eng 4c - david lomax€¦ · web vieweng 1d romeo and juliet reading and activity package. romeo...

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 Shakespeare's Romeo and Juliet. In some cases, they were adapted from materials made available as part of the Ontario Ministry of Education's Think Literacy project. They are offered under a Creative Commons Attribution-Noncommercial-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.davidlomax.com.

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Romeo and Juliet Response Journal AssignmentWhile 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

ChecklistYour 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 don't 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

Task

1. Notes on Shakespeare

2. Activity on Shakespearean language (including insults)

3. Notes on tragedy

4. Notes on Romeo and Juliet

5. Notes on movies and adaptations

Section 2: While ReadingTask Act , Scene

1. Modern translation

2. T-Chart

3. Summary

4. Summary

5. Summary

6. Facebook

7. Facebook

8. Wordsmith

9. Wordsmith

10. Wordsmith

11. Acting appreciation

12. Acting critique

13. Thoughts about true love/love

at first sight

14. Thoughts about arranged marriages

15. Thoughts about feuds and feuding

16. Evaluation of character

17. Evaluation of decisions

18. Researcher

19. Researcher

20. Researcher

21. Questioner

22. Questioner

23. Comic Book

24. Comic Book

Section 3: After Reading

Task

1. Fortune graph

2. Relationship map

3. Review of the movie

4. Essay

Date Act and Scene Characters StudentsI, i Sampson

GregoryAbrahamBenvolioTybaltCitizenCapuletLady CapuletMontagueLady MontaguePrinceRomeo

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I, ii CapuletParisServantBenvolioRomeo

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I, iii Lady CapuletJulietNurseServant

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I, iv RomeoBenvolioMercutio

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I, v 1st Servant2nd ServantCapulet2nd CapuletRomeoTybaltJulietNurse

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II, i BenvolioMercutioRomeo

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II, ii RomeoJuliet

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II, iii Friar LaurenceRomeo

Teacher_______________________________

II, iv MercutioBenvolioRomeoPeterNurse

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II, v JulietNurse

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II, vi Friar LaurenceRomeoJuliet

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III, i BenvolioMercutioTybaltRomeoFirst CitizenPrinceMontagueLady Capulet

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III, ii JulietNurse

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III, iii Friar LaurenceRomeoNurse

Teacher______________________________________________________________

May 24 III, iv ParisCapuletLady Capulet

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2012-05-24 III, v JulietRomeoCapuletLady CapuletNurse

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IV, i JulietParisFriar Laurence

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IV, ii and iii CapuletLady CapuletServantNurseJuliet

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IV, iv and v CapuletLady CapuletNurseParisFriar LaurenceFirst MusicianSecond MusicianThird MusicianPeter

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V, i RomeoBalthasarApothecary

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V, ii Friar JohnFriar Laurence

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V, iii ParisPageRomeoBalthasarFriar LaurenceJulietAll WatchmenPrinceCapuletLady CapuletMontague

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Section

Romeo and Juliet Reading and Activity Package

Before-Reading: Notes on ShakespeareBackground:

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Career:

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Success:

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Personal life:

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His times:

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Section

Shakespearean Insult SheetInsults:

"Thou ____________________ __________________ _________________"

"Thou ____________________ __________________ _________________"

"Thou ____________________ __________________ _________________"

"Thou ____________________ __________________ _________________"

"Thou ____________________ __________________ _________________"

"Thou ____________________ __________________ _________________"

