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Romeo and Juliet Learning Module

Learning Module

Abstract

This learning module is intended to be used in a completely digital, remote learning environment. The student population is Freshmen students at a Title I school. The students are in a tracked class, placing in an at-risk population. The focus is teaching analysis of writing and visual directing choices that impact tone and reveal character development in the text Romeo and Juliet.

Keywords

Romeo and Juliet, Character Development, Visual Analysis

This learning module is intended to be used in a completely digital, remote learning environment. The student population is Freshmen students at a Title I school. The students are in a tracked class, placing in an at-risk population. The focus is teaching analysis of writing and visual directing choices that impact tone and reveal character development in the text Romeo and Juliet. I have previously taught this text. However, due to the current pandemic, the skills that I need to teach with the text are different, as I am only able to teach critical content. The learning module will take six school days to complete. Each daily update should only take 20 minutes to complete. Students will need access to a laptop and the Chicago Shakespeare Romeo and Juliet production. (The production is provided via Vimeo, but cannot be linked in this platform for copyright purposes.) The learning module was cover Part I of the play, as students will be studying Part II with different skills in a different module. Students have read Macbeth in the past, so they are familiar with Shakespeare and basic theater terminology, like stage directions and blocking. 

The course focus on multiliteracy has inspired me to use the Chicago Shakespeare performance of the play. This particular performance is a shortened version, helping to provide a more streamlined version of the plot of struggling readers. Furthermore, this visual performance gives an opportunity for students to make connections between Shakespeare's written word and its visual and gestural adaptation. Using a video adaptation as the main "text" would give many English teachers pause. Traditionally, the "text" is written text and students are left to imagine the auditory, visual, and gestural choices of directors. By privileging written literacies, educators are losing the opportunity for richer instruction. The magnitude of this lost opportunity to teach multimodal literacies cannot be overstated. Considering the amount of time spent on devices, the effects of technology on teens can’t be overstated. For a teenage learning population, students do not perceive the world, or themselves, through written word alone. In the NCTE article "Reading the World: The Case for Multimodal Literacy," author and teacher Trevor Aleo (2020)  writes that "[I]t’s not only how they communicate (or don’t), but how they construct their sense of self—cultivating identity through their curation and creation of multimodal posts, designs, and content." The purpose of this learning module to help students not only cultivate multiliteracies but to better understand themselves as they experience the stresses of a global pandemic.

Assessment and Evaluation

 

1. Assessment of Updates 

While the daily comments and directing notes are based on 3 separate standards, these standards all assess a student's ability to analyze evidence in a text, whether that text is written or visual. Therefore, each update will be graded with the same standards-based rubric to track student growth as they move through the learning module. Secondly, this rubric is included in the beginning-of-module survey, giving instructors baseline data for students. This will be useful information at seeing how unsuccessful the learning module is during and after the learning takes place. The survey includes 3 questions, on for each standard. With minimal time allotted to instruction per ISBE requirements, the survey was designed to be short yet highly informative. 

Analysis of Evidence

0-No explanation of the evidence is present.

2-Any explanation of evidence provided is inaccurate or is a summary of the text.

2.5-The analysis of evidence is somewhat accurate and may provide a somewhat basic understanding of the text.

3.5-The analysis of evidence conveys an accurate yet basic understanding of the text and offers partially explained and/or mostly literal interpretations of textual evidence.

4-The analysis of evidence is insightful and provides a clear understanding of the text; analysis may be beyond a literal level.

2. Assessment of Peer-Reviewed Works. 

The peer-reviewed project includes standards-based rubrics but expanded to assess a larger writing assignment. The rubric still includes the above analysis strand along with writing elements such as the use of evidence, grammar, and citations. See the full rubric in the PDF below. 

Copy_20of_20Freshman_20Research_20Paper_20Rubric.pdf

 

Learning Standards

The targeted learning standards were chosen as "critical content" of Freshmen year. With the lack of instructional time available due to school closures, these are three "need-to-know" skills to begin Sophomore curriculum.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Update #1

For the Student

Learning Target: I will be able to make a text-to-world connection regarding fictional character traits.

Welcome to your production of Romeo and Juliet! Over the course of this production, you will be acting as the director of the show. Our student will end with a final peer-reviewed paper. In this paper, you will address "directing" changes you would make to the show based on your understanding of the text. Before moving forward, please take a moment to read the project in Creator and email your instructor any questions. 

