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ENG 1D Romeo and Juliet Reading and Activity Package The materials in this booklet were created by David and Christina Lomax to accompany the study of William Shakespeares Romeo and Juliet. In some cases, they were adapted from materials made available as part of the Ontario Ministry of Educations Think Literacy project. They are offered under a Creative Commons AttributionNoncommercial-ShareAlike license, which means you can have it, you can use it, and you can even change it around, but you may not charge for it, and you may not remove the attribution of our names as the original creators. For more information, please visit www.davidlomaxcom Romeo and Juliet Response Journal Assignment While you are reading Romeo and Juliet continue to use your response journal as you have in the past. Write one full page (or more) in response to each act of the play In your responses, refer to each of the literary terms mentioned on this page. Use this page as a checklist to remind yourself to

use each of the terms. You can use a term more than once, but don’t forget to use all of them at least once.  Alliteration  Imagery  Oxymoron  Blank verse  Couplet  Aside  Monologue  Soliloquy  Metaphor  Hyperbole  Allusion  Foil  Initiating event  Rising action  Climax  Denouement  Foreshadowing Checklist Your choices make a difference when we read and study Romeo and Juliet. In section two of this booklet, there are twenty-four different activities for you to choose from. As we read the play, pick twenty of these activities and complete them; since there are twenty-five scenes in the play, this means that you dont quite have to do one activity per scene, but it does mean that you must have all twenty of the ones you choose completed by the day we finish reading the play. Section 1: In Class 14. Thoughts about arranged Task marriages 1. Notes on Shakespeare 15. Thoughts about 2. Activity on Shakespearean feuds and language

(including insults) feuding 3. Notes on tragedy 16. Evaluation of 4. Notes on Romeo and Juliet character 5. Notes on movies and adaptations 17. Evaluation of decisions 18. Researcher Section 2: While Reading Task Act , Scene 19. Researcher 20. Researcher 1. Modern translation 21. Questioner 2. T-Chart 22. Questioner 3. Summary 23. Comic Book 4. Summary 24. Comic Book 5. Summary 6. Facebook 7. Facebook Section 3: After Reading Task 8. Wordsmith 1. Fortune graph 9. Wordsmith 2. Relationship map 10. Wordsmith 3. Review of the movie 11. Acting appreciation 4. Essay 12. Acting critique 13. Thoughts about true love/love at first sight Date Act and Scene I, i I, ii I, iii I, iv I, v II, i II, ii II, iii II, iv II, v II, vi III, i Characters Sampson Gregory Abraham Benvolio Tybalt Citizen Capulet Lady Capulet Montague Lady Montague Prince Romeo Capulet Paris Servant Benvolio Romeo Lady Capulet Juliet Nurse Servant Romeo Benvolio Mercutio 1st Servant 2nd

Servant Capulet 2nd Capulet Romeo Tybalt Juliet Nurse Benvolio Mercutio Romeo Romeo Juliet Friar Laurence Romeo Mercutio Benvolio Romeo Peter Nurse Juliet Nurse Friar Laurence Romeo Juliet Benvolio Mercutio Tybalt Romeo First Citizen Prince Montague Lady Capulet Students Teacher Teacher Teacher

Teacher

III, ii III, iii May 24 III, iv 2012-05-24 III, v IV, i IV, ii and iii IV, iv and v V, i V, ii V, iii Juliet Nurse Friar Laurence Romeo Nurse Paris Capulet Lady Capulet Juliet Romeo Capulet Lady Capulet Nurse Juliet Paris Friar Laurence Capulet Lady Capulet Servant Nurse Juliet Capulet Lady Capulet Nurse Paris Friar Laurence First Musician Second Musician Third Musician Peter Romeo Balthasar Apothecary Friar John Friar Laurence Paris Page Romeo Balthasar Friar Laurence Juliet All Watchmen Prince Capulet Lady Capulet Montague Teacher

Teacher Section  Romeo and Juliet

Reading and Activity Package Before-Reading: Notes on Shakespeare Background: Career: Success: Personal life: His times:

