Team+49

In order to achieve these objectives in the analysis of //The Tragedy of Romeo and Juliet//, we choose to focus on the theme of communication and miscommunication (primarily oral and written), characterization, and point of view from Act I - Act III with ongoing analysis throughout the rest of the play. Essentially, this requires multiple lessons (a subunit) of the entire Romeo and Juliet unit in order to examine and understand these 13th century characters from a 21st century perspective; however, the themes, characters and point of views in the play are universal, spanning time and culture. The universality of Romeo and Juliet is the reason we still read and analyze this play today.
 * Global View:** When reading a text, it is the understanding of the characters-- their personalities, backgrounds and interactions-- that shapes a reader's interpretation of the events. What a reader brings to the text through personal experiences and beliefs also shapes the way each reader views a character and the way that character behaves. What may be deemed socially appropriate and logical for one reader is not seen in the same light by another. These perceptions allow for different readings of the play, but they can also hinder our prediction of events. Understanding how personal experience shapes our interpretation allows us as readers to question our perception of the conflict and a character's actions. Being able to break down characters and examine their personality and behavior is another method that can be used to build meaning and to create an understanding of the interconnection between a character's actions and the conflict that arises in a piece of literature. By blending these two approaches, students can begin to see the connection between the experiences that occur in their own lives, and those that exist in the literature that they are reading. Teaching them to make these connections and question their perceptions is an important step on their path toward becoming critical readers.

8.14 Make judgments about setting, characters, and events and support them with evidence from the text. 8.25 Interpret a character’s traits, emotions, or motivation and give supporting evidence from a text. 11.5 Apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for the identified themes. 12.4 Locate and analyze elements of plot and characterization and then use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict. 12.5 Locate and analyze such elements in fiction as point of view, foreshadowing, and irony. 14.5 Identify, respond to, and analyze the effects of sound, form, figurative language, graphics, and dramatic structure of poems: • sound //(alliteration, onomatopoeia, rhyme scheme, consonance, assonance); // • form //(ballad, sonnet, heroic couplets); // • figurative language //(personification, metaphor, simile, hyperbole, symbolism); // and • dramatic structure. 17.5 Identify and analyze elements of characterization that are viewed, written, and/or performed. 17.6 Identify and analyze the similarities and differences in the presentation of setting, character, and plot in texts, plays, and films. 20.5 Use different levels of formality, style, and tone when composing for different audiences. 21.8 Revise writing by attending to topic/idea development, organization, level of detail, language/style, sentence structure, grammar and usage, and mechanics. 27.6 Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. 1a Interact, collaborate and publish with peers employing a variety of digital environments and other mediums 1d Contribute to project teams to produce original works or solve problems 5a Advocate and practice safe, ethical and legal use of information and technology
 * MASSACHUSETTS DEPT. OF EDUCATION FRAMEWORKS- ELA**
 * NETS Standards Addressed:**


 * UNIT: LITERARY ANALYSIS OF //THE TRAGEDY OF ROMEO & JULIET- for English 8-9 student - Lessons with//** indicate lessons that focus on inquiry questions and employ technology/new literacies

__***SUBUNIT-ACTS I - III:**__ THEME OF COMMUNICATION/MISCOMMUNICATION, CHARACTERIZATION,AND POINT OF VIEW IN //THE TRAGEDY OF ROMEO AND JULIET//: ANALYSIS OF COMMUNICATION (ORAL AND WRITTEN) IN THE PLAY ROMEO AND JULIET


 * Background Knowledge/Skills**: Teachers need to know how to set up a closed Twitter, a blackboard discussion, set up links to YouTube.com

Pedagogical Inquiry/Essential Question: Can students use their own experiences with communication and miscommunication to connect to the miscommunication motif in Romeo and Juliet and its contribution to the downfall of Romeo & Juliet?


