There are multiple ways a student can experience a text to help them learn. When a text has visuals, is easy to comprehend, and is authentic, it creates a more enjoyable experience for students to read. Reading graphic novels, watching movies, and acting the play out all help students obtain a visualization while reading Romeo and Juliet. It is important to experience a story in multiple mediums because it keeps students engaged and could inspire them. In this unit, students in Ms. Lesher’s 9th Grade English class read the 5 acts of Romeo and Juliet in 5 different mediums. The first act, they read the original text Shakespeare wrote, the second act, students performed the act, the third act, students read a modern English translation, the fourth act, a movie was played to show if it were to take place in a modern time, and the fifth act, students read a graphic novel of the story.
Being able to visualize
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On the contrary, when a text has difficult language, when students do not participate, and when it is not authentic, it can make it more difficult for students to learn. In my opinion, the medium that is most effective is when the text is easily understandable, such as in No Fear Shakespeare. Being able to view a modern translation of the text can help students grasp a better understanding of the story. However, when the text has difficult language, it can be troublesome for students to learn anything while reading. Although it could build your vocabulary, it is still difficult for students to read while learning at the same time. Being able to experience literature multiple ways can give students a deeper understanding of a text. Specifically, if a student only reads a graphic novel, and another student reads a graphic novel, and also reads the original book, they would most likely have a better understanding of the
While people participate in various methods of everyday reading and writing, there are extensive benefits to be gained from extending the experience to apply these abilities to literature. In the beginning chapter of Literature: A Portable Anthology, third edition the benefits of reading, analyzing, and writing about literature is explored, while also explaining literature class expectations, at a college or university level. Reading literature expands horizons by exposing readers to various perspectives, locations, and interactions, which molds opinions, attitudes, and behaviors. Taking this a step further to include analysis of the reading serves to train the brain to contemplate information and expand attention spans. Finally, writing about
In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for.
Literature is like a gateway into the human experience, readers can learn more and relate to novels, memoirs, short stories, etc. Authors can transport readers into different times and places that allow the reader to develop a broader understanding of the topic being displayed. Literature can help allow readers to discover the thoughts, emotions, and experiences of others. Voice and perspective can help shape one’s understanding of the human experience in literature through themes of survival, arrogance, and regret. Voice and perspective can help shape one’s understanding of the human experience in literature through survival.
A prose is defined as the equivalent of spoken language. It is written in words, phrases, sentences, paragraphs and chapters. It utilizes punctuation, grammar, and vocabulary to develop its message that explores our desires to know ourselves and others, the unknown mysteries of existence in order to make sense of the chaos and connect with our kind. Today marks the beginning of our prose, whether it becomes a novel or a short story, today is the beginning of the rest of our lives. William Shakespeare once wrote “There is a tide in the affairs of men which, taken at the flood, leads on to fortune.
The play Romeo and Juliet written by William Shakespeare has been taught in school for many years now. Some say that we should continue to allow our teens to read this tragic love story, while many argue that this play should no longer be allowed in schools. The issues concerning this tragic love story are the inappropriate jokes, the unrealistic view of love, and the promotion of suicide. These issues will indeed prove why Romeo and Juliet is ill suited to be taught to freshmen. Ninth graders should no longer read Romeo and Juliet because it is has very inappropriate jokes that should not be associated with school.
Considering that I like a good, civil, and heated debate, the tale of Romeo and Juliet was captivating, and because the book was different from other books, having its own “language”, including a major plot twist, and by it taking place in an uncommon time period. This project experience was enjoyable for countless reasons while also, teaching me how to overcome setbacks, become a powerful speaker, and to effectively plan my time. The greatest
In conclusion, Romeo and Juliet is a useful tool when demonstrating lessons on situations young adults need to consider being careful about. Therefore, it should be taught to students in their freshman year to inform them on what could happen when you’re careless. Furthermore, the play should be reevaluated in our junior/senior year to go over and strengthen their skills and
Close Reading Final Assessment Objectives: · Analyze how words and phrases shape meaning and tone in texts. · Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. Directions: Closely read two passages from Romeo and Juliet to demonstrate your understanding of Shakespeare’s intentional choices in crafting his play. 1. Choose two passages from two separate acts (make sure they are not the same passages that we practiced with in class).
