April 30 Lesson. Homework Assignment

Essential Question: What strategies might help us better understand drama and, specifically, Shakespeare’s plays?

*Remember that "Shakespeare's Ungrammaticality" exercise is due ( found below on this blog).  

I. Do Now (Read and respond in writing): 

       Elizabethans had their own symbols and phrases of love. For example, Venus, Cupid, and King Cophetua are all symbols of love to Romeo and his friends. Notice too, how Mercutio and Benvolio describe Romeo’s feelings of love with phrases from their era. For example, Mercutio says Romeo “doesn’t hear, he doesn’t stir, he doesn’t move.”

       Think of some modern symbols of love. List or draw these symbols below. 

       Then list some words or phrases from modern language that describe a person who is in love. It might help to think how love is described in popular songs.

Symbols of Love:

Phrases of Love: 

II. Anticipation Guide. Act III. We will review yesterday’s questions once we finish reading Act II. We will read Act III. Before this reading, answer the following questions.

1. By the end of Act II, Romeo and Juliet have married. T or F
2. Tybalt and some of the Capulets confront Mercutio looking for Romeo, at the beginning of Act III.
3. It is Mercutio that drives Tybalt to fight further because he doesn’t like how he treats Romeo. T or F
4. Tybalt mortally wounds Mercutio. T or F
5. Romeo is infuriated by Mercutio’s death and fights Tybalt. T or F
6. The fight between Tybalt and Romeo is broken up before it gets serious. T or F
7. It is Mercutio that says before he dies “A plague o’ both your houses!”. T or F
8. The Prince exiles Romeo for his actions against Tybalt. T or F
9. Juliet feels that Romeo’s banishment is worse than his death. T or F
10. Romeo hides out with Friar Lawrence. T or F
11. Juliet sends Nurse to give word that they will meet and say goodbye. T or F
12. A plan is hatched whereby Romeo will escape to Mantua until it is safe to return to Verona. T or F
13. The Capulets are still planning a marriage between Juliet and Paris. T or F
14. Romeo and Juliet have consummated their marriage; Romeo must flee because Lady Capulet is coming.
15. Juliet tells Lady Capulet she will not marry Paris.
16. Lord Capulet says to Juliet that she must marry Paris, or he will never want to see her again. T or F

III. Reading. Finish Act II and Act III of Shakespeare’s Romeo and Juliet. 

IV. Exit Ticket: Consider the two film interpretations of the play. What do you anticipate will be Baz Luhrmann’s treatment of some scenes in Act II and III?

Homework: 

Juliet says, “What’s in a name? The thing which we call a rose would smell just as sweet if it had any other name ...Romeo, get rid of your name, and in place of that name, which isn’t part of you, take me.”

Answer in writing (complete sentences):

1. Is it only their names that separate Romeo and Juliet? If romeo should change his name, do you think their problems would be solved? Explain your answer.

2. Are you satisfied with your name? Why or why not? If you could change your name, what would you choose? Why?

April 29 Lesson: Romeo and Juliet, Act II, Scenes 1-6

Essential Question: What strategies might help us to better understand drama and, specifically, Shakespeare’s plays?

Who will read the following today:

The Prologue, Friar Lawrence, Friar Lawrence, Nurse, Mercutio, Benvolio, Romeo, Juliet, Peter. and Narrator.

I. Do Now: Read the following: 

Key Words. In responding to last week’s comparison and contrast of the two film interpretations of Romeo and Juliet a number of words came up that are important to our further discussion. We might use the following ( medieval, contemporary, lute...) to convey the specifics of Luhrmann’s and Zeffirelli’s Romeo and Juliet. 

“Medieval”---

       Shakespeare set this tragedy in the 14th century; that was during medieval times. The costumes that the characters wear are typical of the medieval period. Men wearing tights and slippers was normal then. Women wear layers of dresses and form fitting bodices. Both men and women have detachable sleeves. The men wear something that is called a cod piece which produced some laughs when we watched the Zeffirelli film. 

