Grade Level: 8th grade
Objective: Develop a skill (Compare and Contrast)
Common Core Standards Addressed:
RL. 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL. 7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
RL. 9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL. 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
RI. 10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently
RL. 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL. 7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
RL. 9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL. 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
RI. 10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently
Romeo and Juliet is one of Shakespeare's most famous plays. It tells a story of love doomed by fate and fortune. Romeo Montague and Juliet Capulet come from families that are fierce rivals of each other. Because of this, they have to keep their romance a secret which proves to be a very difficult task. The text is rich with figurative language and its themes remain timeless, making it a perfect choice for the classroom.
Supporting Text #1: The Fault in our Stars by John Green
Format: Novel
Complexity: At grade level
Summary:
Hazel and Gus meet because of a cancer support group. They end up falling in love and embarking on the adventure of their lifetimes.
Potential Use in the Classroom:
Independent reading. Compare and contrast the relationship between the main characters with Romeo and Juliet. The two pairs of main characters in the text have many similarities but also many differences. It would be especially important to examine the two texts from the perspective of gender.
Justification:
The modern setting of the John Green text will help bridge the divide in the classroom and help reach those students who may struggle with the language of Shakespeare, but understand the themes. For example, the idea of fate (or "the stars") is touched on heavily throughout the two texts.
Supporting Text #2:
“Teen brains may have an advantage — better learning” by Bethany Brookshire
Format: scientific article
Complexity: above grade level
Summary:
This scientific article presents a new way to view the teenage brain while also referencing the many misconceptions adults may have about adolescents.
Potential Use in the Classroom:
Teacher led. Compare and contrast the ideas presented in the article and the popular perceptions of teens in general. Connect to Romeo and Juliet. How do the adults view the two protagonists? Are they right or wrong according to the article?
Justification:
This article presents research that challenges the previously held notion that teenagers are poor decision makers due to their lack of brain maturity. This look into neuroscience connects to the anchor text (because the main characters are teens) as well as to our students.
“Teen brains may have an advantage — better learning” by Bethany Brookshire
Format: scientific article
Complexity: above grade level
Summary:
This scientific article presents a new way to view the teenage brain while also referencing the many misconceptions adults may have about adolescents.
Potential Use in the Classroom:
Teacher led. Compare and contrast the ideas presented in the article and the popular perceptions of teens in general. Connect to Romeo and Juliet. How do the adults view the two protagonists? Are they right or wrong according to the article?
Justification:
This article presents research that challenges the previously held notion that teenagers are poor decision makers due to their lack of brain maturity. This look into neuroscience connects to the anchor text (because the main characters are teens) as well as to our students.
Supporting Text #3:
“In Afghanistan, Rage at Young Lovers”
by Jack Healy
Format: news article
Complexity: At grade level
Summary:
The news article tells of the story of a young couple from two different ethnic groups in Afghanistan who were attacked by an angry mob simply because they were together. The punishment the community (including the girl’s father) want is death. The two teens both express that they are ready to die for their love, but they do not understand why it has to be that way.
Potential Use in the Classroom:
Peer Supported. Have students read in small groups and discuss similarities and differences in this story to the anchor text.
Justification:
This article brings Romeo and Juliet to real life and is rich with opportunities for comparisons and contrasts.
Supporting Text #3:
“In Afghanistan, Rage at Young Lovers”
by Jack Healy
Format: news article
Complexity: At grade level
Summary:
The news article tells of the story of a young couple from two different ethnic groups in Afghanistan who were attacked by an angry mob simply because they were together. The punishment the community (including the girl’s father) want is death. The two teens both express that they are ready to die for their love, but they do not understand why it has to be that way.
Potential Use in the Classroom:
Peer Supported. Have students read in small groups and discuss similarities and differences in this story to the anchor text.
Justification:
This article brings Romeo and Juliet to real life and is rich with opportunities for comparisons and contrasts.
Supporting Text #4: “Hip-Hop & Shakespeare?” by Akala Format: TED talk Complexity: at grade level Summary: Akala is a music artist who is also an activist. In this TED talk he makes the connection between Shakespeare and modern day rap. Potential Use in the Classroom: Peer supported. After viewing the talk as a whole class, groups of students should compare and contrast rappers to Shakespeare. Students could be assigned a scene from the play and have to adapt Shakespeare’s language to the modern vernacular. The new raps could then be performed in front of the class. Justification: Akala is very successful at his attempt to show Shakespeare in the everyday. His passion for the work, along with his comparison to modern day rappers, could appeal to students. |
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Supporting Text #5: "How do I love Thee (Sonnet 43)" by Elizabeth Barrett Browning
Format: poem
Complexity: above grade level
Summary:
The speaker discusses the theme of love- even after death.
Potential Use in the Classroom:
Teacher led. Discuss portrayal of romantic love and compare/contrast with original text.
Justification:
The sonnet form that Browning uses is attributed to Shakespeare. The themes are also similar to the themes discussed in the anchor text.
Supporting Text #6:
Romeo + Juliet directed by Baz Luhrmann
Format: Film
Complexity: above Grade Level
Summary:
This version of the play is rich with details as the setting is closer to modern day.
Potential Use in the Classroom:
Teacher led. Compare and contrast the adaptation of a few notable scenes to the source text and/or Zeffirelli’s version. In particular, the film’s use of setting and costumes should be discussed.
Justification:
Luhrmann’s take on the classic remains true to Shakespeare’s language but also brings the text into the modern era which may be more accessible for students.
Supporting Text #7:
Romeo and Juliet directed by Franco Zeffirelli
Format: Film
Complexity: above grade level
Summary:
Zeffirelli’s take on the play is classic.
It is extremely close to the original text in prose, scenery, and costume.
Potential Use in the Classroom:
Teacher led. Compare and contrast the portrayal of a few notable scenes. Students can compare the stage directions to the film as well as compare/contrast the direction of Zeffirelli and Luhrmann.
Justification:
Showing scenes from the film will help struggling readers. Because the film is close to the original, it will allow students to see the content as Shakespeare intended.
Supporting Text #7:
Romeo and Juliet directed by Franco Zeffirelli
Format: Film
Complexity: above grade level
Summary:
Zeffirelli’s take on the play is classic.
It is extremely close to the original text in prose, scenery, and costume.
Potential Use in the Classroom:
Teacher led. Compare and contrast the portrayal of a few notable scenes. Students can compare the stage directions to the film as well as compare/contrast the direction of Zeffirelli and Luhrmann.
Justification:
Showing scenes from the film will help struggling readers. Because the film is close to the original, it will allow students to see the content as Shakespeare intended.