TeachingRomeoandJuliet

Teaching Romeo & Juliet

Date: Monday, March 5, 2007

Aim: To introduce Elizabethan English

State Standard: 1, 2, 3, 4

EQ: How do we become comfortable reading English that doesn’t look or sound like English?

LO: SWBAT translate a paragraph from Elizabethan into modern English

Procedures:

Do Now: Using the Elizabethan glossary provided, translate this message from me to you, written in “Elizabethan” English, into modern English. (You may work in pairs. Plan to hand in the translation and keep the glossary.)

Prithee, resolve not to disappoint thy mickle teacher. The recreant who completes not their tasks this quarter shall suffer mightily the slings and arrows of a fustian future, as shall the slug-a-bed who delivereth slubber work or skimble-skamble. Make me not thought-sick and onion-eyed, but rather wreathe me in smilets and arrant agreement with thy works so that I may in turn trumpet your honorificabilitudinitatibus to the welkin, and tittle-tattle thrasonically to my bolted compatriots of your vaunted exploits.

Take turns trying to read the Elizabethan text aloud.

Share each group’s translation, compare different translations.

Summary: Was it easier or harder than you thought it would be?

Homework: none

NAME: ____________________________________

Using the Elizabethan glossary provided, translate this message from me to you, written in “Elizabethan” English, into modern English. Plan to hand in the translation and keep the glossary.

Date: Tuesday – Thursday, March 6, 7 & 8, 2007

Aim: To introduce Shakespeare and Romeo & Juliet

State Standard: 1, 2, 3, 4

EQ: What do students already know about the author and/or the play?

LO: SWBAT summarize the prologue to Romeo & Juliet

Procedures:

DO NOW: (to hand in)

1. Write down anything you know about Shakespeare and/or the play Romeo and Juliet.

2. Write down any opinions, thoughts, questions, or comments you have about Shakespeare and Romeo & Juliet.

Discussion of what they know, think, answer questions.

Review homework

Hand out text books – will be kept under seats for easy access.

Summarization exercise (p. 722)

Academic vocabulary review (p. 723)

Read and discuss Shakespearean Theater (724-5) and Shakespeare background (726-7)

Review dialogue and stage directions and explain note-taking chart (p. 728)

Hand out prologue worksheet

Discussion of what they think might be happening.

Summary: Did you know more or less than you thought you did?

Homework: 3/6 - Answer the questions about the prologue on the handout (answers must be in your own words, in modern English).

3/7&8 - Practice reading the prologue aloud for presentation in class. Extra credit if you can do it from memory.

Date: Friday, March 9, 2007

Aim: To review the characters and basic plot outline in Romeo & Juliet

State Standard: 1, 2, 3, 4

EQ: How do we keep the characters and plot points straight as we read?

LO: SWBAT understand the relationships between the major characters and the general overview of the plot as preparation for reading the play.

Procedures:

Do Now: Make a chart of the characters with those on the Montague side on one side and those attached to the Capulets on the other. (Use the list of characters on p. 731) Leave space to add information about each character as it comes up.

Review homework

Have students read prologue aloud (rap or other meter encouraged)

Summary: Are you beginning to feel comfortable with the language? Do you understand what’s going on in the play?

Homework: none

Date: Monday & Tuesday, March 12 & 13, 2007

Aim: To enhance students’ comfort with Elizabethan English

State Standard: 1, 2, 3, 4

EQ: Can we write today in the language of Shakespeare’s time?

LO: SWBAT translate modern English into Elizabethan-style English

Procedures:

Do Now: Find a partner and pretend you are IMing each other. Instead of using a computer, pass a sheet of paper back and forth and write out your conversation.

Hand out the reverse glossary.

Working with your IM partner, translate your conversation into Elizabethan English.

Read the conversations aloud, each reading their own part. Class to try to figure out what they’re talking about.

Read modern English versions for comparison.

Hand in both versions.

Summary: Do you feel ready to tackle the text now?

Homework: 3/12 – none

3/13 – translate the conversation between the two servants that opens Act I scene i (to line 28) into modern English. Watch for the dirty jokes.

