Reflection: Discourse and Questioning Continuing to Compare Shakespeare play to Baz Luhrmann's film and Gathering Evidence about Arranged Marriage - Section 3: Application: Whole Class Discussion


The question that I heard the most from students during the whole group discussions in all of my classes was: "Why are they still talking like that?" In other words, students could not understand why Baz Luhrmann did not modernize the language in the production. We discussed how he might have wanted to appeal to a younger or more modern audience but stay true to Shakespeare's language. Some students felt that it was better for their understanding of the plot.  There were lots of discussions about Mercutio.  The students thought that the film portrayed him as a funny, loyal character --much like in the play. He was much more eccentric in the production than in the play. Others were rather confused. Overall, it was an interesting discussion.

  Language Confusion
  Discourse and Questioning: Language Confusion
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Continuing to Compare Shakespeare play to Baz Luhrmann's film and Gathering Evidence about Arranged Marriage

Unit 13: Crossing Boundaries: Romeo and Juliet
Lesson 6 of 9

Objective: SWBAT collect evidence to compare versions of Romeo and Juliet; SWBAT read informational texts in order gather facts for narrative writing assignment

Big Idea: Two big tasks today -- Collecting final evidence from film comparison and arranged marriage reading and discussion!

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6 teachers like this lesson
English / Language Arts, Shakespeare, Literature, Writing, Classics (Literature), Romeo and Juliet, narrative, informational text, discussions, debate
  83 minutes
the arranged marriagev v pukirev
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