May 2 & 3 Block Days Lesson: Comparing and contrasting media versions

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

I. Do Now (5 minutes): Answer the following in writing: How does the concept of coming of age relate so far to Romeo? What about Juliet?

Ii. Read and discuss ( 2 minutes):

The Purpose of examining two different film interpretations of Romeo and Juliet:

To compare and evaluate media productions

To compare and contrast media versions with written text

IIi. Finish reading Act III ( 15 minutes)

IV. The Balcony Scene/ Luhrmann: Clip 2, Scene 14 (0:35:38-0:45:05); Zeffirelli: Clip 1, Scene 7 (0:40:18-0:51:39) ( 25 minutes)

Set Design: What does it look like? What does the set look and feel like? How does its design affect the way the actors move?

Luhrmann:

Zeffirelli:

Movements of Actors on Stage or Set/Why did the director place the actors where he did? (blocking) 

Luhrmann:

Zeffirelli:

How does the way the director staged the scene help you to understand it better? 

Which version seems more effective and why? 

How could you achieve a similar effect with the resources available to you (dramaturgy)? 

III. Activity 4.15: A Quick Wedding ( 25 minutes) 

If the wedding were added to the action of the play, Act II, Scene 6, how would you show it in two different time periods---Shakespeare’s and now? Describe in detail your choices below and justify them in the space provided.  

Time Period: Shakespeare’s Time 

IV. Writing Prompt ( 8 minutes ): Visualize the final scene of Act II. Write a script with wedding vows for the star-crossed lovers. In your script, include descriptions of gestures, movement, and staging that evoke a definite tone or mood.