Once in fair Verona, a bloody feud took the lives of two attractive young lovers and some of their family and friends. The Montague/Capulet feud will forever go down in literary history as an ingenious vehicle to embody fate and fortune. In Romeo and Juliet, Shakespeare uses literary devices, such as foreshadowing, repetition, and symbolism, to show how the Montague/Capulet feud is a means by which the inevitability of fate functions and causes the bad fortune of the lovers. To start with, Shakespeare uses the prologue to foretell future events as a direct result of the feud.
If students can relate to the play in any way it will cause an interest to study the play without getting bored too easily. The play has many universal themes that young people usually enjoy such as young love, illogical feuding, teenage rebellion, suicide, fate, infatuation, rivalry, and friendship. These themes are still used today. For example, love being the most dominant and important theme of the play will capture students attention as it the most popular theme and students can relate to their own personal experiences. The theme of rivalry and illogical feuding can bring great excitement to the audience as the Capulets and Montagues constantly have something to fight about.
Romeo and Juliet Compare and Contrast Although Romeo and Juliet grew up in two different households meant to hate each other from the day of their birth, these two star crossed lovers find each other in a different light. In the play The Tragedy of Romeo and Juliet By William Shakespeare, Romeo being a Montague and Juliet being a Capulet were born into this family feud. The two of them fall in love at a party where Romeo was out looking for the original girl he was in love with, Rosaline, and Juliet was there to meet her future husband Paris. With love playing a huge part in this play, it's concluded that Romeo and Juliet are both a Eros kind of lover.
“Romeo and Juliet” by William Shakespeare entertains the audience through use of character, language and drama. The plot focuses on the theme of conflict and consequences, using deep characterisation, descriptive language and high drama to entertain. Act 3 Scene 1 focuses on a brutal feud between two enemies and Act 3 Scene 5 follows the patriarchal society’s approach to women marriage and societal expectations. Shakespeare forces the audience to engage with the idea of conflict and what it must have been like to live through this time. Shakespeare cleverly utilises a changing atmosphere in Act 3 Scene 1 to expertly entertain his audience.
In William Shakespeare's play The Tragedy of Romeo and Juliet, the use of multiple literary devices makes the play interesting. Dramatic irony, which is when the audience knows more than the characters, occurs numerous times throughout the play and grabs the attention of the audience. Soliloquies, which are lengthy speeches by a character to project their thoughts and emotions to the audience, this allows the audience to be more attentive. Allusions are references by characters to well-known places, events from myths or other literature that cause the audience to be absorbed into the play. After reading this marvelous play, it is obvious that Shakespeare uses dramatic irony, allusions, and soliloquies all written in blank verse to grasp the undivided attention of the audience.
How does Shakespeare’s Portrayal of Romeo and Juliet’s relationship become so captivating for the audience? Act 2 scene 2 is one of the most important and well known scenes in Shakespeare’s ‘Romeo and Juliet’. In this scene, Romeo and Juliet openly declare their love for each other for the first time in the play, which is done partially in soliloquy and partially in dialogue. The atmosphere that Shakespeare creates in Act 2 Scene ii is one of excitement, expectation and a little fear on the part of the audience. In this scene the audience is aware that Romeo is trespassing not only onto the private property of another family, but also onto one of his mortal enemies’, and if he were to get caught he would immediately be murdered by the Capulet
The Maturities of Romeo and Juliet It is a controversial topic whether youth is capable of handling a mature love. Romeo and Juliet, written by William Shakespeare by 1595, epitomizes this common topic. The main characters of the play are two teenagers who fall in love at the first sight, however, the hatred between the families of the two leads to their death in the end. In the adaptation of Baz Luhrmann’s Romeo and Juliet in 1996, Romeo and Juliet are portrayed more mature than in that of Baz Luhrmann in 1968.