Syllabus for Week 9, May 20

WHAT ARE THE KEY LESSONS FROM HOMER’S EPIC poem? Two obvious themes are xenia—the guest-host relationship, hospitality and kindness to strangers—and homophrysene—likemindedness, balance and equality in marriage relationships. If nothing else, we need to be kind to strangers, to provide food to the hungry, shelter to the cold, medicine and care to the sick and dying. This is obvious! Less obvious is how Penelope struggles to save her son, her family, her kingdom, her dignity. She is, in many ways, the equal to Odysseus in cunning, bravery, and suffering. At least Odysseus’s enemies were obviously monsterous, attempted to kill him with swords, magic, ravenous mouths. Penelope’s enemies are disguised as servants, suitors, well-meaning guests. What other lessons do YOU see in the Odyssey?

TUESDAY, May 20

• 6th period reviewed the annotations for book 13, and then read book 16 together, re-annotating alongside Mr. Easton via the document camera. We then took the book 13-16 quiz, and read book 17 together.

• 6th period HW: Read books 18 and 19 for class on Thursday.

• 8th period began reading a second, non-fiction reading, this one about the lessons in Homer’s Odyssey. Scholars who missed the book 12 quiz on Friday took that. We reviewed the annotations for book 13, and then read book 16 together, re-annotating alongside Mr. Easton via the document camera. We then took the book 13-16 quiz.

• 8th peirod HW: Read books 17 and 18 for class on Thursday.

THURSDAY, May 22

• 6th period will read and annotate the non-fiction article that 8th period completed on Tuesday. Then, in small groups, students will review annotations from books 16, 17 and 18, adding key moments from Odysseus’s return to Ithaca to our “Return to Ithaca” worksheet. Time permitting, we will re-read book 19, examining the meeting between Odysseus and Penelope. Does she know this is the real Odysseus?

• 6th period HW: If you haven’t finished re-reading chapter 19, re-read it. Add problems, actions, and consequences (triangle, square, circle) to your “Return to Ithaca” worksheet.

• 8th period has already read the article. We will return to that, and in small groups compare your annotations and discuss the themes in the Odyssey it includes. Then we will work in small groups on a “Return to Ithaca” worksheet, examining the problems that Odysseus faces, what decisions/actions he takes, and the consequences of that choice. Finally, we will read and annotate book 19 together in class.

• 8th period HW: Re-read book 19 tonight, and add to your annotations the themes that you see mentioned in the non-fiction article.

FRIDAY, May 16

• Watching film clips from the Assante version of the film, all portraying the Ithaca scenes from the epic poem.

• Here’s a link to the entire, edited down film version that features ONLY the scenes from Ithaca. Start at 1 hour, minute 4.

  HW: Read books 21 and 22 for class on Wednesday.

Missing Odyssey Assignments

Need to make up one of the book five through book eleven worksheets? PRINT out the one you need, and complete it. I will accept these no later than Tuesday, May 20, on paper and in class.

Syllabus for Week 8, May 12

ODYSSEUS RETURNS TO ITHACA, not as a victor from war, but as a frightened, humble man. Odysseus falls asleep while on the Phaeacian ship, and magically awakens on Ithaca with treasure from King Alcinous and Queen Arete. He only learns he has returned home when Athena reveals herself, and tells him where he his. Odysseus lacks agency (or control) of his destiny. Q: How, then, will he overthrow the suitors? A: Not without a lot of help—from his son, his servants, his father and his wife. Even the great King Odysseus cannot save his kingdom without those around him. And even the goddess Athena will be present for the fight.

NOTE: 6th period noted that even though I assigned book 12 for reading homework, it did not appear on the syllabus, nor did I mention a quiz on book 12. Accordingly, we will take the quiz on book 12 on FRIDAY.

TUESDAY, May 13

• Starting with a silent reading about teenagers’ search for joy.

• Reporting out your research findings. Your paragraph will include three key points, and is posted onto Canvas.

• Once submitted, we will watch a film clips connected to book 12, scenes that show Scylla in the Assante film and Charybdis in Percy Jackson version Greek mythology.

• 10 minute review for a quiz on book 12.

• Quiz on book 12.

• Time permitting, we will return to reading Homer’s Odyssey, starting book 13 together.

• HW: Finish reading book 13.

WEDNESDAY, May 14

• Taking the STAR reading assessment.

