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  • 1. Lights, Camera, Action: Shakespeare on Film
    • Unit of Study
    • Shakespeare’s Biography
    • Elizabethan England
    • Themes in Romeo and Juliet
    • Zeffirelli’s Romeo and Juliet
    • Luhrmann’s Romeo and Juliet
    • Group Activities
    • Presentations
    • Journal Responses
    • Presentation & Journal Rubrics
    • Useful Websites
    • ( Sound Clip will be inserted)
  • 2. Unit of Study
    • Purpose:
      • To recognize the key components in Zeffirelli’s and Luhrmann’s films that contribute to the overall understanding of Romeo and Juliet .
    • Objectives:
      • View both Zeffirelli’s and Luhrmann’s Romeo and Juliet.
      • Identify the similarities and differences between the two films.
      • Discuss the highly debated scenes and how each director portrayed it.
      • Collaborate on the important use of film in the classroom.
  • 3. Unit of Study Continued
    • Class Materials:
      • Zeffirelli’s and Luhrmann’s film versions
      • Film discussion questions
      • Group film activities
      • Class paper presentation
      • Journal responses
    • Standards:
      • General Language Strand: 2.5: Summarize in a coherent and organized way information and ideas learned from a focused discussion .
      • General Language Strand: 3.14: Give formal and informal talks to various audiences and for various purposes using appropriate levels of formality and rhetorical devices
      • General Reading Strand: 8.29: Identify and analyze patterns of imagery and symbolism
      • General Reading Strand: 8.30: Identify and interpret themes and giving supporting evidence from the text
      • General Reading Strand: 10.5: Compare and contrast the presentation of theme or topic across genres to explain on the selection of genres shapes the message
      • General Reading Strand: 17.7: Identify and analyze how dramatic conventions support, interpret, and enhance dramatic text.
  • 4. Unit of Study Continued
      • General Composition Strand: 19.27: Write well-organized research papers that prove a thesis statement using logical organization, effective supporting evidence, and variety in sentence structure.
      • General Presentation Strand: 25.5: Use group-generated criteria for evaluating different forms of writing and explain why these are important before applying them.
      • General Media Strand: 26.5: Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.
      • General Media Strand: 27.6: Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic.
      • General Media Strand: 27.7: Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.
  • 5. William Shakespeare Please click on the link above to review Shakespeare’s biography
    • 1564- 1616
    • English poet and playwright
    • Considered the greatest writer in the English language and one of the first dramatists
    • Referred to as England’s national poet and the Bard of Avon
    • His surviving works include 38 plays, 154 sonnets, 2 long narrative poems, and numerous other poems
    • His plays are world renowned, have been translated into all major surviving languages, and are performed on stage more than any other playwright
  • 6. Elizabethan England Please click on the hyperlinks to review the aspects of Elizabethan England
    • Queen Elizabeth
    • Elizabethan Times
    • The Church of England
    • Elizabethan Education
    • The Tudors
  • 7. Themes in Romeo and Juliet
    • Tragic Flaw
    • Light v. Dark
    • Destiny
    • Suicide
    • Revenge
    • Parent/Child Conflict
    • Love at First Sight?
  • 8. Famous Quotes
    • Romeo: But soft! What light through younder window breaks? It is the east, and Juliet is the sun! (Act Two, Scene II, line 2)
    • Juliet: O Romeo, O Romeo! Wherefore art thou Romeo? Deny thy father and refuse they name;
    • Or, if thou wilt not, be swore my love, And I’ll no longer be a Capulet. (Act Two, Scene II, line 33)
    • • Juliet: What’s in a name? That which we call a rose
    • By any other name would smell as sweet; (Act Two, Scene II, line 43)
    • • Romeo: O, I am fortune’s fool! (Act Three, Scene I, line 95)
  • 9. Discussion Questions for Zeffirelli’s Romeo and Juliet – Act One
    • How does Zeffirelli set the tone and mood of the film?
    • How are the Capulets shown in the film?
    • How are the Montagues shown in the film?
    • What starts the brawl in the marketplace?
    • How do we know that Zeffirelli has chosen to view the entire play seriously?
    • Why is Romeo depressed?
    • What is the relationship of Juliet and the Nurse?
    • What surprising choice does Zeffirelli make about Lady Capulet?
    • Why is the love song significant?
    • How does Juliet react to Romeo’s words?
  • 10. Group Activity – Act One
    • Write a minute review of Act 1 of the film and address the following aspects:
      • The cuts to the text
      • The acting style
      • The setting (lighting, sounds, music, etc)
      • Reaction to seeing the actors play the characters we have read about as a class (Focus in on how the characters sound, look, and act, is it what you expected?)
  • 11. Discussion Questions – Act Two
    • How is the balcony scene shown in the film?
