Romeo and Juliet Unit Study 2003-2004
A Collaborative Unit Between Second Period Honors
English Nine & Mr. Maite
Our Study: Second
period Honors English Nine will make a movie interpretation of William
Shakespeare’s Romeo and Juliet. We will also complete various supplemental
activities such as online journals and response to an Essential Question.
The movie will include these parts:
The movie will be made under these conditions:
Scenes, Roles, and Responsibilities
Scene w/ prologue: |
|
Writers: |
|
Director: |
|
Roles and actors: |
|
Set, props, costumes: |
|
Camera Person: |
|
Special Instructions: |
|
The movie will reflect these criteria for quality:
Our movie:
|
Excellent |
Good |
Competent |
Demonstrates a true and
deep understanding of the play. |
20 |
17 |
15 |
Reflects true creativity
in interpreting the play while also remaining true to its meaning. |
20 |
17 |
15 |
Reflects a high level of
mastery over Elizabethan language and structures. |
20 |
17 |
15 |
Is professionally
polished, using the technology and materials available to us. |
20 |
17 |
15 |
Reflects a reasonably
equal and strong effort on the part of all class members. This score can vary
from person to person. |
10 |
9 |
7 |
Use the writing and
creation process extensively and effectively.
This score can vary from group to group. |
10 |
9 |
7 |
TOTAL SCORE = |
________
of 100 |
Our movie and study will meet these state standards
and curriculum requirements:
Successful
participation in and completion of the movie will require all students to be
competent – if not proficient – in all of the following areas. Therefore, the successful completion of the
movie will result in an automatic competent rating for all students in each of
these areas. Proficient ratings will be
awarded individually by the teacher.
Key: A = actors W = writers D
= directors T = technical crew (sets, props, costumes, camera persons, video
editors)
W
1-1 Define unknown words through context clues & author’s
use of comparison/contrast; cause & effect.
W
1-3 Infer the literal and figurative meaning of words and
phrases and discuss the function of figurative language, including metaphors,
similes, idioms and puns.
W
1-6 Determine the meanings and pronunciations of unknown words
by using dictionaries, thesauruses, glossaries, technology and textual
features, such as definitional footnotes or sidebars.
W 2-5 Demonstrate an understanding of the
rules of the English language and select language appropriate to purpose and
audience.
A,D 2-6 Adjust volume, phrasing,
enunciation, voice modulation and inflection to stress important ideas and
impact audience response.
D,T 2-8d Use appropriate visual materials
(e.g., diagrams, charts, illustrations) and available technology to enhance
presentation
W 4-1 Identify and explain an author’s
use of direct and indirect characterization, and ways in which characters
reveal traits about themselves, including dialect, dramatic monologues and soliloquies. Also covered by online journals and
Essential Question writings.
W,D 4-2 Analyze the influence of setting in
relation to other literary elements.
W 4-3 Identify ways in which authors use
conflicts, parallel plots and subplots in literary texts.
W 4-8 Define and identify types of irony,
including verbal, situational and dramatic, used in literary texts. Also
covered by online journals and Essential Question writings.
W,A,D 4-9 Analyze ways in which the author
conveys mood and tone through word choice, figurative language and syntax.
W 4-10 Explain how authors use symbols to
create broader meanings.
W 4-11 Identify sound devices, including
alliteration, assonance, consonance and onomatopoeia, used in literary
texts. Also covered by Sonnet composition.
W,A,D,T 5-1 Apply reading comprehension
strategies, including making predictions, comparing and contrasting, recalling
and summarizing and making inferences and drawing conclusions. Also
covered by online journals and Essential Question writings.
W 7-6 Produce informal writings (e.g.,
journals, notes and poems) for various purposes. Also covered by online journals
and Essential Question writings.
W 8-all All writing conventions are
properly followed.
W 9-1 Generate writing ideas through
discussions with others and from printed material, and keep a list of writing
ideas.
W 9-2 Determine the usefulness of and
apply appropriate pre-writing tasks (e.g., background reading, interviews or
surveys).
W 9-4 Determine a purpose and audience
and plan strategies (e.g., adapting focus, content structure and point of view)
to address purpose and audience.
W 9-5 Use organizational strategies
(e.g., notes and outlines) to plan writing.
W 9-9 Use precise language, action verbs,
sensory details, colorful modifiers and style as appropriate to audience and
purpose and use techniques to convey a personal style and voice.
W 9-11,12,13,14,15,16: Use of all steps in writing
process.
W 9-17 Prepare proper scripts
W,A,D,T: Hilliard Curriculum Goals: Understanding of the plot, themes,
and techniques of William Shakespeare’s Romeo
and Juliet.
Online journals and Essential
Question Writing will also meet 7-2: Write responses to literature that organize an insightful
interpretation around several clear ideas, premises or images and support
judgments with specific references to the original text, to other texts,
authors and to prior knowledge.