The Tragedy of Romeo & Juliet Group Project Daily Instruction and Rubrics

Week 1: Reading Today, is SSR on your Act & Scene. Today, is SSR on your Act & Scene. Then, as a group, you will discuss how this “looked in the movie.” Make connections. Challenge one another with ideas for your own skit. Then, as a group, you will discuss how this “looked in the movie.” Make connections. Challenge one another with ideas for your own skit. Mrs. Morris will be circulating the room to listen in on the conversation. Mrs. Morris will be circulating the room to listen in on the conversation. 10 points summative for being on task and contributing.

Week 1: Written Proposal In one-page, describe the plan for your skit. In one-page, describe the plan for your skit. How will you modernize it? How will you modernize it? What unique features will the performance have? What unique features will the performance have? Are you planning on satirizing? Are you planning on satirizing? How will you portray the characters? How will you portray the characters? On the back of the sheet, write approximately 1-paragraph identifying and explaining the theme being shown by Shakespeare. On the back of the sheet, write approximately 1-paragraph identifying and explaining the theme being shown by Shakespeare. What is the lesson to be learned? What is the lesson to be learned? What is the message to the reader? Men and women of a certain age group? Parents? Society? Others? What is the message to the reader? Men and women of a certain age group? Parents? Society? Others? Why is this so very important? Why is this so very important? How does this have implications for the future? How does this have implications for the future? Free of errors, cohesive & concise, MLA format, TYPED 48 points (6 + 1 Ideas and Conventions X 4)

Week 1: Rationale As a group, develop a one-page explanation of WHY you planned the skit as you did. As a group, develop a one-page explanation of WHY you planned the skit as you did. In other words, you will provide at least In other words, you will provide at least 3 reasons to support your proposal. Most importantly, explain what students are supposed to learn (message, theme, satire techniques, irony, life lessons, language, etc.). Most importantly, explain what students are supposed to learn (message, theme, satire techniques, irony, life lessons, language, etc.). I would advise you to look through notes as well as the packets to find evidence for the reasons I teach this unit… I would advise you to look through notes as well as the packets to find evidence for the reasons I teach this unit… Free of errors, cohesive & concise, MLA format, TYPED 48 points (6 + 1 Ideas and Conventions X 4)

Week 2: Written Script You must develop lines for each of your characters. Please refer to the textbook for set-up. This is “what” you say to one another. EXACTLY as you will say it. No surprises for me… You must develop lines for each of your characters. Please refer to the textbook for set-up. This is “what” you say to one another. EXACTLY as you will say it. No surprises for me… Lines will include any notes or stage direction in parentheses. For example, Lines will include any notes or stage direction in parentheses. For example, Juliet: Romeo, Romeo…where you at? (Juliet is annoyed and snaps at him as she looks around her backyard.) Juliet: Romeo, Romeo…where you at? (Juliet is annoyed and snaps at him as she looks around her backyard.) 2 forms of figurative language and/or devices within your lines (simile, metaphor, personification, pun, oxymoron, double entendres) 2 forms of figurative language and/or devices within your lines (simile, metaphor, personification, pun, oxymoron, double entendres) 1 sonnet required, but iambic pentameter for extra credit 1 sonnet required, but iambic pentameter for extra credit

Week 2: Research Write a 2-page researched description of the 16 th -17 th century in Italy. Write a 2-page researched description of the 16 th -17 th century in Italy. Discuss the time period (Elizabethan Age/ Golden Age) and characteristics of it. (1 paragraph) Discuss the time period (Elizabethan Age/ Golden Age) and characteristics of it. (1 paragraph) Describe the clothing of the time. What did it look for men and women? (1 paragraph) Describe the clothing of the time. What did it look for men and women? (1 paragraph) Describe and include images of Verona, Italy. (1 paragraph) Describe and include images of Verona, Italy. (1 paragraph) Final paragraph should be an explanation of how you will “show” this period and place in your skit. Final paragraph should be an explanation of how you will “show” this period and place in your skit. The 2 nd part of this, or additional 56 points, is your group’s discussion with Mrs. Morris about these elements. You MUST show evidence of your setting and costuming. This will take place on Tuesday, 6/3. You may also want to perform a part of the skit. Something to think about. (20 points) The 2 nd part of this, or additional 56 points, is your group’s discussion with Mrs. Morris about these elements. You MUST show evidence of your setting and costuming. This will take place on Tuesday, 6/3. You may also want to perform a part of the skit. Something to think about. (20 points) Typed. Cohesive paragraphs that make sense with transitions, MLA format. 36 points.

Week 2: Quiz Questions As a group, create a mini quiz. (4 questions) As a group, create a mini quiz. (4 questions) Multiple choice Multiple choice Short essay Short essay True/ False True/ False Create a Thinking Map Create a Thinking Map This should be based upon your performance. This should be based upon your performance. What should your peers learn? What should they know, now? What should your peers learn? What should they know, now? TYPED, MLA, NUMBERED, and ANY FORMATTING NECESSARY of a test. 20 points.

REMINDERS You MUST bring You MUST bring Setting Setting Props Props Costuming Costuming Be prepared to work in the sequence of the play. Group 1-6, beginning with the Montague/ Capulet street fight through the lover’s deaths. Be prepared to work in the sequence of the play. Group 1-6, beginning with the Montague/ Capulet street fight through the lover’s deaths. Skits should be practiced, perfected and timed BEFORE you arrive to class. Skits should be practiced, perfected and timed BEFORE you arrive to class. Each group has 8 minutes to perform. Each group has 8 minutes to perform. Each group will have 2-3 minutes to set up and change into costume Each group will have 2-3 minutes to set up and change into costume Have your extra credit typed and ready to turn in Have your extra credit typed and ready to turn in Any technology utilized (Promethean, speakers, etc.) had to be approved with Mrs. Morris and handled by you and your group Any technology utilized (Promethean, speakers, etc.) had to be approved with Mrs. Morris and handled by you and your group