Unit: Romeo & Juliet Goal: For students to understand and appreciate the use of motifs across a variety of genres including tragedy, informational texts, poetry, music, and art. Unit Essential Question: How does knowledge of motifs reveal and enhance our understanding of central ideas in literature and art? State Standards: Reading Informational Text CC.1.2.9-10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. Reading Literature CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.3.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author s explicit assumptions and beliefs about a subject. CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact of the point of view has on the meaning of the text. CC.1.3.9-10.E: Analyze how an author s choices concerning how to structure text, order events within it, and manipulate time create an effect. CC.1.3.9-10.G: Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. Writing: CC.1.4.9-10.B: Write with a sharp distinct focus identifying topic, task, and audience. CC.1.4.9-10.D: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section Speaking and Listening: CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues building on others ideas and expressing their own clearly and persuasively. Anchor Text: Romeo & Juliet, Shakespeare Poetry: A Poison Tree, W. Blake The Story of Pyramus and Thisbe from Metamorphoses, Ovid Informational Texts: The Teen Brain: Still Under Construction, National Institute of Mental Health Teenage Brains Are Malleable and Vulnerable, Researchers Say, J. Hamilton Teenage Brains, D. Dobbs, National Geographic (October 2011) Nonprint Texts (Media, Video, Film Music, Art, Graphics): Where s Romeo (c. 1912), William Hatherell (Art) The Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet, 1853-55, Frederic Lord Leighton (Art) Understanding the Mysterious Teenage Brain, Talk of the Nation, NPR (Text & Audio) Romeo and Juliet, Zeferelli (Film)
Romeo + Juliet, Luhrmann (Film) Romeo & Juliet Overture, Tchaikovsky (music) West Side Story, Robbins & Wise (Film) Unit Launch Students explore the Prologue, Romeo and Juliet 1. Identify the conflicts in the play 2. Determine the meanings of words and phrases with figurative or connotative meanings (ancient grudge, mutiny, fatal, star-crossed lovers, misadventured, piteous rage). 3. Discuss the effect of the words, phrases, and clauses and how they create a tone and convey a seriousness of the conflicts Act 1: Act 1, Romeo and Juliet, Shakespeare Act 1, Romeo + Juliet, Luhrmann Act 1, Romeo and Juliet, Zeferelli The Teenage Brain: Still Under Construction, NIMH Language Analysis Task: Identify possible motifs that may carry through the play Text Focus: Act 1 centers on the rapid decision-making and risk-taking by Romeo and Juliet. The Teenage Brain: Still Unders Construction provides information on how the age of Romeo & Juliet contribute to their conflicts. sleep vs. reality, young vs old, anger/revenge vs. grief, etc. Important Passage: Queen Mab speech (Scene 4) - Annotate the speech by identifying key words and phrases that reveal the central idea of the speech. Discuss through a socratic seminar how the patterns of imagery and word choice further the dreams motif that carries throughout the play and helps to establish the central idea of the play. Incorporating Informational Text Task: The Teenage Brain: Still Under Construction, NIMH - students will read and work in small groups to create a 3-column chart consisting of A - character, action, and evidence; B - Related claims from the pamphlet; C - related claims from the article. Students will work to identify the behaviors of Romeo (as described by other characters) in Scene 5 and compare them to the claims made about teenagers and how their brain develops. Socratic Seminar 2: discuss the pamphlet and compare/contrast the behaviors of the characters in Act 1. Extension Writing: Draft a written analysis of Romeo and Juliet as characters.] Act 2: Act 2, Romeo and Juliet, Shakespeare Act 2, Romeo + Juliet, Luhrmann Act 2, Romeo and Juliet, Zeferelli Teenage Brains Are Malleable and Vulnerable, Researches Say, J. Hamilton Language Analysis Task: Continue to identify possible motifs that may carry through the play Text Focus: Act 2 centers on the rising action of the play. In Act 2, Romeo and Juliet hastily plan to marry in secret. Teenage Brains are Malleable and Vulnerable provides additional insight on how a teenager s brain works when it is processing risks and making choices.
