Appendix C for 3rd Nine WeeksWebsites:Shakespeare Websites:

1. Shakespearean insults: www.shakespearefestivalstlouis.org2. Understanding Shakespearean Language:

www.pbs.org/shakespeare/educators/performance/lessonplan.html“In Search of Shakespeare. Shakespearean Conversations”

3. Folger Shakespeare Library: www.folger.edu/eduLesPlanDtl.cfm?ipid=609This link is for the lesson,“Figurative Language Alive: Balcony Scene Charades” that helps kids with figurative and abstract language

4. www.folger.edu/eduLesPlanArch.cfm is a link to a large listing of Romeo and Juliet lessons. Several very good ones are as follows:“17th Century Pick Up Lines” helps students understand courtship in the 17th century“17th Century Rules of Marriage” helps students understand the concept of marriage and accepted courtship behavior in the 17th century.“Parenting 101” helps students understand accepted behaviors for parents and their kids in the 17th century.“Here’s much to do with hate, but more with love” is a guided close reading lesson on the Prologue.“Star Crossed Scramble” lesson on the Prologue and Act 2 scene 2“Very Tragical Mirth” compares the way the elements of poetry are used to establish tragedy or comedy.

5. http://www.webenglishteacher.com/romeoandjuliet.html has a listing of lessons, many of which are from the Folger. Page 2 has a lesson link for “O Wilt thou leave me so unsatisfied?: The Art of Wooing in Romeo and Juliet which has some activities that uses the primary sources from the Folger’s “17th Century Rules of Marriage” lesson.

6. Perfect Mate Surveys: www.teachersfirst.com/winners/romeo.pdf7. www1.ccs.k12.in.us/teachers/esalona1/RomeoandJuliet is a teacher’s personal website that has

amazing activities and resources on Romeo and Juliet including a figurative language worksheet.8. Teacher.cgs.k12.va.us/…R%&%20J%20fig.%20lang.%20worksheet is a link to a figurative

language worksheet9. www.mrscassel.com is another teacher’s personal website that has amazing handouts and

worksheets. Once the website comes up, click on the link Helpful Handouts for Teachers and Students on the left hand side bar. When you click on the handout you want, it will ask you whether to open or save. If you click save, then you can get past a protected view and edit or adjust the worksheet as you need to and can save it to your own files.

10. http://teacherweb.com/md/hammondhighschool/sumihara/final-essay-romeo-and-juliet.doc : this website has an excellent explanation of writing an essay in which students explain how Romeo is a tragic hero. You will have to adapt the assignment a little to include additional sources so that it will be a documented essay, but this is the source to use for the documented essay assignment.

Antigone websites:1. edsitement.neh.gov/lesson-plan/Sophocles: “Sophocles’ Antigone: Ancient Greek Theater, Live

From Antiquity

2. List of links at Web English Teacher: http://www.webenglishteacher.com/sophocles.html

3. Site created by the library at Cornell University: http://www.library.cornell.edu/iris/antigone/research.html

4. Study Guide with Questions from Temple: http://www.temple.edu/classics/antigone.html5. Online Versions: http://books.mirror.org/gb.sophocles.html6. Antigone at the Classics Page: http://www.users.globalnet.co.uk/~loxias/antigone.htm

Teacher Resources

1. Introduction to the documented essay topic

2. Oxymoron Handout

3. Pun Handout

4. Journal Templates for Romeo and Juliet

5. Quick write prompts

6. Practice MLA documentation exercises

7. Antigone :Figurative Language lesson

8. Irony Templates

9. Imaging Activity

Romeo as a Tragic Hero

As you read and study Shakespeare’s Romeo and Juliet, notice the way Shakespeare creates his character of Romeo. What is Romeo like? Why does he behave the way he does? What are his most predominant characteristics and why are they important? As a tragedy, the play must have a series of conflicts that keep the story from having a happy ending for the characters.

You will write a documented essay this nine weeks in which you will discuss how Shakespeare creates Romeo as a tragic hero, so you will need to pay very close attention to the kinds of characteristics and behaviors Romeo exhibits. You will also need to understand Aristotle’s definition of a tragic hero, especially the idea of the tragic flaw, hamartia. (This definition will be one of your sources for the paper.)