Date: Wednesday, Thursday, and Friday, March 14—16, 2007

Aim: To understand what’s happening in Act 1, Scene i

State Standard: 1, 2, 3, 4

EQ: How can we break down the events of the play’s opening scene and relate them to things that might happen today?

LO: SWBAT move comfortably through the opening of the play, understanding who is doing and saying what to whom and how this sets up the action to come.

Procedures:

3/14: Do Now: (in journal)

· Do you think Gregory and Sampson are as tough as they make themselves sound? Explain why you think that.

· If this is supposed to be a play about love, why do you think Shakespeare opens with two guys making everything into a dirty joke about sex?

Review homework

Choose actors to be G & S, act out first 28 lines.

Choose three more actors – (enter servingmen, Benvolio)

Act out lines 29 -55 (at least twice, with discussion between performances)

3/15: Do Now: (in journal)

In line 64 (after the riot breaks out) the police show up. Why do they say “Down with the Capulets! Down with the Montagues!”?

Act out lines 66-71 (wives holding husbands back) (at least twice, with discussion between performances – why would they hold them back? Same today?)

Begin discussion of Prince’s speech (if time)

3/16: Do Now:

Divide into groups of four and begin reading over the Prince’s speech.

Read-around with each person reading one line only. Each group reads once through.

Read-around with each person choosing to read only the word they think is most important in their line. Go through speech with each person as first reader. Discuss why you each chose the words you did in each line.

Summary: Is everyone following the action?

Homework:

3/14: translate lines 57-63 into modern English. What do we know about Tybalt (a Capulet) and Benvolio (a Montague) based on this short conversation?

3/15: Write a summary, from memory, of what has happened in the story so far. Imagine that the Capulets are the Crips and the Montagues are the Bloods. How might the story be the same so far? How might it be different?

3/16: summarize the action in lines 95-106. Is what Benvolio says happened what really happened?

Date: Monday, March 19, 2007 (A)

Aim: To test student’s knowledge of the vocabulary from Act 1 of Romeo & Juliet and to begin discovering the plot points of Act 2.

State Standard: 1, 2, 3, 4

EQ: How do we show our knowledge of the vocabulary for Act 1 of Romeo & Juliet? How do students gain access to the plot of Act 2?

LO: SWBAT pass a test on the vocabulary for Act 1 of Romeo & Juliet and engage with and understand the text of the balcony scene (Act 2, Scene 2)

Procedures:

Do Now: study for today’s test

· Administer test

· Review answers

· Review summary of Act 1with p 8/9

· Review summary of Act 2

· Divide into groups to read through Scene 2 and answer questions:

o What does Juliet suggest that Romeo do with his name? Why?

o Why doesn’t Juliet want Romeo to swear upon the moon?

o What does Romeo want from Juliet that will satisfy him?

o Where does Romeo say he is going at the end of the scene? Why is he going there?

Summary: How did you do on the test?

Homework: none

NAMES: ____________________________________________________________________

Using full sentences, and including the line numbers where you got your information, answer the following questions about Romeo & Juliet Act 1 Scene 2.

1. What does Juliet suggest that Romeo do with his name? Why?

2. Why doesn’t Juliet want Romeo to swear upon the moon?

3. What does Romeo want from Juliet that will satisfy him?

4. Where does Romeo say he is going at the end of the scene? Why is he going there?

Date: Tuesday, March 20, 2007 (B)

(I will be chaperoning a field trip, so this lesson is designed for a substitute to implement.)

Aim: To review the entire story of Romeo & Juliet.

State Standard: 1, 2, 3, 4

EQ: How can we understand the basic story of The Tragedy of Romeo & Juliet in a simple and entertaining way when our regular teacher is not with us?

LO: SWBAT comprehend the main events of the story

Procedures:

· Hand out copies of condensed and illustrated text, scissors, crayons.

· Students can color each page, giving them time with each character and major scene.

· Once they are cut out, students must piece together pages in proper order and form into groups to read/perform the text. (Each group needs a narrator and enough actors to cover all the parts.)

· In double period, allow students to continue working on team project from yesterday (uncompleted papers on my desk).

Summary: Does everyone understand the basic plot?

Homework: none

Date: Wednesday, March 21, 2007 (A)

Aim: To understand the action in Act 3, especially Scene 1

State Standard: 1, 2, 3, 4

EQ: What would you have done in Romeo’s place?

