May 9/10, 2013 Block Day, Unit 4, Romeo and Juliet

Learning Map: Romeo and Juliet, Unit 4 Springboard 

(Check as we complete each).

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

I. ____Do Now: Quiz (8 minutes). Identify in four complete sentences why Romeo and Juliet’s marriage to each other would be either an offense against social rules of the time or would defy and offend specific people that are known to or loved by either Juliet or Romeo?

or

____In the film To Kill A Mockingbird, Atticus Finch and others speak about the way people are supposed to act and the code that they are expected to follow. At the root of the trial and the lie that had been forged to instigate it is a racist code in this Southern society that states either formally or informally that Whites and African-Americans are to be separate from each other. In writing, answer: What connections are there between this story and Romeo and Juliet? How might the play and its connection to the our recent discussion of 17th century marriage and behavior codes connect with other codes of behavior revealed in the film? You might focus on how “Chastatie” in the 17th century sense connects with this 1930s fictional society?  

II. ___Read and Finish Act III & Act IV (approx. 35 minutes). 

III.____A Close Read of Act III & IV Zeffirelli’s version of Romeo and Juliet. Complete the graphic organizer. (30 minutes)Take notes.

IV. ____Mini-Lecture ( 2 minutes) and Exercise (Complete for homework). Shakespeare’s Metaphors .

      We recently had some fun with puns. Shakespeare also used comparisons, or, more properly, metaphors in his plays. He describes one thing in terms of another? How can that be? Here is an example in which he describes the new moon in terms of a silver bow:

And then the moon, like to a silver bow

New bent in heaven. [ A Midsummer Night’s Dream ]

       If we were to remove from this statement the stuff about the bow being newly bent in heaven ready to release its arrow, we have left only the notion of the new moon. We could say quite simply, “there’s a new moon tonight.” This is called literal language. When we say that the moon when it is new is like a silver bow, bent in heaven, we are speaking in figurative or metaphorical language. This is the language of poetry and the poetic imagination.

       In the following exercises you will find the kind of comparison that says literally that one thing is like  or (depending upon the structure of the statement) as something else. The new moon was like a silver bow. This type of metaphor is often called a simile. 

       You are to extract from the comparison the literal statement. That is, you are to remove one side of the comparison, and take away the metaphor. (Often you can express the literal force of the metaphor with a word like very or easily.)

Example: 

I can suck melancholy out of a song as a weasel sucks eggs. [ As You Like It ]

Answer: I can easily get a great deal of melancholy out of a song. 

1. They’ll take suggestion as a cat laps milk. [Henry the Sixth]

__________________________________________________

2. Yet they say we are

        Almost as like as eggs. [The Winter’s Tale]

__________________________________________________

3.  His speech was like a tangled chain---nothing impaired, but all disordered.

                                              [ A Midsummer Night’s Dream]

__________________________________________________

4.       And in his brain,

      Which is as dry as the remainder biscuit

      after a voyage. [ As You Like It ]

__________________________________________________

5. Love comforteth like sunshine after rain. 

[Venus and Adonis]

__________________________________________________

6.       So we grew together,

       Like to a double cherry.

                        [ A Midsummer Night’s Dream]

__________________________________________________

7.       Look like the innocent flower

       But be the serpent under ‘t. [Macbeth]

__________________________________________________

8.       Oh were it but my life, 

      I’d throw it down for your deliverance

      as frankly as a pin. [ Measure for Measure ]

__________________________________________________

9. Thy head is as full of quarrels as an egg is full of meat. 

    [Romeo and Juliet]

__________________________________________________

10. As flies to wanton boys are we to the gods,

      They kill us for their sport. [King Lear]

__________________________________________________

11. Our peace shall stand as firm as rocky mountains.  

[Henry the Fourth]  

__________________________________________________

12.      I take thy hand, this hand

      as soft as dove’s down and as white as it. 

[The Winter’s Tale ]

__________________________________________________     

      

___Also, before we meet again review the Embedded Assessment, page 319-325. You were to look at Activity 4.16, pages 285-286. Theater companies ( groups of four ).

