Romeo and Juliet Layered Curriculum ProjectsMillerEnglish IA

Layered curriculum allows students to make decisions based on personal learning styles and course goals. Students are required to read Romeo and Juliet and complete the headlines, words, and phrases assignments as well as take part in a Romeo and Juliet Great Books discussion and complete quizzes as assigned. A passing grade requiressuccessful completion of at least one R&J project, but students may complete more to increase their overall grades. All completed projects must reveal understanding of R&J, demonstrate creativity or logic as appropriate, show effort, and suggest concern for the six traits as appropriate. Some of the projects may be completed after any R&J act or some specific scenes, so completion during the reading of the play is possible; others will require knowledge of the ending of the play. In order to reduce stress at the end of the unit, students should consider carefully their project selections. No student should complete the same project twice even if for a different scene or act.Any assignment requiring written text should be presented in MLA format unless a creative approach is appropriate.

Project possibilities based on sections of the play:

  • Create a special edition (Extra! Extra!) newspaper (front page only) dedicated to the events in one act of R&J. Appropriate headlines and at least two articles required. Appropriate picture(s) with caption(s) required. Only one picture is required if the students creates it himself. Two visuals required if computer generated. If images are taken from other sources, two are required with proper citations.
  • Construct a collage, poster, watercolor, charcoal sketch (or some other approved medium) which illustrates the images from Mercutio’s Queen Mab speech (Act 1, scene vi, lines 53-94). Write a one-paragraph explanation of the visual specifically referencing at least two words or phrases depicted in the visual. Appropriate citations required for any picture borrowed from another source.
  • Paraphrase to contemporary English a scene or portion of a scene from R&J (minimum 100 lines). A paraphrase is about the same length as the original (do not leave out information) but puts it in the student’s language. The paraphrase does not need to be in verse. (The paraphrase should not contain archaic words, should rearrange sentence structure, and should not include words and phrases not in the student’s everyday vocabulary). Students should note the pages, act, scene, and line numbers of the original text.
  • Write an Elizabethan/English/Shakespearean sonnet. The sonnet must be written in rhymed iambic pentameter (ten syllables per line with stress on every other syllable) and follow the appropriate rhyme scheme (ABAB, CDCD, EFEF, GG).
  • Romeo and Juliet are writing their own wedding vows but need help. Considering their exchanges before their wedding, (reread their first meeting at the party and the balcony scene), write their wedding vows. Verse in rhymed or unrhymed iambic pentameter of at least twenty lines is required.
  • Following his banishment, Romeo feels his fate is worse than death. The Friar gives him a speech of admonishment suggesting Romeo’s luck in avoiding a death sentence. Neither truly understand the other’s point of view. Write a letter of advice to each (approximately one page each) clarifying the other’s points and offering advice regarding what the next course of action should be.

Projects possibilities based on knowledge of more than one act of R&J:

  • Sketch (student created) the cover and create a possible playbill for a production of Romeo and Juliet. Theatergoers would be handed this upon attendance of a production. The playbill’s cover should depict a character, characters, a specific scene, or an aspect of the play. The playbill should include the cast of characters (and perhaps the actors performing in the roles), a breakdown of the acts and scenes, and a brief description of the play and its author. Students may be creative with other included elements.
  • Create two shields depicting the coat-of-arms of both the Montagues and the Capulets based on information provided in the play.
  • Write an epitaph for each of the characters who die (count carefully—there are quite a few) in Romeo and Juliet. An epitaph is an inscription on a tombstone or a brief poem that reveals something about the person’s life and is meant as a tribute.
  • Benvolio disappears. After Act III, he never reappears in the play. Based on what is known about his character, write a short story that tells what happens to Benvolio after his action in the play (approximately two pages).
  • Write a different ending for the play. Assume the potion scheme works and neither Romeo not Juliet perish. In dramatic format, complete an alternate ending (approximately two pages).
  • Identify plot elements of Romeo and Juliet. With brief (about one sentence) summaries if scenes, identify each as exposition, exciting force, rising action, climax, falling action, and catastrophe. All scenes must be labeled.
  • Select ten characters from Romeo and Juliet (not Romeo or Juliet). Describe each with at least two adjectives. For each write a sentence or two that discusses how that character helped or hindered the star-crossed lovers.

If a student has another idea for a project, see Ms. Miller. Alternative projects may be approved.

Grading scale: with consideration of the requirements of demonstrating understanding, creativity or logic, effort, and attention to the six traits, the grading scale follows:

Minimum of one quality project for a D

Minimum of two quality projects for a C

Minimum of three quality projects for a B

Minimum of four quality projects for an A