Important Passage: Friar Laurence s soliloquy (Scene 3)- Annotate the speech by identifying key words and phrases that reveal the central idea of the speech. Determine how the order and meaning of the ideas foreshadows the tragic ending to the play. Incorporating Informational Text Task: Teenage Brains are Malleable and Vulnerable, Researchers Say. - students will read and work in small groups to continue with the 3-column chart consisting of A - character, action, and evidence; B - Related claims from the pamphlet; C - related claims from the article. Students will work to identify the behaviors of Romeo (as described by other characters) in Scene 5 and compare them to the claims made about teenagers and how their brain develops. Socratic Seminar 3: How do the language and structure of Friar Laurence s soliloquy reveal and develop the central idea of the play? Socratic Seminar 4: discuss the pamphlet and compare/contrast the behaviors of the characters in Act 3. Extension Writing: Refine the original draft analyzing the behaviors of Romeo and Juliet with consideration to the following: What is the relationship between Romeo s thoughts and actions? How do their ages affect their decision making? How ares the motif of old vs. young; high vs. low, dreams vs. reality, etc connected to the decision making of Romeo and Juliet? Act 3: Act 3, Romeo and Juliet, Shakespeare Act 3, Romeo + Juliet, Luhrmann Act 3, Romeo and Juliet, Zeferelli Where s Romeo?, William Hatherell A Poison Tree, W. Blake Text Focus: Act 3 is the climax of the play. Romeo and Juliet fail to control their impulses and conflicts creating tense situations where decisions are made, once again, in haste. The painting, Where s Romeo, depicts the emotional aftermath of an impulsive decision. Important Passage: Act III, Scene iii - Understanding Romeo s actions and the emotional aftermath. Incorporating Non-print Text: Where s Romeo? - Use the OPTIC strategy for visual texts to analyze Where s Romeo? Socratic Seminar 5: Compare the representation of Romeo s emotional state in Act III, Scene iii to that of Romeo s emotional state in Where s Romeo? How does the paintings representation of Romeo influence, enhance, or advance your understanding of Romeo s character and his decisions/actions in Act III, Scene iii? Incorporating Non-print Text 2: A Poison Tree by William Blake A Poison Tree by Blake explores how anger, when not kept in check by reason and logic, can have devastating effects. The use of an extended metaphor reveals the importance of reason. 1. Students will read and annotate the poem 2. Students will identify figurative language
3. Students will relate the figurative language to the events and themes of the play in a text dependent constructed response Speaking / Listening Task 2: Socratic Seminar 6: Examine the function of revenge in Acts 1-3. What is the nature of revenge? Is it an inevitable human reaction or is it something we can control? Are Romeo and Juliet making decisions or responding to presented situations? What does Romeo and Juliet s situation reveal about the human condition? How do Romeo and Juliet s behavior reflect their age? Would this be the same play if the two characters were older? Compare and contrast the motif of anger/revenge vs. grief Act 4: Act 4, Romeo and Juliet, Shakespeare Act 4, Romeo + Juliet, Luhrmann Act 4, Romeo and Juliet, Zeferelli Romeo & Juliet Overture, Tchaikovsky (music) Text Focus: Act 4 continues to provide suspense and tension. Romeo and Juliet conspire with the Friar and plans are set in motion. Important Passage: Juliet s soliloquy (Scene 3) - Juliet s dissent into madness Incorporating Non-print Text: Romeo & Juliet Overture, Tchaikovsky (music) - listen to the overture and discuss how the music compares/constrasts to the motifs of light vs. dark, high vs. low, etc. Socratic Seminar 7: How does the language used in Juliet s soliloquy reflect Juliet s development as a character? What literal or figurative language/phrases enhance or advance the Juliet s development? How does the language change over the course of the soliloquy and what effect does this have? How does Juliet s emotional state reflect her age? Act 5: Act 5, Romeo and Juliet, Shakespeare Act 5, Romeo + Juliet, Luhrmann Act 5, Romeo and Juliet, Zeferelli The Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet, 1853-55, Frederic Lord Leighton
West Side Story, Robbins & Wise Text Focus: Act 5 is the resolution of the play. Romeo and Juliet take their lives and their families must come to terms with their role in the deaths of their children. Students will focus on grief vs. revenge/anger motif. Important Passage: Scene 3 Incorporating Non-print Text: Act 5, Romeo + Juliet, Luhrmann, Act 5, Romeo and Juliet, Zeferelli, West Side Story, Robbins & Wise Students will watch each version of Act 5 from three film adaptations while noting the differences between each film and also the play. Incorporating Non-print Text 2: The Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet, 1853-55, Frederic Lord Leighton Students will work in pairs to analyze the painting using the OPTIC strategy for visual texts. Socratic Seminar 8: The differences between film and written version What is emphasized in each version? What is missing in each version? How is the central theme represented? Incorporating Non-print Text: Teenage Brains, David Hobbs & Understanding the Mysterious Teenage Brain, Talk of the Nation - These pieces provide additional research on adolescent thinking and behavior. - Students will read, annotate, and analyze each piece independently and share out in small groups making connections between the pieces and the characters of Romeo and Juliet Incorporating Non-print Text: The Story of Pyramus and Thisbe from Metamorphoses, Ovid - This is a cold read to gauge student s reading ability and mastery of the standards. Students will answer multiplechoice questions and constructed response questions. This text has not been taught previously, but will reflect the concepts taught during the unit.