Romeo and Juliet Group Performance Formative

Romeo and Juliet Group Performance Formative Learning Targets:  Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme (RL.9.3).

 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) (RL.9.4).

 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range (RL.9.10).

 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W.9.4).

 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate (SL.9.6).

 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies (L.9.4).

 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (L.9.5).

Shakespeare’s plays were written to be performed for the entertainment of Renaissance theatergoers, including Queen Elizabeth I. However, written hundreds of years ago, the plays’ language can be difficult for modern readers to comprehend, yet the themes, characters, and conflicts of plays such as Romeo and Juliet are universal and timeless. In order to exhibit your understanding and to deepen classmates’ comprehension of Romeo and Juliet as well as demonstrate the relevance of aspects of the play to today’s society, you and a group will rewrite and perform an act of Romeo and Juliet in a modern context using modern language. You must retain the plot, characterization, conflict, and mood of the original act. You may NOT copy text from any source; the script will be submitted to Turnitin.com. A typed copy of the script will be submitted for assessment the day your group performs, and your performance will also be assessed. You will perform your act after we finish reading the act in class. All group members will earn the same grade. In addition to your script, you will need a document that includes 3-5 examples of figurative language and/or allusions from the act. The textual evidence must be cited correctly. Each example will be followed by a paragraph that explains and analyzes the meaning of the figurative language/allusion. Consider the following questions in your analysis: - Which type of literary device is used? - What words or phrases within the passage/quote are unfamiliar? Define them. - What is Shakespeare’s purpose in using the literary device? - What literary element (characterization, conflict, etc.) is emphasized through the figurative language?

Group members: Act:

Script Rubric 1. Script is typed and free of most grammatical errors. 5 4 3 2 1

2. Script is written in script format, including multiple stage directions. 5 4 3 2 1 3. Script accurately reflects the plot points of the act. 5 4 3 2 1

4. Setting and characterization reflect the original act. 5 4 3 2 1

5. 3-5 examples of figurative language are identified and accurately interpreted. ____ / 10 5 4 3 2 1 x 2 ______/ 30 Performance Rubric 1. All group members participate in the performance. 5 4 3 2 1

2. Dialogue is read clearly and audibly. 5 4 3 2 1

3. Dialogue is read with appropriate emotion. 5 4 3 2 1

4. Performance is well-rehearsed and includes no disruptions. 5 4 3 2 1 ______/ 20