• Pick Scene to act
• Go over Questions 1 & 2 as a whole group on page 287.

May 8, 2013: Romeo and Juliet, Unit 4, Shakespeare's Metaphors

Learning Map: Romeo and Juliet, Unit 4 Springboard ( Check as we complete each).

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

I. ____Do Now: Quiz (8 minutes). Identify in four complete sentences why Romeo and Juliet’s marriage to each other would be either an offense against social rules of the time or would defy and offend specific people that are known to or loved by either Juliet or Romeo?

II. ____Mini-Lecture and Exercise. 

Shakespeare’s Metaphors (15 minutes).

      We recently had some fun with puns. Shakespeare also used comparisons, or, more properly, metaphors in his plays. He describes one thing in terms of another? How can that be? Here is an example in which he describes the new moon in terms of a silver bow:

And then the moon, like to a silver bow

New bent in heaven. [ A Midsummer Night’s Dream ]

       If we were to remove from this statement the stuff about the bow being newly bent in heaven ready to release its arrow, we have left only the notion of the new moo. We could say quite simply, “there’s a new moon tonight.” This is called literal language. When we say that the moon when it is new is like a silver bow, bent in heaven, we are speaking in figurative or metaphorical language. This is the language of poetry and the poetic imagination.

       In the following exercises you will find the kind of comparison that says literally that one thing is like  or (depending upon the structure of the statement) as something else. The new moon was like a silver bow. This type of metaphor is often called a simile. 

       You are to extract from the comparison the literal statement. That is, you are to remove one side of the comparison, and take away the metaphor. (Often you can express the literal force of the metaphor with a word like very or easily.)

Example: 

I can suck melancholy out of a song as a weasel sucks eggs. [ As You Like It ]

Answer:  I can easily get a great deal of melancholy out of a song. 

1. They’ll take suggestion as a cat laps milk. [Henry the Sixth]

__________________________________________________

2. Yet they say we are

        Almost as like as eggs. [The Winter’s Tale]

__________________________________________________

3.  His speech was like a tangled chain---nothing impaired, but all disordered.

[ A Midsummer Night’s Dream]

__________________________________________________

4.       And in his brain,

      Which is a dry as the remainder biscuit

      after a voyage.

                         [ As You Like It ]

__________________________________________________

5. Love comforteth like sunshine after rain. [Venus and Adonis]

__________________________________________________

6.       So we grew together,

       Like to a double cherry.

                        [ A Midsummer Night’s Dream]

__________________________________________________

7.       Look like the innocent flower

       But be the serpent under ‘t. 

__________________________________________________

8.       Oh were it but my life, 

      I’d throw it down for your deliverance

      as frankly as a pin. [ Measure for Measure ]

__________________________________________________

9. Thy head is as full of quarrels as an egg is full of meat. [ Romeo and Juliet]

__________________________________________________

10. As flies to wanton boys are we to the gods,

      They kill us for their sport. [King Lear]

__________________________________________________

11. Our peace shall stand as firm as rocky mountains.  [Henry the Fourth]  

__________________________________________________

12.      I take thy hand, this hand

      as soft as dove’s down and as white as it. 

[The Winter’s Tale]

__________________________________________________     

      

III. ____Embedded Assessment, page 319-325. You were to look at Activity 4.16, pages 285-286 (2 minutes).

• Formulate theater companies ( groups of four ).
• Pick Scene to act

Go over Questions 1 & 2 as a whole group on page 287.

IV. ___Read and finish play to the end of Act III. Begin Act IV (25 minutes). 

Homework: You will be completing a comparison and contrast essay. This will compare and contrast the style devices of Baz Luhrmann and Franco Zeffirelli as well identify the cinematic techniques used in the two film interpretations of Romeo and Juliet. We will be gathering notes for this purpose on the block day this week.To get started, go to the Pages document you labeled “comparison and contrast essay” on your computer. Identify in writing on that Pages document  style devices (color, lighting, sound/music, costumes, setting, or props) used by Luhrmann and Zeffirelli and for what purpose that you have already recognized from our viewing of Act I and II.  