The major focus of this assignment is the incorporation of outside sources into a formal paper that demonstrates your understanding of how the character of Romeo fits Aristotle’s definition of a tragic hero. Citing those sources correctly will also be a specific part of the paper and will get you ready for independent research projects. Your argument (Romeo is a tragic hero) will be well defined through journals, class discussion, and graphic organizers that you will be allowed to use as you prepare your argument.

Here are some guiding questions to think about as you read and write your journals:

How does Shakespeare's use of conflict in Romeo and Juliet reveal Romeo as a tragic hero?What kinds of conflicts arise from Romeo's tragic flaw and how do the resolutions to those conflicts propel him toward his downfall?

Basically, six types of conflict dominate the world of fiction:• Human beings in conflict with nature• Human beings in conflict with one another• Human beings in conflict with fate• Human beings in conflict with society or the law• Human beings in conflict with themselves• Two universal forces in conflict (good and evil, passion and reason, vengeance andcompassion, etc.)(from the "Conflict and Theme" lesson at ltftraining.org )

Which of these kinds of conflict do you see occurring with Romeo and how do they contribute to his portrayal as a tragic hero?

Merri Smith

Shades Valley High School

Oxymoron (oxymora) — a self-contradictory combination of words. The literary term, oxymoron, is an oxymoron, from the Greek meaning “sharp-dull”. Others include guest host and pianoforte. The Latin maxim festina lente (hurry slowly) is an oxymoron.

The courtly love tradition uses many oxymora. Look at Romeo’s first dialogue with his buddy Benvolio and note the plethora of oxymora! More Oxymora:backward progressbittersweetblack lightbottomless pitcruel kindnessexact estimateexpecting the unexpectedflat curve free with purchase freezer burn genuine imitation hopeless optimistice wateridle laborintense apathyjumbo shrimpliberal conservative light heavyweight liquid gasmetal woodsnegative cash flownervous calmoriginal reproductionpassive resistancepeaceful warriorproud humilityrandomly organizedselfish love silent screamstrong weaknesssweet sorrowthunderous silence tragic comedyunbiased opinionurban cowboywavering steadfastnessworking vacationworthless treasurezero growth

K. Dotts, Huntsville High

Puns in Romeo and Juliet

Puns in Romeo and Juliet help make this tragic love story a bit lighter. Read on to know some examples of puns in Romeo and Juliet…

No one can doubt the sheer brilliance of William Shakespeare. Here was a man that changed the entire face of the English language. Of the many plays that Shakespeare penned, one of the most famous ones that has become synonymous with love stories, is Romeo and Juliet. Shakespeare, even in t the midst of a tragic love story, manages to keep humor alive in the form of puns in Romeo and Juliet.

There are certain characters that can be found to be humorous in many ways. Not surprisingly, it is the young men who pun. The tragedy opens with a scene built on puns. Mercutio always uses puns deliberately and Peter indulges in witty punning at all the inappropriate times. These different characters have been added so as to lighten the atmosphere and add a touch of reality to the story. Shakespeare is a brilliant punster and uses puns for many purposes in his plays. Given below are a few examples of puns in Romeo and Juliet.

List of Puns in Romeo and Juliet

Mercutio: That dreamers often lieRomeo: In bed asleep, while they do dream things true. Dreamers lie (are false), and lie (down)

Mercutio: You are a lover; borrow Cupid’s wings, And soar with them above a common bound.Romeo: I am too sore enpierced with his shaft

Sampson: Gregory, o’ my word, we’ll not carry coalsGregory: No, for then we should be colliersSampson: I mean, an [if] we be in choler, we’ll drawGregory: Aye, while you live, draw your neck out o’ the collar

Gregory: The quarrel is between our masters and us their men.Sampson: ‘Tis all one, I will show myself tyrant. When I have fought with the men, I will be cruel with the maids, and cut off their heads.Gregory: The heads of the maids?Sampson: Ay, the heads of the maids, or their maidenheads; take it in what sense thou wilt.