      Music is also particular to the medieval period. The solo singer or crooner seemingly sings with little or no instrumental accompaniment. The musical instrument most prominent in the music of the film is the lute which is a guitar-like stringed instrument. It makes a more high pitched sound than the guitar. Also, during one of the dances of the masquerade ball in Zeffirelli’s interpretation, arm bands with attached bells are handed out; dancers share a rhythm by shaking the bells attached to their forearms while their arms are raised in the air.

      The Setting is medieval Verona. Zeffirelli used a lot of Italian extras for this film. This is a medieval fortress city. There are cobblestone paved streets, high stone walls, and a market place. The marketplace, with its awnings and wooden stalls and tables is typical of the period. This is where the Capulets and Montagues start an all-out riot.

“Contemporary”---that means in our own time

      Luhrmann’s Romeo and Juliet is set in contemporary times. Perhaps this is set in the real Verona Beach, Florida or someplace like it in  21st century America. Of course, the guns and custom automobiles give this the feeling of science fiction, contemporary clothing and music make this more familiar than the medieval world first presented by Shakespeare; in fact, Shakespeare lived during the late Renaissance so the setting of the play was historical to the original audiences. 

       Everyone identified the Hawaiian shirts and gun holsters that the Montague thugs wear, and this emphasizes the violent tone in Luhrmann’s version, as these are gun toting thugs and gang members rather than the teenage  “Punk Rampant [ Nurse calls Mercutio  this in Act II ]” that appear in Zeffirelli’s version. This can be argued, as the original characters carried swords and fought with them. The setting is the beach, a carnival/amusement park that is in proximity to the Capulet mansion. The Capulet mansion does have many details that would not make it look out of place in Italy...

       The music is that of contemporary times with prominent synthetic music sounds and booming bass. The scene when Romeo and Juliet first meet is accompanied by background music. The solo singer in this version is accompanied by a chorus of many on a stage overlooking the party goers. The chorus backs-up the diva solo singer who carries notes to their human limits. There is a somber rather than an uplifting tone to this performance, and this is similar to the same scene in Zeffirelli. A couple of students mentioned the fact that music is often accompanied by dance numbers in Luhrmann’s film; in fact, the opening scene of the movie is like ballet as “slow-mos [slow-motion shots] and leaps emphasize an attention to musical theater. 

1. Anticipation Guide. Complete the following true/false questions before we begin reading Act II today. 

     

1. After separating from his friends after the Capulet ball, Romeo goes to an orchard behind the Capulet house where he sees Juliet on a balcony. T or F

1. That famous line “Wherefore art thou, Romeo? is spoken by Juliet. T or F
2. As Romeo stares up at Juliet from the ground he hides from her sight. T or F
3. Romeo has no way of getting up to speak to Juliet so he decides to try to get her attention another day. T or F
4. Additional kisses between these two love-struck teens won’t happen until the day after the masquerade ball. T or F
5. While Juliet stands on the balcony the night of the party she talks about Romeo, but the Nurse calls her inside. T or F
6. Juliet is very skeptical of Romeo’s intentions; he assures her he intends to marry her and will send word to her the next day. T or F
7. After Romeo leaves after speaking to Juliet on the balcony she utters the famous line:  “Parting is such sweet sorrow...”. T or F
8. Romeo puts it to Friar Lawrence that he wants him marrying to him, as he has found someone other than Rosaline. T or F
9. Friar Lawrence is not pleased with Romeo’s request. T or F
10. Tybalt has written to the Montague house asking for Romeo’s friendship. T or F
11. Mercutio doesn’t trust Tybalt and says “ he is more than the Prince of Cats...”. T or F
12. Mercutio trades words with Juliet’s Nurse when she comes to deliver a message from Juliet to Romeo. T or F
13. Nurse calls Mercutio a “saucy merchant”, a “Punk Rampant”, and a “scurvy knave”. T or F
14. Nurse warns Romeo that if he “lead her [Juliet] into a fool’s paradise...” he will have to contend with her [Nurse]. T or F
15. Romeo shares his honorable intentions and shares that he has made arrangements with Friar Lawrence already about a marriage to Juliet. T or F
16. Juliet and Romeo meet up again with Friar Lawrence in Act II, Scene VI. T or F

III. Exit Ticket

Ungrammaticality (in Shakespeare’s Plays): Word Order

Ungrammaticality (in Shakespeare’s Plays): Word Order

       Shakespeare often took liberties with grammar, just as all poets do. Poets are said to have general permission to twist sentences about, to chop off here and there, and to make up new words. This is called poetic license. Now, however, we usually say that poets gain many poetic effects just by being ungrammatical. 