As the director of this show, you will need to have a rich understanding of the text and interpret the script to make your own original production. In order to start, you first need to build an understanding of the type of text, tragedy. Shakespeare's tragedies were plays with unhappy endings that sought to provide a universal warning to his audience. Watch the video below about Shakespeare's tragedies and answer the following questions. 

Media embedded April 19, 2020

Shmoop. (2013). Shmoop.com. Retrieved 27 April 2020, from https://www.shmoop.com/study-guides/literature/romeo-and-juliet

In a comment, make a text-to-self connection: Romeo is a Montague and Juliet is Capulet. Their families are enemies, but Shakespeare never says why. The families’ hatred is a “senseless” one. They hate each other for the purpose of hating each other. Firstly, Can you think of an example of this type of “hatred” in our own world? Secondly, how the families' dynamic an example of a Shakespearean tragedy? 

In an update, make a directing choice: over the course of our reading, you will be directing your own version of Romeo and Juliet. First you need to cast the play. Who would you cast as Romeo and Juliet? These could be people you know, fictional characters, or famous individuals. Make sure to explain your choices. Comment on at least one other student's update saying why you agree of disagree with his/her/their choice. 

For the Teacher

Learning Target: The student will be able to make a text-to-world connection regarding fictional character traits. 

Students will: 

  • Watch a preview of Shakespearean tragedies. 
  • Make a comment with a life-to-world connection. 
  • Make an update with their casting choices. 

Teacher will: 

  • Send survey and peer-reviewed project invitations. 
  • Assess survey data to understand what challenges students may be facing. The teacher should check-in with those students directly. 

Curriculum Standards 

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

Update #2

For the Student

Learning Target: I will be able to analyze the tonal impact of body movement in a visual text.

Romeo and Juliet are both introduced in the opening of the play. As you watch today, please pay special attention to how the characters show their emotions through blocking, the moves they make on the stage. For instance, notice the different type of movement and placement of character in this sword fight between the Capulets and Montagues, a scene you will view today. 

Figure 1
Figure 2

Watch: 8:30-17:30 of Romeo and Juliet  (Note: I cannot link the production here for copyright purposes.) 

In a comment, make a connection: In our current crisis, it can be easy to feel like you don’t have control over life’s happenings. At the beginning of Romeo and Juliet, they are young people in a similar situation. Romeo is “dumped” by the girl he wants to be with and Juliet is asked to think about marriage when she doesn’t necessarily want to. Reflecting on this situation, how 
much 
responsibility 
do 
we 
hold 
for 
the 
events
 that 
occur 
in 
our 
lives? Make your responses 3-5 sentences, including at least one reference to the story.

In an update, make a directing choice: The Capulets and the Montagues are blocked with an epic sword fight (10:00-11:00). If you were the director, what is one change you would make in this scene? Why would you make this change? Think about how characters react to each other, their use of props, or their movement on stage. Comment on at least one other student's update saying why you agree of disagree with his/her/their choice.

For the Teacher

Learning Target: The student will be able to analyze the tonal impact of body movement in a visual text. 

Students will: 

  • Investigate the tone created by two blocking choices. 
  • Watch and short scene
  • Make a comment on Romeo and Juliet's relationship
  • Make an update on the blocking of the scene. 
  • Comment on a peer's update. 

Teacher will: 

  • Monitor comments and updates, interacting with students and their thoughts. Teachers should ask probing questions to extend students thoughts and correct any misunderstandings about the text. 
  • Teachers should give feedback with the analysis rubric on the update and comment. 

Curriculum Standards

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

Update #3

For the Student

Learning Target: I will be able to analyze the tonal impact of theatrical elements in a visual text.

Tone, the emotion of a text, is created in theater just like in a novel. However, theater allows tone to be created through more than just words. As a director, you can use an actor's pitch, rate of speech, facial expressions, reactions, or movement to create tone. Moreover, you can add costumes, music, lighting, and set pieces to create and enhance the tone. Check out the image below of Romeo and Juliet meeting, a scene you will watch today. The soft lighting paired with Romeo's intense stare and the light touch Juliet's hand shows excitement and hesitation. 

Figure 3

Watch 17:30-27:15 of the play. 

In a comment, create a visual analysis: What is the tone of the music of the ball scene? How does the tone of the music match the tone of the Romeo and Juliet’s first meeting (21:55)? In other words, why would the director choose this song?