• Here’s the link to the test: https://global-zone50.renaissance-go.com/welcomeportal/737639

• Remember that your id is your login, your birthday your password:

• ● Username = Student ID

  ● Password = MMDDYYYY (Example: 07041776)

• HW: Read book 16 for class on Friday (our text skips books 14-15)

FRIDAY, May 16

• Non-fiction reading about what geographers think is the ACTUAL Ithaca.

• Quiz on book 12.

• Time permitting, we will discuss books 13 and 16.

• HW: CHANGE! You should RE-read books 13 and 16. Use the summary of books 13 through 16 before and after your read the chapters. There will be a comprehension quiz on Tuesday.

  • REMEMBER: Your annotations should help you review for quizzes. These marginal notes, and marked passages, should focus on the MOST important passages, what they mean, and help you recall key details from the reading.

Syllabus for Week 7, May 5

IN JOSEPH CAMPBELL’S MONOMYTH, THE HERO’S most important transformation comes during “initiation.” Having undergone departure, and at some point while encountering difficulties prior to to his major conflict (or final battle), the hero must undergo some type of transformation. Without this change, the hero will not be able to successfully defeat the monster, or accomplish his task, in the hero journey. Often, this transformation is symbolic, and takes the form of a symbolic “death and rebirth.” Odysseus must journey to the land of the dead, or the Underworld, where all dead reside. This is his his literal and figurative “low point” in the journey. While there, the ghosts he encounters will give him advice on what makes life worth living. Keep careful notes on their advice to him…he will need it!

TUESDAY, May 6

• Quiz on book 10.

• Watching a scene that depicts book 10. We will watch:

  • Odysseus getting help from Aeolis, God of Wind, and his men opening the bag. (Start at 43:10—goes until minute 55)

  • Then, we will watch this clip from Assante’s The Odyssey: meeting Circe on Ogygia

• Moving into book eleven, in which Odysseus journeys into the Underworld. The class can choose to listen to book 11 while working on annotations.

• HW: Students who need to make up the book nine quiz should do so with Mr. Easton during lunch on Wednesday in room C-222.

WEDNESDAY, May 7

• We will start by re-reading lines 20 through 83. In this passage, Odyssues prepares an offering for the ghosts, and then speaks to one of him men, Elpenor. How does the sacrifice work (best guesses)? What lesson should O. learn from his meeting with Elpenor?

• Then looking at Odysseus’s conversation with Tiresias, the blind prophet. He tells Odysseus how to get home, what additional trials he must face.

• Working on a “ghost” worksheet and completing a bit of research on the ghosts that Odysseus encounters. We will start by doing some simple research on Tiresias:

  • Who is Tiresias, the blind prophet?

  • What other stories is he involved with?

  • Why is he an important figure in Greek mythology?

  • How did he come to be “blind,” and how did he become a “seer” (someone who can prophesize/tell the future)?

• HW: Finish the “ghost” worksheet on Tiresias for class on Friday. Read the catalogue of ghosts (women and men—the rest of book 11).

FRIDAY, May 9

• New seating chart for 6th period, scholar expectations moving forward.

• Review of research on Tiresias. What did you find? Does the article in class confirm or contradict the information you found?

• After being assigned ONE dead, Greek hero to research, you will use the following resources to begin gathering information about your assigned ghost.

  • START HERE. The Encyclopedia Britannica will have solid background on all of these Greek ghosts.

  • Mythopedia also has solid background on greek gods, demigods, monsters, heroes.

  • Books. Yes, believe it or not, books still exist. And here’s a couple of resources that may help, including Arts & Humanities and The Encyclopedia of Religion. These are GREAT sources!

  • The Gale in Context’s “Literature” database is another place to check, depending on your assigned ghost/character.

  • The Theoi Project is a good resource for scholarly details (scroll down to find search feature on this one)

  • The Met has a collection of Greek and Roman art.

  • You can find more art on Artstor, and visual version of Jstor.

  • National Archeological Museum of Greece for statues and older art

  • Finally, Tufts University Perseus Digital Library is an excellent database that will include where your assigned figure appears in Greek literature.

Syllabus for Week 6, April 28

THE WORLD IS A DANGEROUS PLACE, AND around every corner lurks death. Like Sindbad the Sailor, Odysseus’ journey includes mysterious caverns, horrific monsters, and powerful gods who threaten his very existence. Yet Odysseus endures. In books 9 and 10, our focus for reading this week, we will see our hero confront a one-eyed giant, escape a multi-headed serpent, and evade a sea-gulping beheamoth hidden below a whirlpool. Each encounter includes some form of social or moral lesson. Pay keen attention to these morality tales, and what the reader should generally learn about listening, leadership, and humility before god.

