Headlines #3 .. --[Romeo and Juliet]--> .. =]

Scene I - Another Street fight in Verona! The consequences were fatal!

Scene II - And again the nurse beats around the bush.

Scene III - Nurse and Friar are planning wedding night

Scene IV - Paris gets to marry Juliet

Scene V - Juliet struggles against polygamy.

Outline --[Romeo and Juliet]--> .. =]

Exposition: The play starts with a street fight in Verona between the Capulets and the Montagues. Then the prince

Inciting Event: Romeo compares himself to a boat and decides to go to the Capulets Party

Rising Action: Romeo and Juliet meet, fall in love and kiss at the party.
Romeo goes again to the Capulets orchard, Juliet asks him if he wants to marry her, Romeo agrees and goes to Friar Laurence to make wedding plans, who agrees to marry them to end the families' feud.

Climax: After Romeo and Juliet get married Romeo, Mercutio and Benvolio meet Tybalt and some other Capulets on the street. Tybalt stabs Mercutio, Romeo stabs Tybalt, both die. The prince shows up and banishes Romeo out of Verona.

Falling Action: Romeo hides in Friar Laurence's cell. The nurse and Friar Laurence make Romeo go have a night with Juliet, but he has to leave before the sun rises.
Romeo leaves in the morning, Juliet is forced to marry Paris.  Polygamy FTW!

January 25th--[Vocab Words]--> =]

unwieldy (adjective)
It was unwieldy for him to tell the truth.

variable (adjective / noun)
They had a great problem with figuring out the variables for their computer program.

January 25th--[Vocab Words]--> =]

Lamentable (adjective)
The results was lamentable. Cora's grammar is lamentable.

Kinsmen (noun)
Tom Sawyer was going to Arkansas to visit his kinsmen.

Headlines #2 .. --[Romeo and Juliet]--> .. =]

Scene 1 - Romeo Montague stalks Juliet home and hides in front of her house!

Scene 2 - Young Capulet breaks tradition and asks Romeo to marry her.

Scene 3 - Romeo Montague makes plans for his wedding

Scene 4 - A talk with friends and villains

Scene 5 - Bring the good news, nurse!

Scene 6 - Marriage in Verona. Enemies become friends!

January 24th--[Vocab Words]--> =]

cunning adjective - Her cunning ways to fool people made her really unpopular.

procure - verb - He procured a lot of money for the poor people

January 21st--[Vocab Words]--> =]

Waverer (noun) People say he is a waverer because of he time he always takes to make decisions.

perverse (adjective) His perverse sense of humor will get him into trouble some day.

January 20th --[Vocab Words]--> =]

Rosemary - Noun -  As she doesnt like any herbs the smell of rosemary made her feel sick.

sallow - adjective - As he saw the corpse his face immediately got sallow.

Journals .. --[Romeo and Juliet]--> =]

The real reason of the feud...

One hot summer day in Verona Lord Capulet and one of his best friends Lord Montague went out to the market place. They were having a lot of fun talking about recent happenings in Verona, when a loud scream interrupted the silence. Both guys immediately ran to the source of the screaming and they found both of their sons involved in a fight. The young Capulet was laying on the ground, around his head was a big puddle of blood. Next to him sat the young Montague, his hands covered his head in shame. Lord Capulet ran to his friends son and started shaking him asking over and over again what happened. 

Still in shock he mumbled what just happened. They were walking around when young Montague started talking about this girl he fell for. They both talked a long time about her, until they started pushing each other around, making fun about girls. Everything was fine until young Capulet was tripping over a rock and fell, hitting his head against the surface. 

Lord Capulet, shocked by the story he just hurt, kneeing in his own son's blood started blaming young Montague for it. His dad started to defend his son and so it started that slowly both families having a grudge against each other...