In an update, create a directing choice: If you were the director of this play, what song would you choose for the ball scene dance? Why would you choose this song? Comment on at least one other student's update saying why you agree of disagree with his/her/their choice.

 

For the Teacher

Learning Target: The student will be able to analyze the tonal impact of theatrical elements in a visual text.

Students will:

  • Investigate the tonal blocking choices of Romeo and Juliet's first meeting. 
  • Watch and short scene.
  • Make a comment on Romeo and Juliet's first meeting. 
  • Make an update on the music choice of the ball scene. 
  • Comment on a peer's update.

Teacher will:

  • Once again, monitor comments and updates, interacting with students and their thoughts. Teachers should ask probing questions to extend students thoughts and correct any misunderstandings about the text.
  • Provide music choice examples for struggling students. 
  • Teachers should give feedback with the analysis rubric on the update and comment.

Curriculum Standards

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

Update #4

For the Student

Learning Target: I will be able to analyze Shakespeare's language in comparison to modern English.

Shakespeare's language uses some words that may seem foreign to the modern reader. Check out the graph below for a translation of some of his most common "misunderstood" words. Then create a summary in your comment. 

Figure 4

Watch 27:15-37:44

In a comment, create a textual analysis: Firstly, summarize the below lines spoken by Juliet in your own words:

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.

Secondly, Juliet cannot physically be with Romeo, calling out for him from her bedroom’s balcony. Who is someone you wish you could see right not but can’t? Why is this person special to you?

In an update, make a directing choice: When Friar Lawernce, Romeo’s father figure, hears that Romeo has moved on from Rosaline and now loves Juliet Capulet, her reaction is minimal (36:00). What would you instruct Friar Lawerence to do to better show his surprise? Comment on at least one other student's update saying why you agree of disagree with his/her/their choice.

Final Paper: Make sure to submit the first draft of your final paper for peer review. 

 

 

For the Teacher

Learning Target: The student will be able to analyze Shakespeare's language in comparison to modern English. 

Students will:

  • Investigate the difference between thy, thou, and the
  • Watch and short scene.
  • Make a comment summarizing Shakespeare's language. 
  • Make an update on Friar Lawernce's reaction to Romeo's love of Juliet. 
  • Comment on a peer's update.

Teacher will:

  • Once again, monitor comments and updates, interacting with students and their thoughts. Teachers should ask probing questions to extend students thoughts and correct any misunderstandings about the text.
  • Provide an example of the summarized language once students submit. 
  • Teachers should give feedback with the analysis rubric on the update and comment.

Curriculum Standards

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

Update #5

Watch 37:44-45:36 for the play. 

In a comment, analyze the language: In the original script, Friar Lawerence begins the wedding scene by saying “These violent delights have violent ends.” Firstly, how does this line function as foreshadowing? (Hint: violent here can mean physical, but also joy/no joy.) Secondly, has there been a time in your own life where you could apply this line?

In an update, make a directing choice: In Shakespeare’s original version, the wedding of Romeo and Juliet does not take place on stage. At the time the church would have been outraged at a religious ceremony happening in a theater. In this version, the wedding is shown on stage. As the director, explain one change you would make to the wedding scene. This could be the costume, movement, lines, reaction, or music. Then explain how your change would better support the tone of the scene.

 

For the Student

Learning Target: I will be able to analyze the impact of foreshadowing on a text's tone.

Shakespeare uses foreshadowing, hinting at a character's future, in his plays to build suspense for the audience. They kept watching, knowing that some tragic fate awaited the characters on the stage. Sometimes, foreshadowing can be more nuanced, take for instance this Harry Potter scene. 

Media embedded April 19, 2020

Mashup. (2015). Youtube.com Retrieved 19 April 2020, from https://www.youtube.com/watch?v=7XKrubQgGk0

Watch 37:44-45:36 of the play. 

In a comment, analyzing language: In the original script, Friar Lawerence begins the wedding scene by saying “These violent delights have violent ends.” Firstly, how does this line function as foreshadowing? (Hint: violent here can mean physical, but also joy/no joy.) Secondly, has there been a time in your own life where you could apply this line?

In an update, make a directing choice: In Shakespeare’s original version, the wedding of Romeo and Juliet does not take place onstage. At the time the church would have been outraged at a religious ceremony happening in a theater. In this version, the wedding is shown on stage. As the director, explain one change you would make to the wedding scene. This could be the costume, movement, lines, reaction, or music. Then explain how your change would better support the tone of the scene. Comment on at least one other student's update saying why you agree of disagree with his/her/their choice.

