<p>Title - Romeo and Juliet in the Spotlight By - Brooke Burks Primary Subject - Language Arts Secondary Subjects - Language Arts Grade Level - 9 After reading Romeo and Juliet, divide students into four groups. Each group will have a different activity:</p><p>1. Live with Regis and Kelly -- This group chooses two anchorpersons who will interview 2 or 3 people who were close to the victims (Romeo and Juliet). The group must include commercials, theme music, backdrop, and entertainment for the 15 minute show. This group takes a sentimental look at what happened between the feuding families and how that feud led to the deaths of two young lovers.</p><p>2. Entertainment Tonight -- This group chooses two anchorpersons who will interview 2 or 3 people who may or may not be close to the victims. This group must also include commercials, theme music, backdrop, and entertainment for the 15 minute show. This group takes a scandalous view of what happened. They are digging for the "dirt" on these two lovers. Students may stretch the truth here a bit. </p><p>3. TIME Magazine -- This is for the non-performers. This group will produce a TIME magazine with Romeo and Juliet as the cover story. They must also include other news stories and advertisements.</p><p>4. 3-D Scene -- Another non-performing group. Students will create a DETAILED 3-D scene from the play. Students may choose any scene. Title - Romeo and Juliet Radio "Shout Outs" By - Kyle Primary Subject - Language Arts Secondary Subjects - Grade Level - 6-9 Aim/Goal: To explore and understand the relationships between the characters of Romeo and Juliet. </p><p>1) After reading the first two or three acts, take about 15 minutes discussing what the characters feel about each other. "What are some of things you think they would say to each other?" is a great question to get that discussion started.</p><p>2) After you feel the students have an understanding of the status of the relationships, ask them to imagine what would happen today if the characters were alive. What is one way that they would communicate ideas to each other. If children do not mention sending "shout outs" or dedications on the radio, you will need to prompt them.</p><p>3) Have students try to think of a song, i banned objectionable titles and lyrics, that best describes how one character feels about the other. </p><p>4) When they have chosen acceptable songs, have the students write a "shout out" from one character to another. They need to write exactly what the DJ is going to say on the radio. Again, watch for objectionable words. </p><p>5) I had the students write the "shout out" on an index card, and write the song title, artist's name, and student's initials on a recordable CD.</p><p>The students loved this project, and the display on the wall, grabbed the attention of faculty and students. The students were extremely proud of their work.</p>