TUESDAY, April 29

• Starting in small groups, adding quotes from book 8 to the Nausicaa/Odysseus worksheet, in order to review for…

• Quiz on book 8.

• Starting worksheet on book 9.

• HW: Finish the worksheet on book 9. If you are behind on reading, catch up tonight!

WEDNESDAY, April 30

• Taking a break from reading to watch a modern example of the island trope (young, inexperienced people explore a mysterious island, unsuspecting and foolishly stumbling into danger).

• The scenes from Killer Mermaid portray the siren’s island’s as an abandoned fortress, in the basement of which resides a deadly siren who lures men to their unsuspecting death.

• Watching a film version of the cyclops scene, where we see Odysseus and his men also exploring a dangerous island, unwittingly stumbling into danger.

• HW: Finish reading and annotating book nine, and finish the cyclops worksheet.

FRIDAY, May 2

• Collecting the worksheet on book 9.

• Quiz on book 9.

• Reading book 10, and completing a worksheet on the same.

• Short lecture, introducing book 11.

• HW: Read book 11, and annotate for the lessons Odysseus should learn from all the shades (ghosts) of people he knows and encounters in the Underworld.

Syllabus for Week 5, April 21

ODYSSEUS IS THE MOST UNLIKELY OF HEROES. When we meet him, he is isolated and sobbing daily, wishing for death in lieu of being trapped with a beautiful goddess on a paradise island. When he returns to land after drifting at sea for 20 days (and nearly drowning in the process), he is literally naked and afraid, hiding under a pile of leaves for warmth and safety. THIS is our hero? Pay attention to the difference between Odysseus as the hero we meet and Odysseus the hero described in the books 9-12 flashback.

TUESDAY, April 22

• Close reading of Caypso’s conversation with Hermes, and then Calypso’s subsequent conversation with Odysseus about leaving the island. Why is Calypso angry? Why is Odysseus suspicious?

• Ending today with analysis of characters’ epithets.

• HW: Read and annotate the first SIX pages of book SIX. Also, finish the epithet chart, including your own epithet.

WEDNESDAY, April 23

• Collecting the epithet chart.

• Re-reading and re-annotating book six.

• HW: Finish reading and annotating book six.

• Remember, you CAN visit the AAC to get help studying on each book, before the quiz.

FRIDAY, April 25

• Finishing the documentary on “The Greek Gods.” 6th period needs to start at minute 27:20. 8th period needs to start at minute 31:30. (approx. 15 minutes)

• Working on the books 6-8 worksheet which describes what happens between Odysseus and Nausicaa. We will collect the worksheet at end of period. (approx. 25 minutes)

• Quiz on book six, once worksheet is done. (approx. 15 minutes)

• Reading summary of book 7, and all of book 8 together for the last 20-ish minutes.

• HW: Read book 9. This is the adventure chapter, where we see many of the adventures and fights that Odysseus has with monsters and goddesses. Notice that O. is our storyteller. There are no other survivors who witnessed his adventures. What parts of this story are trustworthy? Which parts of his story are suspect?

Syllabus for Week 4, April 14

THE ODYSSEY BEGINS NOT WITH ODYSSUES, BUT HIS SON Telemachus. The first four books are a bildungsroman, or coming of age story. At the poem’s start, Odysseus has been away from home for nearly 20 years. He left to fight in Troy on the day his son Telemachus is born. Raised in a single parent home, Telemachus has lacked a male role-model, is the classic sullen, angst-filled teenager, angry that he has to deal with all these men trying to marry his mom. Enter the goddess Athena, who encourages him to demand these party-animals leave his house, to call a meeting of elders to ask their aid in seeking news of his lost father, and to depart on his own journey of discovery. It’s an odyssey within the Odyssey.

TUESDAY, April 15

• Starting with our quiz on book one. It will have the same format as the PSON quizzes: 10 multiple-choice questions, and 5 matching.

• Finishing the few remaining speeches that we have left over from Friday.

• Starting a documentary on the Greek Gods, keeping notes in the BACK of your Odyssey book. Pay attention to the Olympian gods mentioned, including: Zeus, Demeter, Dionysius, Apollo.

• Ending today with summary of books two and three, which our edition omits (Telemachus visiting two kingdoms, which are the opposite of what’s happening at his home, in Ithaca.

