At the beginning of class today, I will give a quiz on Acts IV and V of Romeo and Juliet. I chose this quiz because it gets to the heart of the character's motivations and conflicts and addresses some of the resolutions of those conflicts at the end of the play (CCSS.ELA-Literacy.RL.9-10.3). At the end of the previous class, I told students that they could watch the end of the play if they passed the quiz, so this will determine how many will need to go back and re-read versus how many will continue to collect evidence of the differences in the production on their T charts.
For this part of the lesson, I will ask my students to take out their T Charts from last class. On these T charts, they are comparing Baz Luhrmann's production of Romeo and Juliet to William Shakespeare's version that we have been reading (CCSS.ELA-Literacy.RL.9-10.7). This is the second day of the film, so we will be finishing it up today. At the end of the film, we will have a brief discussion about possible reasons for Baz Luhrmann's creative choices in the film (CCSS.ELA-Literacy.SL.9-10.1.a). We are having this discussion because students need to be able to compare two versions of the same texts and discuss the literary merits of both versions. It is the end of the year, so we don't have time to have an in-depth discussion, but I am excited to hear what students think.
After the film, we will spend a few minutes as a whole class discussing the differences between the play and the film (CCSS.ELA-Literacy.SL.9-10.1.a). I will also ask students what might be some possible reasons that Baz Luhrmann modernized the action but kept the language Shakespearean.
In order to raise the level of rigor in the discussion, I will also ask whether they think this production is effective in conveying the characters' motivations and themes as Shakespeare intended.
As we were reading Romeo and Juliet, we had a few discussions about the parents' reasons for arranging the marriage of Juliet and Paris. We have discussed what students would have done if they were in the same circumstances. Now, we will read factual information about arranged marriages in America and in other countries (CCSS.ELA-Literacy.RI.9-10.1). I am having my students read two articles about arranged marriages:
I am having my students read these articles because I want them to make connections between the ideas in the articles and the conflict in Romeo and Juliet. More importantly, I want them to be prepared to use facts from the articles to develop their own narratives that have an arranged marriage conflict. As we read the articles, I will ask students to take notes on the evidence that they think they might be able to include in their narratives. Pic 1, Pic 2, and Pic 3 show examples of the facts that students chose for their notes.
At the end of the class, I will provide each student with a narrative writing rubric and explain what I will be looking for in each component of the rubric. This narrative writing assignment (CCSS.ELA-Literacy.W.9-10.3) will be a homework assignments that will be due in a week. Students must write a story using narrative techniques (in the rubric) to show how a character or characters might deal with an arranged marriage conflict. I want my students to do this because I want to connect their reading to their writing (as we have done all year), and I want to prepare them for the possibility of future on-demand writing assignments on which they might have to read texts and write a story about how a person might deal with a specific conflict or issue mentioned in the text. You can find examples of such types of writing assignments on achievethecore.org.
For this narrative, students may either type of write the story. Handwritten stories must be at least 3 pages (front and back); typed narratives must be at least 3 pages double-spaced, Times New Roman, 12 point font.