Grade 9 Romeo & Juliet: Drama Unit 1. How do characters impact audience in dramatic works? 2. To what extent do emotional decisions create chaos? 3. What is the key to healthy relationships?
First and Last Name G9 Cause & Effect Cause: Hurricane Effect: Effect: Effect: Please put the chart above into 1-3 complete sentences: Cause from Article: Effect: Effect: Effect: Please put the above chart in 1-3 complete sentences:
Read this article below and fill out another cause-effect chart on the other side A growing body of research shows how a living environment can have profound physical and mental health outcomes, especially for minority families and low-income communities (Environmental Health Perspectives), May 2005). Low-income people and minorities are more likely to live in worse environmental conditions and experience greater rates of disease, limited access to health care and other health disparities. Green development is a holistic approach that provides integrated solutions to housing, health and environmental challenges. Run-down, Unhealthy Housing Environmentally attributable childhood diseases, including asthma, lead poisoning and cancer, cost our nation nearly $55 billion annually. More than 2.5 million families live in substandard housing. More than 4 million children in the U.S. have asthma, and it is estimated that more than 40 percent of doctor-diagnosed asthma among U.S. children is due to residential exposures. Asthma prevalence is 40 to 50 percent higher among minority children living in urban areas. Additionally, more than 400,000 children have dangerously high blood lead levels. Rising Transportation and Energy Costs Families at the poverty level spend nearly 40 cents of every dollar they earn on transportation. And energy costs for poor families have increased much faster than their incomes in recent years. Low-income families will spend an average of $1,335 on energy this year nearly 17 percent of their income compared to 15 percent in 1997. Studies have shown that high-energy bills force poor families to spend less for food and other essentials. Sprawling, Unsustainable Development The United States, home to only five percent of the world s population, consumes 25 percent of the world s energy and generates 25 percent of global warming pollution. In addition, sprawl drives good jobs farther from where many low-income people live and has been linked to increased traffic congestion, increased pollution and deteriorating health. In writing, cause and effect is frequently signaled by key words such as
First and Last Name G9 Using Language to Convey Emotions: Today vs. Shakespearean Era Images, words, or phrases that illustrate tragedy in society and any strong feelings of hatred or love. Shakespearean insults to convey strong emotions *Write down 2-3 insults using: http://www.literarygenius.info/a1- shakespearean-insults-generator.htm *Then, translate the insult using: http://www.shakespeareswords.com/glossary?l et=e How do we convey feelings and emotions compared to in Shakespearean time? Explain the differences.
Do You See What I'm Saying? The Link Between Visual Culture and Empathy Huffington Post, UK (August 8, 2015) Not so long ago, it was revealed that emoji (picture messaging) is the fastest growing language in the UK, fuelled by the global adoption of smartphones and IM. While it can sometimes feel hard to keep up - or perhaps precisely because of this - it's clear that pictures > words on the internet. There's no set of guidelines for emoji use, and they have no official names beyond those granted by their users. The language is still evolving - in spite of attempts by the Unicode Consortium, who control which emoticons go into our standard smartphone keyboards, to impose some consistency in their use. Google have patented a text-to-branded-emoji translator which, if successful, would introduce a worrying bias into everyday conversation. At a broader level, a tacit understanding of 'pictures or it didn't happen' has led to frantic biographical documentation - with visual social networks like Instagram, Pinterest and Tumblr gladly springing up to accommodate. There have been no fewer than three emoji-only social networks - emojicate, emoj.li and Steven (no longer available). The universal meaning of the sad and happy face has made them powerfully persuasive when designing for certain behaviours, such as more efficient energy use around the home. More recently, Cambridge University researchers found that putting emoticons on food labels yielded stronger effects on perceptions of taste and healthiness than the colourcoded labels currently being debated by the EC. Show not tell People who are actively engaged in social media - and young people in particular - are constantly aware of their audience and their role as entertainers. Images leave much unsaid and open to interpretation, so their meaning and intention can be defended in line with audience feedback and the threat of social shame. They're also useful in projecting an aspirational persona, again carefully curated. From one (less flattering) angle, however, this could be seen as a lack of clearly defined personality. With the broadest imaginable pool of influences at their fingertips, people can be everything at once, and this has made them less of any one thing. Chris Christodoulou, a media theory and music professor at Westminster who has extensively studied various musical subcultures, has seen this non-commital, pick 'n' mix approach to identity play reflected in his students' choice of clothing. Whether it's a Kid'n'Play haircut blended with grungey trousers, "there's no distinction between subcultures anymore." This isn't surprising when you consider the huge, ahistorical pool of imagery they're bombarded with online - retro gifs, pins, picture memes, Facebook stickers, vintage-style Instagram shots. They can dip into and play with it without needing to commit to an opinion or statement about what any of it means. Chris has also noticed, anecdotally, that some of the most wildly dressed on campus have the least clearly defined personalities when you speak to them; conversely, I wonder whether the blank canvas of 'normcore' clothing is a direct reaction against this. The more boring you look, the theory goes, the more interesting you are.