        Shakespeare’s poetry is often ungrammatical in its word order. In English we are careful to keep a pretty exact word order. We have rules for the sequence of nouns and verbs and modifiers in a sentence. Only foreigners and poets might say, “From you I have been absent in the spring.” Shakespeare says this in one of his sonnets. A native speaker, one who had spoken English from his early childhood would move the phrase from you to the vicinity of absent, and would say, “I have been absent from you in the spring.”

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Directions: Rewrite the quotations in the most natural, grammatical form in your reckoning. Don’t be put off by the charm of the poet and neglect to listen to your own speech. Do five of the following. Extra credit will be awarded for completing all ten.

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Example: You may my glories and my state depose

                 But not my grief. Still am I king of those.            [Richard the Second]

You may depose [put down] my glories [praises from others] and my state [of mind] but not my griefs [ the things that make me sad].

I am still king of those.

1. Men were deceivers ever.     [Much Ado About Nothing]    

2. To me she’s married, not unto my clothes.   [The Taming of the Shrew]

3. Plucking the grass to know where sits the wind. [The Merchant of Venice]

4. Why should this a desert be? [ As You Like It ]

5. My dismal scene I needs must act alone.  [ Romeo and Juliet ]

6. Oh, bid me leap, rather than marry Paris,

    From off the battlements of yonder tower.     [ Romeo and Juliet ]

7. Things sweet to taste prove in digestion sour. [Richard the Second ] 

8. Younger than she are happy mothers made.  [Romeo and Juliet ]

9. More can I bear than you dare execute.  [Henry the Sixth]

10. Madness in great ones must not unwatched go. [Hamlet ]

April 25/26 Block Days, Luhrmann versus Zeffirelli

Essential Question: What strategies might help us to better understand drama and, specifically, Shakespeare’s plays?

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Interpretation. An interpretation is the act of making meaning from something, such as a text, film, or play. An interpretation can become one actor's version of a role or one director's version a play or film.

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I. Do Now: Quiz (8 minutes). In complete sentences, explain the differences in the use of costume, music/sound, and setting in a scene from Romeo and Juliet in Baz Luhrmann’s and Franco Zeffirelli’s cinematic interpretations. You should identify a scene from Act I and give specific details about how each director has interpreted the original Shakespeare play. Detailed answers will receive the highest marks.

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II. You will now use your response to begin the writing process of creating a rough draft that explains the differences between Luhrmann’s and Zeffirelli’s treatment of Act 1 of Romeo and Juliet. As this is comparison and contrast type essay, let’s look at two strategies for writing such an essay.

The thesis statement for everyone’s essay ( to be included in an introductory paragraph) will be:

There are differences between the interpretations of Baz Luhrmann’s and Franco Zeffirelli’s depiction of Act 1 of Shakespeare’s Romeo and Juliet.

Create a Pages document and re-type this and save it as “Comparison and Contrast Essay”

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III. Read:

Comparison and Contrast

Some writers and students prefer to make up their own methods of comparing and contrasting. It is a fairly intuitive process. Since we all do these types of categorizations, consciously or subconsciously, on a daily basis, it is easy to come up with something when writing in this style.

Other students prefer, at first, to use a standard pattern that has proved successful for other writers. The two most common patterns of comparison and contrast are fairly obvious.  

Subject-by-Subject Comparison

In this style of comparison, the writer uses the first half of the essay to examine and describe the attributes of one object and the second half of the essay to compare and contrast another.

Point-by-Point Comparison

In this style of comparison, the writer alternates points---using a line or two for the first object, a line or two for the first object again, and so forth (back and forth).