Section  Shakespearean Insult Sheet Insults: "Thou " "Thou " "Thou " "Thou " "Thou " "Thou " Section  Shakespearean Insult Words Column A Column B bawdy bunch-backed Column C canker-blossom brazen clay-brained clotpole churlish dog-hearted crutch distempered empty-hearted cutpurse fitful empty-headed dogfish gnarling evil-eyed egg-shell greasy eye-offending

gull-catcher grizzled horn-mad hedge-pig haughty ill-breeding hempseed hideous ill-composed jack-a-nape jaded ill-natured malkin knavish ill-nurtured malignancy lewd iron-witted malt-worm peevish lean-witted manikin pernicious lily-livered minimus prating mad-bread miscreant purpled motley-minded moldwarp queasy muddy-mettled pantaloon rank onion-eyed rabbit reeky pale-hearted rampallion royish paper-faced remnant saucy pinch-spotted rudesby sottish raw-boned ruffian unmuzzled rug-headed scantling vacant rump-fed scullion waggish shag-eared snipe wanton shrill-gorged waterfly wenching sour-faced whipster yeasty weak-hinged younker Section  Romeo and Juliet Reading and Activity Package Before-Reading: Notes on Tragedy Other tragedies before Shakespeare:

Other things people wrote besides tragedies: Other tragedies Shakespeare wrote: Tropes of a tragedy: Tropes in modern stories:

Section  Romeo and Juliet Reading and Activity Package Before-Reading: Notes on Romeo and Juliet Where the story came from: How Shakespeare changed it: What people thought about it: Why it is so popular:

Section  Romeo and Juliet Reading and Activity Package Before-Reading: Notes on movies and adaptations R&J in the movies: R&J on stage: R&J in other media: R&J in popular

culture: Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Modern Translation Pick a passage that is at least ten lines long from the scene. Make a translation of your own into modern language. For your translation, do not rely on the translation in the book, but rather change the images and ideas into modern images and ideas the same way you change the words into modern words. Example: O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night Like a rich jewel in an Ethiopes ear; Beauty too rich for use, for earth too dear! So shows a snowy dove trooping with crows, As yonder lady oer her fellows shows. The measure done, Ill watch her place of stand, And, touching hers, make blessed my rude

hand. Did my heart love till now? forswear it, sight! For I neer saw true beauty till this night. Wow, next to her a spotlight would look dim. If darkness had a neck, she’d be the diamond necklace that made it perfect. She’s too beautiful to be seen anywhere on earth, because nothing on earth comes even close to her. She’s like a perfect painting, hanging out with a bunch of paint splatters. When this dance is over, I’m going to see where she goes and try to just let my hand brush up against hers. I can’t believe I thought I was in love before. No way! I never even saw beauty until tonight. Original Shakespeare: Your version:

Section  Romeo and Juliet Reading and Activity Package Date: T-Chart Act , Scene Create a t-chart showing the differences between any of the following (choose one pair of ideas): Romeo and you; Juliet and you; healthy and unhealthy relationships; customs them and customs now; anything else you think that’s worth comparing. Section  Romeo and Juliet Reading and Activity Package Date: Act ,

Scene Summarizer Create a graphic organizer based on the days reading. Choose an organizer that is suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.) Write a 5-8 sentence summary of what you read: Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Summarizer

Create a graphic organizer based on the days reading. Choose an organizer that is suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.) Write a 5-8 sentence summary of what you read: Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Summarizer Create a graphic

organizer based on the days reading. Choose an organizer that is suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.) Write a 5-8 sentence summary of what you read: Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Shakespearean Facebook Choose 4 words from the

reading that may be new, different, difficult, interesting or important. Pretend that the characters in this scene had access to Facebook Create a wall with posts by some of these characters. Use a mix of lines and ideas from the play with lines and ideas of your own. Consider the following as a guide You may create this by yourself on a piece of paper, or you may use an online tool (such as Wall Machine, which I used) and then print it out. Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Shakespearean Facebook Choose 4 words from the reading that may be new, different, difficult, interesting or important. Pretend that the characters in this scene had access to Facebook Create a wall with posts by some of these characters. Use a mix of lines and ideas from the play with lines and ideas of your own. Consider the following as a guide You may create this by yourself on a piece of paper, or you may use an online tool (such as Wall Machine,

which I used) and then p Section  Romeo and Juliet Reading and Activity Package Date: Wordsmith Act , Scene Choose 4 words from the reading that may be new, different, difficult, interesting or important. Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means:

Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Section  Romeo and Juliet Reading and Activity Package Date: Wordsmith Act , Scene Choose 4 words from the reading that may be new, different, difficult, interesting or important. Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means:

Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Section  Romeo and Juliet Reading and Activity Package Date: Wordsmith Act , Scene Choose 4 words from the reading that may be new, different, difficult, interesting or important. Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it

means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Word: Context: I predicted this word means: When I looked it up in the dictionary, I found it means: Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Acting

Appreciation Write two good SEEC paragraphs about the acting done by one of the actors in one of the movies. Specifically, comment on what you think the actor was doing well when it came to voice, expressions, use of his or her body, interactions with others, emotion, etc.

Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Acting Critique Write two good SEEC paragraphs about the acting done by one of the actors in one of the movies. Specifically, comment on what you think the actor could improve on when it came to voice, expressions, use of his or her body, interactions with others, emotion, etc.



Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Thoughts about true love or love at first sight Write two good SEEC paragraphs about your opinion of the ideas of true love and love at first sight.

Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Thoughts about arranged marriages Write two good SEEC

paragraphs about your opinion of the idea of arranged marriages versus love-matches.

Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Thoughts about feuds and feuding Write two good SEEC paragraphs about your opinion of feuds and feuding as it is presented in this play and as it happens in modern life.



Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Evaluation of character Pick the person in this play who had the poorest character and the person who had the best, and explain your decisions. In this case “character” means their goodness, their commitment to principles, their good decision-making skills, their integrity, and so on.

Section  Romeo and

Juliet Reading and Activity Package Date: Act , Scene Evaluation of decisions Pick the two people who made what you would think of as the worst decisions in this play and explain why you think their decisions were bad.

Section  Romeo and Juliet Reading and Activity Package Date: Researcher Act , Scene Dig up some background information on any topic related to the text. This could include the history or geography of the books setting, information about a time period portrayed in the book, or

information about a specific individual. Below, write the website at which you found your information, and summarize the information you found. Websites: Topic: What you found out:

Section  Romeo and Juliet Reading and Activity Package Date: Researcher Act , Scene Dig up some background information on any topic related to the text. This could include the history or geography of the books setting, information about a time period portrayed in the book, or information about a specific individual. Below, write the website at which you found your information, and summarize the information you found. Websites: Topic: What you found out:

Section  Romeo and Juliet Reading and Activity Package Date: Researcher Act , Scene Dig up some

background information on any topic related to the text. This could include the history or geography of the books setting, information about a time period portrayed in the book, or information about a specific individual. Below, write the website at which you found your information, and summarize the information you found. Websites: Topic: What you found out:

Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Questioner Write some questions to help the group discuss this days reading. Generate questions that invite group members to share their thoughts, feelings, reactions, and concerns about the text. Use the following suggestions to guide the development of your questions After each question, write down what the group has to say. Who.? What? When? Where? Why? How? If? How did you feel about.? Did surprise you? What

lesson ? 1. 2.

Section  Romeo and Juliet Reading and Activity Package Date: Act , Scene Questioner Write some questions to help the group discuss this days reading. Generate questions that invite group members to share their thoughts, feelings, reactions, and concerns about the text. Use the following suggestions to guide the development of your questions After each question, write down what the group has to say. Who.? What? When? Where? Why? How? If? How did you feel about.? Did surprise you? What lesson ? 1.

2. Section  Romeo and Juliet Reading and Activity Package Date: Comic Book Act , Scene Write a comic-strip that explains part of what you read. Section  Romeo and Juliet Reading and Activity Package Date: Comic Book Act , Scene Write a comic-strip that explains part of what you read.

Section  Romeo and Juliet Reading and Activity Package Date: Fortune Graph Complete the following graph showing the changes in fortune experienced by four characters in the play. Good Fortune Neutral Fortune Ill Fortune Section  Somebody-Wanted-But-So Complete the following charts for any 4 characters from Act V, scene iii. Somebody Wanted But So Somebody Wanted But So Somebody

Wanted But So Somebody Wanted But So Section  Romeo and Juliet Reading and Activity Package Date: Character Relationship Map On this sheet, create a map representing the relationships between the characters of the movie. Romeo Lady Montague Old Montague Friar Laurence Benvolio Paris The Prince Mercutio Nurse Tybalt Lady Capulet Old Capulet Juliet Section  Review – Shakespeare’s Romeo + Juliet Write a one-page review of the movie. In your review, you explain the following: • what sort of a movie it is • how the movie starts • how the setting is different from the play • how the characters involved are different from those in the play • how the style is different from in the play Then, after having explained these things, you evaluate the movie. You say whether its good or bad and why. You say who you think would like this movie, or who ought to see it. Break your writing into paragraphs



