Romeo and Juliet Final Project

You are to work as a team to complete this final assessment of your understanding of how William Shakespeare worked to reach his audience by becoming members of Lord Chamberlain’s Men. Throughout the study of the play, you have noted and discussed parallel plots, character traits, the juxtaposition of various contrasts, and noted paradoxes within the play. You have also been given information regarding the audience Shakespeare’s play were performed for. Using this knowledge, you and your group are to create a depiction of the Globe Theater that includes the elements listed below, then pitch the production of Romeo and Juliet to the Globe Theater’s board members. You will be assessed on your group’s final product, presentation, and on your individual contribution to the group.

Product RequirementsYour task is to create a simple visual representation of the Globe Theater. This can be done on the computer, on poster paper, or in any creative way that you can devise. The construction of the theater does not have to be elaborate, but it does have to be visually appealing. (This means it cannot be done hastily, sloppily, or in pencil.)

Within the theater, you must include the following elements: Define what audience members (groundlings, aristocracy, Queen

Elizabeth and the royal court) sat where.

For each area that the audience members sat, provide the following information: Characters: At least 2 characters you feel the members in

that section would have particularly enjoyed or related to. Each “followed” character must be used. Include for each character

□ At least 2 character traits that make the character so identifiable to this section of audience members

□ At least 2 appealing lines spoken by or about the character that best illustrate the traits you have chosen. Chose these lines wisely, for they should be the best examples from the play of the traits you have chosen—not just something you found quickly. These lines should come from different scenes of the play—not the same scene. Make sure to cite the lines with the Act, Scene, and Line numbers. For example: “Enough of this, I pray thee, hold thy peace” (1.3.53). (This means Act 1, Scene 3, Line 53.)

Paradoxes: At least 1 paradox per section that you created based on the contrasts you were following. The paradox you choose for each section should be unique and relate to the members of that section. Include for each section

□ the paradox□ at least 2 lines from the play that highlight the

paradox’s truth Parallel Plot: Which of the parallel plots do you think

each section of audience would enjoy the most? Include□ the parallel plot□ at least 2 key elements of the plot that you feel

the audience would relate to□ you must include a different parallel plot for each section of the audience

Lady Capuletunaware, selfish, self-promoting

“Well, think of marriage now. Younger than you / Here in Verona, ladies of esteem / Are made already mothers” (1.3.71-73).

“I would the fool were married to her grave!” (3.5.140).

Old versus YoungWisdom does not come with age.

“Three words, dear Romeo… / If that thy bent of love be honorable, / Thy purpose marriage, send me word tomorrow” (2.2.142-144).

“I wonder at this haste, that I must wed / Ere he, that should be husband, comes to woo” (2.5.118-119).

Juliet’s Love Life- choosing between what’s proper and her

heart’s desire- sacrificing herself for love

Presentation RequirementsYour group must give a 15-25 minute presentation on the conclusions you drew. In your presentation, you will elaborate on all of the elements you have included in your product. Thus, you will be explaining the following for each section of the theater: Who was Shakespeare’s audience?

□ Give a brief description of the type of person that would have stood or sat in this section. What were their jobs? Were they wealthy, poor, etc.?

What characters would this part of the audience have particularly enjoyed?□ Name the characters and their traits□ Read the chosen lines aloud and explain how those lines exemplify the traits and

provide audience interest□ Elaborate further on why the audience would have been captivated by these characters

Which paradoxes would this part of the audience have best related to?□ Name the paradoxes and explain which contrasts they relate to (see example on first

page)□ Read the chosen lines aloud and explain how those lines exemplify this paradox□ Elaborate further on what you understand about this paradox’s role in the play and why

this particular section of the audience would be able to relate to it Which parallel plot would this part of the audience enjoy the most?

□ Explain why you feel this particular section of the audience would most appreciate this parallel plot

Individual ExpectationsIt is expected that each group member will contribute as equally as possible to the project’s creation and in the presentation. You will also be required to split the time for the presentation as evenly as possible, with each group member speaking for at least two minutes each. Queen Elizabeth may have further questions after the presentation, so be prepared to elaborate further on the information you provide. It is recommended that your group divvy up parts and expect each person to be well-versed in what he/she is going to say during the presentation. You will receive an individual score for your contribution to both the creation of the product and your role in the presentation.

Use the graphic organizer & planning sheet as a reflection on your personal and each group member’s contribution (to assist with individual scoring). Turn

both in the day of your presentation.

Project Breakdown Sheet to Assist in PlanningDay 1

□ Divide assignments for content (for a group of 6, each person should be given 2 assignments)

□ Character 1 traits & quotes (Groundlings section)

□ Character 2 traits & quotes (Groundlings section)

□ Character 3 traits & quotes (Aristocracy section)

□ Character 4 traits & quotes (Aristocracy section)

□ Character 5 traits & quotes (Queen & Royal Court section)

□ Character 6 traits & quotes (Queen & Royal Court section)

□ Paradox 1 and quotes (Groundlings)

□ Paradox 2 and quotes (Aristocracy)

□ Paradox 3 and quotes (Queen & Royal Court)

□ Parallel Plot 1 and key elements (Groundlings)

□ Parallel Plot 2 and key elements (Aristocracy)

□ Parallel Plot 3 and key elements (Queen & Royal Court)

□ Find content & write on common paper or upload to common document/interactive whiteboard as rough draft

□ Assign homework for the group to have the content ready or uploaded for their individual parts

Day 2

□ Take turns creating your final draft on paper or online. Whomever completed the assignment should be the one to upload it or put it on the poster—this should NOT be the job of 1-2 individuals.

□ While the others are writing, begin practicing what you will say out loud about your characters, paradoxes, and/or parallel plots.