LO: SWBAT put themselves in the positions of the main characters and explain (in writing) how they would have responded, and why.

Procedures:

Do Now: (journal) write out the definition and answer the question

ORNATE: (adj.) fancy, highly decorated

Imagine you have been hired to design the ceremony for crowning a king or queen. Describe the crown, robe, and other items necessary for this ornate ceremony.

· Read and discuss Act 3, Scene 1

o Why did Romeo, Mercutio, and Tybalt behave as they did?

o Was that a smart thing to do? Why/not?

· Literary Analysis of two dramatic lines (Mercutio/Romeo) (Transparency)

· Hand out summary sheets for Act 3, review and discuss.

Summary: How do we explain why people do what they do?

Homework:

1. Explain what you would you have done in Romeo’s place in Act 3, Scene 1.

2. Explain what you would you have done in Mercutio’s place in Act 3, Scene 1.

3. Explain what you would you have done in Tybalt’s place in Act 3, Scene 1.

Choose two of these three to answer completely. Be sure to explain why you would have done that and what you think the others would have done in response to your actions.

(You will receive extra credit if you do all three.)

HOMEWORK FOR MARCH 21^st

NAME: _____________________________

Choose two of these three to answer completely. Be sure to explain why you would have done that and what you think the others would have done in response to your actions.

(You will receive extra credit if you do all three.)

1. Explain what you would you have done in Romeo’s place in Act 3, Scene 1.

2. Explain what you would you have done in Mercutio’s place in Act 3, Scene 1.

3. Explain what you would you have done in Tybalt’s place in Act 3, Scene 1.

____________________________________________________________________________

____________________________________________________________________________
Date: Thursday, March 22, 2007 (B)

Aim: To explore the use of hyperbole and its inherent humor to make a dramatic point.

State Standard: 1, 2, 3, 4

EQ: How can you use hyperbole to express a serious matter?

LO: SWBAT create their own hyperbolic “I’d Rather” poems.

Procedures:

Do Now: (journal)

Write about something you really hate. What drives you completely crazy? What makes you want to scream? Write it down, and write about why you feel that way.

Have two students read Act 4, Scene 1 (lines 77-88, p. 817-8) in which Juliet explains all the things she’d rather do than marry Paris.

Elicit verbal answers to: What action does Juliet hate? What alternatives does she suggest?

Brief explanation of what hyperbole is (a poetic technique that uses exaggeration in order to make a point, usually humorous). Ask questions and have students point out examples in text to determine understanding.
Have student read “Dreaded Intervals” aloud. (Transparency)

Ask students to identify what this author hates, suggested alternatives, and examples of hyperbole.

Have student read “Mayonnaise Mania” aloud. (Transparency)

Ask students to identify what this author hates, suggested alternatives, and examples of hyperbole.

Explain that they are now going to use the material from their “do now” (or anything else that comes to mind) to create their own hyperbolic “I Would Rather…” poem.
Model by reading aloud the one I wrote; “Mathematical Nightmares.” (Transparency)

Ask students to identify what this author hates, suggested alternatives, and examples of hyperbole.

Offer examples of poems written by other high school students (Transparency)
Students work independently on their own poems.

Summary: Were you surprised that poetry could be about something unpleasant?

Homework: Complete your poem, be sure to use the same opening and closing style.

Dreaded Intervals

Oh, make me mix, rather than run track intervals,

Oil and water for the rest of my life;

Or send me to ski Mt. St. Helens on May 8, 1980;

Or body surf the Bonzai Pipeline;

Roll me down the stairs in a wheelchair;

Or ride the Titanic’s maiden voyage;

Be the horns of a ram in combat;

Send my money to a TV evangelist;

Or own the Colts; or coach the Yankees;

These things and worse would I rather do

Instead of running intervals in track.

Mayonnaise Mania

Oh, have me sleep, rather than eat mayonnaise,

With one million creepy grand-daddy long legs;

Or take away my phone; or leave me alone

In the dark; forbid me to eat chocolate;

Make me stay a rainy day at Disneyland;

Eliminate social life after school,

Isolate me from all my best friends;

Make me listen to opera, or raid my closet

And dress me like preppy…

Things that to hear them told have made me tremble…

I would gladly do without fear or doubt

To escape eating mayonnaise again!

