Passion-+EI-+Romeo+and+Juliet

= = = = =//Romeo and Juliet//- William Shakespeare=

Introduction to Shakespeare-

Shakespearean Sonnets-

Vocabulary:

 * aside
 * blank verse
 * classical allusions
 * comedy
 * dialogue
 * dramatic irony
 * foil
 * Greek chorus
 * heroic couplet
 * iambic pentameter
 * irony: dramatic, situational, verbal
 * monologue
 * protagonist
 * soliloquy
 * tragedy
 * tragic hero
 * tragic flaw
 * tragic illumination

Write an essay in which you discuss the extent to which one of the dramas studied adheres to Aristotle’s definition of tragedy. State thesis clearly and include at least three pieces of evidence to support the thesis. (RL.9-10.2, RL.9-10.3, W.9-10.2) Due Date:
 * Essay **

Select a one-minute passage from one play and recite it from memory. Include an introduction that states: Due Date:
 * Speech **
 * What the excerpt is (i.e., cite play and place the passage in context).
 * Why the passage is significant.
 * How the passage exemplifies one of the play’s themes. (RL.9-10.2, SL.9-10.4, 6)

How does free will play a part in Romeo and Juliet's destiny? The seminar question may also be used as an essay topic. (RL.9-10.1, RL.9-10.4, SL.9-10.1)
 * Seminar Question **

Compare the rendering of Carravagio’s //The Death of the Virgin// to Act V, scene iii of //Romeo and Juliet.// How do the artist and the playwright create dramatic effects? Describe and explain the significance of at least three examples. (RL.9-10.7)
 * Oral Presentation **

[|Shakespeare's //Romeo and Juliet//: “You Kiss by the Book”] (National Endowment for the Humanities) (RL.9-10.4, RL.9-10) This lesson plan complements the study of plot and characterization in //Romeo and Juliet// and the play’s focus on lyrical form and convention, which heighten the impact of the action on the stage. Students look first at the sonnet in which Romeo and Juliet meet, analyzing the imagery to gain insight into the way Shakespeare’s use of love sonnet conventions characterizes the moment and the relationship between the lovers. Then students act out the passage, to note Shakespeare's stage managing of this moment and to consider what perspective his making the lovers almost literally “kiss by the book” lends to our perception of their characters. Finally, students enact the scene in order to notice how Shakespeare's juxtaposition of poetic forms, ranging from the almost-prose of Capulet and the Nurse to the melodramatic style of Tybalt, further highlights the sonnet of the lovers. To conclude, students work in groups to find and examine similar moments in the play (e.g., the balcony scene or the tomb scene) where Shakespeare spotlights the action through lyric form and at the same time invites us to explore and question the idealization of lyric conventions by having the characters act out these conceits on stage.

**Read and Connect:** What is it about this article and situation that connects to "Romeo and Juliet"?
 * NONFICTION CONNECTIONS: **


 * Read and Connect**


 * Search and Find- Internet Activity**- Search MSNBC.com, CNN.com, and local news websites and identify an article relavent to any of the readings we have done thus far for "Romeo and Juliet." Be ready to present the article synopsis and your connections within your small group and for the whole class.


 * POETRY CONNECTIONS:**


 * Read and Connect:** Using the poetry books supplied in class, read 5 poems and create a bullet list of ways in which each poem connects to "Romeo and Juliet." Write the title, author, and synopsis of each poem and then the bulleted list below the synopsis. Each bulleted list should contain 3-5 connections between the poem and the play.

PBS Shakespeare's The Globe Theater

Virtual Tour of the Globe Theater

Indicators:

 * ** 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.
 * ** 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.9-10.9: ** 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).
 * ** RI.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.
 * ** 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.
 * ** 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.
 * ** 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.