 * Lesson 1- Prologue (Sonnet structure deconstruction activity, introduction to dramatic irony)**

1."Telephone Game" a. Students engage in a 5 minute class telephone game based on teacher-generated. 2. Discussion: a. Compare the original message with the message that was communicated at the end of the class telephone chain. 3. Personal Reflection: a. Reflect on an experience you had with miscommunication through a text, email, blog post. or another form of modern communication. b. Share/discuss 1-2 examples. While Reading: 4. As students dramatically read Act I, students note any communication issues between the Montagues and the Capulets(Montagues v. Capulets = main conflict). Identify possible issues with communication (puns, use of gestures to communicate an insult= Sampson and Gregory thumb-biting scene) 5. Assign main characters to student pairs- follow your character's actions, reactions, dialogue throughout the play - focus on Acts I - III 6. Homework: Send an email to one friend, leave a telephone message for another and send a text to third friend about a time sensitive meeting. Ex. Meet me at the Learning Commons tomorrow at 7:10A.M to discuss something important. 1. Note who responded by email, telephone, or text. 2. Who showed up in the Learning Commons? 3. What did they think the meeting would be about? (Refer to friends as Friend 1, Friend 2, Friend 3) 4. Did anyone not show up? If so, why do you think the friend missed the meeting?
 * Lesson 2: Act I: Prereading Activities: (After Prologue reading)**


 * Lesson 3- Continuation of Lesson 2- Use of Blackboard and closed Twitter**

1. Discussion of homework activity and the outcome of the message and any break downs in communication. 2. View Act I, sc. 1; dramatic reading of Act I, scs. 2 & 3- focus on the illiterate servingman from the House of Capulet interacting with the unknown "enemy"- Romeo- FATE 3. Homework: Blackboard discussion of Act I, scs. 2 & 3 or closed Twitter activity on Act I, scs. 2 & 3


 * Lesson 4- Drama: Influences on the Tragedy- Fate/ Others' Actions/ Protagonist's mistakes/ errors in judgment**

1. Focus on certain blackboard discussion (or Twitter issue) for whole class discussio Audio reading of Act II with guided questions. Follow assigned character. 2. Do a character blog on Act II: What is going on with your character in Act II, even if he/she isn't present in the scene? 3. Homework: view video clip of Act II; finish character blog

1. Blog sharing. 2. Discussion of Tybalt'schallenge letter and Romeo not receiving it= MISCOMMUNICATION & ITS CONSEQUENCES- THE MURDERS OF MERCUTIO & ROMEO/ Response connecting this issue with students' own issues with communication from earlier in the week- WILL BE AN END OF THE UNIT PROJECT IN UNDERSTANDING HOW MISCOMMUNICATION CONTRIBUTES TO THE TRAGEDY. 3. Act III, sc. 1 dramatic reading- class sword fight- slow motion view of the killing of Mercution by Tybalt with Romeo in between the two. 4. Homework: closed Twitter on the fight scene- Act III, sc. I; view video clips of Act III, sc. 1 (YouTube.com- 1968 & 1996)
 * Lesson 5: TYBALT'S CHALLENGE LETTER (which Romeo never received) & THE FIGHT SCENE- CLIMAX**

1. Ticket In: Personal Response: Compare and contrast your interpretation of Act III, sc. 1 with the film clips (1968; 1996 - YouTube) the same scene. Be prepared for group and class discussion. 2. Discussion of the two "readings" of Act III, sc. 1- students' own and the film version. 3. Audio reading of the rest of Act III. Note pleasures (aspects of the text that you like) and perplexities (aspects of the text that you find confusing or want to discuss further) = ticket out at the end of class. 2. Dramatic reading of Act I, scs. 4 & 5- continue to follow character; focus on Romeo's dream, peer pressure to attend party - fate and others' actions; Tybalt recognizing Romeo's voice- his interpretation of Romeo's presence at the party and future revenge; love at first sight, Romeo and Juliet's first dialogue = sonnet form= expression of love by content and form. 3. Groups work collaboratively on one of the assigned issues stated in #2 - in class and continuing on the class blackboard discussion for homework.
 * Lesson 6: Compare/Contrast- Media**

Lesson Title: Interpreting Character: A Multi-Media Point of View Duration: 2-3 45 minute class periods Grade Level 8-9__
 * __Lessons 7-9 :Character Analysis Glog

Overview:** In this lesson students will work collaboratively to demonstrate their understanding of the personality traits of one of the main characters in Romeo and Juliet. Students will by create a multi-media poster that represents their chosen character by integrating personal interpretation, visual images, sounds, and textual references that demonstrate their understanding of that character’s point of view.


 * Essential question/Inquiry question**: How does the reader/viewer use his or her understanding of a character to unravel the role of each character in the tragedy and the part they play in the downfall of Romeo and Juliet?

· Can a character have conflicting personality traits? How might this impact the conflict in the story and the role that character plays? · How does each character’s personality contribute to the build-up of dramatic tension? · How does a character’s point of view affect his/her interpretation of the actions of other characters in the play? · How can you prove your interpretation of a single character is accurate?
 * Lessons Focus Area Questions**

· Students will analyze a character’s traits and emotions · Students will use their understanding of these traits and emotions to create a representation of that character · Students will select a variety of text references to demonstrate their understanding or a character · Students will predict how a character’s personality will effect his/her future actions
 * Lessons Objectives**:


 * Materials:** Copies of Romeo and Juliet, DVD with director’s cut of Baz Luhrman’s Romeo and Juliet to view set designers speaking on how they created the settings to represent individual characters, a DVD player, interactive graphic organizer, computers with Internet access

Scoring Rubric character trait list [] Romeo Character Glog
 * Resources**: Interactive Graphic Organizer bubbl.us online brainstorming tool Glogster Jamendo No Fear Shakespeare (dual text)


 * Background knowledge and skills needed**: Teachers need Teachers will need to know how to access and download [|interactive graphic organizers]. Teachers should have familiarity with search engines, copyright law and fair use practices. Teachers will also need to create an account in Glogster and set up individual student accounts.

· What colors best represent your character? · What type of music might represent your character? · What images do you associate with the personality traits you have identified? · What ideas do you want to emphasize to show your character’s personality? · How will you show the two sides to your character? Have students write their response to the brainstorming on their graphic organizer to create a complete picture of their ideas. After reviewing fair use, have students log on to their account in Glogster. You will probably want to give them some time to view the different options for text, backgrounds, and images before they actually begin their Glog. Explain to them that they will be using their brainstorming to create their Glog, and that each member of the group is responsible for contributing ideas that show the side of the character he/she is responsible for, so that each Glog represents a full character. · What did you learn about each character based on the Glog you viewed? · What was the one thing about this character that really stood out for you? · Did the interpretation you viewed differ from your own? If so, how was it different? · How would you use what you viewed to help you make predictions about what will happen in the play?
 * Procedure:**
 * Day One (Lesson 7)**: After completing Act I of Romeo and Juliet, review with students the definition of characterization and the different tools a writer uses to help the reader understand characters. Next, break students into groups of two. Tell them that they will each be representing a different side of the character’s personality. Have each pair select a character and using the interactive graphic organizer, identify the personality traits that fit their character, along with examples of characterization found in the text to support their opinion. This will be the first step in creating their glog. Once they have completed their lists, view production designer Catherine Martin speaking about how she used different visual elements to represent the personality of each character. After doing this, ask students to use what they have learned from Martin to brainstorm ideas to the following questions:
 * Day Two (Lesson 8)**: Since some students will be using images and music, and even video found on the Internet, review with them fair use practices and copyright rules before they begin their Glogs.
 * Day Three (Lesson 9)**: Once students Glogs are completed, have other students view each Glog and in the comments answer the following questions:


 * Assessment:** Student's Glog's will be graded using a scoring rubric. Students will also be graded on their response to the comments questions.

Compose a communication (text, email, letter, facebook comment, note passed in school) from one character to another that emphasizes the sender’s personality traits. Explain how you used your understanding of the character’s personality gathered from viewing the Glogs to come up with your message and the ideas you included.
 * Extension Activities**:


 * Character Glog Models:**
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