreating a dramatic interpretation of it.  Remember the interpretation must be in your own words (not Shakespeare's)

Those in Skagway will be doing a puppet show of act II.   Those of you on the trip will be creating a Readers Theatre Interpretation.

No script should be the same.  Do not leave out any important details. 

Queen of Mab

Queen of Mab Assignment: 30 points 

DUE: Monday

1)   On a sheet of paper draw the images from Mercutio’s QUEEN OF MAB speech.  I want you to look closer at who the QUEEN OF MAB is and what she looks like and then I want you to look at the various dreams she brings different people.  Draw a picture of Queen Mab bringing a sleeping person a dream.  Next, print the lines from the poem that you are representing in your dream below your picture.

2)   Grade:

15 points for the depiction of Queen of Mab, her coach and her coachman.

10 points for the depiction of a sleeping person and the dream the dream the Queen of Mab brings.

5 points for the text of the poem that you are representing printed at the bottom or top of the paper.

3) Put your name on the paper

R&J

Today, we are going to go over your HEADLINES for each scene in Act 1, and then give you about 20 minutes to finish your scripts from yesterday.  Finally, we will look at POETRY OUTLOUD.

For the Poetry Out Loud website go HERE

R&J Review

Today we will review Act I.

First WOD (words of the day), and then

Montagues - rewrite scenes 1 and 2 as a commentary to a football or basketball game.

Capulets - rewrite scenes 3 and 4 like a horror movie (maybe a zombie movie)

Prince - rewrite scene 5 as a game show.

All scenes must contain the essential information (what happened) in the scene.  But be creative in your rewritten (but don't add things that change the plot). 

We will see these at the end of class.  Tomorrow we start with POETRY OUT LOUD

Act I

Today, we need to finish Act I and then outline all the characters that appear in Act I will a brief description.

First, we need to start with the words of the day. 

English Sonnets

Elements of a Sonnet
1) 14 lines
2) 10 syllables per line (iambic pentameter- unstress stress)
3) Rhyme Scheme: abab cdcd efef gg
4) 3 Quatrains and a Couplet (this refers to idea, examples and conclusion)

18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

116
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.

130
My mistress' eyes are nothing like the sun,
Coral is far more red, than her lips red,
If snow be white, why then her breasts are dun:
If hairs be wires, black wires grow on her head:
I have seen roses damasked, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight,
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know,
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress when she walks treads on the ground.
And yet by heaven I think my love as rare,
As any she belied with false compare.

THREE THINGS THE PROLOGUE DOES

1) Gives you the setting
2) Introduces the characters and outlines the plot
3) Ask the audience to pay attention



Oxymoron:

Two words with opposite meanig put together to describe something

Examples: bawling love, loving hate, cold fire, sick health

Romeo and Juliet

Today, we are going to take notes on some of literary elements that you have not be introduced to yet.  Then we will be looking at the Prologue to Romeo and Juliet.  What does the prologue say?

For the prologue

Romeo and Juliet

Consider the following social offenses. Rank each in order of seriousness with 1 being the most serious.

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


After you get done click here and read ROMEO AND JULIET in one minute!

NEW VOCABULARY:
(quiz on 1/17)

Rosemary
Sallow
Waverer
Perverse
Cunning
Procure
Lamentable
Kinsmen
Unwieldy
Variable

HOMEWORK: Write a blog entry - practicing prewriting and organizing (meaning you list ideas and then try to organize them into a structure) - with a thesis statement ( a controlling idea) and a hook about whether you believe in LOVE at FIRST SIGHT. Note - I want you to use examples from your life or your parents' lives or from books, movies, friends that you seen or heard about? Do you believe in it? Remember - Romeo and Juliet claim to fall in love at first glance. Explore the idea. You might be reading these out loud in class tomorrow.


Shakespeare: Tragedy, Comedy and Metaphor

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does

Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers


Synthesis

21) Write a sonnet


STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:

1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)

ACTIVITIES TO BE INCLUDED (but not limited to)

1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects