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Romeo and Juliet Online Text

Romeo and Juliet Online Audio

Office hours and Group Work Time will happen on Google Hangouts since you can also chat, video chat, and share collaborative documents. You can collaborate in real time.

The Romeo and Juliet Workbook is a Google Doc made accessible through Echo.

Reflection Journals will be completed on Flipgrid.

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What do you know about Romeo and Juliet Padlet

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What do you know about Romeo and Juliet Padlet

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TEMPLATE: What do you know about Romeo and Juliet?

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Accessing Prior Knowledge: Who is William Shakespeare? Who is Romeo? Juliet? Montagues? Capulets? Have you read the play before? Seen the movie or play? DON'T FORGET TO INCLUDE YOUR NAME TO YOUR COMMENT.

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Reader's Choice: Companion Text (Enrichment or Bonus Activity)

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Reader's Choice: Companion Text (Enrichment or Bonus Activity)

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Choose a novel or play to read on your own. Please confirm your choice with Bence. As you read, annotate how this text reminds you of Romeo and Juliet. You may see similar plots, characters, conflicts, and themes. There will be activities to check in on your progress.

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Romeo and Juliet Google Hangout Collaborative Work Space

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Romeo and Juliet Google Hangout Collaborative Work Space

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Use this platform to ask questions from your peers. After showing some deep thinking, if there's something left unanswered, there will be a Google Doc in the Echo agenda for virtual office hours. Bence and Saucier will respond to the questions from that doc. A new doc for each virtual office hour session.

Here, you all can organize your own Hangouts. Perhaps, one for each act or activity. You can create and share Google Docs for the work. Saucier and Bence will use the document to know what you all need in terms of clarification.

You can add the Google Hangout Extension to Chrome if you'd like, but it's not necessary.

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Official Google Chat Help Center where you can find tips and tutorials on using Google Chat and other answers to frequently asked questions.

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View this VIDEO and respond to the following questions. Copy and paste responses in Echo Activity

1. Where did Shakespeare live?

2. When was he born?

3. Was Shakespeare well educated?

4. Who were his parents?

5. Who was his wife?

6. What were his children’s names?

7. What did Shakespeare write? (Number of each and genre. Hint: there are 3 types of plays and 1 other genre.Google for number.)

8. What is the Globe Theater? (Research needed.)

9. In which era did Shakespeare live?

10. What health problem existed during this time? (Research needed.)

11. What are some forms of entertainment from Elizabethan England?

12. List 3 interesting facts about Shakespeare or his time.

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Part I:  Watch the video and respond to the questions.

1. What is meant by the “meter” of a poem?

2. What is an iamb?

3. What is penta?

4. How many syllables in one line of iambic pentameter?

5. Iambic pentameter sounds like...

6. Why do you think Shakespeare used iambic pentameter?

Part II. Practicing Iambic Pentameter:
Copy these 3 excerpts from Romeo and Juliet. Using ALL CAPS on the STRESSED syllables.

Example:

my BOUNty IS as BOUNDless AS the SEA.

my LOVE as DEEP. the MORE i GIVE to THEE

(2.2. 133-135), Juliet

1.

What's in a name? That which we call a rose

By any other word would smell as sweet.

(2.2.45-6), Juliet

2.

But, soft! what light through yonder window breaks?

It is the east, and Juliet is the sun.

(2.2.2-3), Romeo

3.

See how she leans her cheek upon her hand!

O that I were a glove upon that hand,

That I might touch that cheek!

(2.2.23-5), Romeo

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Why Shakespeare loved iambic pentameter - David T. Freeman and Gregory Taylor

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Compose a Tweet about anything school-appropriate using iambic pentamer.

Create your own line of "iambic pentameter".

Thine PHRASE can BE aBOUT whatE'ER thou CHOOSE. (This is an example and a direction)

Within each foot, change the font to ALL CAPITALS for STRESSED.

Please use : #SavedByThePBL #NTHCVoice @NthSaucier @janelle

Submit a screenshot of your tweet to this activity.

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As you read the play, please complete this map. You will have to download the Keynote file. Then, you should be able to pull the names to their proper places.

This will help you keep track of all the characters. You may want to save it on your desktop to continue to complete it. After Act V,  you should submit a pdf or a jpeg of the completed Character Map.

*Individual assignment

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Read the online text or listen to the Librivox audio to answer the questions with your group. Don't forget to use evidence using the Elizabethan version NOT the modern adaptation.

Prologue

1) What do you know about the conflict of the play from the Prologue? (Don’t forget to use text evidence to support your answer.)

2) What does “star-crossed lovers” mean? (Don’t forget to use text evidence to support your answer.)

3) What connections can you make to this scene? Connections to personal experiences? Connections to other books, movies, poems, songs, tv shows?

Scene 1

1) Why does Shakespeare include the discussion of servants? What does it contribute to the conflict of the play? (Don’t forget to use text evidence to support your answer.)

2) Describe the character of Tybalt. What motivates him? (Don’t forget to use text evidence to support your answer.)

3) Describe the character of the Prince. Why is he important to the development of the conflict? (Don’t forget to use text evidence to support your answer.)

4) What is Romeo’s mood in Act I, Scene 1? What happened to make him feel this way? (Don’t forget to use text evidence to support your answer.)

5) What connections can you make to this scene? Connections to personal experiences? Connections to other books, movies, poems, songs, tv shows?

Scene 2:

1) What does this scene suggest about traditions during the Renaissance? What does it indicate about the role of women during the Renaissance? (Don’t forget to use text evidence to support your answer.)

Scene 3:

1) Describe the relationship between Juliet and the Nurse. (Don’t forget to use text evidence to support your answer.)

Scene 4:

1) What is Benvolio’s advice to Romeo? Do you think this is good advice? Why or why not? (Don’t forget to use text evidence to support your answer.)

2) Describe Romeo’s way of speaking. Why did Shakespeare portray Romeo in this way?  (Don’t forget to use text evidence to support your answer.)

Scene 5:

1) What do Romeo’s actions in this scene indicate about his character? (Don’t forget to use text evidence to support your answer.)

2) Why does Shakespeare include Tybalt in this scene? What is the purpose? (Don’t forget to use text evidence to support your answer.)

3) Explain the metaphor of Romeo as a “pilgrim” (line 97). What does this indicate about Romeo’s feelings toward Juliet? (Don’t forget to use text evidence to support your answer.)

4) What does this idea of pilgrims represent in terms of the Renaissance themes of Secularism, Humanism, and Rationalism?

5) “My only love sprung from my only hate!

Too early seen unknown, and known too late!

Prodigious birth of love it is to me,

That I must love a loathèd enemy.” (lines 138-141)

Analyze this excerpt. Which literary devices do you see? What do they contribute to conflict and character development?

6) What connections can you make to this scene? Connections to personal experiences? Connections to other books, movies, poems, songs, tv shows?

**This is a group assignment. All team members should be contributing significantly.

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Please discuss the driving question in relation to Act I in a short Flipgrid. Why is it important to understand the thin line between love and hate? What examples did you see in Act I?

Make sure you create your response in YOUR SECTION, please.

Section 1: R & J Act I Reflection

Section 2: R & J Act I Reflection

Section 3: R & J Act I Reflection

*Individual assignment

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Read the online text or listen to the Librivox audio to answer the questions with your group. Don't forget to use evidence using the Elizabethan version NOT the modern adaptation.

Act II, Scene 1:

1) Describe Romeo’s feelings and behavior towards Rosaline and Juliet. What do you think about this? Is he describing true love? Which type of love?

Act II, Scene 2:

1) What is the extended metaphor in Romeo’s opening speech in Act II, Scene 2? What does this reveal about Romeo’s character?

2) Explain the significance of the discussion of names. What is being discussed here? Connect this to the idea of the driving question: What creates the difference between love and hate? (Don’t forget to use text evidence in your response.)

3) Read the following excerpt:

(Line 66) With love’s light wings did I o'erperch these walls,

(Line 67) For stony limits cannot hold love out,

(Line 68) And what love can do, that dares love attempt.

(Line 69) Therefore thy kinsmen are no stop to me.

Which literary devices do you see? Cite and label them. What is the impact of these devices on the understanding of the characters of Romeo and Juliet?

Act II, Scene 3:

1) What does the Friar’s first speech reveal about the character? What are his talents and passions?

2) Read the following excerpt:

(Line 18) For naught so vile that on the earth doth live

(Line 19) But to the earth some special good doth give.

(Line 20) Nor aught so good but, strained from that fair use

(Line 21) Revolts from true birth, stumbling on abuse.

(Line 22) Virtue itself turns vice, being misapplied,

(Line 23) And vice sometime by action dignified.

Explain the significance of this passage. What is being discussed here? Connect these ideas to the driving question: What creates the difference between love and hate? (Don’t forget to use text evidence in your response.)

3) Describe the relationship between Friar Lawrence and Romeo. (Don’t forget to use text evidence in your response.)

Act II, Scene 5:

1) Describe the relationship between the Nurse and Juliet. (Don’t forget to use text evidence in your response.)

Act II, Scene 6:

1) What happens in this scene?

**This is a group assignment. All team members should be contributing significantly.

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Choose a Nursery Rhyme. Break it down to important scenes and Story Board it. Use the videos as resources.

Storyboarding PPT
(Please download Office from Manager if you are unable to open the file.)

Please scan, use Scannable, Notable, Adobe Scan, or some other app to get a clear image of your Story Board Doc.

Submit to the activity in Echo.

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Please discuss the driving question in relation to Act II in a short Flipgrid. Why is it important to understand the thin line between love and hate? What examples did you see in Act II?

Make sure you create your response in YOUR SECTION, please.

Section 1: R & J Act II Reflection

Section 2: R & J Act II Reflection

Section 3: R & J Act II Reflection

*Individual assignment

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Read the online text or listen to the Librivox audio to answer the questions with your group. Don't forget to use evidence using the Elizabethan version NOT the modern adaptation.

Act III, Scene 1:

1) How does Benvolio differ from Mercutio and Tybalt? (Don’t forget to use text evidence in your response.)

2) Read the following excerpt:

(Line 33) Tybalt, the reason that I have to love thee

(Line 34) Doth much excuse the appertaining rage

(Line 35) To such a greeting. Villain am I none.

(Line 36) Therefore, farewell. I see thou know’st me not.

Explain the significance of this passage. What is being discussed here? Connect these ideas to the driving question: What creates the difference between love and hate? (Don’t forget to use text evidence in your response.)

3) Read the following excerpt spoken by Mercutio:

(Line 64) No, ’tis not so deep as a well nor so wide as a

(Line 65) church-door, but ’tis enough, ’twill serve. Ask for

(Line 66) me tomorrow, and you shall find me a grave man. I

(Line 67) am peppered, I warrant, for this world. A plague o'

(Line 68) both your houses! Zounds, a dog, a rat, a mouse, a

(Line 69) cat to scratch a man to death! A braggart, a rogue,

(Line 70) a villain that fights by the book of arithmetic! Why

(Line 71) the 🤬 came you between us? I was hurt under

(Line 71) your arm.

Explain the significance of this passage. What is being discussed here? Connect these ideas to the driving question: What creates the difference between love and hate? (Don’t forget to use text evidence in your response.)

4) What does Romeo do to Tybalt? What are the consequences? (Don’t forget to use text evidence in your response.)

Act III, Scene 2:

1) Explain the purpose of Juliet’s speech after we know what just happened between Romeo and Tybalt? This is an example of dramatic irony. Why would Shakespeare do this? (Don’t forget to use text evidence in your response.)

2) Read the following excerpt by Juliet:

(Line 107) My husband lives, that Tybalt would have slain,

(Line 108) And Tybalt’s dead, that would have slain my husband.

(Line 109) All this is comfort. Wherefore weep I then?

(Line 110) Some word there was, worser than Tybalt’s death,

(Line 111) That murdered me. I would forget it fain,

(Line 112) But oh, it presses to my memory,

(Line 113) Like damnèd guilty deeds to sinners' minds.

(Line 114) “Tybalt is dead, and Romeo banishèd.”

(Line 115) That “banishèd,” that one word “banishèd”

(Line 116) Hath slain ten thousand Tybalts. Tybalt’s death

(Line 117) Was woe enough, if it had ended there.

(Line 118) Or, if sour woe delights in fellowship

(Line 119) And needly will be ranked with other griefs,

(Line 120) Why followed not, when she said “Tybalt’s dead,”

(Line 121) “Thy father” or “thy mother,” nay, or both,

(Line 122) Which modern lamentations might have moved?

(Line 123) But with a rearward following Tybalt’s death,

(Line 124) “Romeo is banishèd.” To speak that word,

(Line 125) Is father, mother, Tybalt, Romeo, Juliet,

(Line 126) All slain, all dead. “Romeo is banishèd.”

(Line 127) There is no end, no limit, measure, bound,

(Line 128) In that word’s death. No words can that woe sound.

Explain the significance of this passage. What is being discussed here? Connect these ideas to the driving question: What creates the difference between love and hate? (Don’t forget to use text evidence in your response.)

Act III, Scene 3:

1) Explain this excerpt from Romeo. What does this mean? (Don’t forget to use text evidence in your response.)

(Line 17) There is no world without Verona walls

(Line 18) But purgatory, torture, hell itself.

(Line 19) Hence “banishèd” is banished from the world,

(Line 20) And world’s exile is death. Then “banishèd,”

(Line 21) Is death mistermed. Calling death “banishment,”

(Line 22) Thou cutt’st my head off with a golden ax

(Line 23) And smilest upon the stroke that murders me.

Act III, Scene 4:

1) In this scene, what additional conflict is added to Romeo and Juliet’s relationship? (Don’t forget to use text evidence in your response.)

Act III, Scene 5:

1) What does Lady Capulet think about Romeo?

**This is a group assignment. All team members should be contributing significantly.

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Please discuss the driving question in relation to Act III in a short Flipgrid. Why is it important to understand the thin line between love and hate? What examples did you see in Act III?

Make sure you create your response in YOUR SECTION, please.

Section 1: R & J Act III Reflection

Section 2: R & J Act III Reflection

Section 3: R & J Act III Reflection

*Individual assignment

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Act IV: Friar Lawrence, Sinner or Saint?

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Act IV: Friar Lawrence, Sinner or Saint?

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After reading or listening to Act IV, the group will collaborate to complete ONE of the two product choices below. One group member is to submit the final product here in Echo. Add group member names in the Echo text box please.

Romeo and Juliet Act IV Activity

Friar Lawrence: Sinner or Saint?

As a group, decide if you feel Friar Lawrence was essentially good or evil as demonstrated by his actions in the tumultuous relationship between Romeo and Juliet. Some questions to consider:

What does the prologue tells us of what happens to Romeo and Juliet at the end of the play?

What is the role of the church in private family matters?

What about the Montagues and Capulets? Why weren't the families involved with their children more?

Did the end justify the means?

What would you think if you were the parents of either Romeo or Juliet?

Create either a FBI Most Wanted Sign OR a Petition for Sainthood based on your group's decision. Your product should include:

Five reasons of either defense or prosecution depending on your group's position. (10 Points Written Communication)

Each reason should have text evidence. The support can be a parenthetical citation and not necessarily a direct quotation from the play.
(5 Points Written Communication)

A portrait of Friar Lawrence. (5 Points Agency)

Desired actions to either canonize the friar or condemn him. (10 Points Knowledge & Thinking)

Poster/Petition should be error-free. Please proofread. (10 Points Written Communication)

One printed copy and one digital submitted to this Echo activity. (5 Points Agency)

Printed product is due at the END of your Critical Literacies class on Tuesday, March 26, 2019.

Resources:

Here's a quick overview of the Catholic Church's Canonization Process.

Here's a link to help you create an FBI Most Wanted Poster.

**This is a group assignment. All team members should be contributing significantly.

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Please discuss the driving question in relation to Act IV in a short Flipgrid. Why is it important to understand the thin line between love and hate? What examples did you see in Act IV?

Make sure you create your response in YOUR SECTION, please.

Section 1: R & J Act IV Reflection

Section 2: R & J Act IV Reflection

Section 3: R & J Act IV Reflection

*Individual assignment

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Act V: Romeo and Juliet, Timeless Love Story or Cautionary Tale?

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Act V: Romeo and Juliet, Timeless Love Story or Cautionary Tale?

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Read or listen to Act V. As a group, decide if you would market this play as a "Timeless Love Story" or a "Cautionary Tale".

Create a book jacket (that fits a real book perfectly), Movie poster, book trailer, or Infographic advertising this play as your group has decided, "Good Reads" book review

Requirements:

Agency (15 Points)

Attractive product

Image representing Romeo and Juliet

Submit a picture of your product in Echo and one in your group's Romeo and Juliet Workbook

Written Communication (20 Points)

3 pieces of evidence supporting your group's marketing decision with parenthetical citations from play

3 reviews of the book

Edited and errorless

Error-Free

Knowledge and Thinking (10 Points)

Relates Romeo and Juliet to either 2 Variations of Love OR 2 levels from the Pyramid of Hate OR one of love and one of hate

**This is a group assignment. All team members should be contributing significantly.

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Please discuss the driving question in relation to Act V in a short Flipgrid. Why is it important to understand the thin line between love and hate? What examples did you see in Act V?

Make sure you create your response in YOUR SECTION, please.

Section 1: R & J Act V Reflection

Section 2: R & J Act V Reflection

Section 3: R & J Act V Reflection

*Individual assignment