January 18th --[Vocab Words]--> =]

1. Rosemary: Noun - A kind of spice
2. Sallow: adjective - pale
3. Waverer: Noun - an incertain person
4. Perverse: adjective - inverted, wrong, odd
5. Cunning: adjective - sharp, clever
6. Procure: verb, to raise, bring up
7. Lamentable: adjective - pitiful, deplorable
8. Kinsmen: relatives, noun
9. Unwieldy: dull, clumsy (schwerfällig) - adjective
10. Variable: adjective - different, variety  -- noun - a placeholder (math, computer science)

January 12th --[Vocab Words]--> =]

Propagate (verb)

Daniel wanted to propagate his shop by hanging up flyers.

January 11th --[Vocab Words]--> =]

Heretics - Noun

Their riot against the church made the christians kill the heretics


Profane - adjectiv

His profane view of the world made him have lots of arguments with the church.

Journals .. --[Romeo and Juliet]--> =]

#1 Write a headline for each scene

#2 Find four metaphors in the scene, identify the type

#3 Taking on the person of Romeo and Juliet and ask her advice on falling in love with the offspring of a family who hates your family.


#1 -
I


Scene 3 . A talk about Juliet getting married

Scene 4 . About fantasies and dreams

Scene 5 . A Party at Capulet's


#2 -

Act I - Scene 1

Lines 222 - 230 Extended Metaphor (Romeo compares Rosaline with a war)

Act I - Scene 3

Lines 88 - 103 Extended Metaphor (Paris is compared with a book)

Act I - Scene 4

Lines 114 - 121 Extended Metaphor (Romeo is compared with a boat)

Act I - Scene 5

Lines 102 - 105 Direct metaphor (Romeo compares Juliet to a shrine)



#3 -

Dear Abby,
yesterday I went to a dance and there was this entirely marvelous girl. Her eyes were so sparkly like the stars in the brightest night sky. Her hair was so soft and shiny like a meadow on a beautiful summer day. The youth of her voice was like the touch of falling snow. I was not able to take my eyes off of her. She was just standing there and before she even said a word I fell in love with her. You cannot believe how much I want to see her, feel the touch of her soft, red lips again, but common sense won't make it possible. She is a Capulet, a girl from that family that my family has a feud with for an unknown length of time. I do not know what I should do anymore. I haven't seen her for a long while. The moon went up and down once since our lips met. I cannot stand this dreadful feeling of emptiness anymore, the fear that I might never see her again because of our families' hate. I do not know what to do.

Romeo Montague

Metaphors && Monologue - Soliloquy .. --[Romeo and Juliet]--> .. =]

Metaphors: Direct, Implied, Extended

Direct: A direct comparison between two things
"How weary, stale, flat and unprofitable seem to me all the uses of the world!"

Implied Metaphor: An indirect or subtle comparison between two things:
It gives the subject the characteristics of the object it is being

"The yellow fog that rubs its back upon the window-panes,
The yellow smoke that rubs its muzzle on the window-panes
Licked its tongue into the corners of the evening,
Lingered upon the pools that stand in drains,
Let fall upon its back the soot that falls from chimneys,
Slipped by the terrace, made a sudden leap,
And seeing that it was a soft October night,
Curled once about the house, and fell asleep."

Extended Metaphor: A metaphor that is extended throughout a speech, a passage, or throughout an entire story, novel, or play. It is longer than one line.




Monologue: A long speech by one character usually to a group of other other characters


Soliloquy: A long speech by one character lone on stage, speaking his or her inner thoughts/feeling


Aside: A short Statement made by one character (Usually internal thoughts) which other characters cannot hear.

January 10th --[Vocab Words]--> =]

Transgression (Noun)

The transgression of the pike without looking to his sides let the train roll over him.

Augmenting (verb)

They were augmenting water in the drum by letting it outside while it was raining.

January 7th --[Vocab Words]--> =]

Pernicious (Adjective)

Fielding is pernicious to my health.

Vex (verb)

His steadily asking for hugs made me become really vex with him.

