ROMEO AND JULIET FINAL BOOKLET

For your final exam, you are creating a booklet "Literary Guide" to Shakespeare's Romeo and Juliet.

You were given a rubric/checklist and instructions in class, and the rubric shows the contents of this booklet.
RESOURCES FOR THE PROJECT..........................
Act I-V packets ACT FIVE WITH NOTES
Notes from class
Two different films, Romeo and Juliet (1968); and Romeo + Juliet (1997)
CALLIGRAPHY FONTS

Rubric/Checklist:

1. Cover and Booklet - neat with title and "Literary Guide"; bordered; text clear and legible; organized
2. Opening the booklet, inside cover is rubric, taped, next page is TABLE OF CONTENTS
3. PROLOGUE - copied by hand and clear
4. ACT I: summary; vocabulary or literary terms with definition, example from text; three or more important quotes with speaker and explanation; thematic analysis of LIGHT, TIME, or DESTINY (STARS, FATE)
5. ACT II: summary; vocabulary or literary terms with definition, example from text; three or more important quotes with speaker and explanation; thematic analysis of LIGHT, TIME, or DESTINY (STARS, FATE)
6. ACT III: summary; vocabulary or literary terms with definition, example from text; three or more important quotes with speaker and explanation; thematic analysis of LIGHT, TIME, or DESTINY (STARS, FATE)
7. ACT IV: summary; vocabulary or literary terms with definition, example from text; three or more important quotes with speaker and explanation; thematic analysis of LIGHT, TIME, or DESTINY (STARS, FATE)
8. ACT V: summary; vocabulary or literary terms with definition, example from text; three or more important quotes with speaker and explanation; thematic analysis of LIGHT, TIME, or DESTINY (STARS, FATE)
9. Analyze a SOLILOQUY of Juliet's and discuss what the reader can deduce about her (minimum of seven references to lines) 1-2 pages
10. COMPARE a film version, either traditional or modern rendition of Romeo and Juliet. Discuss the DIFFERENCES between the text and the film portrayal. You may include, missing action, style, casting of actors, etc.
11. DRAMATIC PYRAMID of play with all parts: EXPOSITION, RISING ACTION, CLIMAX, FALLING ACTION, DENOUEMENT....minimum of 15-20 elements, justify climax
12. Extra Credit section* if desired, may include: drawings, designing a soundtrack, casting a film, amplifying a line or quote, paper: who is more tragic? Romeo or Juliet?


You must work on this project OUTSIDE OF CLASS to get it completed well. Class time will also be provided.

Memorizing the Prologue

We are assigning a line for you and your group to present via video. The prologue for Shakespeare's Romeo and Juliet will be memorized this week as we start the play. Here is a clip of the pronunciation of the lines. Remember to use your imagination and association to come up with a creative way to remember the lines!

Tragedy in the Theater

We begin this unit of study with a little searching of your own. Find out more about Elizabethan England, Shakespeare, and his characters as we dive into Romeo and Juliet this week.

Audio Old Man and the Sea

For those that like to hear what is being read while you follow along on the page, I recommend this YouTube

At this point, Santiago has caught the fish, but other sea creatures have noticed as well. How will Santiago deal with the struggle between lives, loves, and treasures???

Also, SparkNotes - Old Man and the Sea will help you with summaries, themes, etc.

Turnitin Class Information

5211424 is the class ID for Freshman English - password is panthers16...... your email stays the same.