From Participating in the Poem: An Introduction to Poetry,

by Kathleen Q. Blaine, Mary Anne Kovacs, and Ronald G. Loewe; The Center for Learning.

Mathematical Nightmares

Oh, have me eat, rather than study math again,

Chocolate crickets, lice, and Spam;

Let me read but romance novels, and other sticky stuff,

Or tell bad jokes to teenagers, or translate Monsieur Proust,

Into Sanskrit, or to Cuneiform; make me watch golf on television;

Or read only Newsday, and just the sporting section;

Dress me in spandex, head to toe,

And take me country-western dancing;

Or to live in Texas, or move to New Jersey;

Or eat wax beans, cold from the can;

These things and worse, I’d gladly do,

So as not to study math again.

—Lisa Dicksteen, 10/8/2005

Some Sample Hyperbolic Poems By High School Students

Sickening String Beans by Courtney Rainey

Oh, have me write essays, ten pages at least.

Let me clean my room for hours at a time,

And take State testing every week.

I would let winter conquer the spring and the fall.

Or I could read Beowulf until my eyes bleed.

I’ll wake up early on the weekends.

Let the library not have the one thing I need.

I could run suicides until my knees lock.

I’ll turn in my cell phone, and lock my door.

You can take my CD collection away.

These are just a few of the things I would do,

To never serve string beans at dinner again.

Essay Insanity by Gabrielle Brewster

Oh, have me eat, rather than write an essay,

Snails, monkey brains, and bugs;

Bring me to the doctor to get shots.

Or tell me scary stories,

And lock me in a dark room.

Or make me stay inside on a sunny day,

And watch my friends outside.

Or fail me in every class,

So I cannot graduate.

Or make me give away my dog;

Anything but write an essay.

Untitled by Joseph Lewis

Oh, have me eat one thousand clams,

Rather than write an essay.

Let me fight Ali in his prime,

Rather than write another line.

Throw me off the tallest building, into a ring of fire,

Let the strongest man in the world, whip my back with wire.

I would eat a moldy meal,

Or get stung by an electric eel,

Rather than write another essay.

Have my parents not allow me to play,

But rather stay inside and clean all day;

Just don’t make me write another essay.

Blow Up Chemistry! by Adam Janowski

Oh, have me eat raw fish

Fresh from the sea,

Just don’t sit me through

A class of Mr. Hemmick’s AP Chemistry.

Take my deck, my surfboard,

And my rollerskates.

Have me eat dog biscuits,

And not go on dates.

Steal my notes, destroy my PC,

But please, don’t make me sit through

A dreadful period of AP Chemistry.

Date: Friday, March 23, 2007 (A)

Aim: To understand dramatic irony and the action in Act 4, especially scenes 3 and 5.

State Standard: 1, 2, 3, 4

EQ: What would you have done in Juliet’s place in Scene 3? How do you think Shakespeare intended the audience to feel in Scene 5?

LO: SWBAT identify dramatic irony and explain its effect on the audience.

Procedures:

Do Now: (journal) write out the definition and answer the question

IMPETUOUS: (adj) impulsive, taking sudden action

Many people think being impetuous is a negative quality, and it turns out to be a dangerous character trait for Romeo. Think of a time when it would be a good thing and explain why it would be good to be impetuous in such a situation.

· Hand out and review summary of Act 4.

· Several instances of dramatic irony: Paris/Juliet (p815-6, L 6-15), Juliet/Romeo(Friar) (p. 819, L 121-24), Juliet/Capulet (p. 821, L 24-31), Nurse (p. 825, L1-11).

· In each case, have students read lines, interpret meaning, and determine what one person knew that the other did not (and that the audience does) and how that lack of knowledge will affect what happens.

· Hand out and review summary of Act 5.

Summary: Is dramatic irony an effective literary technique?

Homework: none

Date: Monday through Wednesday, March 26-28, 2007 (B, A, B)

Aim: To explore several directors’ visions of Romeo & Juliet

State Standard: 1, 2, 3, 4

EQ: What is the influence of the director’s vision on the telling of a story?

