Reflection: Student Ownership Examination of the Prologue: An Activity in Annotation, Translation, and Recitation - Section 3: One Line at a Time: Translations


Once students were ready for the group activity, my plan was to read through the prologue three times-- Shakespeare's language, our translation, and then the original again-- but the translated lines helped students so much, they asked that we read that version again. It was a great "teachable moment" because we all experienced it together. They were excited that they understood the lines and that they had done all the hard work themselves. Plus, it gave me an opportunity to correct some pronunciation issues before we read again. We ended up reading in round 5 times: the original, the translation, the original, the translation, the original.

The activity worked because it was unique and scaffolded. Had we worked through the prologue as a class, we would have come to the same conclusions, but it wouldn't have been as inviting and exciting an activity. In fact, it could have been overwhelming. One line seems doable. Moreover, a whole class format would have placed me at the center, whereas the format I used gave students responsibility and ownership.

  Their Performance
  Student Ownership: Their Performance
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Examination of the Prologue: An Activity in Annotation, Translation, and Recitation

Unit 14: Romeo and Juliet Act 1: Character Introduction and Analysis
Lesson 1 of 10

Objective: SWBAT analyze how an author's choices concerning how to structure a text to create tension by annotating, "translating," and reciting the prologue of Romeo and Juliet.

Big Idea: Why does Shakespeare write his own Sparknotes?

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