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IV. Think-Pair-Share-Create: SETTING-COSTUME-MUSIC/SOUND/ Two Interpretations of a Play

Directions: The following is to be completed and handed in today at the end of class, so use your time wisely. 

______Pair-up with someone on the opposite side of the classroom and share either your thoughts (from your graphic organizers or, simply, your memory) from our two-days of viewing two cinematic interpretations of Romeo and Juliet. 

______Firstly, on a piece(s) of dot-matrix paper each person in your group of two should discuss the two versions and write down as many differences between the Zeffirelli and Luhrmann interpretation of the play. Use the “language” of a graphic organizer: ovals, circles, connecting threads...etc.. You will hand this in today.

______Secondly, choose what you two believe to be your best examples of differences between the two interpretations. I have identified the stylistic devices of costume, sound, and setting in the graphic organizer of recent but you can identify others, if you think of them?

  

______CREATE THREE PAIRS OF STORYBOARD BOXES on a separate piece of dot-matrix paper. Each pair should look like this with lines drawn on your right and left side margins to provide for your explanation of what we, everyone who looks at your storyboards, should be seeing.

Example (yours should be on a larger scale):

______Devote each pair of two boxes to the illustration of the identified scene and the stylistic devices  used; for example, these can be setting, costume and music/sound, or others?

______Pick three important scenes from Act I. Identify the differences in interpretation by Luhrmann and Zeffirelli through these director’s choices of stylistic devices.

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V. Review Homework assignment.

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VI. Exit Ticket: 

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Homework: For Tuesday, Complete “Ungrammaticality (in Shakespeare’s Plays): Word Order” found online at:  teamthunderenglishblog.blogspot.com/ There are ten questions. Any five are required (label). If you do all ten you will receive extra credit. Honors Challenge do all ten. HONORS CHALLENGE come up with a proposal for your video presentation ( Requirements and descriptions on class blog).

Romeo and Juliet Recitation Masks

April 24 Lesson: Franco Zefferelli's Interpretation of Act I from Romeo and Juliet

Essential Question: What strategies might help us to better understand drama and, specifically, Shakespeare’s plays?

I. Do Now ( 4 minutes ):

Identify in complete sentences examples of the use of music ( Vocals, Instrumentals, Lyrics) and Costumes ( Color, Style) in Baz Luhrmann’s Romeo and Juliet. Write these in the graphic organizer below.

II. Interpretation. An interpretation is the act of making meaning from something, such as a text, film, or  play. We have talked about two interpretations of Roald Dahl’s children’s book Charlie and the Chocolate Factory. We looked at Tim Burton’s film adaptation of the book, but we also referred to Mel Stuart’s Willy Wonka and the Chocolate Factory (1971) with Gene Wilder as Willy that many of us have seen. These are two interpretations of Dahl’s story. Today, we will look at the equivalent of Act 1, Scenes 1-5, of Romeo and Juliet in Franco Zefferelli’s 1968 classic---this is the one that I watched as a ninth grader when I first read Romeo and Juliet. Yesterday, we saw Baz Luhrmann’s interpretation of the story; he set the play that originally was set in 14th century Verona in a contemporary “Verona Beach” in America ( the country were Luhrmann’s story takes place is undisclosed, but there are references to Time magazine and other examples of American pop culture so we might infer...).

III. While doing a “close reading” Zefferelli’s Romeo and Juliet, please fill-in the column marked “Costume” or “Music” as assigned to your side of the room. 

IV. We will spend time after the movie selection filling-in information from yesterday's viewing before we begin today’s viewing (5 minutes plus).

Fill-in information in the graphic organizer from yesterday’s viewing:

__________________________________________________

Version(Director): 

Costumes: 

Setting:  

Music: 

Effect of Director's Choices; 

                                                                                                              

                                                                                                               

__________________________________________________

April 23 Lesson: Baz Luhrmann's Interpretation of Act 1 from Romeo and Juliet

Essential Question: What strategies might help us to better understand drama and, specifically, Shakespeare’s plays? 