There's a parallel to this online, summed up in the reference to having "all the feels". Writer Katy Waldman describes the emergence of an emotion economy - an OTT spectacle of sentiment influenced by reality TV culture. Being seen to care or feel deeply about something adds to your personal brand value. Hence the outpouring of grief whenever a well-respected celebrity or activist dies - are you really feeling those feels, or just needing to express something? There's an inverse correlation between actual emotional sentiment and its expression. 'Feels' are a way of actually distancing yourself from emotion online. In a lot of cases, the more you say you feel, the less real emotion you're likely to be experiencing. Empathy and ambient attention But while it creates a positive feedback loop in a 'nudge' situation, choosing between two binary emotions presents challenges for more nuanced reflection or communication. Perhaps we just don't yet have the words to fit the varied and complex emotional responses represented by the hundreds of available Facebook stickers. And that's before you include custom emoji; services like Imoji allow you to turn any image on your phone into a custom sticker. Any erosion in language barriers will need to contend with the incessant drive for individualism as self-defining groups of individuals carve out private spaces of secret meaning. Reaction gifs are an indicator of this - the Jean Luc Picard facepalm clip both communicates a well-known expression for one broad audience yet carries within it a second layer of knowing for Star Trek fans. But perhaps the most significant aspect of the shift to pictorial communication is that it offers up potential for exploring what Amber Case calls 'calm technology'. We process images much faster than text (one commonly quoted stat reckons 60,000 times faster), perhaps we don't really need to focus on them to understand them. They could be background notifications, at the periphery of our vision but no less powerful, as we saw with the nowdefunct Steven app and its quiet but persistent emoji life logging. In an age of chaos and constant noise, there's value in gentle unobtrusive communication - and visual languages could be one possible avenue for this. As Jenna Wortham writes in praise of her favourite emoji, picture messages offer "a way to be present when there's nothing to say at all".
Romeo and Juliet Bookmark Romeo and Juliet Bookmark Annotate: 1. Character inferences about feelings and actions 2. Figurative language 3. Word definitions 4. Act or Scene summaries Annotate: 1. Character inferences about feelings and actions 2. Figurative language 3. Word definitions 4. Act or Scene summaries Romeo and Juliet Bookmark Romeo and Juliet Bookmark Annotate: 1. Character inferences about feelings and actions 2. Figurative language 3. Word definitions 4. Act or Scene summaries Annotate: 1. Character inferences about feelings and actions 2. Figurative language 3. Word definitions 4. Act or Scene summaries
First and Last Name G9 Domino Effect of Relationships Directions: As we read the play, think about how these relationships effect the plot events or effect other characters actions. This will help you for the final essay assessment. It is in your best interest to write the Act, Scene, and Line number (Exampleà V. ii. 45-50). Romeo & Tybalt Tybalt & Mercutio Lord Montague & Juliet & Nurse Juliet Cause: Cause: Cause: Cause: Effect: Effect: Effect: Effect: Romeo & Juliet Benvolio & Romeo Friar Lawrence & Friar Lawrence & Romeo Juliet Cause: Cause: Cause: Cause: Effect: Effect: Effect: Effect: Your choice of charactersà Cause: Cause: Cause: Effect: Effect: Effect:
First and Last Name G9 Shakespearean Insults Directions: 1) Choose 2 characters who are in conflict with one another. 2) Look at this website and create 2 insults that they would say to one another: http://www.dl.ket.org/humanities/connections/class/medren/insults.htm 3) Then, translate the insults here: http://www.shakespeareswords.com/glossary 4) Complete the chart belowà Character 1: Insult: Translation: Character 2: Insult: Translation: 1. Why would these characters insult one another? Support this with evidence from the text (meaning, show why, when, or how they are in conflict). 2. What is the cause of their conflict? 3. How does their conflict affect others or the plot events?
