Literature and Writing 1
Mr. Pidot
April 21, 2005
Romeo and Juliet
Group Activities for Code 1
Group 1: Act 1, Scene 5
Group 2: Act 2, Scene 2
Group 3: Act 3, Scene 1
Group 4: Act 5, Scenes 2 and 3
Group 1:
Erin S
Meg
Cathy
Helen
Group 2:
Paige
Ashley
Colleen
Therese
Group 3:
Shannon
Amy
Marina
Marisa
Emily
Group 4:
Molly
Reina
Erin H
Emma
Each group is assigned a scene from the play, and is responsible for presenting
their scenes to the class. Each oral presentation will include 5 elements…it will
be easiest to assign every member of the group to a different part:
● PART 1: Answer the “What?” For your scene you are to type up and deliver a
review (bullet points) of the action. In other words, this is an objective summary
of the major events in the scenes.
● PART 2: Answer the “So What?” Analyze the meaning or the importance of
the scene. Focus in this part on ONE literary topic. You have a choice of many
topics. You can choose a THEME (example: love, family loyalty, women’s role,
power dynamic, maturity) or SETTING or IRONY or CHARCTERIZATION (what
do we learn directly or indirectly about round vs. flat characters) or CONFLICT.
● PART 3: Ask the “Now What?” Now you make connections. Come up with 2
thought-provoking discussion questions to ask the class about your scene. You
may use the textbook questions in the back of the Act as guides (only guides) for
creating challenging questions…connect what you’re learning to real life!
● PART 4: Time to perform…pick one short passage from your scenes (one
monologue or a conversation between characters) that you will memorize and
deliver to the class as actors. Do your best to memorize the lines…you may use
flashcards (note-cards) if you want support. You should use PROPS and
COSTUMES in this performance.
● PART 5: Interpretation of the performance. Take the Shakespearean language
from the skit in Part 4 and have someone rewrite the lines to more clearly convey
their meaning in modern English (do NOT use slang!). You do NOT need to act
it out again…this only needs to be read out loud.
IMPORTANT: Each group must hand in to me one copy of notes and proof of
work for every section above, except Part 4. Hand this to me on the day of your
group’s presentation.
We will be spending quality, productive in-class time working in groups for three
meetings. The activities will BEGIN later next week. I aim to get through two
presentations per class when the time comes.
I will be coming around to meet with and help each group as they prepare their
presentations in class. If you have any questions, let me know. Try to delegate
responsibilities to everyone in the group. You will be graded on this. I will have a
rubric for you soon.
Learn, teach, and have FUN. Good luck
Literature and Writing 1
Mr. Pidot
April 21, 2005
Romeo and Juliet
Group Activities for Code 6
Group 1: Act 1, Scene 5
Group 2: Act 2, Scene 2
Group 3: Act 3, Scene 1
Group 4: Act 5, Scenes 2 and 3
Group 1:
Alexis
Caitlin
Erin McInnes
Katie Rose
Group 2:
Dorothy
Antonia
Mackenzie
Meg R
Group 3:
Meg N
Marissa
Meggie
Ashley
Jenna
Group 4:
Amanda
Jacqueline
Meg F
Erin McKenna
Each group is assigned a scene from the play, and is responsible for presenting
their scenes to the class. Each oral presentation will include 5 elements…it will
be easiest to assign every member of the group to a different part:
● PART 1: Answer the “What?” For your scene you are to type up and deliver a
review (bullet points) of the action. In other words, this is an objective summary
of the major events in the scenes.
● PART 2: Answer the “So What?” Analyze the meaning or the importance of
the scene. Focus in this part on ONE literary topic. You have a choice of many
topics. You can choose a THEME (example: love, family loyalty, women’s role,
power dynamic, maturity) or SETTING or IRONY or CHARCTERIZATION (what
do we learn directly or indirectly about round vs. flat characters) or CONFLICT.