• HW: Read and annotate book four (after reading the summary of books 2 and 3). Quiz on Thursday!

THURSDAY, April 17

• Quiz on book four.

• Review of annotations in books 1 and 4, lecture on Telemachus and what we learn about ancient Greece.

• Finishing documentary on Greek gods.

• Reading the above graphic novel about the goddess Athena.

• HW: Read book five. We meet Odysseus for the first time. Keep notes on what we learn about him. What’s his condition? What does he do all day on Ogygia? How does he respond to Calypso’s offer of help in getting back to Ithaca?

Syllabus for Week 3, April 7

You want the ESSENTIAL edition, not the full (all black cover) edition.

AFTER WE FINISH OUR INDEPENDENT READING SPEECHES, we will begin reading our penultimate unit of study: Homer’s Odyssey! We will check books on Friday. Everyone who has a book will get an Odyssey bookmark. Also, please remember to use the audio files while reading the book. You should also make good use of the University of Pennsylvania Classics Department’s web resources. There’s no end of resources to help you with your reading of the epic poem, including stopping into the Academic Assistance Center. Not only will you get entered into a gift-card raffle, but you’ll also get some quick answers to your questions on Homer’s poem.

WEDNESDAY, April 9

• Because students were not prepared to begin speeches, we will finish our preparation for these.

• HW: Get your copy of Lombardo’s The Essential Odyssey, by Homer.

FRIDAY, April 11

• Finishing speeches. Once done…

• Introduction to Homer’s Odyssey.

• HW: Read book one. Use the bookmark to help you keep track of characters. Use the audio to help with name pronunciation. Write out the questions you have in the margins. I will answer questions AFTER our reading quiz on Monday.

• Curious to know more about Odysseus? Here’s a 1/2 hour lecture about the mythic hero that we will watch next week.

Odyssey Resources

Click on image above to access audio to “The Essential Odyssey” audio files, including book summaries for chapters that are omitted.

Need help with pronunciation of a name, or timeline for Odysseus’s journey home? University of Pennsylvania Classics Dept. has got your back.

Read this graphic novel version of the epic poem BEFORE you read each book of Lombardo.

Syllabus for Week 2, March 31

Need a place to look up words from Mercutio’s speech? Use the Oxford English Dictionary…available to you through NT’s library!

WE HAVE FINISHED SHAKESPEARE’S PLAY, and we ended third quarter with a close reading of an iconic sonnet by the Bard, “My mistresses eyes are nothing like the sun.” A key to reading and understanding Shakespeare is reading the poetry aloud, following the punctuation to help you understand the sentence structure, and finally—perhaps most important—repetition. Repeated listening, with practice in reading meaning—combined with notes, vocabulary, explanatory notes—will crack open understanding. We will finish by tackling the most complex, and perhaps most beautiful speech: Mercutio’s Queen Mab speech. Scholars will also prepare speeches on independent reading, which will be delivered next week. We’ll turn then to our penultimate unit of study: Homer’s Odyssey!

TUESDAY, April 1

• Independent reading for 20 minutes. Our focus here with be selecting a part of your reading for “dramatic interpretation.”

• Watching a short introduction to Mercutio’s Queen Mab speech.

• Small group reading of handout on the aformentioned speech.

• HW: Careful re-reading of Mercutio’s speech. If you need to finish or re-watch any of the performances listed below, please do so!

  • Look up words;

  • Read out the speech, TWICE, aloud.

WEDNESDAY, April 2

• Today, we are going on a deep dive into Mercutio’s speech. What does it MEAN?

  • Read speech around, one word per person.

  • Read it again, this time ONE line per person.

  • Read it one last time, each reader completing a colored “chunk” of text.

• When answering questions in the boxes, start with this resource. Read through the notes on Shakespeare Online to help you complete the large format Q&A worksheet on the speech.

• A good resource for looking up words is ShakespearesWords, a dictionary of language no-longer-in-use.

• Another interesting source for information on Queen Map, but of specious origin.

• Refer to the notes in the Folger edition of the play as your definitive resource on questions.

• HW: Finish answering the questions inside the boxes (NOT the last question at bottom).

A brief overview of Mercutio’s Queen Mab speech starts around minute 18:30

You want the ESSENTIAL edition, not the full (all black cover) edition.

FRIDAY, April 4

• Reminder: Independent Speeches start next week. We have an odd schedule, two late starts, and no anchor day. Practice your speech at home. Make sure you know how to access your review slide AND mirror your iPad.