May 7, 2013 Lesson; Cleaver manual (1603), Writing Prompt, Assign Scenes

Learning Map: Check each as you consider and complete.

Essential Question:

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

I. Do Now (7 minutes ): 

As we have learned, Mercutio dies when Romeo tries to stop a fight. If Romeo had not gotten involved, Mercutio might have lived. Think of a time when you tried to help a friend (or a friend tried to help you), but the situation got worse. Explain in writing the conflict. Then tell why you (or your friend) became involved and what you would do differently if you could. 

II. Look at the Primary Source: 1603 Document ( from Cleaver, Robert. A Godly Form of Household Government for Ordering of Private Families According to the Direction of God’s Word. London: Thomas Creede, 1603.). Document on the blog as well as attached here. (10 minutes): 

        In pairs, look over the document once. Read through it trying to locate ideas that relate to courtship, marriage, children’s duties, and love. Before you get to reading, in this time period the lower case “s” was written like the letter “f”. Once you get over this, the reading will be fairly easy to decipher. See what you can find in this four hundred year old document. 

a._____Identify key words and phrases. Check the meaning of unfamiliar words ( You have internet access, after all).

1. _____List the main ideas on a piece of paper.

c. _____Write a paraphrase, using your own words to restate the author’s ideas. Keep the following in mind as you write this paraphrase:

• ____Paraphrase. Quote. Write down each important idea as clearly and concisely (briefly, too) as possible for your use on the following writing prompt.
• ____Put quotation marks around key words or phrases taken directly from the source.
• ____Arrange the ideas into a smooth, logical order. (Your version of the author’s views should be as easy to read as the original; in this case, I should hope so.)
• ____Have I kept the original writer’s ideas and point of view clear in my paraphrase? Have I quoted where necessary?
• ____Could another person get the author’s main idea by simply reading my paraphrase.

III. Writing Prompt (20 minutes). In several paragraphs, characterize 17th century expectations  of children’s behavior regarding courtship and marriage. Use the information from Romeo and Juliet as well as information drawn from the pages of the Cleaver manual (1603) as evidence to back up your statements. Use direct quotes. Reference your sources: “In the Cleaver manual, he states....; in Romeo and Juliet, Lord Capulet says... 

1. Embedded Assessment, page 319-325. Let’s look at: Activity 4.16, pages 285-286 (10 minutes).

• Formulate theater companies ( groups of four ).
• Pick Scene to act

Do Questions 1 & 2 as a whole group on page 287. 

On the bottom of today’s work, each person create a contract based on page 287, sign it, and turn it in.

1. Read Act III and IV

Take notes on the characters that will be a part of your scene. 

VI. Homework: You will be completing a comparison and contrast essay. This will compare and contrast the style devices of Baz Luhrmann and Franco Zeffirelli as well identify the cinematic techniques used in the two film interpretations of Romeo and Juliet. To get started, go to the Pages document you labeled “comparison and contrast essay” on your computer. Identify in writing on that Pages document  style devices (color, lighting, sound/music, costumes, setting, or props) used by Luhrmann and Zeffirelli and for what purpose.  

Shakespearean Metaphors

Shakespearean Metaphors

      We recently had some fun with puns. Shakespeare also used comparisons, or, more properly, metaphors in his plays. He describes one thing in terms of another? How can that be? Here is an example in which he describes the new moon in terms of a silver bow:

And then the moon, like to a silver bow

New bent in heaven. [ A Midsummer Night’s Dream ]

      If we were to remove from this statement the stuff about the bow being newly bent in heaven ready to release its arrow, we have left only the notion of the new moon. We could say quite simply, “there’s a new moon tonight.” This is called literal language. When we say that the moon when it is new is like a silver bow, bent in heaven, we are speaking in figurative or metaphorical language. This is the language of poetry and the poetic imagination. This is Will Shakespeare.

      In the following exercises you will find the kind of comparison that says literally that one thing is like  or (depending upon the structure of the statement) as something else. The new moon was like a silver bow. This type of metaphor is often called a simile. 

     

       You are to extract from the comparison the literal statement. That is, you are to remove one side of the comparison, and take away the metaphor. (Often you can express the literal force of the metaphor with a word like very or easily.)

