Last Word

Last Word Activity: Before we transition from Romeo and Juliet to a Poetry Unit, please think of one line from the play that will stick with you. In a few sentences, explain why it’s memorable. Paste your response on our discussion page.

Example: When Juliet wonders aloud to herself, "What's in a name?," she's not just asking a question about Romeo (II.ii.46). She's doing something revolutionary. It reminds me of the famous moment in Dickens's Oliver Twist when Oliver makes the seemingly innocuous demand: "Please, sir, I want some more." These children are challenging the status quo. Shakespeare and Dickens seem to suggest that the conventions of society that need confronting - but are blindly followed by so many - are often best exposed and changed by young people who ask questions and demand more.

Sharing Our Work

Spend half an hour working on the synthesis assessment. (If you selected option 1 or 2, draft your thesis statement. If you selected option 3, do a pre-write for your creative piece.)

In a sentence or two, let your classmates know what you’re working on.

Modified Synthesis Assessment

Read over the “Modified Synthesis Assessment” document. Choose one of the three options (Option 1: essay; Option 2: outline; Option 3: creative response).

Optional: post a question you have about the assignment on the discussion page.

Romeo and Juliet: A Modern Perspective

Read Gail Kern Paster’s “Romeo and Juliet: A Modern Perspective” (linked here or found in your copy of the play). Does the essay complicate or clarify something about the play? Post a comment, question, or connection on the discussion page.

Free-write on big ideas

Casa di Giulietta in Verona, Italy

Share part of your free-write on our discussion page. Make sure to include your name and the big idea
you chose. Feel free to respond to a classmate!

SAMPLE

Name: Mr Reynolds

Big Idea: Fate/Free Will

Shakespeare shows us how we sometimes blame fate in an effort (whether it is conscious or not) to avoid responsibility.

Act V, scene iii

Thank you for your thoughtful comments and questions about the article! I appreciate how many of you were able to see parallels between Shakespeare's time and our own. Furthermore, I was inspired by the many comments that recognized how important it is to respond to such strange days with positive action (e.g., self-reflection; reaching out to those in need; learning new things).

HW: read V.iii and post a question, comment, observation, connection, response, etc. on the blog. Consider using your new perspective on Shakespeare's work and times when commenting. Also, look over your old posts in preparation for a reflection.

"What Shakespeare Teaches Us About Living With Pandemics"

Please share a question, comment, or connection about the article.

Act V, scenes i-ii

HW: read V.i-ii and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act IV, scene v

HW: read IV.v and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act IV, scenes ii-iv

HW: read IV.ii-iv and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act IV, scene i

HW: read IV.i and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act III, scenes iv-v

HW: read III.iv-v and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act III, scenes ii-iii

HW: read III.ii-iii and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act III, scene i

HW: read III.i and post at least one of the following on the blog: a question; an observation; a connection; a response to a peer's post.

Act II, scenes iv-vi

Read II.iv-vi and choose either 1) one line from which you can infer what a character wants, 2) one line in which you recognize a literary device and explain what it emphasizes, or 3) one line that is either enjoyable or confusing and why. Include your line/explanation on the blog. 

Act II, scenes i-ii

Read II.i-ii and choose either 1) one line from which you can infer what a character wants, 2) one line in which you recognize a literary device and explain what it emphasizes, or 3) one line that is either enjoyable or confusing and why. Include your line/explanation on the blog. 

Act I, scene v

Read I.v and look for one of the following: 1) a line from which you can infer what a character wants, 2) a line in which you recognize a literary device and explain what it emphasizes, or 3) a line that is either enjoyable or confusing and why.

Act I, scene iv

Read I.iv and consider the purpose of the Queen Mab speech. Why is it in Act I? Discuss and draft a claim with your group. Post the claim here.

Act I, scene iii

Read I.iii and choose three lines you find interesting, confusing, enjoyable, etc. Explain what you think is going on in each selection and why you chose it. Post ONE of your lines and explanations on this blog.