Old Man and the Sea Reading Schedule

The Old Man and the Sea – reading schedule                                 

*page numbers are contingent with the copy of the book. Page numbers are approximate and are taken off of the Simon and Schuster print edition, copyright 2003

APRIL

Sunday	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
14	15	16 Symbols and themes	17 Half-day Santiago and the boy getting bait (1-14)	18 The man’s house and the dreams (14-25)	19 Manolin (the boy) setting out fathoms and friends (25-40)	20 Santiago and the boy are away from the shore…
21	22 Hooking the fish and heading north (40-55)	23 Hand cramp and the second day (55-70)	24 sleeping/ PAIN! fish jumps (70-85)	25 Circling and killing the big fish (85-100)	26 Attack of the sharks mako (100-108)	27
28	29 Attack of the galanos (108-120)	30 The ending (120-127)	1 MAY FILM	2 FILM	3 FINAL EXAM	4
5	6	7	8	9	10	11

Red Pony - Steinbeck

The calendar for the Red Pony is available. All of March is scripted and tight, so keep up on the reading even if you do not attend class!

SUNDAY	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY
3	4	5 Intro. to Steinbeck	6 Themes and Characters	7 I – The Gift 1-15	8 1-The Gift 16-37	9
10	11 Quiz over I-The Gift	--12— II- The Great Mountains	--13--	--14— Discussion 38-55	15 Quiz over The Great Mountains	16
17	18 III-The Promise 57-67	19 Topics and themes discussion	--20— SIGHT analysis of images	21 III-The Promise 68-79	22 Quiz over The Promise	23
24	25 IV-The Leader of the People 80-90	26 IV-The Leader of the People 91-100	--27-- STUDY GUIDE AND ESSAY	--28-- STUDY GUIDE AND ESSAY	--29-- FINAL EXAM 150 points	--30-- FINAL EXAM 150 points

Beige boxes indicate half-days – EARLY RELEASE

Rubric for Extended Response

Tom Sawyer Extended Response – TOM SAWYER OLYMPICS rubric

Tom's imagination impacts the games that he plays with friends, but do we still use that imagination in the way we play today? Has technology increased, decreased, or stagnated the use of imagination in today's young generation? Use examples from society and the story to explain your response.

Element	Superior	Proficient	Developing
Structure	Clear and engaging thesis; clear topic sentences; final conclusion is direct	Thesis is thin yet clear; topic sentences simple; lack of developed conclusion	Unclear thesis; lack of structured topic sentences; lack of conclusion
Explanation	At least 3 sentences of explanation for each evidence; both before and after	Up to 3 sentences of explanation either before or after	Lack of explanation in evidence
Evidence	Both Tom Sawyer and real-life experiences presented with knowledge; minimum of 5 total examples	Both Tom Sawyer and real-life experiences presented; minimum of 3 examples	Lack of either Tom Sawyer or real-life experiences presented; 3 or less examples
Grammar; Punctuation; length and font	Calibri 11; double-spaced; 200-250 words	200-175 words; missing font or spacing	Less than 175 words

Tom Sawyer Extended Response

The times of Tom Sawyer were set in the antebellum years along the Mississippi River. Twain wanted to capture what it was like to be a kid...what interesting things filled the imagination and what pressures were applied from the adult world. As you participated in the TOM SAWYER OLYMPICS, you stepped back into a world before video games, instant messaging, Facebook, and movies. Hopefully, you still had fun! 

Tom's imagination impacts the games that he plays with friends, but do we still use that imagination in the way we play today? Has technology increased, decreased, or stagnated the use of imagination in today's young generation? Use examples from society and the story to explain your response. Structure your response using a thesis statement, clear topic sentences, evidence that explains, and transitions/conclusions that direct. Your response should be double-spaced; Calibri 11 font; and between 200-250 words. 

PowerPoint Tom Sawyer Lessons

Tom Sawyer Lessons 1-10 - copy of pdf lesson to make your PowerPoint project. You can download the pdf or make a copy from class. The PowerPoint instructions are located in the assignments section.

Tom Sawyer Summary

For those of you that have a hard time remembering what you read, try to read the chapter summary before you read the chapter at home. It should help you remember. Summary is located in the assignments section of the blog.

Finals Week Schedule

Finals week will be Monday and Tuesday study guide and Thursday FINAL. All late work and term papers should be in on or before this date. Please make an appointment with me to get help with the paper.