LO: SWBAT understand the connection between two movie versions R&J and the most famous modernization (West Side Story).

Procedures:

Do Now: (journal)

3/26: Think of a movie you have seen that is based on a book you have read. Evaluate the movie version versus the book version. Which is better?

3/27: RIVALRY: (noun) competition with others

Do you have a rivalry with someone (friend, sibling, another school or team)? Explain how rivalry can be good and bad.

3/28: TEDIOUS: (adj) boring

Think of a sport that you dislike because it is tedious. How could you change it to make it more interesting or exciting?

· Watch, compare, and discuss selected scenes from the Baz Lehrman (1996) and Franco Zefirelli (1968) versions of Romeo & Juliet.

· Watch selected scenes from West Side Story (1961), stopping to discuss the parallels to Shakespeare’s story.

Summary: How did the movie compare to the text?

Homework:

3/26: none

3/27: Which film version of Romeo & Juliet did you like better, the one by Baz Lehrman (1996) with Leonardo DiCaprio, or the one by Franco Zefirelli (1968)? Why? Be specific

3/28: Do you think Jerome Robbins did a good job of updating the story of Romeo & Juliet? Why or why not? Be specific. (Study for tomorrow’s test on R&J)

Date: Thursday, March 29, 2007 (A)

Aim: To review what we have learned thus far about The Tragedy of Romeo & Juliet

State Standard: 1, 2, 3, 4

EQ: How do we show what we have learned?

LO: SWBAT complete exam

Procedures: Administer final exam for Q3

Summary: Review of test (time permitting)

Homework: none

Date: Friday, March 30, 2007 (B)

Aim: To review what has been covered thus far this quarter and consider the time we have left in the school year.

State Standard: 1, 2, 3, 4

EQ: How do we make the most of the time remaining in this school year?

LO: SWBAT plan their goals for the remainder of the year.

Procedures:

Do Now: (journal)

Write a letter to me that explains your expectations for the rest of the year. What would you like to learn? How can you best learn those things?

· Individual conferences with students regarding their grades for Q3 and goals for Q4.

· Administer any necessary make-ups for yesterday’s test.

· Students to work individually on make up assignments (today is last day to hand in).

Summary: What do you need to do to improve your grade next quarter? How can I help you to achieve that goal?

Homework: none

Date: Tuesday, April 10, 2007 (B)

(I will be out, so this lesson is designed for a substitute to implement.)

Aim: How does expanding our vocabulary help our reading?

State Standard: 1, 2, 3, 4

EQ: How does the knowledge of the meanings and uses of different words help us read and understand unfamiliar material?

LO: SWBAT understand new words taken from R&J text and use them properly in sentences.

Procedures:

Do Now: (journal) Write the word and definition and then answer the question.

MORBID: (adj) unusually focused on the gloomy or gruesome

Some people love to watch horror movies. Why do you think such morbid films appeal to some people?

· The 20 words on the handout are all defined in your text book, in the margins of Acts 2-5 of Romeo & Juliet (pages 757 to 847). Find them and write their definitions in the spaces provided.

· If you don’t understand the definition, look it up in the dictionary and create a definition in your own words that you do understand.

Summary: How many of these words were already familiar to you through our reading of R&J?

Homework:

Write a short story using AT LEAST TEN of these words. Be sure to use them properly.

Vocabulary from Romeo & Juliet, Acts 2-5

Ambiguity
Eloquence
Enjoined
Exile
Fickle
Fray
Gallant
Haughty
Intercession
Lamentable
Loathsome
Martial
Pensive
Penury
Predominant
Procure
Sallow
Scourge
Unwieldy
Wayward

Date: Wednesday and Thursday, April 11 & 12, 2007 (A, B)

(I will be out, so these lessons are designed for a substitute to implement.)

Aim: To finish watching the film version of Romeo & Juliet and close out the quarter.

State Standard: 1, 2, 3, 4

EQ: Which version of the story of Romeo & Juliet was the class favorite?

LO: SWBAT enjoy the fruits of their labor for this quarter.

Procedures:

DO NOW:

4/11: (journal) Write about what life would be like if people suddenly grew wings and could fly.

4/12: (journal) Write the word and its definition and then do the exercise.