I. Do Now (Answer the following)(8 minutes): 

• What might we learn by creating a mask that represents a character from Romeo and Juliet?
• In conjunction with the mask, what understanding might we have by reciting a line(s) while “wearing” the mask? 
• What is meant by: we will look at two interpretations of Shakespeare’s drama Romeo and Juliet? 
• Who defines these interpretations and what benefit might we get as critical thinkers from seeing two interpretations of the same play? 

II. Listening Exercise: Shakespeare’s Life (20 minutes). Re-read the “Anticipation Guide” questions from yesterday. Answer these questions as you listen to the narrative about Shakespeare’s life. Take notes in the margin of points emphasized during the reading. Be prepared to be quizzed about the content of this narrative.

A question to think about: Who was Shakespeare and what was Elizabethan England like? 

Anticipation Guide: Answer the following questions before listening to a narrative about Shakespeare and his time.

1.Shakespeare was born in London. T or F

2.Shakespeare father was a glove maker and a politician. T or F

3.Theatre performances were much like traveling circuses that moved from town to town, set-up, performed and moved on. T or F 

4.One of the first plays that young William Shakespeare may have seen was Romeo and Juliet. T or F

5.Early plays consisted of elaborate costumes, scenery, props and sound effects. T or F

6.William has an Oxford University education; this was where he learned Latin and Greek, poetry and history. T or F

7.Some believe that Shakespeare was likely apprenticed to a blacksmith or a printer. T or F

8.Shakespeare married and had a daughter named Susanna and a set of twins named Hamnet and Judith. T or F

9.In the London of Shakespeare’s time, people loved plays. For a penny you could stand in the open air and watch a play. The only way you knew if there was a play in town would be if a town crier yelled of the coming event. T or F

10.Costumes in this time were usually hand-me-downs from rich nobleman rather than something made especially for the purpose of a play. T or F

11.Although many people loved plays, as did the Puritans, a powerful religious group, Queen Elizabeth was always threatening to shut the theaters down believing that plays were “sinful, heathenish, lewd, and ungodly.” T or F

12.Playwriting added immensely to the growth of theater, and one of the most popular and talented playwrights of this time was the well-educated Christopher Marlowe. T or F

13.By 1592, Shakespeare is known too, and he became the subject of jealousy by those who were of Marlowe’s class; they made the remark that he was “an upstart crow, beautified with our feathers” when his first play appeared and was a hit. T or F

14.Shakespeare also wrote long and short poems, or sonnets in addition to his many plays. T or F

15. Some of the poems Shakespeare wrote he dedicated to the Earl of Southampton which resulted in a handsome gift of money. T or F

III. Interpretations. An interpretation is the act of making meaning from something, such as a text. an interpretation is based on the reader, actor or director’s own experiences as well as on the actual words of the text. As you watch Franco Zefferelli’s Romeo and Juliet, Act I, Scenes 1-5 write notes in the chart below, paying particular attention to theatrical elements of costumes and music in each version. Ask yourself, “Why would the director choose those costumes and music for the first meeting between Romeo and Juliet?

We have read these scenes in class. 

• Fill-in the chart below as thoroughly as possible while we watch. We will JIGSAW with one side of the room focusing on Music and the other Music. 

IV. Exit Ticket: Below your do-now response for today: explain how this cinematic version  of the drama differs from what you imagined during our class reading of these scenes? 

Version:       Costumes:      Music:      What is the effect of the 

                                                                director's choices:

____________________________________________________

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Honors Challenge Video Presentation Project

Honors Challenge Video Presentation Project

On May 24 Ellsworth High School will have 8th grade visitors from area schools. In order to give these students a taste of what we study, what we the students think about our studies, in the 9th grade here at Ellsworth, our Honors Challenge students will be teaming up in order to present through video a three minute program sharing our learning experiences with Mathematics, Science, English and US Government here at EHS. 

• Groups of four Honors challenge students will be organized to work together on a video presentation that they will plan, script, perform, videotape and edit for a showing on May 24. The group of four do not need to be in the same period English class as guided study would be a time to work on this after. Dr. Schmick’s room can also be available for use for this project after school.

