Romeo and Juliet WebQuest By Jessica Cannella

Introduction We are about to enter fair Verona and meet the characters of one of Shakespeare’s greatest tragedies, Romeo and Juliet. We will be reading and studying Romeo and Juliet; but first lets take a look at the author, William Shakespeare. Click here and view a short video about William Shakespeare. 

Task  In order to understand Shakespeare’s language we will be reading together in class.  Take this quiz on Shakespeare uiz.htm Print out your score and bring it to class. uiz.htm Click on the Shakespeares To find out more info

Task  We will be reading and studying Romeo and Juliet  In order to understand Shakespeare’s language we will be reading together in class.  Your task in this WebQuest is to create an “interview” with one of the characters or with Shakespeare himself.  Find a partner, film the interview and upload it to the school YouTube page.

Process  First pick a partner.  You and your partner will share the work equally.  You and your partner will both make up the interview questions and answers

Process  Next, you need to pick a character.  Decide this carefully. I know everyone will want to jump to either Romeo or Juliet but remember even the smallest roles in the play have an enormous impact in the events of the play. (Ex: Juliet's maid or Friar Lawrence) Use this character list  online.com/plays/romeodp.html online.com/plays/romeodp.html

Process Simple steps to researching The more you climb the better the research. Now you need to make sure you research the characters and the play so you can ask and answer the important questions

Process  Ask and Answer important questions.  Think as the interviewer, you want to get to the bottom of what happened.  Who is this person and why is it important to know about their part in the story.  As the character make sure you know who you are. Click on the picture to learn more about how to write an interview.       

Process  Some questions I would like answered are:  Was this fate?  Explain how the deaths where meant to be.  What caused the hatred between the families?  What is the true tragedy?  How are Romeo and Juliet Star-Cross Lovers?  Would the play have the same impact if they main characters did not die?

Process  Type up the interview. The last part of the interview should be a summery of everything talked about.  This interview should be at least 5 to 10 minutes long.  Please include the interview typed up, pictures and sources.

Evaluation Make sure you hit all these points: The interview must be 5-10 minutes long. The interview must be typed up and grammatically correct. Each person has to share the work equally. Teams need to pick a character and submit it for approval. There is one character per team and it will be approved on a first come first serve basis. If your character is taken you must pick someone else. Your character needs to be well researched. If you cannot find enough information you are allowed to change it.

Evaluation Rubric Category Report WritingThe report is well organized and contains accurate quotations and facets taken from the interview The report is will organized and contains accurate facts taken from the interview The report contains accurate quotations and facts taken from the interview The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported PreparationBefore the interview, the student prepared several in- depth AND factual questions to ask. Before the interview the student prepared a couple of in-depth questions and several factual questions Before the interview the student prepared several factual questions to ask. The student did not prepare any questions before the interview. Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed. Student cannot accurately answer questions about the person who was interviewed VideographyVideo does not rock/shake and the focus is excellent throughout. Video does not rock/shake and the focus is adequate throughout. Video has a little rocking or shaking, but the focus is excellent throughout. The video rocks/shakes often OR the focus is not adequate. ResearchStudent followed all the steps to research effectively. Students followed most of the steps to research. Students somewhat followed the steps to research. Students did not follow the steps to research.

Resources  ne.htm ne.htm  g_dept/Writing%20styles/Journalism/how_to_writ e_up_an_interview.htm g_dept/Writing%20styles/Journalism/how_to_writ e_up_an_interview.htm  online.com/plays/romeodp.html online.com/plays/romeodp.html   ne.htm ne.htm  shakespeare-biography shakespeare-biography

Conclusion YAY! Now we understand all the characters in the play. We will be watching the interviews together. We will also watch the movie. *Bring Tissues*

Teacher’s Page  Overview  This is WebQuest is a week long study on the characters of Romeo and Juliet.  Students will read in class and work on the WebQuest project at home and in the computer lab  I hope with this WebQuest the students will understand the story and the characters in depth.

Task  We will be reading and studying Romeo and Juliet  In order to understand Shakespeare’s language we will be reading together in class.  They will fist have to take a short quiz on Shakespeare.  Student will have to create an “interview” with one of the characters or with Shakespeare himself.  They must find a partner, film the interview and upload it to the school YouTube page.

Evaluations We will be following the Common Core Standards  CCSS.ELA-Literacy.RL 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. CCSS.ELA-Literacy.RL  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.RL  CCSS.ELA-Literacy.RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCSS.ELA-Literacy.RL

Evaluations We will be following the Common Core Standards  CCSS.ELA-Literacy.W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W  CCSS.ELA-Literacy.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W  CCSS.ELA-Literacy.W Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W  CCSS.ELA-Literacy.W a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). CCSS.ELA-Literacy.W a  CCSS.ELA-Literacy.W b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). CCSS.ELA-Literacy.W b