Example: 

I can suck melancholy out of a song as a weasel sucks eggs. [ As You Like It ]

I can easily get a great deal of melancholy out of a song. 

1. They’ll take suggestion as a cat laps milk. [Henry the Sixth]

__________________________________________________

2.       Yet they say we are

        Almost as like as eggs. [The Winter’s Tale]

__________________________________________________

3. His speech was like a tangled chain---nothing impaired, but all disordered.

                                             [ A Midsummer Night’s Dream]

__________________________________________________

4.      And in his brain,

          Which is a dry as the remainder biscuit

      after a voyage.

                         [ As You Like It ]

__________________________________________________

5. Love comforteth like sunshine after rain. [Venus and Adonis]

__________________________________________________

6.      So we grew together,

           Like to a double cherry.

                        [ A Midsummer Night’s Dream]

__________________________________________________

7.      Look like the innocent flower

           But be the serpent under ‘t. [Macbeth] 

__________________________________________________

8.      Oh were it but my life, 

           I’d throw it down for your deliverance

      as frankly as a pin. [ Measure for Measure ]

__________________________________________________

9.    Thy head is as full of quarrels as an egg is full of meat. 

       [ Romeo and Juliet]

__________________________________________________

10. As flies to wanton boys are we to the gods,

          They kill us for their sport. [King Lear]

__________________________________________________

11. Our peace shall stand as firm as rocky mountains.  

      [Henry the Fourth]  

__________________________________________________

12. I take thy hand, this hand

      as soft as dove’s down and as white as it. 
      [ The Winter’s Tale ]

__________________________________________________     

      

                                                                        

May 6, 2013: Unit 4 Romeo and Juliet Paraphrasing and Direct Quotes, Marriages & Courtship Medieval and Renaissance Style.

May 6, 2013: Unit 4 Romeo and Juliet

Paraphrasing and Direct Quotes, Marriages & Courtship Medieval and Renaissance Style.

Learning Map: Check each as you consider and complete.

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

1.       Do Now (8 minutes): By the end of Act II, the old saying “throw caution to the wind” couldn’t be better illustrated. That phrase can be used to explain what Romeo and Juliet have done. They have let their emotions guide their actions without thinking about the consequences or results. Map all the consequences that might result from Romeo and Juliet’s actions. Think of both good and bad results. After your list is complete, be ready to discuss your ideas.

2.       Mini-Lecture: Paraphrases (2 minutes): When you write a report or research paper, or you want to better understand a Shakespearean play like Romeo and Juliet, you need to restate ideas in your own words and  you need to support your ideas with information from other sources and give credit to those sources. These are two ways to do this: either quote directly or paraphrase what other people have written.

When you paraphrase,

·         you use your own words to restate the author’s ideas.

·          You include the exact words of the author when necessary and put quotation marks around them.

3. Springboard Activity 4.13: Pair Work( 10 minutes): With a partner paraphrase. A paraphrase text will be about as long as the original text (You are putting the text in your own words not summarizing ). Work with your partner and to paraphrase the dialogue in Act II, Scene 3 of the play between Romeo and the Friar that begins with Romeo’s line, “Thou chid’st me oft for loving Rosaline” and ends at the close of Scene 3.

a.       ___Both partners should write the entire dialogue on separate paper. Then with your partner, rehearse saying the dialogue in different ways.

b.      ___Finally, in writing, reflect on how the strategies you used helped you understand the scene

( Be sure to hand this in with the other work from today).

4. Springboard 4.10. (20 minutes): In addition to the above paraphrasing, we will look at passages from Act I in R & J for information about how marriages were arranged and what the negotiations might have included. After you have followed the directions below for the 1603 document and have come up with some paraphrases and quotes, you will do the same thing for the play. You will look specifically at these pages in the R & J text.

a._____page 45, lines 6-7          b._____page 45, lines 7-15          c._____page 47, lines 49-50                   d._____page 67, lines 50-52     e._____page 71, lines 112-117    f._____page 81, lines 100-114

g.______page 83, lines 123-124      h.______page 85, lines 144-147

Read through the above passages ( Check as you complete ) and see how they might relate to a discussion about parent’s expectations, the ideal companion, marriage, and the qualities nurtured in children in Shakespeare’s time. Paraphrase and quote from each.