• Students will use the writing process to conceptualize their video presentation about aspects of the curriculum that they enjoyed in one of their core subjects: Math, Science, English and US Government. For example, “I loved our work with the movies of Tim Burton, and we did this....and that.... in our analysis of this particular film director’s style...” Recreating one of the skit/performance activities we did might be a way to illustrate this for your eighth grade audience.

• Students will receive Honors Challenge credit in English as well as the subject they choose to address in their presentation.

• Students will work with their English teacher and with the subject teacher of their choice.

 

• As there will only be time for one video presentation for each subject, students may be assigned a core subject to focus on, as we are shooting for only four video presentations for a total of 12 minutes showing time.

• Students are required to include a sound-track, costumes, and use the cinematic techniques, rhetorical devices, and advertising techniques that have been a facet of your ninth grade English curriculum in these video presentations. Remember “Ethos”.

• The first step in the process of creating these video presentations will be to choose your team members (state the names of these group members in your initial proposal), designate each team member’s function within the group although be aware that this is always to be collaborative team work, and write a proposal of what you intend to do and how you will do it. You will also need to meet with the subject teacher and use some of their insights about how to realize this project in your initial proposal. The proposal is due: April 26, 2013

• Project progress check-in: April 30. You will need to meet with Dr. Schmick and share your team’s progress on the project. A draft of your script and a working version of the video itself should be part of this check-in on the 30th.

• Project progress check-in May 7. 

• Final Recorded Video Presentation is due on May 14. Freshmen Academy teachers will view these after this date in order that any final editing or additions can take place before the our 8th Grade Visitors arrive on May 24.  

This and evolving insights about how to complete this project will be posted on: teamthunderenglishblog.blogspot.com

April 22 Lesson

Monday, April 22, 2013 LESSON

Essential Question: What can we do to both put the plays of Shakespeare in context with the time they were created and get ourselves into the mind set of the characters? 

• Do Now (8 minutes) (Parts I & II): Retrieve your mask. Tape a stick to it to do your short performance. Familarize yourself with your line from the week before vacation.
• Refresher. Romeo and Juliet, Act I, Scenes iii-iv, Pages 53-71. In Scene iii, the audience meets Juliet. We are also introduced to Juliet’s 28-year-old mother and her talkative nurse. The three women talk of marriage and children.

a. The Nurse talks about Juliet’s childhood (pgs. 55-57). Write two phrases below that show her love for Juliet. 

b. What does Juliet promise her mother (pg. 59, l. 101-104)?

c. Romeo, Mercutio, and Benvolio are on their way to the banquet. Romeo is teased about his lovesickness. Why is Romeo afraid to go to the banquet (p. 67, l. 50-52, p71, l.112-117)? 

III. Read aloud Act I, Scene 5 (6 Minutes). 

IV. Get your masks on. Stand in an oval. Take turns and recite your lines that you memorized. You will receive a grade for your recitation and mask (15 minutes) 

V. Who was Shakespeare and what was Elizabethan England like? (18 minutes)

Anticipation Guide: Answer the following questions before listening to a narrative about Shakespeare and his time.

1. Shakespeare was born in London. T or F

2. Shakespeare father was a glove maker and a politician. T or F

3. Theatre performances were much like traveling circuses that moved from town to town, set-up, performed and moved on. T or F 

4. One of the first plays that young William Shakespeare may have seen was Romeo and Juliet. T or F

5. Early plays consisted of elaborate costumes, scenery, propos and sound effects. T or F

6. William has an Oxford University education; this was where he learned Latin and Greek, poetry and history. T or F

7. Some believe that Shakespeare was likely apprenticed to a blacksmith or a printer. T or F

8. Shakespeare married and had a daughter named Susanna and a set of twins named Hamnet and Judith. T or F

9. In the London of Shakespeare’s time, people loved plays. For a penny you could stand in the open air and watch a play. The only way you knew if there was a play in town would be if a town crier yelled of the coming event. T or F