Final Paper: Make sure to submit your peer feedback in Creator. 

 

For the Teacher

Learning Target: The student will be able to analyze the impact of foreshadowing on a text's tone. 

Students will:

  • Investigate an example of foreshadowing. 
  • Watch and short scene.
  • Make a comment  on Friar Lawerence's use of foreshadowing.
  • Make an update on the blocking of the wedding scene. 
  • Comment on a peer's update.

Teacher will:

  • Once again, monitor comments and updates, interacting with students and their thoughts. Teachers should ask probing questions to extend students thoughts and correct any misunderstandings about the text.
  • Provide more foreshadow examples to struggling students. 
  • Teachers should give feedback with the analysis rubric on the update and comment.

Curriculum Standards

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

Update #6

For the Student

Learning Target: I will be able to analyze a character's motivation.

Characters are motivated just like real people based on their needs. These needs are pyramid-shaped. A character will first work to fill basic needs, like food, before moving to larger needs like self-actualization, understanding your own identity. As you direct today, be sure to consider what need the character is trying to fulfill. 

Figure 5

Watch 45:36-57:42 of the play. 

In a comment, analyze a character: When Paris attempts to visit Juliet after Tybalt’s death, Lord Capulet promises to wed Juliet to Paris in the next few days. At the end of the scene (57:41), Lady Capulet is left in silence on the stage, what emotion is she conveying this moment? Why do you think she is feeling this way?

In an update, make a directing choice: After Tybalt kills Romeo’s friend Benvolio, he sits on the fountain. Tybalt is an easily-angered person who has just committed murder, which, according to the Queen’s decree, will result in his death. As the director, what emotion would you want Tybalt to show here? How would you direct Tybalt to better show that emotion? Comment on at least one other student's update saying why you agree of disagree with his/her/their choice.

Final Paper: Make sure to submit the revised final paper in Creator. 

Growth Survey: Please make sure to take the end-of-class growth survey to measure your overall growth in this mini-unit! 

 

For the Teacher

Learning Target: The student will be able to analyze a character's motivation.  

Students will:

  • Investigate an example of character motivation.
  • Watch and short scene.
  • Make a comment on Lady Capulet's reaction to the wedding. 
  • Make an update on Tybalt's reaction to Benvolio's death. 
  • Comment on a peer's update.

Teacher will:

  • Once again, monitor comments and updates, interacting with students and their thoughts. Teachers should ask probing questions to extend students thoughts and correct any misunderstandings about the text.
  • Provide additional scene examples from other productions to struggling students.
  • Teachers should give feedback with the analysis rubric on the update and comment.
  • Invite students to take end-of-course growth survey. 

Curriculum Standards

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

References

Aleo, T. (2020). Reading the World: The Case for Multimodal Literacy - NCTE. NCTE. Retrieved 19 April 2020, from https://ncte.org/blog/2020/01/reading-world-case-multimodal-literacy/

Figure 1. Civil Blood | Romeo and Juliet | Royal Shakespeare Company. (2020). Rsc.org.uk. Retrieved 19 April 2020, from https://www.rsc.org.uk/romeo-and-juliet/past-productions/nancy-meckler-2006-production/article-civil-blood

Figure 2. New York City Ballet – Romeo + Juliet – New York. (2015). DanceTabs. Retrieved 19 April 2020, from https://dancetabs.com/2015/02/new-york-city-ballet-romeo-juliet-new-york/

Figure 3. Romeo and Juliet (2013). (2013). Rotten Tomatoes. Retrieved 19 April 2020, from https://www.rottentomatoes.com/m/romeo_and_juliet_2012

Figure 4. Thou--thee--thy-and-thine. (2020). studylib.net. Retrieved 19 April 2020, from https://studylib.net/doc/25334121/thou--thee--thy-and-thine

Figure 5. What Are Your Character’s Motivations?. (2019). Medium. Retrieved 19 April 2020, from https://medium.com/@matteograsso75/what-are-your-characters-motivations-dcb74f7a53c5

Mashup. (2015). Youtube.com Retrieved 19 April 2020, from https://www.youtube.com/watch?v=7XKrubQgGk0

Shmoop. (2013). Shmoop.com. Retrieved 27 April 2020, from https://www.shmoop.com/study-guides/literature/romeo-and-juliet