______Write down your paraphrases and quotes from the above and turn in at the end of class.  

5. Look at the Primary Source: 1603 Document ( from Cleaver, Robert. A Godly Form of Household Government for Ordering of Private Families According to the Direction of God’s Word. London: Thomas Creede, 1603.). Document on the blog as well as attached here. (10 minutes: Complete a, b, and c today; tomorrow we will complete tomorrow; if we have time today, get started with that paraphrase. )

In pairs, look over the document once. Read through it trying to locate ideas that relate to courtship, marriage, children’s duties, and love. Before you get to reading, in this time period the lower case “s” was written like the letter “f”. Once you get over this, the reading will be fairly easy to decipher. See what you can find in this four hundred year old document.

a._____Identify key words and phrases. Check the meaning of unfamiliar words ( You have internet access, after all).

b. _____List the main ideas on a piece of paper---without looking at the selection ( Honor System).

c. _____Review the selection one more time so that you have the overall meaning clearly in mind as you begin to write the following ( This is an exercise in using primary source, documents, which are essential to original research):

d. Write a paraphrase, using your own words to restate the author’s ideas. Keep the following in mind as you write this paraphrase:

• ____Stick to information you could use for your paper.
• ____State each important idea as clearly and concisely (briefly, too) as possible.
• ____Put quotation marks around key words or phrases taken directly from the source.
• ____Arrange the ideas into a smooth, logical order. (Your version of the author’s views should be as easy to read as the original; in the case, I should hope so.)
• ____Have I kept the original writer’s ideas and point of view clear in my paraphrase? Have I quoted where necessary?
• ____Could another person get the author’s main idea by simply reading my paraphrase.

Homework: Read and be prepared to answer questions about the Embedded Assessment, page 319-325. Also take a look at: Activity 4.16, pages 285-286, for that Embedded Assessment.

May 1, 2013 Lesson

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

I. Do Now: The following are chunks from Act II, Scene 2 in the play. Pairing up, translate the lines into the other forms below (8 minutes). You might use the R & J text to help you.

Examples:

Original Text: O Romeo, Romeo! Wherefore art thou Romeo!

                      Deny thy father and refuse thy name!

                      Or, if thou wilt not, be but sworn by love,

                      And I’ll no longer be a Capulet.

Standard English: O Romeo, Romeo. Why does your name have to be Romeo? Give up 

                              your father and your name; or if you can’t, then tell me you love me  

                              and I marry you and no longer be a Capulet.

Text Message:       O.R.R.! Why r u a R.? Deny ur father and refuse name, Or tell me u

                              luv me 2 n I will no longer b a C.

1. Original text: Juliet: 

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

By any other name would smell as sweet.”

Standard English:

Text Message:

2. Original Text: Romeo: 
“With love’s light wings did I o’er-perch h these walls;       

For stony limits cannot hold love out”

Standard English:

Text Message:

2. Finish Reading Act III and Act IV in pairs quietly.

*Identify those statements ( our previously completed “anticipation guide” that are “false” below and explain why. You can simply put the number of the statement on paper and write your explanation next to it.

3. In Class: Choose at least ten lines of dialogue from Act III or IV and transform the  

     interaction into an email or text message. Your content will be similar, but your syntax 

     and voice will change. Be sure to use the proper structure for your format.

Homework: 

Using the Internet ( at home or in guided) identify the words in bold type in the following passages from Romeo and Juliet. These are allusions (references). Allusions to mythology, history ...etc. were often used by Shakespeare, and many in his own day readily recognized these. We may not. Explain the allusion after researching it.

1. You are a lover. Borrow Cupid’s wings,
    and soar with them above a common bound.

2. Say one fair word to my friend Venus,
    just one nickname for her totally blind son and heir,

    young Adam Cupid. He’s the one who shot so well

    causing King Cophetua to love the beggar maid [ Act 2, 

    Scene 1, lines 13-16].

  

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.