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ROMEO AND JULIET - Choices-Choices-Choices!

Page history last edited by nelly 12 years, 5 months ago

 

ROMEO AND JULIET FINAL PROJECT

(PRESENTATION/PORTFOLIO)

 

You will hand in/present a portfolio of work on Romeo and Juliet. You can choose from a number of assignments. In the end you must do enough work to earn a minimum of 100 points.  You may not choose more than two projects from any one category and you must do at least three total projects. You may not use one text from the play for more than one purpose.

WHEW! GOT ALL THAT? Ask questions as needed! 

 

CATEGORY 1: Awareness of technique/craft

1.        (40) Compare and contrast any two scenes from 2 different R & J films. Describe what you see in each. What are the differences? What are the similarities? Relate to at least three of the following: choice of text, use of music, camera angle and filming, image of the characters. Be very specific and give details. Why do you think the director made the choices he made? Which of the two scenes did you prefer? Why? Do not do this question unless you have viewed the scenes at least twice.

Assessment criteria: Accurate detailed observations (10), clear analysis of the effect of each directors' choices (10), organization (10), accuracy in writing (spelling and grammar) (10)   

 

2.       (40) Find good examples of at least 10 of an assortment of the following: metaphors, similes, personification, antithesis, oxymoron, repetition, alliteration, listing, rhyming couplet and puns (that were not marked in the Balcony scene.)(Do not use more than 2 of each). Take examples from any of the other texts we dealt with. Explain each one.  Use any four as models and create your own sentences.

Assessment criteria: Understanding of the terms (10), ability to find examples not dealt with in class (5), explaining the examples correctly (10), originality (5), accuracy in writing (spelling and grammar)(10)    

 

3.       (20) Summarize/write the plot of the entire play.Choose at least 10 lines from the play (2 per Act) to give examples of the action. (See first activity we did on Romeo and Juliet as an example). Do not use the lines used in the first lesson.

Assessment criteria: Accurate description of the full story (5), ability to choose key sentences to tell that story (5), accuracy in writing (spelling and grammar) (10)

 

4.       (20) Find motifs. Light/darkness is a major motif in Romeo and Juliet. Find 8 examples of this. Explain them. Find two other motifs with 2 examples of each. Explain them.

Assessment criteria: Show an understanding of the term "motif" by making accurate choices and explaining them (10), accuracy in writing (spelling and grammar)(10)

 

CATEGORY 2: Research

5.       (30) Choose two of the following topics: The Globe Theatre, Shakespeare's life, Courtship in the 15th Century, Life in Elizabethan England.

 

You may not use a topic from your original research project.

Find information from two or more sources. Summarize the most important/interesting information into one page (approx. 150 words) for each topic. Use a different color pen/font to show what came from each source and use an additional color for sentences which you, yourself, added.

Assessment criteria: Finding and crediting relevant sources (5), organizing the information logically (10), not merely copying and pasting but leaving one's personal mark (10), accuracy in writing (spelling and grammar) (5)

 

6.       (30) Prepare a web page of at least 20 links to help pupils who are studying Romeo and Juliet and have to do these assignments.

Describe what one can find on each of these sites. (A table format would probably serve your purpose best.)Publish it as a page on the wiki.

Assessment criteria: Usefulness to the students (10), a real knowledge of the content of each site (10), quality of organization (5), accuracy in writing (spelling and grammar) (5)

 

CATEGORY 3: Drama

7.       (50 each for up to three actors, 10 for camera person if he/she is a classmate) Dramatize part of the R & J text of your choice on video.

Each actor must have at least 15 lines of text to say. The text may not be read; it must be memorized. Use costumes and props. Have fun!

Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (10), speaking clearly (10), props and set (10) providing good theatre/entertainment (10). [Camera: 10 for smooth, accurate filming!]

 

8.    (20) Learn at least 10 lines of Romeo and Juliet by heart and say them accurately (and with some feeling!) in front of the class.

Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (5), speaking clearly (5)

 

9.    (20) Pick a scene (or part of a scene)—at least 25 lines of text—and translate the text into modern English. Perform it for the class and let them guess the scene.

Assessment criteria: Showing the real meaning of the text in the translation and in the reading, speaking clearly, showing an understanding of every word.

 

CATEGORY 4:Working with the text independently

10.(20) Choose any meaningful text from the play of at least 10 lines that we did not deal with in class.  Explain how it fits into the plot and explain what it means in your own words. Point out literary techniques.

Assessment criteria: ability to integrate and apply knowledge to new situations (10), accuracy in writing (spelling and grammar.) (10)

 

CATEGORY 5: Alternative Creative Expression

10.(10)Two choices (and either can be done with or without a partner):

·      Choose something in the play that Romeo and Juliet might have a lot to say about. Write their conversation in a text message.

·      Summarize an entire act in a text message.

Assessment criteria: Showing the real meaning of the play in the texting, showing an understanding of every word, using excellent grammar and spelling (rofl jk! J).

 

11. (30) Choose a few lines from the play that are meaningful to you. Draw or paint a picture that conveys the meaning of those lines. Write a written explanation of your artwork

Assessment criteria: Transferring an abstract idea from one art form to another. (15) Explaining the idea clearly (10), accuracy in writing (spelling and grammar.)(5)

 

12.(30) A statue of Juliet is mentioned at the end of the play. Quote the text that relates to this. What in your opinion is the significance of the statue? Design/build it and explain you art piece. Write why you chose to create the statue you created.

Assessment criteria: Transferring an abstract idea from one art form to another. (15) Explaining the idea clearly (10), accuracy in writing (spelling and grammar.) (10)

 

13.(20) Choose up to 25 lines of text and translate them into rap using slang and street language. Keep it reasonably clean. Relate to every piece of information

Assessment criteria: Accuracy of ideas (10), originality (10)

 

14.    (40) Create the front page of a newspaper, The Verona Voice (or title of your choice), reporting on some of the events of the play, complete with pictures. You must make the page look like a newspaper page (arrangement, headlines, text, “voice”, etc.) You will need to write enough to fill the page (possibly with other made-up articles…”Bear-baiting Examined by Verona S.P.C.A”…”Good Grape Season Expected”…). You can go straight news or tabloid!

Assessment criteria: Presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)

 

 

CATEGORY 6: Springboard

 

16.(20-40, depending on scope; you may discuss length, etc. with me) Choose any scene/set of lines in the play. Let them be the inspiration for your own writing: a poem or short story, a diary entry, a monologue, an article. Explain the connection in several additional paragraphs that are not a part of your original writing.

Assessment criteria: Relevance of your work to the play/scene/lines you have chosen (5-15), coherence and organization of writing (5-15), accuracy in writing (spelling and grammar) (10)

 

Other:

17.  You may have ideas of your own. Discuss them with me so we can decide how many points to assign and what the assessment criteria will be.

 

PARTING IS SUCH SWEET SORROW!

WHEN YOU COMPLETE YOUR PROJECTS

THERE’LL BE NO R & J TOMORROW!

 

Many of these ideas are adapted from the work of Jack Pillimer, a most creative person who teaches literature in Israel. http://www.etni.org.il/teachers/jack/master.htm

 

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