Give me a torch. I am not for this ambling. Being but heavy, I will bear the light.What dost thou make us minstrels? An thou makes minstrels of us, look to hear nothing but discords.

Mercutio: Nay, gentle Romeo, we must have you dance.Romeo: Not I, believe me. You have dancing shoes.With nimble soles; I have a soul of leadSo stakes me to the ground I cannot move.

K. Dotts, Huntsville High School

LITERAR Y OR RHETORICAL ANALYSIS Journal: Romeo and Juliet Practice writing this type of journal entry using passages from each Act of Romeo and Juliet. Use the format of the chart below, focusing on the idea of the tragedy. Is it determined by fate or character?

Evidence (quotation or detail and context)

Commentary and Paraphrase

QUOTATION: “A pair of star-crossed lovers” (Prologue I 6).

CONTEXT This is the prologue of the first act – very early.

Paraphrase: two people who love each other seem to be at odds because of things beyond their control

Commentary: Shakespeare here suggests that Romeo and Juliet’s love is doomed because of fate; however, in the text there is also the evidence that it is their actions that determine their fate.

QUOTATION:

CONTEXT:

QUOTATION:

CONTEXT:

QUOTATION:

CONTEXT:

Evidence (quotation or detail and context)

Commentary and Paraphrase

QUOTATION: .

CONTEXT:

QUOTATION:

CONTEXT:

QUOTATION:

CONTEXT:

K. Dotts, Huntsville High School

Act I: Romeo Character Analysis Journal (adapted from LTF character dialectical journal lesson)

Procedure: In the left column, record evidence about Romeo (words, actions, reactions). Be sure to select evidence that directly describes him, evidence that shows what he does, how he acts or reacts, and what other characters say about him.Below the quotations from the text, note the context of the quote. • Use quotation marks around quotes and cite line numbers.In the right column, make an inference about Romeo (underlined) and write commentary that explains how and/or why the evidence leads to or supports the inference.

Evidence/Quotation: Commentary:

Merri Smith, Shades Valley High School

Act II. Analyze Romeo and Juliet's descriptions of love and infer meaning by analyzing the literary devices such as diction, imagery, and figurative language. Complete the journal template with evidence and line number on the left side of the chart and commentary that explains how or why the quotation contributes to Romeo’s and Juliet’s concepts of love. (Adapted from LTF’s Literary and Rhetorical Analysis Journal Template)

Evidence: quotation and line number : Commentary:

Merri Smith, Shades Valley High School

Act III. Trace Romeo's downfall through the decisions he makes in this act. Specifically note examples of foreshadowing. Complete the following template with a summary of Romeo’s action/decision on the left. Indicate the line numbers that you have summarized. On the right, write commentary that explains how the action/decision contributes to Romeo’s downfall. (Adapted from LTF’s Summarizing, Observing, and Questioning Journal Template)

Summary of action/decision: Commentary:

Merri Smith, Shades Valley High School

Acts IV-V. Trace the plot events through the end of the play. Complete the chart by summarizing significant plot events that move the play toward a resolution of conflicts and toward tragedy. Commentary should explain how the event influences other events and moves the plot to the finish. Supply line numbers of events summarized.

Summary of Event: Commentary:

Merri Smith, Shades Valley High School

Pre-AP English 9 Source #1 for Documented Essay

http://vccslitonline.cc.va.us/tragedy/aristotle.htm

Notes on Tragedy: Consider how these criteria apply to Romeo, Juliet, and Antigone.

Aristotle's ideas about tragedy were recorded in his book of literary theory titled Poetics.   In it, he has a great deal to say about the structure, purpose, and intended effect of tragedy.  His ideas have been adopted, disputed, expanded, and discussed for several centuries now.

The following is a summary of his basic ideas regarding the tragic hero:

1.  The tragic hero is a character of noble stature and has greatness.  This should be readily evident in the play.  The character must occupy a "high" status position but must ALSO embody nobility and virtue as part of his/her innate character.

