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Romeo and Juliet Prezi
Transcript of Romeo and Juliet Prezi
Unit Plan Why do we study a play that's over 400 years old?
How is drama different from other literature? How are settings, characterization and conflict developed?
Are Shakespeare's views on such themes as love, loyalty, friendship and fate still relevant today?
Essential Questions To help students to understand the basic constructs of dramatic literature.
To prepare students for response to literature portion of the CST by arming them with the academic language that they need.
To have students relate to the play and build their essay "sprinting" muscles by writing a short essay for each act connected to theme and life.
To have students feel Shakespeare by presenting a snippet of the play for peers.
Goals Students will spend three weeks reading and learning about Shakespeare’s The Tragedy of Romeo and Juliet. They will learn the play’s plot, character development, and various uses of language. They will do this by participating in various that will help them enhance their understanding of the topic. Resource Students • Make modifications as dictated in the student’s IEP.
• Have the student work with more able classmates and/or parent volunteers or teacher’s aides.
• Provide the student with the Shakespeare In Bits for Romeo and Juliet software.
• Encourage support from first language speakers who are more proficient in English.
• Provide extra time for completing the assignments.
• Have parent volunteers or teacher’s aides provide assistance.
• Use Shakespeare In Bits for Romeo and Juliet software.
• Encourage broad and deep research on an aspect of the play of their choice.
• Allow the student to help others and serve as an expert in reading, writing, and technology use.
• Allow them to take leadership roles such as to serve as the moderator for the class chat session.
ELLs Gifted Students Accommodation Options Another Idea... Objective 1: Students will be able to place "The Tragedy of Romeo and Juliet" on a timeline based on when Shakespeare wrote it. In preparation for reading The Tragedy of Romeo and Juliet students will work in groups to find information about the aspects of Shakespeare's life and times based on the “Shakespeare – His Life and Times” webquest. Each group will be assigned one of the following categories:
(1) Shakespeare’s life
(2) historical and social context
(3) intellectual and religious life of the 1500s and 1600s
(4) Elizabethan theatre
(5) medieval and renaissance marriage customs
(6) literary terms for techniques applied in Shakespearean works
Each group will plan a presentation based on their findings and submit three questions that can be used on a quiz. Objective 2: Students will be able to identify reasons for events within "The Tragedy of Romeo and Juliet." The class will read the play together, in a Reader’s Theater by volunteers. After each scene, class discussion will produce a list of events in the scene. Small groups will create a Prezi or PowerPoint presentation depicting the events and psychological or emotional reasons leading up to their assigned event. Objective 3: Students will recognize important quotes from "The Tragedy of Romeo and Juliet." Working independently, each student will pick a famous quote from the play to research and write a short response (one or two paragraphs) explaining what the quote means and if/how it is used in other contexts. Each student will upload their response to this prompt to the class blog and briefly present their findings in class. Objective 4: Students will be able to identify locations of events within The Tragedy of Romeo and Juliet. After reading the entire play, students will work in small groups to plan and digitally create (or manually draw) a map or other visual representation of the location of each event in the play. The class blog and the text may be used as references. Students may use Paint, clip art or find images on Flickr or Google Images, or use a digital camera to take their own photos for this project. Objective 5: Students will be able to identify characters within The Tragedy of Romeo and Juliet. Working with a partner, students will create an online character profile for one major and one minor character in the play (in a manner that every character is covered by at least one partner group). Each partner group will then work together to form responses to the teacher and other “character” responses in an online classroom chat session. The products of each of the five activities will be assessed for comprehension of plot, events, and characters. Self, group, and peer evaluations will be used to assess participation levels. Any gaps in understanding will be discussed before administering an online test for formal assessment. Texas Essential Knowledge and Skills English Language Arts and Reading, English I Computer Science I TEKS §110.31 2, 2B, 2C, 4, 5, 5A, and 5B TEKS §126.22 1, 1A, 1D, 3, 3A, 3B, 4, 4A, 4B, 5, 5A, 5B, 6, and 6B Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature. Students are expected to relate the figurative language of a literary work to its historical and cultural setting. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development. Students are expected to analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision The student is expected to use local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, in research and resource sharing. The student is expected to construct appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to acquire information in and knowledge about electronic formats including text, audio, video, and graphics. The student is expected to use a variety of resources, including foundation and enrichment curricula, together with various productivity tools to gather authentic data as a basis for individual and group projects. The student evaluates the acquired electronic information. The student is expected to implement methods for the evaluation of the information using defined rubrics. The student is expected to demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet. The student is expected to discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods. The student is expected to delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components.