• Independent reading.

• Returning to Mercutio. (You should have completed all the answers to the questions in boxes.) What is this speech ABOUT?

• For the second part of class, we will watch the Globe Theater’s performance of The Tragedy of Romeo & Juliet, picking up with 2.5, Mercutio’s death.

• HW: Share your slide with Ms. Craig (craigl@nths.net) and Mr. Easton (eastonp@nths.net). Practice your speech. Obtain your copy of The Essential Homer’s Odyssey by Stanley Lombardo.

Mercutio's Queen Mab Speech

National Theater Version

1968 Zefferelli Version

1994 Lehrman Version

Click here to view the Globe presentation of the Queen Mab speech, starting at minute 2:30

Syllabus for Week 11, March 18

This week, we will complete Romeo and Juliet by working on character analysis, a Shakespearian sonnet, and the Shakespeare Uncovered documentary.

TUESDAY, March 18

• My mistress’ eyes are nothing like the sun-Shakespearean Sonnet.

• Continue working on character analysis.

• Turn in your annotated book for Act 5.

• H.W. None.

WEDNESDAY, March 20

• Independent reading for 20 minutes.

• Continue working on character analysis.

• Watch a documentary.

• H.W: If you have not annotated Act 5, please do so by Friday, March 21st.

FRIDAY, March 21

Syllabus for Week 10, March 11

This week, we are starting Act 5 of Romeo and Juliet.

TUESDAY, March 11

• Silent reading 20 minutes.

• Six Sentence Summary of Act 5. Group work slide-show presentation.

• Act 5, Scene 3-Probs’t reader response handout.

• H. W. None.

WEDNESDAY, March 12

• Silent reading 20 minutes.

• Slide-show presentation.

• Character facts.

FRIDAY, March 14

• Silent reading 20 minutes.

• Character Analysis.

• H.W. Read and annotate Act 5: Circle vocabulary words, questions you have, and themes of fate, love, and opposites.

Syllabus for Week 9, March 3

WE LEAP INTO ACT FOUR. AS THE FRIAR’S PLAN goes into place, we should consider the feasibility of his plan. Romeo and Juliet go from meeting at a dance and thinking “Hey, I like you” to “let’s-get-married” in less than 24 hours! The Friar believes that marrying them might resolve the long-standing family feud between the Capulets and the Montagues. Will it? Romeo is banished, and Juliet set to marry Paris. How will faking her own death help? Why can’t Romeo and Juliet—while either together or apart—see their situation with more clarity? Was their love and relationship realistic in the first place? Will this “fake your own death” plan convince the Capulets and Montigues to reconcile their hatred of one another?

TUESDAY, March 4

• Silent reading 20 minutes.

• Act 4 comprehension questions(group work).

• Fear- Write about the moments when you were really frightened. Provide specific details and write no less than eight sentences.

• H.W. Storyboard 5 for Tuesday, March 11.

WEDNESDAY, March 5

• Vocabulary activity of Act 4(group work).

•  “Who’s responsible for Juliet’s “Death”?-Activity

• Fear- Take five minutes and write about the moment/time when you felt scared.

• Read Juliet’s Soliloquy.

FRIDAY, March 7

• Read for 20 minutes.

• Read and annotate Juliet’s soliloquy: 1. Circle unknown words. 2. Find five fears Juliet has before taking the potion.

• Fear and Juliet’s conscience- Partner activity. When you complete your partner activity, work on the Act 5 storyboard.

• Draw one of the dark fears that Juliet mentions. Write a caption to accompany your visual presentation (if time allows).

Syllabus for Week 8, February 25

THIS WEEK WE ARE MOVING PAST ACT TWO, INTO ACT THREE. Now that Romeo and Juliet are married, why WON’T they live happily ever after? What gets in the way of their happiness? Much is said in the play about the potential roadblocks: fate (either God, or some unknown force, is working against them; family (their parents hatred for the other family prevents their happy relationship); hatred (human beings are programmed for violence, and peace, love and happiness is not our natural state). What do YOU think? What prevents Romeo and Juliet from living a long, happy life?

TUESDAY, February 25

• Silent reading.

• Love connection handout.

• Hatfield’s and McCoy’s handout and reading.

• Read Act 3, Scene 1 with audiobook.

WEDNESDAY, February 26

• 20 minutes of silent, independent reading.

• Once done, create your slide for the independent reading speech.

  • Open a copy of the blank google slide here.