□ Finish the final draft

□ Assign homework of each group member practicing

Day 3

□ Determine what order you will present the information in. Write it down if you need to.

□ Practice your group presentation. Give each other feedback. Practice again. Continue doing this until it is perfect!

Rubric for Group PresentationsScore Content Coverage Delivery & Organization Group Coordination Visual Product

ContentVisual Product

Aesthetics3

All aspects of the subject were covered and all objectives were met effectively.

Content throughout the presentation is well researched and presented succinctly and with depth of thought/explanation. No errors in the content of the presentation distracted from the topic being covered.

Ideas are supported with accurate, relevant facts from the text.

All aspects of the presentation were well prepared and presenters understood and had a complete grasp of subject.

The presentation was well organized, well prepared, and easy to follow.

Group members knew when to contribute.

The group was well coordinated and all members collaborated and cooperated.

Teammates always worked very well together and fed from each other’s ideas throughout the presentation.

It was evident that all members contributed equally to the presentation and the presentation time was shared equally among the group members.

All of the required content is included in the visual representation.

All of the content is accurate and properly displayed (i.e. citations are included and properly formatted).

2.38

Most aspects of the subject were covered and most of the objectives were met.

Content shows problems with research and succinct presentation; presenters may be too detailed for time limit or unprepared with relevant examples.

Some errors in the content of the presentation distracted from the topic being covered.

Ideas are supported with facts from the text with some inaccuracies or irrelevance.

Most aspects of the presentation were well prepared. Most aspects were completely understood.

The presentation had organizing ideas but could have been much stronger with better preparation.

Group members had to cue each other when it was time for the next person to contribute.

The group has small errors in coordination or collaboration that delayed the presentation.

The teammates worked well together and fed from others’ ideas most of the time.

It seems like everyone did some work, but some people are carrying the presentation. Some members may be “rescued” by other members, causing a discrepancy in the amount of time shared by group members.

The majority of the required content is included in the visual representation.

The majority of the content is accurate with minimal errors in how it is displayed.

Visuals are attractive.

Background, font formats, and graphics are easy to read; no items are misplaced, misspelled or contain grammatical errors.

2.1

Ideas are not supported with accurate, relevant facts from the text.

Material didn’t support goal and had major content errors.

Presentation of content is disjointed and incoherent; little evidence of preparation.

Several aspects of the presentations were not well prepared. Several aspects were not completely understood.

There were minimal signs of organization or preparation.

Group members spent unnecessary time trying to determine whose turn it was to contribute.

The group has more than two delays or had a problem in collaboration or cooperation.

The teammates sometimes worked well together and fed from others’ ideas.

It seems as though certain people did not do as much work as others. Some group members may have dominated the time spent presenting.

The visual is missing a significant amount of required content.

A significant amount of content is inaccurate OR contains errors in how it is displayed.

Multiple visuals are unattractive, creating a distraction.

Background, font formats, and graphics are difficult to read OR items are misplaced, misspelled, or contain grammatical errors.

Final Score: /14 = %

Individual Rubric for Group PresentationsScore Preparedness & Time Contribution Product Contribution

3The presenter was very confident in delivery and they did an excellent job of engaging the class.

Preparation of content very evident.

Presenter has good voice inflection and does an outstanding job in the speaking aspect of the presentation.

Presenter’s air time is equal with the other members of the group and within the given time limits.

It is evident from the student’s reflection and the group’s reflection that the student contributed an equal amount to the creation of the visual aide.

2.55

The presenter was occasionally confident with the presentation.

It appears the presenter could have been more prepared to discuss the content.

Presenter has some voice inflection and does attempt to communicate clearly. A few errors in communication due to volume, verbal tics, etc.

Presenter’s air time is slightly longer or shorter than the other group members’ OR slightly longer or shorter than the given time limits.

It is evident from the student’s reflection and/or the group’s reflection that the student either dominated or did not contribute an equal amount to the creation of the visual aide.

2.25

The presenter was unconfident and demonstrated little evidence of planning prior to the presentation.

Presenter communicated poorly which interfered with the overall delivery of information.

Presenter’s air time is significantly longer or shorter than the other group members’ OR significantly longer or shorter than the given time limits.

It is evident from the student’s reflection and/or the group’s reflection that the student either created the majority of the visual aide or helped very little in creating the visual aide.

Final Score: /6 = %

Individual Rubric for Group PresentationsScore Preparedness & Time Contribution Product Contribution

3

The presenter was very confident in delivery and they did an excellent job of engaging the class.

Preparation of content very evident.

Presenter has good voice inflection and does an outstanding job in the speaking aspect of the presentation.

Presenter’s air time is equal with the other members of the group and within the given time limits.

It is evident from the student’s reflection and the group’s reflection that the student contributed an equal amount to the creation of the visual aide.

2.55

The presenter was occasionally confident with the presentation.

It appears the presenter could have been more prepared to discuss the content.

Presenter has some voice inflection and does attempt to communicate clearly. A few errors in communication due to volume, verbal tics, etc.

Presenter’s air time is slightly longer or shorter than the other group members’ OR slightly longer or shorter than the given time limits.

It is evident from the student’s reflection and/or the group’s reflection that the student either dominated or did not contribute an equal amount to the creation of the visual aide.

2.25

The presenter was unconfident and demonstrated little evidence of planning prior to the presentation.

Presenter communicated poorly which interfered with the overall delivery of information.

Presenter’s air time is significantly longer or shorter than the other group members’ OR significantly longer or shorter than the given time limits.

It is evident from the student’s reflection and/or the group’s reflection that the student either created the majority of the visual aide or helped very little in creating the visual aide.

Final Score: /6 = %