Romeo and Juliet WebQuest - Exploring Characters and Themes

1. Introduction Task Process Evaluation Resources Romeo and Juliet WebQuest Conclusion Teacher’s Page By Jessica Cannella

2. 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.  Homepage Resources Conclusion Task Process Evaluation

3. Task • In order to understand Shakespeare’s language we will be reading together in class. • Take this quiz on Shakespeare http://shakespeare.palomar.edu/quiz/bioquiz.htm Print out your score and bring it to class. Click on the Shakespeares To find out more info Homepage Process Resources Conclusion Evaluation

4. 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. Homepage Resources Conclusion Task Process Evaluation

5. 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 Homepage Homepage Task Resources Conclusion Evaluation

6. 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 • http://www.shakespeare-online.com/plays/romeodp.html Homepage Resources Conclusion Task Process Evaluation

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

8. 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.  Homepage Resources Conclusion Task Process Evaluation

9. 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? Resources Conclusion Task Process Evaluation

10. 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. Homepage Resources Conclusion Task Process Evaluation

11. 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. Homepage Task Process Resources Conclusion

12. Evaluation Rubric Homepage Resources Conclusion Task Process Evaluation

13. Resources • http://shakespeare.palomar.edu/timeline/timeline.htm • http://www.holmdelschools.org/schools/satz/eng_dept/Writing%20styles/Journalism/how_to_write_up_an_interview.htm • http://www.shakespeare-online.com/plays/romeodp.html • http://www.nosweatshakespeare.com/ • http://shakespeare.palomar.edu/timeline/timeline.htm • http://www.kidzworld.com/article/3891-william-shakespeare-biography Homepage Homepage Task Process Conclusion Evaluation

14. 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* Homepage Resources Conclusion Task Process Evaluation

15. 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. Homepage Overview Task Evaluations

16. 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. Homepage Overview Task Evaluations

17. Evaluations We will be following the Common Core Standards • CCSS.ELA-Literacy.RL.9-10.3 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.9-10.5 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.9-10.6 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. Homepage Overview Task Evaluations

18. Evaluations We will be following the Common Core Standards • CCSS.ELA-Literacy.W.9-10.7 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.9-10.8 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.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.W.9-10.9a 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.9-10.9b 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”). Homepage Overview Task Evaluations