DISMAL: (adj) gloomy and depressing

Describe three fun, interesting ways to brighten a dismal day.

· If the single-period class didn’t finish defining the words yesterday, give them time to do so today.

· Watch the rest of the Baz Lehrman (2002) version of Romeo & Juliet, (get the VCR from Ms. Damico-Laux next door if I have not left it for you). If my memory is faulty, the kids will correct you regarding where each class left off.

o Period 2/3 saw it to the end of the balcony scene. Start their viewing at the beginning Act 3, where Mercutio and Benvolio are at the beach goofing off and Tybalt comes looking for Romeo. This is where Mercutio gets killed—about half-way through the movie.

o Period 3/4 saw it to the murder of Mercutio, so start it when he dies and the sky gets all stormy and Tybalt’s boys get him out of there.

o Period 8/9 saw it almost to the end (some kids stayed after to see the end), but there were absences, so run it from where Romeo learns that Juliet is dead.

Summary: What do you think of yourselves now that you’re Shakespeare scholars?

Homework:

4/11: Make sure you understand the definitions of all the words you looked up yesterday.

4/12: TAKE HOME TEST! Write a sentence for each of the 20 words you defined in class yesterday. Be sure the sentence makes it clear that you understand the meaning of the word.

Hint: Sentences beginning with “Something that…” or “Someone who…” make it easy to show your knowledge of the word’s meaning. (This will be the first test grade entered for Q4.)

Date: Friday, April 13, 2007 (A) IN THE LIBRARY

Aim: To review the achievements of the past three quarters and consider the fourth.

State Standard: 1, 2, 3, 4

EQ: How did the literature of the first three-quarters of the year affect you?

LO: SWBAT express their opinions (written and verbal) regarding the literature we’ve covered so far and what we might cover in the remainder of the year. Examine their reactions to the Baz Luhrmann version of Romeo & Juliet as a letter to the director.

Procedures:

DO NOW: (on index card provided, double period only)

Write the following information:

1. Your name and the period you have English

2. What you want to read next in this class. (If you don’t have a specific title in mind, describe the type (genre) of book or short story. Please give at least two suggestions and explain your choices.

3. Tell me which of the things we’ve read so far you liked least and why.

4. Tell me which of the things we’ve read so far you liked best and why.

Discussion of some of the suggestions and opinions elicited by these queries.

What did you think of the version of Romeo & Juliet directed by Baz Luhrman (the one with Leonardo DiCaprio as Romeo)? (Apparently the movie was released in 1996 and the video in 2002—my error.)

Begin by telling him who you are and describing anything (and everything) you liked about his version of the story. Be sure to include specific details and examples, and feel free to compare and contrast the way things happened in the original or in the version directed by Franco Zefirelli in 1968.
Some of you expressed the opinion that this version was “racist” because the main black character was portrayed as gay. Explain why you feel this way and ask him what he intended when he made the decision to make Mercutio black. If you don’t feel this way, skip to the next part.
In the same way, some of you thought the depiction of the maid stereotyped Latinas in a negative way. Explain why you feel this way and ask him what he intended when he made the decision to cast this actress and have her behave in this way. If you don’t feel this way, skip to the next part.
Ask questions, such as, why he decided to make Mercutio gay instead of Benvolio or why he made the maid Spanish, or why the Capulets all seemed Hispanic, or why he set the murder of Mercutio at the beach, or why he had Romeo run Tybalt off the road before killing him rather than setting it up some other way, or why they took E (if that’s what it was) before the party, or why so many characters smoked, or why did they have the opening scene at a gas station... Use your imagination and this opportunity to ask the director anything that you wondered about during the movie. Just be sure to explain your questions clearly.
When you have completed your letter, choose a buddy to read it and make corrections/suggestions. You do the same for their letter.
Proof and format your letter (as outlined on the board), addressing it to: Mr. Baz Luhrmann, c/o 20th Century Fox Theatricals, P.O. BOX 900, Beverly Hills, CA 90213-0900).
Print out your letter and hand it in. Let me know if you want it to be in the package to be mailed or you would prefer that only I read it.

Summary: Have you ever thought about writing to the director of a movie before? Why didn’t you?

Homework: Finish your letter. (Print it out and bring it home if necessary; you can type in your changes on Monday.)