Section  Essay – “Romeo and Juliet” In a reasoned and planned essay, address one of the following topics:  Do Romeo and Juliet experience true love?  What are the causes of the tragedy that befalls Romeo and Juliet?  Is Romeo and Juliet a true depiction of human nature?  Is Romeo and Juliet a play that unfairly shows Italians in a bad light?  Compare and contrast

the characters of Mercutio and Tybalt.  Are Romeo and Juliet similar to modern teens? The simplest way this essay will work is as follows: Paragraph 1 • a short summary of the play • a brief evaluation of the play • a single sentence explaining your thesis statement Paragraph 2 • a topic sentence, explaining one important argument • some examples from the play backing up your argument (at least two) • some ideas about those examples • a transition to the next paragraph Paragraph 3 • a topic sentence, explaining one important argument • some examples from the play backing up your argument (at least two) • some ideas about those examples • a transition to the next paragraph Paragraph 4 • a topic sentence, explaining one important argument • some examples from the play backing up your argument (at least two) • some ideas about those examples • a transition to the next paragraph Paragraph 5 • a restatement of your thesis • other thoughts • possible

amusing closer Section  Essay Planner – “Romeo and Juliet” Fill in this planner to help you prepare for writing the first draft of your essay. Then write the first draft, have a partner read it, and write a revised draft based on your partners feedback. Paragraph 1 What is your thesis statement? Paragraph 2 An argument An example to back this up Another example to back this up Paragraph 3 An argument An example to back this up Another example to back this up Paragraph 4

An argument An example to back this up Another example to back this up Paragraph 5 A restatement of your thesis Section  Reading Activities Evaluation Rubric Categories Knowledge/ Understanding Level 1 Level 2 Level 3 Level 4 50-59% 60-69% 70-79% 80-100% - demonstrates limited knowledge - demonstrates some knowledgeconnor - demonstrates considerable knowledge - demonstrates thorough knowledge - understanding of variety of the content of the novel - demonstrates limited understanding - demonstrates some understanding - demonstrates considerable understanding - demonstrates thorough understanding Thinking/ Inquiry - uses critical thinking skills with limited effectiveness - uses critical thinking skills with moderate

effectiveness - uses critical thinking skills with considerable effectiveness - uses critical thinking skills with a high degree of effectiveness - creative thinking skills shown in various activities - uses creative thinking skills with limited effectiveness - uses creative thinking skills with moderate effectiveness - uses creative thinking skills with considerable effectiveness - uses creative thinking skills with a high degree of effectiveness Communication - communicates information with limited clarity - communicates information with some clarity - communicates information with considerable clarity - communicates information with a high degree of clarity - use of various forms of communication in activities - demonstrates limited command of various forms - demonstrates moderate command of various forms - demonstrates considerable command of various forms - demonstrates extensive command of various forms Application - uses language conventions with limited

accuracy and effectiveness - uses language conventions with some accuracy and effectiveness - uses language conventions with considerable accuracy and effectiveness - uses language conventions with a high degree of accuracy and effectiveness - connection of personal ideas to writing is limited - connection of personal ideas to writing is moderately effective - connection of personal ideas to writing is considerably effective - connection of personal ideas to writing is highly effective - knowledge of novel and of the various tasks in the package - critical thinking skills shown in various activities - communication of information and ideas in activities - application of language conventions - connection of personal ideas to writing pieces Section  Media-related Activities Evaluation Rubric Categories Knowledge/ Understanding - knowledge of media-related issues regarding adaptations of film to plays Thinking/ Inquiry - critical thinking skills shown with relation to

mediarelated issues Communication - communication of information and ideas in activities Application - application of language conventions Level 1 Level 2 Level 3 Level 4 50-59% 60-69% 70-79% 80-100% - demonstrates limited knowledge - demonstrates some knowledge - demonstrates considerable knowledge - demonstrates thorough knowledge - uses critical thinking skills with limited effectiveness - uses critical thinking skills with moderate effectiveness - uses critical thinking skills with considerable effectiveness - uses critical thinking skills with a high degree of effectiveness - communicates information with limited clarity - communicates information with some clarity - communicates information with considerable clarity - communicates information with a high degree of clarity - uses language conventions with limited accuracy and effectiveness - uses language conventions with some accuracy and effectiveness - uses language conventions with considerable accuracy

and effectiveness - uses language conventions with a high degree of accuracy and effectiveness Section  Reading Aloud Rubric CATEGORY Comprehension 4 Student has trouble understanding or remembering most parts of the story. Student does not willingly participate. 3 Student understands some parts of the story and accurately answers 1 question related to the story. Follows Along Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud. Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read. Respects Others Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others. Difficult to hear Rate was too fast or too slow Could not be understood Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements. Participates Willingly

