Mon: (Day 1-2) Discuss the Unit Themes and Essential Questions which appear at the right of this page. Before reading the play, print off a copy of "Social Offences" and score it. Expand understanding of the concepts using the "Tear and Share"
Writing Prompt: Decisions can have long-term effects on someone's life. Sometimes, decisions cannot be taken back or reversed. Think about a big decision you have had to make. Did you gather others' opinions before making the decision? What influenced your decision making? Did your parents, teachers or mentors influence your decision?
Tues: (Day 3) View sections of Shakespeare in the Classroom from Miramax Films (1999). This film will assist us in our study of Elizabethan Drama, its archaic speech and historical context. (It is 46 minutes in its entirety).
We will also study two literary elements. The article on pgs 740-741 of our textbook will help us learn about iambic pentameter and the glossary entry on pgs 971 will help us learn what kind of characters are foils.
Mon: (day 7) Listen to: Smith, Will. "Parents Just Don't Understand." As students listen to the song, they will write about a time in their lives that their parent did not understand a decision they made.
Have students write down all the qualities they will look for in a life- long mate. In the second column, have students write down qualities their parents may want them to find in a life-long mate. Discuss as a class why some qualities may be different
Read Act I, Scene II, Watch Zeffirelli's film, ch 1-2.
Tues: (Day 8) Read Act I, Scene 3-5. As they listen to the play, stop and discuss each scene.
Watch Zeffirelli's film, ch 3-6 Model this section using Fretag's Pyramid Graphic Organizer
Have students pay attention to the Queen Mab speech given by Ro meo's best friend Mercutio. Explain to students that in Shakespeare's Romeo and Juliet, Mercutio teases with Romeo, musing that Mab, the bringer of dreams, has visited his lovesick friend. Queen Mab was a fairy who would visit the love struck in their dreams.
Homework: draw a picture of Queen Mab based upon Shakespeare's description
Thurs: (day 9) metaphorand simile (article on pgs 520-1 of our textbook) foreshadowing (glossary entry pg 971). the aside(glossary entry pg 967) and the soliloquy(see English Terms or glossary entry pg 977). Juliet's balcony speech on page 768 is a great example of soliloquy.
Use the graphic organizer and study guides to analyze the dialogue that occurs between Romeo and Juliet during these crucial scene.
Answer the following reading questions over scene III: 1. What does Friar Laurence say the connection is between herbs and man? 2. Why does Romeo come to Friar Laurence? 3. How does the friar react to Romeo's request? 4. Why does Friar Laurence decide he will marry Romeo &Juliet?
Fri: (day 10) Focus Question #1 Do you think Shakespeare understood in some way that the adolescent brain may not be as strong at decision making as an adult brain? Draw support for your position from the play.
Deutsch William S.. "Are teenage brains really different? MRI studies show brain changes in the adolescent brain impact cognition, emotion and behavior". EurekAlert! Site operated by the American Association for the Advancement of Science. http://www.eurekalert.org/pub_releases/2008-03/ehs-atb032808.php684 , FK level: 17.5
Media Opening scene from Romeo and Juliet (Leonardo di Caprio version) Six Degrees of Separation (film) Texts R&J stories from other cultures Romiette and Julio Sharon Draper "Romeo and Juliet are Palestinian and Jewish" Carol Rosenburg "Romeo and Juliet in Bosnia" Bob Herbert (editorial) "Romeo and Juliet in Sarajevo" CBS Evening News May 10, 1994 (FRONTLINE) "The Telltale Heart" Edgar Allen Poe "Achieving the American Dream" Mario Cuomo Music Lyrics Westside Story score Stephen Sondheim