Section

Shakespearean Insult WordsColumn A Column B Column C

bawdy

brazen

churlish

distempered

fitful

gnarling

greasy

grizzled

haughty

hideous

jaded

knavish

lewd

peevish

pernicious

prating

purpled

queasy

rank

reeky

royish

saucy

sottish

unmuzzled

vacant

waggish

wanton

wenching

yeasty

bunch-backed

clay-brained

dog-hearted

empty-hearted

empty-headed

evil-eyed

eye-offending

horn-mad

ill-breeding

ill-composed

ill-natured

ill-nurtured

iron-witted

lean-witted

lily-livered

mad-bread

motley-minded

muddy-mettled

onion-eyed

pale-hearted

paper-faced

pinch-spotted

raw-boned

rug-headed

rump-fed

shag-eared

shrill-gorged

sour-faced

weak-hinged

canker-blossom

clotpole

crutch

cutpurse

dogfish

egg-shell

gull-catcher

hedge-pig

hempseed

jack-a-nape

malkin

malignancy

malt-worm

manikin

minimus

miscreant

moldwarp

pantaloon

rabbit

rampallion

remnant

rudesby

ruffian

scantling

scullion

snipe

waterfly

whipster

younker

Section


Before-Reading: Notes on Tragedy

Other tragedies before Shakespeare:

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Other things people wrote besides tragedies:

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Other tragedies Shakespeare wrote:

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Tropes of a tragedy:

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Tropes in modern stories:

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Section


Before-Reading: Notes on Romeo and Juliet

Where the story came from:

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How Shakespeare changed it:

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What people thought about it:

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Why it is so popular:

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Section


Before-Reading: Notes on movies and adaptations

R&J in the movies:

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R&J on stage:

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R&J in other media:

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R&J in popular culture:

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Section


Date: _______ Act ___, Scene ___

Modern TranslationPick 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 Ethiope's ear; Beauty too rich for use, for earth too dear! So shows a snowy dove trooping with crows, As yonder lady o'er her fellows shows. The measure done, I'll watch her place of stand, And, touching hers, make blessed my rude hand. Did my heart love till now? forswear it, sight! For I ne'er 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:

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Section


Date: _______ Act ___, Scene ___

T-ChartCreate 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


Date: _______ Act ___, Scene ___

SummarizerCreate a graphic organizer based on the day's 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:

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Section

Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___

Shakespearean FacebookChoose 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


Shakespearean FacebookChoose 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


WordsmithChoose 4 words from the reading that may be new, different, difficult, interesting or important.Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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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.

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Date: _______ Act ___, Scene ___

Acting CritiqueWrite 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.

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Thoughts about true love or love at first sightWrite two good SEEC paragraphs about your opinion of the ideas of true love and love at first sight.

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Date: _______ Act ___, Scene ___

Thoughts about arranged marriagesWrite two good SEEC paragraphs about your opinion of the idea of arranged marriages versus love-matches.

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Thoughts about feuds and feudingWrite 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.

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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.

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Evaluation of decisionsPick 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.

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Date: _______ Act ___, Scene ___

ResearcherDig up some background information on any topic related to the text. This could include the history or geography of the book's 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:

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Date: _______ Act ___, Scene ___

ResearcherDig up some background information on any topic related to the text. This could include the history or geography of the book's 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:

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Date: _______ Act ___, Scene ___

QuestionerWrite some questions to help the group discuss this day's 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 ...?

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Date: _______ Act ___, Scene ___

Comic BookWrite a comic-strip that explains part of what you read.

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Date: _______ Act ___, Scene ___

Comic BookWrite a comic-strip that explains part of what you read.

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Date: _______

Fortune GraphComplete the following graph showing the changes in fortune experienced by four characters in the play.

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Ill Fortune

Neutral Fortune

Good Fortune

Section

Somebody-Wanted-But-SoComplete the following charts for any 4 characters from Act V, scene iii.

Somebody Wanted But So




Section


Date: _______

Character Relationship Map

On this sheet, create a map representing the relationships between the characters of the movie.

Paris

Benvolio

Juliet

Nurse

Romeo

Tybalt

Old Montague

Lady Montague

Mercutio

The Prince

Old CapuletLady Capulet

Friar Laurence

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 playThen, after having explained these things, you evaluate the movie. You say whether it's 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.________________________________________________________________________

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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 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 partner's feedback.