● PART 3: Ask the “Now What?” Now you make connections. Come up with 2
thought-provoking discussion questions to ask the class about your scene. You
may use the textbook questions in the back of the Act as guides (only guides) for
creating challenging questions…connect what you’re learning to real life!
● PART 4: Time to perform…pick one short passage from your scenes (one
monologue or a conversation between characters) that you will memorize and
deliver to the class as actors. Do your best to memorize the lines…you may use
flashcards (note-cards) if you want support. You should use PROPS and
COSTUMES in this performance.
● PART 5: Interpretation of the performance. Take the Shakespearean language
from the skit in Part 4 and have someone rewrite the lines to more clearly convey
their meaning in modern English (do NOT use slang!). You do NOT need to act
it out again…this only needs to be read out loud.
IMPORTANT: Each group must hand in to me one copy of notes and proof of
work for every section above, except Part 4. Hand this to me on the day of your
group’s presentation.
We will be spending quality, productive in-class time working in groups for three
meetings. The activities will BEGIN later next week. I aim to get through two
presentations per class when the time comes.
I will be coming around to meet with and help each group as they prepare their
presentations in class. If you have any questions, let me know. Try to delegate
responsibilities to everyone in the group. You will be graded on this. I will have a
rubric for you soon.
Learn, teach, and have FUN. Good luck
Literature and Writing 1
Mr. Pidot
April 21, 2005
Romeo and Juliet
Group Activities for Code 8
Group 1: Act 1, Scene 5
Group 2: Act 2, Scene 2
Group 3: Act 3, Scene 1
Group 4: Act 5, Scenes 2 and 3
Group 1:
Maggie K
Katie
Maggie R
Sarah
Group 2:
Jenny
Erin Mc
Kelsey
Liz
Group 3:
Jasmine
Moriah
Alyssa
Krizhka
Julianne
Group 4:
Chudney
Emily
Nikki
Brooke
Each group is assigned a scene from the play, and is responsible for presenting
their scenes to the class. Each oral presentation will include 5 elements…it will
be easiest to assign every member of the group to a different part:
● PART 1: Answer the “What?” For your scene you are to type up and deliver a
review (bullet points) of the action. In other words, this is an objective summary
of the major events in the scenes.
● PART 2: Answer the “So What?” Analyze the meaning or the importance of
the scene. Focus in this part on ONE literary topic. You have a choice of many
topics. You can choose a THEME (example: love, family loyalty, women’s role,
power dynamic, maturity) or SETTING or IRONY or CHARCTERIZATION (what
do we learn directly or indirectly about round vs. flat characters) or CONFLICT.
● PART 3: Ask the “Now What?” Now you make connections. Come up with 2
thought-provoking discussion questions to ask the class about your scene. You
may use the textbook questions in the back of the Act as guides (only guides) for
creating challenging questions…connect what you’re learning to real life!
● PART 4: Time to perform…pick one short passage from your scenes (one
monologue or a conversation between characters) that you will memorize and
deliver to the class as actors. Do your best to memorize the lines…you may use
flashcards (note-cards) if you want support. You should use PROPS and
COSTUMES in this performance.
● PART 5: Interpretation of the performance. Take the Shakespearean language
from the skit in Part 4 and have someone rewrite the lines to more clearly convey
their meaning in modern English (do NOT use slang!). You do NOT need to act
it out again…this only needs to be read out loud.
IMPORTANT: Each group must hand in to me one copy of notes and proof of
work for every section above, except Part 4. Hand this to me on the day of your
group’s presentation.
We will be spending quality, productive in-class time working in groups for three
meetings. The activities will BEGIN later next week. I aim to get through two
presentations per class when the time comes.
I will be coming around to meet with and help each group as they prepare their
presentations in class. If you have any questions, let me know. Try to delegate
responsibilities to everyone in the group. You will be graded on this. I will have a
rubric for you soon.
Learn, teach, and have FUN. Good luck