Communication Skills: Reading aloud Student does not volunteer answers, but willingly tries to answer questions s/he is asked. Some projection Tone: appealing voice most of the time Volume: loud enough some time Rate: sometimes too fast or slow Articulation: able to hear some words 2 Student seems to understand most of the story and accurately answers 2 questions related to the story. Student volunteers once or twice and willingly tries to answer all questions s/he is asked. Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures occasionally. Can find place easily when called upon to read. Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others. Good projection most of the time Tone: appealing voice most of the time Volume: loud enough most of the time Rate: sometimes too fast or slow Articulation: able to hear most words 1 Student seems to understand entire play and

accurately answers 3 questions related to the story. Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked. Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others. Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting. Projection: was able to hear throughout room Tone: appealing voice Volume: loud enough Rate: just right speed Articulation: able to hear every word Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Section  Essay Rubric Achievement Categories Knowledge / Understanding knowledge of essay format understanding of ideas and information understanding of relationships between ideas and examples Thinking / Inquiry critical thinking skills inquiry skills Communication communication of ideas communication to an

audience for a purpose use of the form of linked paragraphs Below Level 1 (049%) Level 1 (50- Level 2 (6059%) 69%) Level 3 (7079%) Level 4 (80100%) Shows very limited knowledge of the form Shows very limited understanding of ideas and information Shows very limited knowledge of relationships between ideas and examples Shows limited knowledge of the form Shows some knowledge of the form Shows thorough knowledge of the form Shows limited knowledge of ideas and information Shows some knowledge of ideas and information Shows considerable knowledge of the form Shows considerable knowledge of ideas and information Shows limited knowledge of relationships between ideas and examples Shows some knowledge of relationships between ideas and examples Shows considerable knowledge of relationships between ideas and examples Shows thorough knowledge of relationships between ideas and examples Uses critical thinking skills with very limited effectiveness Uses irrelevant and inaccurate

information to support ideas Uses critical thinking skills with limited effectiveness Uses critical thinking skills with some effectiveness Uses critical thinking skills with considerable effectiveness Uses critical thinking skills with a high degree of effectiveness Uses some relevant or accurate information to support ideas Communicates ideas with limited effectiveness Uses some relevant and accurate information to support ideas Uses relevant and accurate information to support ideas Uses relevant and accurate information to support ideas Communicates ideas with some effectiveness Communicates ideas with considerable effectiveness Communicates ideas with a high degree of effectiveness The student: Communicates ideas with very limited effectiveness Shows thorough knowledge of ideas and information Section  Response Journal Rubric Categories Knowledge/ Understanding Level 1 Level 2 Level 3 Level 4 50-59% 60-69% 70-79% 80-100% - demonstrates limited

knowledge - demonstrates some knowledge - demonstrates considerable knowledge - demonstrates thorough knowledge - understanding of information, ideas, concepts related to each individual journal entry - demonstrates limited understanding - demonstrates some understanding - demonstrates considerable understanding - demonstrates thorough understanding Thinking/Inquiry - uses critical thinking skills with limited effectiveness - uses critical thinking skills with moderate effectiveness - uses critical thinking skills with considerable effectiveness - uses critical thinking skills with a high degree of effectiveness - inquiry skills in analysing, and interpreting information, and forming conclusions to questions - uses inquiry skills with limited effectiveness - uses inquiry skills with moderate effectiveness - uses inquiry skills with considerable effectiveness - uses inquiry skills with a high degree of effectiveness Communication - communicates information and ideas

with limited clarity - communicates information and ideas with some clarity - communicates information and ideas with considerable clarity - communicates information and ideas with a high degree of clarity - uses language conventions with limited accuracy and effectiveness - uses language conventions with some accuracy and effectiveness - uses language conventions with considerable accuracy and effectiveness - uses language conventions with a high degree of accuracy and effectiveness - connection of personal ideas to writing is limited - connection of personal ideas to writing is moderately effective - connection of personal ideas to writing is considerably effective - connection of personal ideas to writing is highly effective - knowledge of the form required for response journal - critical thinking skills shown in responses to questions - communication of information and ideas in journal writing pieces Application - application of language conventions in response

journals - connection of personal ideas, feelings, and experiences in response journals