2.  Though the tragic hero is pre-eminently great, he/she is not perfect.  Otherwise, the rest of us--mere mortals--would be unable to identify with the tragic hero.  We should see in him or her someone who is essentially like us, although perhaps elevated to a higher position in society.

3.  The hero's downfall, therefore, is partially her/his own fault, the result of free choice, not of accident or villainy or some overriding, malignant fate.  In fact, the tragedy is usually triggered by some error of judgment or some character flaw that contributes to the hero's lack of perfection noted above.   This error of judgment or character flaw is known as hamartia and is usually translated as "tragic flaw" (although some scholars argue that this is a mistranslation).  Often the character's hamartia involves hubris (which is defined as a sort of arrogant pride or over-confidence).

4.  The hero's misfortunate is not wholly deserved. The punishment exceeds the crime.

5.  The fall is not pure loss. There is some increase in awareness, some gain in self-knowledge, some discovery on the part of the tragic hero. (The families in R&J are able to “bury their strife” because of their children’s death)

6.  Though it arouses solemn emotion, tragedy does not leave its audience in a state of depression.  Aristotle argues that one function of tragedy is to arouse the "unhealthy" emotions of pity and fear and through a catharsis (which comes from watching the tragic hero's terrible fate) cleanse us of those emotions.   It might be worth noting here that Greek drama was not considered "entertainment," pure and simple; it had a communal function--to contribute to the good health of the community.  This is why dramatic performances were a part of religious festivals and community celebrations.

Merri Smith, Shades Valley High School

Use the following chart to examine Romeo as a Tragic Hero.

Aristotle’s characteristics of Tragedy

Quote with line #’s Context Commentary

1. The character must occupy a "high" status position but must ALSO embody nobility and virtue as part of his/her innate character.

2. Though the tragic hero is pre-eminently great, he/she is not perfect

3. The tragedy is usually triggered by some error of judgment or some character flaw that contributes to the hero's lack of perfection

4. The hero's misfortunate is not wholly deserved. The punishment exceeds the crime.

5. The fall is not pure loss.

6. One function of tragedy is to arouse the "unhealthy" emotions of pity and fear and through a catharsis (which comes from watching the tragic hero's terrible fate) cleanse us of those emotions.

Merri Smith, Shades Valley High School

Quick Write PromptsFirst Quick Write Suggestion:

In a paragraph or two, give examples of Romeo’s idealism and Juliet’s practicality, focusing on their meeting at the ball. Identify the ways Shakespeare uses language to reveal this initial difference in the two characters and describe their attitudes about love.

Second Quick Write Suggestion:

By the second and third acts of Romeo and Juliet, Juliet experiences internal conflict resulting from an argument with her parents. In a paragraph or two, explain the reasons for Juliet’s conflict. Be sure to give specific details and/or examples of figurative language that illustrate this internal conflict.

Third Quick Write Suggestion:

Write a paragraph or two determining the single event that guarantees the play will have a tragic ending, Again, note Shakespeare’s use of language that reinforces your position.

Kathleen Dotts, Huntsville High School

Merri Smith, Shades Valley High School

Jennifer Allinder, JCIB

Citation Practice Exercises

Source Card Practice

Create an appropriate Works Cited Entry from the following sources

Source #1

Author: F. Scott Fitzgerald

Book Title: The Great Gatsby

City of publication: Boston, MA

Publishing Company: Bantam Books

Year: 1934

Source #2

Book Title: Literary Criticism on Of Mice and Men

Editors: James Monroe and Sally Price

City of Publication: Atlanta, GA

Publishing Company: Viking Press

Year: 1991

Source #3

Book Title: Poetry of America 1900-1950

Poem Title: The Road Not Taken

Poem Author: Robert Frost

Book Editors: Sam Pierce and Jamie Barn

City of publication: New York, NY

Publishing Company: Johnson and Johnson

Year: 1988

Source #4

Journal Title: American Literature Journal

Article Title: Symbolism in The Great Gatsby

Article Author: Jane Brown

Volume 3 Issue 4

Year Published: 2000

Pages: 55-75

Source #5

Journal Title: American Authors

Article Title: Fitzgerald’s Gatsby

Article Author: Sam Black

Volume 4 Issue 2

Year Published: 2002

Date Accessed: March 16, 2006

Web Address: www.virtuallibrary/americanauthors1665.com

J. Allinder, JCIB

Read the play Antigone by Sophocles and complete the irony chart on the three types of irony (situational, verbal, and dramatic) in the play. Comment on the irony by explaining why it is ironic and by discussing its effect.

