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1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
1. List your personal understanding, ideas or hunches.
Now that you are familiar with Romeo and Juliet you will write everything you know about each of the characters in the story. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about each of the characters. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about each of the characters.
3. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions.
5. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
7. Present Findings
Using the Facebook template, created Profile pages for each of the important characters in Romeo and Juliet. Keep in mind, created the Profile page, not the News Feed. I encourage each student to think about whom the last five or six people to post on that character’s wall would be and what they would say. -Students can get symbolic with the profile pics, choosing concrete objects that represent a deeper idea or characteristic.
-Students can earn extra points for using Elizabethan English, or a mixture of text-talk. Remember, it should still sound like a Facebook page. I encourage them to use this mixture, as that is when it is the most fun. I’m sorry, but “I like it not here in Mantua. FML” is freaking hilarious.
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Currently ENGL 2.5/5 Stars.12345
analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.[E1.5B]
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.[E1.1B]
relate the figurative language of a literary work to its historical and cultural setting.[E1.2C]
analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature.[E1.2B]
analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.[E1.3A]
analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development.[E1.5A]
analyze the way in which a work of fiction is shaped by the narrator's point of view.[E1.5C]
demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature.[E1.5D]
analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.[E1.6A]
explain the role of irony, sarcasm, and paradox in literary works.[E1.7A]
explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.[E1.8A]
summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion.[E1.9A]
make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns.[E1.9C]
synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.[E1.9D]
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