10. Costumes in this time were usually hand-me-downs from rich nobleman rather than something made especially for the purpose of a play. T or F

11. Although many people loved plays, as did the Puritans, a powerful religious group, Queen Elizabeth was always threatening to shut the theatres down believing that plays were “sinful, heathenish, lewd, and ungodly.” T or F

12. Playwriting added immensely to the growth of theatre, and one of the most popular and talented playwrights of this time was the well-educated Christopher Marlowe. T or F

13. By 1592, Shakespeare is known too, and he became the subject of jealousy by those who were of Marlowe’s class; they made the remark that he was “an upstart crow, beautified with our feathers” when his first play appeared and was a hit. T or F

14. Shakespeare also wrote long and short poems, or sonnets in addition to his many plays. T or F
15. Some of the poems Shakespeare wrote he dedicated to the Earl of Southampton which resulted in a handsome gift of money. T or F

Exit Ticket: Answer the essential question to the best of your ability (3 minutes)

Turn in today’s in-class work.

Homework: Complete your missing assignments. Those who are caught up think about how Romeo and Juliet see each other for the first time; it is love at first sight. 

April 10, 2013 Lesson

Please return your Animal Farm book today or tomorrow.

Those who haven’t turned in their final style analysis essay about the films of Tim Burton need to do so as this is a major grade for this last trimester!

Essential Question: How does the particular use of language contribute to this play? ( You will answer this as an exit ticket). 

I. Do Now: 

• Complete the quiz (12 minutes). 

• When you are finished. locate the lines in the play in which Montague describes Romeo’s present behavior as a result of his obsession with Rosaline in Act 1, Scene Prepare a paraphrase of these lines. Paraphrasing requires restating ideas from another source in one’s own words.

II. Activity 4.5. Review 1, 2, & 3 as a whole group. 

a. Remember what part you played in our recent tableau exercise. You will read this part.

b. Read Act I, Scene 1, 2,  & 3 ( maybe 4) as a whole group ( Look at page 266. Have page 266 in Springboard open and fill-in the information for these scenes as a whole group) (15 minutes).

III. Explanation

Tomorrow. 

• We will rehearse lines from the play. 
• You will get into character and determine your character’s relationship to the others.
• You will make a mask that you will use to deliver your lines. 
• Read Activity 4.7 over again ( page 267). 

intonation - a stretching tone or pitch

diction - 

We will:

• Rehearse a famous line from the play.
• Identify the character who says the line? 
• Make a mask tomorrow ( The shape of the head, the eyes and mouth will be pre-cut. You will finish the mask ). 
• What do you think it means in the play?
• Use movement, gestures, inflection, and intonation to convey the feelings behind it (What do these words mean?). Rehearse it.
• Think about how rehearsing this line might help you make sense of it?
• Note: To improve our understanding of what diction is be aware that in Romeo and Juliet the nobles speak in poetry while the servants speak in prose. Discuss how diction signals the distinction between social classes?
• Deliver your lines in a standing round robin with your mask held in front of your face on block day.

1. “O Romeo, Romeo! Wherefore art thou Romeo?”


2. “Oh, I am fortune’s fool”

3. “Good night, good night! Parting is such sweet sorrow.”

4. “But, soft! What light through yonder window breaks? 
     It is the East, and Juliet is the sun!”

5. “What’s in a name? That which we call a rose

     By any other name would smell as sweet.”

6.  "A plague o’both your houses!”

7. “O happy dagger! 

    This is my sheath; there rest, and let me die.”

8.  “My only love sprung from my only hate!

    too early seen unknown and known too late!”

9. “O true apothecary!

     The drugs are quick, Thus with a kiss I die.”

10. “For never was a story of more woe

      than this of Juliet and her Romeo.”

***For those not assigned one of the above: Locate a series of lines from Scenes 1-4 in Act I. Rehearse these lines.

Homework: Finish and hand-in classwork from Mon. & Tues. Re-Read the above for tomorrow. Identify who speaks the line you will rehearse and recite. Determine what that characters relationship is to the other characters in the play, and who the line may be directed towards and why?