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.