Once you have picked your scene, characterization, event, relationship, etc from the text and movie versions of Romeo and Juliet, you need to establish what specific similarities and differences you are going to be analyzing. (All of this is explained on the assignment sheet you should have; if you don’t, here is a link to it)

You should look for two specific similarities and two specific differences.  These could be between two versions or among all three.

Once you know the similarities and differences you want to focus on, you are going to think about why the directors chose to keep them similar or to change.  For this, think about the impact of the choice made by the director, what came before the choice and what comes after it.

With the ‘why’ in mind, you are going to find textual evidence from Shakespeare’s text to support why you believe the directors made the choices that they did.  With all of this in your head/in your notes, you are ready to make an outline for your essay.

You will follow the Outline template that I handed out to you, where I. is introduction, II. is body, and III. is conclusion.  Your first step is to organize your ideas.  Are you going to write about similarities in one section and then differences in another, or are there other logical ways to organize your ideas. This link will take you to an outline organized by similarities and differences.  This link will take you to an outline organized by big ideas (that link actually has two outlines, they are both the same material, but organized in two different ways.  The first one is the similarity/diff way, the second is the main point way.).

Once you have figured out how you are organizing it, put your information that you have (similarities, textual evidence to support, differences, textual evidence to support) into the outline.

By the end of work time today, you should have at least your pieces of textual evidence, if not your first draft outline for me to check so that we can work on it and prepare for the essay portion of the test, which is on Thursday.

As a post on your blog, I’d like you to write at least two paragraphs explaining your answer to this question:

How are the behaviors, actions, emotions, etc. of characters in Romeo and Juliet reflected or supported by information from this article? 

You should use textual evidence from the article, as it will make your argument stronger.  Please make specific connections to an event, reaction, emotion, etc (doesn’t have to be textual evidence though) in the play as you tie it to the information from the non-fiction article.

After we go through answers as a class, read through these to make sure you understand what was said in the last scene of the act (to be ready for the quiz in a few minutes).  Reading through these will also help you to see what we will be doing on the translation test that we will be taking as soon as we finish the play.

***Make sure you don’t read these until you have translated your own section and listened to what everyone else presents.****

*/ shows line breaks (approximate)

This is the type of translating you will be doing on the translation test in about a week…

Lines 93-102: I shall never be happy/ with Romeo until I can see him –/my heart is dead because a relation of mine has harmed it/ Mother, if you could find a person/ to bring the poison, I would mix it/ so that Romeo would sleep peacefully when he gets it (2 lines there)/ My heart hates to hear his name/ without being able to go to him/ to show the love I had for Tybalt to him, the person who killed him.  (And through this, Lady Cap hears that Juliet wants to mix a poison to kill Romeo and get vengeance upon Romeo for killing Tybalt, because Juliet says things that have double interpretations)

 

Lines 116-123: Now by the church and other holy things/ Paris will not make me a happy bride./ I wonder why we must be so quickly married/ before Paris, who is supposed to be my husband, has come to woo me./ Tell my father/ I will not marry now, and when I do marry/ it will be to Romeo, who you believe that I hate/ rather than Paris! My goodness, this is some craziness…

 

Lines 160-168: Curse you, you young burden, you disobedient brat/ I tell you what, you better get yourself to church on Thursday/ or you will never look me in the face again as I will disown you./ Don’t say anything, an answer, a word, ANYTHING to me!/ I really want to hit you.  Lady Capulet, we thought our only child (you Juliet) was a blessing, but you are a curse on us./  Get out of here you good for nothing person!

 

Lines 177-187: My god, this makes me so angry.  ALL OF THE TIME/ where ever I am, whoever I’m with/ at all points in a day, my only focus has been/ to find Juliet a good husband.  And now I’ve found one, a gentleman related to the prince,/ handsome, young, noble,/ everything anyone would want for a husband–/ and then to have this crying, whining fool/ this whiner say, “I’m not going to marry him./ I’m too young, I’m sorry”

 

Lines 188-196: But if you don’t marry him, I’ll “pardon you” (sarcasm)/ Go where ever you wish, but you will not live in my house./ Think about this, I’m not kidding./ Thursday is soon, so think with your heart./ If you are my good daughter, I will give you to marry Paris,/ if you say no, hang, beg, starve, die in the street,/ I don’t care as I will no longer think of you as my daughter/ and no one who is connected to me will ever help you out./ Trust me.  Think hard about this, I will not break a promise (to Paris that she will do what he says, as well as to her that he’ll disown her).

 

Lines 213-226: Here is my advice/ Romeo has been banished, and it means he cannot be here in Verona to be worth anything/ or if he is going to come back, it will only be through sneaking./ With this as it is/ I think you should marry Paris/ he’s a great guy./ Romeo is nothing compared to him.  He’s got many things going for him/ Curse my heart,/ I think you will be happy marrying Paris/ as it’s better than marrying Romeo. Or if it doesn’t/ Romeo is basically dead to you being banished.

 

Lines 232 to end of the scene: Go tell my mom/ I’ve gone to confess to Friar Laurence about angering my father/ and get forgiveness. Nurse: that’s a great choice/ Juliet: You are such an old, lying, wicked devil./ Is it a worse sin telling me to be married to two people/ or to speak such bad things about Romeo with the same tongue/ that you just recently praised him with/ thousands of times?  You are no longer my counselor./ My deepest thoughts and feelings are no longer going to be told to you./ I will go see what Friar Laurence suggests to fix all this/ and if everything fails (no one tells me what I want to hear)/ I have the power of taking my life so I don’t have to marry Paris.

Here are my example paragraphs to answer this question:

◦What is an important similarity and difference and what textual evidence can you use to support the choices made by the directors?

Use these and your own paragraph to help you as you write about A3S1’s mood as well as when you plan your RJ Essay.

Read your collaborator’s independent book blog post.  Comment on it (FOLLOW THE COMMENTING GUIDELINES).  Then comment on an additional person’s blog.  If you collaborator doesn’t have a post up by Sunday, pick someone else so you have two comments up.

Emma D and Emma S.

Carli and Hailea

Brittany and Berlyn

Logan and Blake

Kaycee and Abbee

Carter and Jacob

This week you will be writing about your independent reading book. In a blog post (containing your voice, at least one image/gif/link, that is 3 paragraphs in length), you need to connect what you are reading to one of two things: Romeo and Juliet and/or a class you are in OTHER than English.

When you are connecting to Romeo and Juliet, think of ANY aspect of the play.  Just because your book may not be about teens in love, that doesn’t mean you don’t have a connection to the play.  (And if your book IS about teens in love, try to be creative and connect to more than just that, or at least go more in depth.) Think of the big ideas we’ve been talking about, think of the types of characters, think of the relationships, etc.

If you are choosing to connect to another class, think of topics, lessons, ideas, etc.

You can DEFINITELY connect to both (in fact, I’d love to see EVERYONE connect to both)!!

This post needs to be up by class time on Friday.

Here are the notes from the board about the analysis of director’s choices in Act 2 Scene 2: