ASSIGNMENT LIST
Romeo & Juliet Homework – 150 points
Please collect the following items as they are assigned to you, and be prepared to staple them together (in this order, please) to turn in for a grade at the end of this unit.
______/20 – character map (completion, creativity, and neatness)
______/50 – questions for each act of the play (answered thoroughly, thoughtfully, and with detailed examples from the play itself)
______/25 – journal entries for each act of the play (completion, thoroughness [at least 1 page, handwritten, single-spaced], and depth of thought)
______/35 – paraphrases of your assigned character’s speeches (at least two)
______/15 – literary terms defined (with examples from the play)
Romeo & Juliet In-Class Assignments*
Individual: Partners:
Shakespeare timeline: 50 points
ACTING: 50 points MUSICAL CHARACTER SKETCH
ESSAY: 100 points or
ROMEO & JULIET TEST: 100 points MOVIE “STILLS”: 50 points
Incentive Credit:
1. bring costume/props for acting in class
2. read a larger role in the play for someone who is absent
*As usual, you will be given a daily participation grade, which will be based upon your bringing materials to class each day, your use of appropriate listening skills, your participation in critiques of actors, and your participation in class discussions.
Unit Goals:
• Students will practice elements of drama/theater as aspects of literature (facial expression, tone of voice, gestures, props, costumes, following stage directions, etc.)
• Students will accurately paraphrase dense text.
• Students will identify literary devices employed in the play and will analyze the use of literary devices employed in the play.
• Students will compare and contrast visual “stills” from two versions of the play and will evaluate images for their ability to evoke emotion and/or for their ability to portray events in the play.
• Students will write a literary analysis essay of five paragraphs or more.
• Students will identify character traits of main characters (as conveyed through dialog, action, descriptions of tone, and stage directions).
• Students will utilize Touchstones-style discussion method and journaling in order to discuss major topics/issues in the play (the nature of love, family loyalty, types of violence, disguise and secrecy, etc.). Students will support their ideas with examples from the play.
• Students will discuss how image, sound, dialog and story interrelate in film samples of films based on Romeo and Juliet and in nonfiction/documentary films.
• Students will identify the “human nature” of characters in Shakespeare works.
State of New Mexico Standards addressed:
A1: VOCABULARY: roots, prefixes, word families, suffixes, etymology, connotation/denotation, pronunciation, spelling
A2: MESSAGE/MEANING: author’s purpose, main ideas (topic sentence, thesis), narrative sequence and chronology, cause-effect relationships, recognize/recall who/what/when/ where/etc.
C1: VARIETY OF COMPOSITIONS: write biography, autobiography, history, personal narrative, anecdote, short story, poetry, drama, monologue, screenplay, song lyrics; engage reader; establish point of view and context; use plot, setting, character, sensory language, figurative language, and conclusion
C2: PLAN WRITING: pre-write with various strategies; select major ideas and develop using logic, examples, and details
C4: ORGANIZATION: ARGUMENT – word claim clearly, use supporting reasons and appropriate tone; STRUCTURES – problem-solution, compare/contrast, cause-effect; make connections and generate new insights; organize paragraphs; use logic to reach conclusions; use evidence from multiple sources to support a claim
C5: DRAFTING/REVISION: use rubrics to check paragraph focus, transitions, organizational pattern, and clarity; analyze quality of supporting arguments; analyze use or lack of counter-arguments; delete unrelated material; work toward consistency; evaluate quality of own work
C6: EDIT: edit for spelling, grammar, format, structure; evaluate for audience, purpose, readability; consult manuals (MLA, dictionary) to correct errors
C7: CITE: use MLA or other handbook
C8: PRESENTATION: select production elements appropriate to purpose; incorporate graphs, charts, diagrams, photographs, etc.
E9: CONSTRUCT LOGICAL ARGUMENTS: use logical organization; develop ideas with audience in mind; develop clear and substantive thesis; develop coherent progression of ideas and supporting ideas/examples; identify areas in need of additional support; draw a persuasive conclusion; demonstrate awareness of counter-arguments; recognize personal experience as evidentiary support
G2: EVALUATE: evaluate effectiveness of medium as it relates to purpose; recognize perceptions of fact and opinion; recognize how perceptions of fact vs. opinion are affected by fallacies, false dilemmas, propaganda, and emotional appeals; recognize how the medium itself influences the perception of fact vs. opinion
H1: TRAITS OF LITERATURE: recognize traits of the following: American literature (18th, 19th, 20th centuries), Hispanic literature, Native American literature, cross-cultural literature
H2: HISTORICAL/LITERARY SIGNIFICANCE: analyze texts for historical and literary significance; recognize key American lit. documents and movements; recognize key cultural narratives and forms
H6: DRAMA: identify examples of extended monologue, one-act, three-act, five-act plays, tragedy/tragic form, colloquial language, theme as derived from plot and stage direction