    • What does Juliet tell Romeo when he ask for her vow of love?
    • What proof of his love does Juliet ask from Romeo?
    • How does Romeo react?
    • What does Romeo do when he leaves Juliet?
    • Why is Mercutio wondering where Romeo is?
    • What happens when the Nurse goes to see Romeo?
    • What warning does Friar Lawrence gives Romeo?
    • What happens when Juliet goes to Friar Lawrence’s room?
    • How is the wedding shown in the film?
  • 12. Group Activity – Act Two
    • Count off by 2’s (all 1’s get together and all of the 2’s get get together)
    • Re-enact the scene as show in the film.
    • Discuss the parts you liked and disliked regarding the film’s portrayal of Act Two.
  • 13. Discussion Questions – Act Three
    • What triggers Mercutio’s fight with Tybalt?
    • Why does Tybalt want to fight Romeo?
    • How does Mercutio die?
    • What does Romeo do?
    • How does Tybalt die?
    • What does Juliet think when the Nurse tells her that Romeo killed Tybalt?
    • What does Friar Lawrence tell Romeo?
    • How is the wedding night shown in the film?
    • What plans have the Capulets arranged?
    • Why does Lady Capulet think Juliet is crying?
  • 14. Group Activity – Act Three
    • Brainstorm for a few minutes about the parts of Act Three that were clearer because of the movie
    • Regroup into a Seminar Circle to discuss the brainstorm ideas (identify the similarities and differences)
  • 15. Discussion Questions – Act Four
    • Who does Juliet meet at Friar Lawrence’s
    • What plan does Friar Lawrence devise?
    • How do we know that Friar Lawrence is nervous about the plan?
    • What does Juliet do when she gets home?
    • How is Juliet’s drinking of the potion displayed in the film?
    • Is it how you portrayed it in your mind?
    • How is the letter sent to Romeo?
    • How is Juliet found?
    • How is Juliet’s funeral shown in the film?
    • Is it a believable funeral?
  • 16. Group Activities – Act Four
    • Free Write Activity: Write a five minute journal response acting as either Juliet or Romeo during Act Four (what are you feeling, how would you have reacted?)
    • Group Share: Volunteers will be asked to share their Free Write Responses with the class
  • 17. Discussion Questions – Act Five
    • What news does Balthasar bring Romeo?
    • What is Romeo’s reaction?
    • How does Romeo get into Capulet’s tomb?
    • What does Romeo do when he sees Juliet?
    • Who else does Romeo see in the tomb?
    • How does Romeo die?
    • What happens when Friar Lawrence goes into the tomb?
    • What does Friar Lawrence tell Juliet?
    • What does Juliet do when she sees Romeo’s body?
    • How does the film end?
  • 18. Group Activity – Act Five
    • Pretend to be either Juliet or Romeo in Act Five
    • Brainstorm how you would react if you had been in their places
    • Group Sharing: Share your character choice and how you felt putting yourself in the character’s shoes
  • 19. Discussion Questions for Luhrmann’s Romeo and Juliet – Act One
    • How does Luhrmann set the tone and mood of the film?
    • How is the opening fight shown in the film?
    • What choices does Luhrmann make for the background of the film?
    • How is Gloria, Juliet, Mercutio, and Romeo shown in the film
    • How is the Capulet’s feast shown in the film?
    • What choice does Luhrmann make about Gloria?
    • When does Romeo first see Juliet?
    • What costume does Dave and Romeo have?
    • Where do Romeo and Juliet have their first kiss?
    • Why can the music in this film be considered a character?
  • 20. Group Activity – Act One
    • Write a minute review of Act 1 of the film and address the following aspects:
      • How it differs from Zeffirilli’s version
      • The acting style
      • The setting (lighting, sounds, music, etc)
      • Reaction to seeing the actors play the characters we have read about as a class (Focus in on how the characters sound, look, and act, is it what you expected?)
  • 21. Discussion Questions – Act Two
    • How is the balcony scene shown in the film?
    • What is Juliet’s plan?
    • What token does Juliet give Romeo?
    • How is Father Lawrence shown in the film?
    • How does the balcony scene differ from Zeffirilli’s film version? Which do you like better?
    • What does the Nurse tell Romeo?
    • What does the Nurse tell Juliet?
    • How is the wedding portrayed in the film?
    • Do you think this portrayal is better or worse than Zeffirilli’s?
    • What does Father Lawrence tell Romeo and Juliet?
  • 22. Group Activity – Act Two
    • Count off by 2’s (all 1’s get together and all of the 2’s get get together)
    • Re-enact the scene as show in the film.
    • Discuss the parts you liked and disliked regarding the film’s portrayal of Act Two.
  • 23. Discussion Questions – Act Three
    • What does Mercutio tell Benvolio on the beach?