  • Make sure you save the new copy with your last name and part of the book’s title.

  • Share the slide with us: eastonp@nths; devdars@nths.net; craigl@nths.net

  • Delete the title and sample slides, leaving only the blank template. Begin making changes to your slide, adding the cover, title and author, publication date and length.

  • You can base your no-spoilers summary on reviews from New Trier Library’s NovelList+ database, found here. That is also a great source of genre information, audience information. (Full access free for NT students while connected to network.)

FRIDAY, February 28

• 20 minutes of silent, independent reading.

• Watch the fight scenes, two different versions.

• Complete the fight scene comparison handout.

• Act 3, Scene 1: “Social Media Scandal” activity.

Syllabus for Week 7, February 18

WHEN READING LINES IN SHAKESPEARE, practice “projection,” aka speaking loudly to the point furthest away from you. This is NOT shouting. Rather, it’s a technique whereby professional performers merely “turn it up” so that everyone can hear them, even when whispering on stage.

Watch II.ii performed at the Globe Theater above.

WEDNESDAY, February 19

• Collect storyboards on act two.

• Silent reading.

• We will watch the Globe Theater’s performance of the balcony scene, 2.ii

• Practicing the same scene, switching roles in that scene with a performance-partner.

• HW: Re-read 2.2, circling vocabulary words that confuse you. In class on Friday, you will write the MOST problematic words for you on the white-board.

• Bring TWO copies of your Jay essay as well as your copy of Patron Saints of Nothing. Mr. Easton will be conducting writing conferences during class.

FRIDAY, February 21

• Mr. Easton will work with students individually, looking at the PSON essay in the hallway during class today.

• Write Shakespearean words on the board from Act 2, Scene 2.

• Silent reading 20 minutes.

• Vocabulary activity.

• If not done, we will practice projection with Act 2, Scene 2, in hallway, the balcony scene.

• The “Love Connection” handout, examining the play so far and the theme of love.

• We will end class, the last 10 minutes, reading act three and starting storyboards.

• HW: Reading act three, and completing storyboards for the act. Remember to add headings for the scenes, dialogue with the image, and a detailed written description below!

Baz Lehrman's 1997 film "Romeo + Juliet"

Here’s a link to the film. NOTE: you may have to download and play the film from your computer. If you do so, please delete the file when done viewing.

Syllabus for Week 6, February 10

SHAKESPEARE SCHOLARS WILL OFFICIALLY BEGIN to practice their reading and performance of the play The Tragedy of Romeo and Juliet this week, beginning with the “preface,” a poem spoken by the Chorus that summaraizes the entire play. Also this week, we will finish watching the 1997 film Romeo + Juliet and begin character studies of key roles (Romeo and his parents, Juliet and hers, Mercutio, Tybalt, Benvolio, and the Nurse)

TUESDAY, February 11

• Post-it question: Questions you have about act one?

• Independent reading for 20 minutes.

• Finish the film version of the play.

• Finish/collect storyboards via Canvas and project examples of student interpretations of Act 1.

• HW: Review Act 1, the graphic novel version to help you better understand the play. Pay special attention to the fifth scene! How does the artist show what Romeo and Juliet are doing during the delivery of their lines?

• Look up and write down definitions for vocab words in prologue on page seven.

• Students will sign up for writing conferences with Mr. Easton in class on Thursday.

THURSDAY, February 13

• Reading and practicing vocal techniques: the prologue. Practicing “flow”—making the prologue sound like a professional actor is reading.

• Sharing out with Ms. D the vocabulary from the prologue—we will have one language expert looking up words as needed.

• Questions on the prologue, once we have a better understanding of vocabulary!

• After break, Character study. In partners, open this PDF and show a character to your partner. Have them tell you a) what notes they have from the film; b) what ever else they know about that character. Cover all the characters on your film notes! Go in any order. Add to your own notes as you discuss the characters.

• Time permitting, we will have silent reading.

• HW: Read Act 2 of the play (p. 65-111—that’s 23 pages over 5 days!). Pay careful attention to the summary at the start of each scene. You will complete a storyboard for this act.

Graphic Screenplay of R&J (Copy)

Do you like comical books? If so, here’s a link to a modern, yet a verbatim match to the Elizabethan play by Shakespeare.

Audio files for Romeo & Juliet

Click on the image above to access the acts one through five audio files.

Also…looking for an e-copy of he play? Here’s a link to the Folger Library website. The whole play is here, and searchable.