Headlines .. --[Romeo and Juliet]--> .. =]

Write a headline - one or two - for each scene.

I
Scene One - Street Fighting in Verona
Scene Two - The invitation to the Capulet's party

Do you believe in Love at first sight? .. --[Romeo and Juliet]--> =]

I do not believe in love at first sight. Love is a strong word that describes emotions between  people which are created over time. So in my opinion love must be developed with time and cannot be there when you see a person without even knowing it. I haven't met any couple that fell in love while they were seeing eachother. However I think when you see somebody you can like a person based on outward appearance etc, but i dont think you can fall in love with this person at first sight.

Notes #2 .. ---[Romeo and Juliet]---> .. =]

Shakespeare: Tragedy, Comedy and Metaphor

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does

Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers


Synthesis

21) Write a sonnet


STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:

1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)

ACTIVITIES TO BE INCLUDED (but not limited to)

1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects

Elements of a Sonnet --[Romeo and Juliet]--> =]

Elements of a Sonnet
1) 14 lines
2) 10 syllables per line (iambic pentameter- unstress stress)
3) Rhyme Scheme: abab cdcd efef gg
4) 3 Quatrains and a Couplet (this refers to idea, examples and conclusion)

18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

116
Let me not to the marriage of true minds
Admit impediments, love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no, it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.

130
My mistress' eyes are nothing like the sun,
Coral is far more red, than her lips red,
If snow be white, why then her breasts are dun:
If hairs be wires, black wires grow on her head:
I have seen roses damasked, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight,
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know,
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress when she walks treads on the ground.
And yet by heaven I think my love as rare,
As any she belied with false compare.

THREE THINGS THE PROLOGUE DOES

1) Gives you the setting
2) Introduces the characters and outlines the plot
3) Ask the audience to pay attention



Oxymoron:

Two words with opposite meanig put together to describe something

Examples: bawling love, loving hate, cold fire, sick health




Sonnet: Theme: LOVE
                        Time and Aging
                        Death
                        Immortality through poetry
        

January 5th --[Vocab Words]--> =]

Ambuscades (Noun)

The German ambuscades tried to invade Russia. But failed.

Canker (Verb or noun)

The canker of hate infected the families with the ambition to kill one another.

Notes .. ---[Romeo and Juliet]---> .. =]

Scene in Drama: A scene is a szbdivision of an act. In modern plays, scenes usually consist of units of action in which there are no changes in the setting or breaks in the continuity of time. According to traditional conventions, a scene changes when the location of the action shifts or when a new character enters.

Drama derives from the Greek word dram, meaning "to do" or "to perform". The term drama may refer to a single play, a group of plays ("Jacobean drama"), or to all plays ("world drama") Drama is designed for performance in a theater: actors take on the roles of characters, perorm indicated actions...

Five Elements of Tragedy:

1) a play must have a tragic hero

2) The hero must be fated to fall

3) The hero must have dramatic foils

4) The hero must have internal and external conflicts

5) The play raised some question about the nature of existance

Elements of a tragic hero:

1) The tragic hero is a man of noble stature. Usually he is of noble birth

2) The tragic hero is good, though not perfect, and his fall results fro his commiting what Aristoltle calls "an act of injustice" either through ignoranc or from a conviction that some greater good will be served. This act is, nevertheless, a criminal one and the good hero is responsible for it even if he is totally unaware. Translated: the hero is usually virtuous in many ways, loyal to friends and family, has high moral standards, but some flw in personality and it is this flaw that causes his downfall.

3) The heros misfortunate is not wholly deserved and the punished far exceeds the crime. The audience leaves saddened by the sense of waste of human potential.

4)Though the hero may be defeated, he has dared greatly and he gains understanding from his defeat and must become an example of others.

Simplified 

1) Noble birth and of noble character

2) Virtuous and loyal

3) Has a tragic flaw

4) Tragic flaw causes downfall

5) The audience learns something through the characters failing