    • How does Tybalt insult Mercutio?
    • What is Romeo’s reaction to Mercutio’s death?
    • What is Juliet doing during this scene?
    • What happens when Tybalt’s death is discovered?
    • What does the Chief do?
    • What surprising items decorate Juliet’s room?
    • How is the wedding night shown? (Similarities and differences with Zeffirelli’s version)
    • What is Fulgencio doing downstairs while Romeo and Juliet are upstairs?
    • How does Juliet react to her father’s marriage arrangements?
  • 24. Group Activity – Act Three
    • Brainstorm for a few minutes about the parts of Act Three that were clearer because of the movie
    • Regroup into a Seminar Circle to discuss the brainstorm ideas (identify the similarities and differences)
  • 25. Discussion Questions – Act Four
    • Who does Juliet meet at Father Lawrence’s?
    • What is Father Lawrence’s plan?
    • How is Father Lawrence’s dwelling portrayed in the film?
    • What happens to Father Lawrence’s letter to Romeo?
    • How is Juliet’s drinking of the potion portrayed in the film?
    • Does it differ from Zeffirelli’s version?
    • What happens the morning after?
    • How is Juliet’s funeral shown?
    • Does it differ from Zeffirelli’s version?
    • Which funeral scene do you like the best and why?
  • 26. Group Activity – Act Four
    • Free Write Activity: Write a five minute journal response acting as either Juliet or Romeo during Act Four (what are you feeling, how would have reacted?)
    • Group Share: Volunteers will be asked to share their Free Write Responses with the class
  • 27. Discussion Questions – Act Five
    • Why does Romeo not receive Father Lawrence’s letters?
    • What happens when Father Lawrence finds out the letter was not delivered?
    • Why does the Chief of Police launch a search?
    • What happens when Romeo gets to the tomb?
    • Where is Dave Paris?
    • What happens when Romeo enters the tomb?
    • What happens when Romeo sees Juliet?
    • What surprising choice does Luhrmann make during this scene?
    • What does Juliet do?
    • How does the film end?
  • 28. Group Activity – Act Five
    • Free Write Activity: Consider the two film endings, which ending was most believable, which ending did you like the best, and why?
    • Group Sharing: Volunteers will share their free write responses with the class.
  • 29. Group Film Activities Luhrmann Character Box Activity • Choose a character to follow in the film • Build up a complete picture of the character (think 5 sense and find something relevant for each sense) • Include sight; touch; scent; hearing; taste Zeffirelli Character Box Activity • Choose a character to follow in the film • Build up a complete picture of the character (think 5 sense and find something relevant for each sense) • Include sight; touch; scent; hearing; taste Luhrmann’s Version (1996) Activity Make notes about directorial choices (set/setting, music/soundtrack, costumes/clothes) • Decide whether audience is encouraged to side with the Montagues or the Capulets? (both or neither) • What is your response to the opening fight scene. How does the director establish the ideal of rival gangs? Zeffirelli’s Version (1968) Activity • Make notes about directorial choices (set/setting, music/soundtrack, costumes/clothes) • Decide whether audience is encouraged to side with the Montagues or the Capulets? (both or neither) • What is your response to the opening fight scene. How does the director establish the ideal of rival gangs?
  • 30. Class Presentation Choices
    • Choice One:
    • Create a compare and contrast paper based on the similarities and differences between Zeffirelli’s and Luhrmann’s film versions of Romeo and Juliet.
    • Identify film aspects including setting, character focus, actor choice, costume choice, and music (how do these key items inhibit and/or elevate the film)
    • Choice Two:
    • Choose one of the important themes in Romeo and Juliet and identify how those scenes are portrayed in Zeffirelli’s and Luhrmann’s film versions.
    • Be sure to address at least three aspects of each film that support the theme discussed/
  • 31. Journal Responses
    • Each class period, you will be responsible for completing a pre-class and post-class one page written journal response, identifying items that you have questions about, you would like discussed more in depth, characters that you relate to, characters that you despise, or ideas that you may for group work
    • This is your chance to talk freely, please put all of your thoughts down on the page (Do not worry about grammatical and syntax, you will only be graded on content of your responses)
    • You will be required to hand your journals in at the end of the unit for my review
  • 32. Rubrics for Class Presentation and Journal Responses
  • 33. Useful Websites
    • http://library.thinkquest.org/19539/randj.htmb
    • http://www.imdb.com/title/tt0063518/
    • http://www.imdb.com/title/tt0117509/
    • http://absoluteshakespeare.com/guides/romeo_and_juliet/romeo_and_juliet.htm
    • http://members.accessus.net/~bradley/RJQuotes.html
    • http://en.wikipedia.org/wiki/Romeo_and_Juliet