Date: Monday – Friday, April 16-20, 2007 (B, A, B, A, B)

Aim: To explore the similarities between the original text of Romeo & Juliet and the modernized version that is the musical West Side Story.

State Standard: 1, 2, 3, 4

EQ: How many effective ways are there to tell the same story?

LO: SWBAT express their opinions (written and verbal) regarding the literature we’ve covered so far and what we might cover in the remainder of the year, and compare and contrast the varying versions of the famous story of star-crossed lovers trying to move beyond the short-sightedness of their society.

Procedures:

Do Now:

4/16: Index Card from Friday in double periods, then attached lyric analysis

4/17-20: Quick review of what happened in movie so far.

Show the movie (2:31) in segments, previewing each showing with review of the basic plot and similarities/differences between versions, and following each with comparison of original text and what was just seen.

Summary: What did you think of this version of the story of Romeo & Juliet?

Homework:

4/16: none

4/17: Racism in Show Business (attached)

4/18: Gangs Then and Now (attached)

4/19: The Ending (attached)

4/20: none

NAME: ______________________________

These are some of the lyrics from a song in the musical West Side Story called, “America,” in which Puerto Rican immigrants are talking about life in their new country.

(Girl) Life can be bright in America
(Boys) If you can fight in America
(Girls) Life is all right in America
(Boys) If you're all white in America
(Girls) Here you are free and you have pride
(Boys) Long as you stay on your own side
(Girls) Free to be anything you choose
(Boys) Free to wait tables and shine shoes

1. What kind of experience do the girls seem to be having? What lines make you think that?

____________________________________________________________________________

2. What are the boys finding? What lines make you think that?

____________________________________________________________________________

3. How are their experiences different?

____________________________________________________________________________

4. Is one group’s description more accurate than the other’s? Why do you think that?

____________________________________________________________________________

5. Do you think either description is entirely true all the time? Why or why not?

____________________________________________________________________________

6. Is their experience true only for people moving to America from Puerto Rico? If not, who else might these lyrics apply to?

____________________________________________________________________________

HOMEWORK FOR APRIL 17, 2007

Racism in Show Business

NAME: _______________________________

Originally the script that became West Side Story was to have been about a Christian/Jewish romance (called "East Side Story"), but the creators decided to choose a more immediately relevant theme — the growing threat of gang warfare (or "juvenile delinquency" as it was known then), and the racial tensions between whites who were born in America and newly arrived Puerto Rican immigrants. Ironically, neither Broadway nor Hollywood was able to rise above its own institutionalized racism to cast a Latina actress as Maria. (Although some of the other Puerto Rican characters were played by Hispanic actors, Natalie Wood, who played Maria – the lead, is white.)

Where else have you seen evidence of Hollywood’s racism? Describe a movie or TV show you have seen that you feel has depicted a particular race or religion in a racist way or an example of a TV show or movie that did not use an actor of the appropriate heritage in a major role where the character’s heritage was important to the plot.

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HOMEWORK FOR APRIL 18

Gangs Then and Now

NAME: _______________________________

The gangs of that time were much less well armed than they are today, and the morals and censorship of the time required very censored language (somewhat dated now, but fairly hip then). As a result, a modern viewer may be tempted to look at this story of gang warfare as innocent or even “gentle” as compared to the level of violence in current movies. However, if you look closely, the hatreds and frustrations illustrated are just as real.

What parts of the movie seem “stuck in the past” and which seem relevant to gang violence and racism today?

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HOMEWORK FOR APRIL 19

The Ending

NAME: ________________________________________

At the end of West Side Story, Maria turns to the members of both gangs who are standing around her and says: How many bullets are left, Chino? Enough for you, and you? All of you. You all killed him! And my brother, and Riff. Not with bullets and guns - with hate. Well, I can kill too because now I have hate! How many can I kill, Chino? How many and still have one bullet left for me?

1. What does she mean when she says she can kill now too because now she has hate?

2. Clearly one main difference is that Maria is still alive, unlike Juliet, who kills herself when she sees that Romeo is dead. Based on this line, what other differences can you see between Maria and Juliet? Between the world Romeo & Juliet decide to leave and the one Maria where decides to remain?

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