Purpose -to analyze skills and knowledge necessary for success in the unit -to build fluency, confidence, and poise when speaking in front of an audience

Pg. 255 * 1. What are the essential features of an effective drama and/ or dramatic performance? * How have the strategies I have learned this year helped me to be a better reader, writer, speaker, and listener?

Pg 252 * To engage in authentic research related to performing Romeo and Juliet * To explore multiple interpretations of Romeo and Juliet through performance and film * To examine the “coming of age” concept in the context of the play * To be intentional in the use of strategies and to evaluate how well they work * To reflect on one’s growth as a learner

What do you think are some activities we will cover in this unit? Think-pair-share Take a moment to look over the table of contents and academic vocabulary found on page 252

* As a class, let’s read the learning focus on page 254. * What stands out to you after reading? * Answer the Unit Overview and Learning Focus Question on page 255

* Define Monologues in the academic vocabulary section of your binders (page 256) * Examine the picture in front of you. Ask yourself these questions * The person’s gender, age, and ethnicity * His or her facial expression * The kind of person you think he or she is; what he or she might sound like; what he or she might talk about; what body movements or gestures he or she would use

* Write a short monologue on page 256 in the voice of the person. Cover topics that you might think the person would discuss as you try to “speak for” him or her.

* Hold up your mask in front of your face as you deliver the monologue to others. Speak at an appropriate volume. Allow your audience to pose questions that you answer in the voice of your “masked” character. You will have a chance to pose questions to other students characters. 1. Deliver a monologue to your small group. 2. -If you are the audience, come up with 1-2 questions to ask the speaker - If you are the speaker, answer the questions in the voice of your “masked” character. 3. Repeat for all group members

* As a class we will read the poem on page 257. * In your small groups, complete the SIFT strategy on page 257. We will discuss your findings.

* How is the poem relevant to the monologue activity we completed? * How do we wear masks in our daily lives? * What do people really know about us if we wear a mask to hide our true feelings? * How do you think this poem may relate to the play Romeo and Juliet?

Purpose -to analyze relationships between characters in the play -

* Now let’s take some time to discuss who’s who! Please jot down notes on page 259 as we discuss our characters. *Highlight or draw asterisks next t names of the two protagonists. *If you would like to color code the families, then do so!

* What is the purpose of the chorus? Answer: a single actor who performs the Prologue, an overview of the play. * Wait… why give away the whole play at the beginning? Thoughts? * Before we begin, look at the Prologue on page 261 and mark the rhyme scheme. What do you notice? * Read along on page 260…

* How many families (households) are involved in this fight? * How long as it been going on? * How do the lovers stop the fighting?

* Work in pairs to diffuse the Prologue. Identify unfamiliar words and replace them with synonyms. * Next, paraphrase the Prologue. Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-crossed lovers take their life, Whose misadventured piteous overthrows Doth with their death bury their parents’ strife. The fearful passage of their death-marked love, And the continuance of their parents’ rage, Which, but their children’s end, naught could remove, Is now the two hours’ traffic of our stage; The which if you with patient ears attend, Where here shall miss, our toil shall strive to mend.

* After you participate in several choral readings of the Prologue, rate your comfort level with saying Shakespeare’s words, with 1 being “not comfortable at all” and 10 being “I’m ready for Broadway!” (rating on page 262)

* Make a Venn diagram. We will watch two versions of the Prologue. C/C them.