Paragraph 1

What is your thesis statement? ________________________________________________________

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Paragraph 2

An argument ______________________________________________________________________

An example to back this up ___________________________________________________________

Another example to back this up _______________________________________________________

Paragraph 3

An argument ______________________________________________________________________



Paragraph 4

An argument ______________________________________________________________________



Paragraph 5

A restatement of your thesis ___________________________________________________________

Section

Reading Activities Evaluation RubricCategories Level 1

50-59%

Level 2

60-69%

Level 3

70-79%

Level 4

80-100%

Knowledge/Understanding

- knowledge of novel and of the various tasks in the package

- 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

- critical thinking skills shown in various activities

- 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

- communication of information and ideas in activities

- 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

- application of language conventions

- 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 pieces

- 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

Section

Media-related Activities Evaluation RubricCategories Level 1

50-59%

Level 2

60-69%

Level 3

70-79%

Level 4

80-100%


- knowledge of media-related issues regarding adaptations of film to plays


- demonstrates some knowledge



Thinking/Inquiry

- critical thinking skills shown with relation to media-related issues





Communication

- communication of information and ideas in activities

- communicates information with limited clarity

- communicates information with some clarity

- communicates information with considerable clarity

- communicates information with a high degree of clarity

Application

- application of language conventions





Section

Reading Aloud RubricCATEGORY 4 3 2 1

Comprehension Student has trouble understanding or remembering most parts of the story.

Student understands some parts of the story and accurately answers 1 question related to the story.

Student seems to understand most of the story and accurately answers 2 questions related to the story.

Student seems to understand entire play and accurately answers 3 questions related to the story.

Participates Willingly Student does not willingly participate.

Student does not volunteer answers, but willingly tries to answer questions s/he is asked.

Student volunteers once or twice and willingly tries to answer all questions s/he is asked.

Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked.

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.

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 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.

Respects Others Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others.

Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements.

Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others.

Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting.

Communication Skills: Reading aloud

Difficult to hearRate was too fast or too slowCould not be understood

Some projectionTone: appealing voice most of the timeVolume: loud enough some timeRate: sometimes too fast or slow Articulation: able to hear some words

Good projection most of the timeTone: appealing voice most of the timeVolume: loud enough most of the timeRate: sometimes too fast or slow Articulation: able to hear most words

Projection: was able to hear throughout roomTone: appealing voiceVolume: loud enoughRate: 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

Below Level 1 (0-49%)

Level 1 (50-59%)

Level 2 (60-69%)

Level 3 (70-79%)

Level 4 (80-100%)

Knowledge / Understanding

knowledge of essay format

understanding of ideas and information

understanding of relationships between ideas and examples

The student:Shows very limited knowledge of the form

Shows limited knowledge of the form

Shows some knowledge of the form

Shows considerable knowledge of the form

Shows thorough knowledge of the form

Shows very limited understanding of ideas and information

Shows limited knowledge of ideas and information

Shows some knowledge of ideas and information

Shows considerable knowledge of ideas and information

Shows thorough knowledge of ideas and information

Shows very limited knowledge of relationships between ideas and examples

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

Thinking / Inquirycritical thinking skills

inquiry skills

Uses critical thinking skills with very limited effectiveness

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 irrelevant and inaccurate information to support ideas

Uses some relevant or accurate information to support ideas

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

Communicationcommunication of ideascommunication to an

audience for a purposeuse of the form of linked

paragraphs

Communicates ideas with very limited effectiveness

Communicates ideas with limited effectiveness

Communicates ideas with some effectiveness

Communicates ideas with considerable effectiveness

Communicates ideas with a high degree of effectiveness

Section

Response Journal RubricCategories Level 1

50-59%

Level 2

60-69%

Level 3

70-79%

Level 4

80-100%


- knowledge of the form required for response journal


- demonstrates some 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

- critical thinking skills shown in responses to questions





- 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

- communication of information and ideas in journal writing pieces

- 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

Application

- application of language conventions in response journals





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

- 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

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