Irony ChartTypes of Irony Quote/Situation Commentary

Kathleen Dotts, Huntsville High School

Analyzing Figurative Language: Antigone

Annotate the following selections from Antigone as you read. Note any examples of figurative language.

Episode 1, Creon:

My lords: for what concerns the state, the godsWho tossed it on the angry surge of strifeHave righted it again . . . A man who rules a stateAnd will not ever steer the wisest course,But is afraid, and says not what he thinks,That man is worthless . . . For be sure of this:It is the city that protects us all;She bears us through the storm; only when sheRides safe and sound can we make loyal friends.

1. Explain the extended metaphor in the above selection.

_________________ is being compared to ____________________________________

2. What event in the play does the “angry surge of strife” refer to?3. What is Creon saying about leaders?4. To what does “she” refer to in the second to last line?5. Who or what are “loyal friends” in the last line?

Episode 3 Haemon:See how the trees that grow beside a torrent Preserve their branches, if they bend; the othersThose that resist, are torn out, root and branch.So too the captain of a ship; let himRefuse to shorten sail, despite the storm – He’ll end his voyage bottom uppermost.

6. How does the tree metaphor relate to the events in the play?7. Who or what might the tree represent?8. How does the ship metaphor relate to the previous selection?9. Who might represent the captain of the ship?10. What would happen if the ship ends its voyage “bottom uppermost?” How would this relate to the metaphor?

What is the function of the “ship of state” image?

In selection #1. To ___________________________________________________________

In selection #2. To ___________________________________________

Merri Smith, Shades Valley High School

Imaging Activity for “The Gift of the Magi”

Imaging is a fun activity that can be adapted for many uses in literature study. It can be used as a review for a major work, for a kind of journal activity during reading, or for a assessing student understanding of a particular literary element as for the irony in “The Gift of the Magi”.

Materials needed: glue (enough for 1 bottle per group), construction paper of various colors ( I usually had about 2 -3 packages for multiple classes), scissors (enough for several pair per group), notebook paper (students should have this with them)

For whatever unit the teacher wants to review, teachers or students select a list of 4 – 8 items. They can be characters, symbols, themes, or other major ideas from the unit. For “The Gift of the Magi”, you should have students choose the two characters, a major theme (teachers might want to create a list from which students can choose one), and have students create a list of the ironic instances within the short story. The group then makes several decisions:

1. Choose a color which is most appropriate for each item they (or the teacher) has listed, as well as a color to serve as a background.

2. Choose a shape which best symbolizes each item, and create the shape rom the color which is used for that item. Eventually, students must also choose a shape for the background or even have one item serve as the background. ( In the case of “The Gift of the Magi” activity, the theme might be the shape and color for the background.)

3. Decide what relationship the items have to one another, then place them on the background paper in a manner to illustrate the relationship(s) spatially.

4. The group then glues on the items on the background in a way that displays their ideas on the relationships of the items. Students should complete the chart below and glues it to the back of their Imaging project.

5. The next day the students from each group explain the creation and their ideas about how and why they used the colors, symbols, and ideas they did.

Item Color Shape Placement Rationale (explain choices and effect of item on story )

Sample:

Item Color Shape Placement Rationale1. Delia Blue Hairbrush Next to symbol for

JimBlue is Delia’s color because she is “true blue” in her love for Jim; she is a hairbrush because her hair is his pride and joy; she is next to his symbol because their love is mutual. His pride in her beautiful hair causes him to sacrifice something else he values to buy her hair combs, which turns out to be ironic and contributes to the idea that true love is selfless.

Betsy BrooksA+ College Ready