Important Quotes 1. When was this quote said? Who said this quote? 2. What does this quote show about the characters relationship? 3. What could be the effect of this action or what has caused this action/what has cause this character to say this? The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; (Prologue) O she doth teach the torches to burn bright! It seems she hangs upon the cheek of night As a rich jewel in an Ethiop's ear Beauty too rich for use, for Earth too dear! (I. v. 43-46) But soft, what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief That thou, her maid, art far more fair than she.... The brightness of her cheek would shame those stars As daylight doth a lamp; her eye in heaven Would through the airy region stream so bright That birds would sing and think it were not night. (II.i.44 64) O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name, Or if thou wilt not, be but sworn my love, And I ll no longer be a Capulet. (II.i.74 78) O, then I see Queen Mab hath been with you.... She is the fairies midwife, and she comes
In shape no bigger than an agate stone On the forefinger of an alderman, Drawn with a team of little atomi Athwart men s noses as they lie asleep. (I.iv.53 59)
First and Last Name G9 Shakespeare Today Directions: 1) Select a pair of characters who have a close relationship or a relationship (positive or negative) in R+J. 2) Outline their relationship from the start of the play to where we are in our reading now, through a series of text messages to one another. This will help you to prepare for the final assessment, where you have to evaluate how a relationship affects others or the plot. This will also help you to prepare for the performance assessment, where you have to write your own script. 3) Use modern language and emojis to show emotion. Have fun J!
Cause and Effect Activity 1. You are going to get a character card with a description. 2. Match up with someone in the class who has a different character card. 3. Write a statement together about how the character has effected the other character or caused the other character to react. 4. Be prepared to share with the entire class.
First and Last Name G7 Performance Storyboard Directions: With your group, select one Act or a part of different Acts and sketch out the important parts that you are going to re-enact for the class. Please ensure that you have captions to go along with the picture. EVERYONE in your group should complete this, as you can use this during the in-class reflection. Then, complete the backside.
Who is going to play which role? What props do you need? Is there a part of the setting that you will need to create? If so, what props? What else do you need or what other questions do you have in order to perform successfully?
First and Last Name G9 Cause and Effect Relationships in R+J Directions: Select 3 relationships and brainstorm how it has affected other characters or plot events. While you don t have to fill out every single effect, having more written down during this brainstorming phase will help you to select which is the most important to write about for the essay. Cause (Rel. 1): Effect: Effect: Effect: Cause (Rel. 2): Effect: Effect: Effect:
Cause (Rel. 3): Effect: Effect: Effect:
First and Last Name G9 R+J Essay Outline: Option 1 **Can have more body paragraphs, if necessary. I. Introduction: a. Thesis Statement: II. Body Paragraph 1 Claim and Reasoning (about Relationship 1): a. Evidence: b. Elaboration: c. Concluding Sentence: III. Body Paragraph 2 Claim and Reasoning (about relationship 2): a. Evidence: b. Elaboration: c. Concluding Sentence: IV. Body Paragraph 3 Claim and Reasoning (about relationship 3): a. Evidence: b. Elaboration: c. Concluding Sentence: V. Conclusion (Restate thesis differently):
First and Last Name G9 R+J Essay Outline: Option 2 **Can have more evidence, if necessary. I. Claim: II. Reasoning: III. Evidence 1 (about relationship 1): IV. Elaboration 1: V. Evidence 2 (about relationship 2): VI. Elaboration 2: VII. Conclusion:
Peer Editing Day: Do not correct the work for your peer! 1. Please read the essay once and DO NOT MARK ANYTHING! 2. Underline the thesis. Can t find it? Please write at the bottom or top of the page Where is your thesis? 3. Please underline each claim that relates to the thesis. Can t find it or the claim doesn t connect to the thesis? Please write at the bottom or top of the page Where is your claim? OR Claims don t connect with thesis. 4. Please circle the evidence. Please make sure the evidence has a dialogue tag. Can t find at least 2-3 pieces of evidence OR the evidence is missing a tag? Please write at the bottom or top of the page Missing strong evidence OR Missing dialogue tag. Juliet says, Romeo, oh Romeo! 5. Please star the MLA citations. Can t find it or its incorrect? Please write at the bottom or top of the page Need MLA citations OR Need to fix MLA citations. 6. Please circle the elaboration. Think about if the student provided background information (Who? What? When? Where? Why?). Think about if it connects to the claim AND the thesis. If you can t find it OR the elaboration needs some work, please write Need to add elaboration OR Need to clarify elaboration. 7. Please read over the essay ONE more time. Place an X over any misspelled word or grammatically incorrect sentence. Do NOT fix it for your peer!
Essay Reflection Day: Please complete this on the backside of your rubric. 1. Give yourself a grade for each criteria in which you are assessed. Explain why you deserve that mark. 2. What is something you did really well on for this essay? Why? Or How? 3. What is something you need to improve upon? Why? 4. Take a post-it and write down which Global Context this unit connects the most with. Place it on the red bulletin board. 5. Turn in your essay, rubric, draft, peer editing, and outline (in that order!). If you do not have one of the items listed, leave it out!