Romeo and Juliet

Megan RobertsonEDU 650

Constructivist Unit

Potential move to Curriculum CompanionRomeo and Juliet a staple in ninth-grade curriculum across the countryAlways looking for ways to make Shakespeare more interesting and engaging for students

Rationale

Describe Shakespeare's influenceSummarize main events of Romeo and JulietAnalyze the play for relevant/important themes, analyze structure and analyze charactersView different representations of subjects and scenes from the originalRead lines with fluency and expressionCreate a puppet and explain how it represents the characterWrite an essay that explains the play's representation other artistic media

Objectives

I. Introduce ShakespeareII. Watch Romeo and JulietIII. Read assigned sections in small groupsIV. Complete written tasks associated with sectionV. Puppet ShowsVI. Scenes in other mediaVII. Essays

Unit Outline

1. How does reading a tragic drama contribute to personal enrichment, inquiry, and problem solving?2. How does my understanding of a text deepen my understanding of related texts in diverse formats?3. How does understanding words enrich my understanding of text and the world around me?4. What are the most important elements of informative/explanatory writing?

Essential Questions - Curriculum Companion

1. What is love?2. How are loyalties formed?3. Does fate control our lives?4. How do little decisions impact our lives?

Essential Questions: R and J

Reading: reading Romeo and Juliet and supplementary textsWriting: journaling, paragraph and essay writingSpeaking: performing scenes from R and J, group discussionsListening: hearing the play, listening to group membersViewing Visuals: watching filmProducing Visuals: puppets, graphic organizers

Language Art Skills

I. Anticipatory set II. Watch short documentary Shakespare in our Lives by National Endowment for the ArtsIII. Shakespeare Scavenger HuntIV. Shakespeare Created Words

Introducing Shakespeare

Hi, I'm Bill.

Emphasizes importance of social and cultural contextsEncourages independent researchPrior knowledge is accessed/evaluatedAccommodates individual and social construction in the learning process

I. Students will have guided note sheet for viewing of Romeo and JulietII. In cooperative groups, students will meet briefly at the end of the hour to "retell" the story. At the end of the play students will write a full summary as a group.III. Discuss the themes of the film and examples from the film that support the themeIV. Analyze characters - in groups create a web/mind map that highlights the characters' relationships

Watch Romeo and Juliet

Emphasizes process over productAllows students to see the "Big Picture" as opposed to only looking at a series of detailsEncourages the use of dialogue

I. Students will be assigned cooperative groupsII. Groups will randomly be assigned a scene from the playIII. Groups will read the play out loud, selecting roles to readIV. Students will summarize the scene, discuss its overall impact on the ending of the play, and translate a portion of the play into modern EnglishV. Individually, select character, create either a paragraph, Mind Map, or other graphic representation of the character , adjectives, and supporting lines

Read Selections from Play

Involves students in language-rich activitiesEmphasizes process over productKnowledge is constructed, not transmittedEmphasizes process over productAccommodates individual and social construction in the learning process

Cooperative groupsDetermine roles for shortened sceneRehearse, rehearse, rehearse!Design puppets and write three sentences explaining why the puppet looks the way it doesRehearse with puppetsPerform for class

Puppet Shows

Teacher serves as facilitator, rather than directorInvolves students in authentic tasksIs a "hands on" activityCooperation and collaboration are valuedRequires patience

As a class, students will watch different representations of the balcony scene from Romeo and Juliet and answer the question: Why a balcony?-West Side Story-Romeo and Juliet - Baz Lurhmann-Say Anything-Gnomeo and Juliet-Pretty Woman

Other Scenes/Medium

Oh, Gnomeo, Gnomeo

Students will then select from a variety of texts, sorted by essential questions, to help themselves answer the question of their choice.Some example choices are:- If You Come Softly by Jacqueline Woodson-Scribbler of Dreams by Mary Pearson-Son of the Mob - Gordon Korman-Saving Juliet by Suzanne Selfors-A Countess Below Stairs- Eva Ibbotson-The Smile by Donna Jo Napoli-Beastly by Alex Finn

Stories with Similar Themes

Encourages independent researchIs self-motivatingProvides for active involvement in the learning processProvides multiple perspectives on realityAccommodates individual and social construction in the learning process

Students will read independently, keeping a reading log of thoughts and ideas that will help answer their essential questions.Students will also keep a Venn Diagram or other compare/contrast graphic organizer of similarities and differences between their story and Romeo and Juliet.

Stories with Similar Themes

Unit will conclude by:Students will write in-class essays in which they answer the essential question of their choice. The essay must include specific examples from the play, the additional texts, and personal connections/beliefs.

Essays

Allows for personal perception of the worldProvides opportunities to defend ideasDoes not require extensive motivationInvolves students in language-rich activities

1. Teachers know the subjects they are teaching.5. Teachers know how to manage a classroom.7. Teachers are able to plan different kinds of lessons.

Teacher Standards

Following this unit, students will further explore themes in other mediums and eventually write a research paper on a current issue connected to the themes of the play.

Conclusion

Thank you!T