Romeo and Juliet: A Teaching Guide

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Romeo and Juliet A Teaching Guide

• Presented by
• Your Name
• Your Class

• Practice
• Acquiring Information
• Organizing the gathered information
• Transforming information into a useful product a
  composition.

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Goals and Objectives

• Gain research skills, specific to the World Wide
  Web.
• Employ strategies to analyze plot in literature
  (Activity 1)
• Employ strategies to analyze character in
  literature (Activity 2)
• Practice higher-level thinking skills by
  synthesizing materials (Activity 3)

• Standards
• Reading 3.4 Determine character traits
• Writing 2.2 Write responses to literature
• Grammar and Mechanics of Writing 1.3
  Demonstrate an understanding of Proper English
  usage and control of grammar,

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Activity 1 One Day

• Materials Needed
• A). Class set of William Shakespeares Romeo and
  Juliet.
• B). Access to the World Wide Web
• Description of Lesson Students write an
  Act-by-Act plot description of Shakespeares
  drama. This activity requires students to
  demonstrate his/her knowledge of the play by
  reciting (writing) the significant events of the
  play in chronological order.

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Activity 2 - One Day

• Description of Lesson
• Statement of Opinion
• Students examine write about specific major
  characters in Romeo and Juliet. This activity
  required students to label one character in terms
  of his/her behavior (characterization).
• The student chooses a label, then writes a
  composition using the label in the thesis
  statement. Tybalt is the most hostile character
  in William Shakespeares Romeo and Juliet

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How Students Were Graded

• Students compositions should
• begin with a strong thesis statement which names
  the character, the play, the author, and states
  your opinion of the character using one of the
  labels listed above
• provide details of the character's actions to
  support your thesis statement
• include examples in your supporting details
• include a strong closing sentence stating how
  your details support your thesis statement
• follow the standard conventions of English
  regarding spelling, punctuation, and grammar.

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Graphic Organizer Compositions
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Activity Three Synthesize

• Students will synthesize data on character and
  plot into a unified composition.

• Product Cause and Effect Relationship
• A unified essay dealing with how one major
  character influences plot .
• Requires students to discuss how chosen character
  in Activity 2 influences the plot described in
  Activity 1

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Conclusion

• Activity 1 Plot Summary
• Great review for final test! Students were able
  to discern, through questions, what is the most
  important elements of a particular Act
  (Summarizing)
• Activity 2 Statement of Opinion
• Since there was more than one possible right
  answer, this was a great writing assignment
  because it made the students prove their chosen
  description was correct based on facts and
  details from the play itself. Computers allow
  more one on one time with individuals.
• Activity 3 Informational / Explanatory
• Gave students practice with articulating a clear
  cause and effect relationship between characters
  and plot. After reading these compositions, this
  is where re-teaching needs to take place.
  Possibly, I will need to model and show other
  examples of work that clearly shows a
  correlation. Also, because grammar spell
  checkers are readily available, student work is
  held to a higher standard

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Research

• Responding to Free Response Examination
  Questions Computer versus Pen and Paper.
• British Journal of Educational Technology 33 no2
  173-88 March 2002
• Written by Robert MacCann, Benjamin Eastment, and
  Samantha Pickering
• For of the five questions, there were no
  significant differences between the pen and paper
  response marks and the computer response marks
  when presented in their original formats.
  However, when the pen and paper responses were
  word processed, markers tended to award higher
  marks.

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Research

• When Pens are Passe Students Reflect on Written
  Composition.
• Written by Judy Parr, Journal of Research on
  Computing in Education.
• Preference for word processing was related to
  the ease and speed with which work could be
  produced.
• speed aided generation and recording of ideas.
  

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Research

• Title Almost an Invincible Repugnance? Word
  Processors and Pupil Writers
• Written By Michael Peacock
• Source Educational Review, Nov. 97, Vol 49,
  Issue 3, Page 283 (7 pages total)
• It is suggested that one of the more
  far-reaching influences emerging from increased
  use of word processors by pupils may be a shift
  in the connotations of writing.

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Students Responses to Assignment (via survey)

• I prefer to use a computer over pen and paper,
• Im glad Im not computer illiterate!
• I like to use a computer becauseit makes me
  have more confidence in myself, especially with
  editing,
• I feel that I could do just about anything using
  a computer,