Elizabethan English Language Word Play Think-Tac-Toe
Everyone must complete the center square and then can select at least two more word play activities. Complete your
choice activities using your personal list of words and expressions. Each time you complete a word play activity, share it
as indicated and ask those who review it to initial the square. Then turn it in to me in the format indicated. Pay close
attention to the due dates!
Rappin' and Rhymin'
Use at least fifteen of your words to create
a rap song about school, your friends, or
your favorite television program. Perform
your rap in front of at least two other
people.
Reviewers _________________________
Due Date __________________________
Sorting
Write all of your words and expressions
on 3x5 cards. Put their definitions on the
backs. Sort the cards into categories that
make sense to you. Give each category a
label. Then create a graphic organizer
that shows the words in their categories.
Share it with at least two people. You
will turn in both your 3x5 cards and the
graphic organizer.
It's Iambic
Use at least fifteen of your words and as
many other words as you need to in order
to write a poem in iambic pentameter.
Read it aloud to a partner and see if he/she
can hear the rhythm. Revise it as
necessary and then turn it in to me.
Partner____________________________
Reviewers _________________________
Due Date __________________________
Due Date __________________________
Translation Please
Find at least 10 of your words and phrases
in the text of Romeo & Juliet. Translate
each of the sentences you find them in
into modern English. Share and check
your translations with at least two other
people. You will turn in your translations.
Reviewers ______________________
Due Date _______________________
You Can Be Shakespeare Too
Like any self-respecting teenager,
Shakespeare broke the rules of English on
a regular basis. He sometimes used words
in an odd order, he made words up, and he
used words to make an impact on his
audience. Create a glossary of 10 words
and expressions not currently found in the
dictionary that you think should be.
These can be words you already use or
words you make up. Then use the words
in sentences so that I can get a sense of
their true meaning. Your submission
should not contain words that might
considered “swear words” by an adult.
Share your glossary with a friend, then
turn it in.
Translation Please: Take 2
Working with a partner, write a modern
English dialogue that adds something to
the story of Romeo and Juliet. Your
dialogue should include at least five
sentences or phrases by each speaker.
Translate your dialogue into Elizabethan
language using as many words from your
lists as you can. Share your dialogue
aloud in front of at least two other people,
then turn it in. Put both of your names on
it.
Reviewers ______________________
Due Date _______________________
Reviewer __________________________
Due Date ___________________________
Picture This
Draw pictures that represent or symbolize
at least 10 of your words. Share your list
of words and phrases and your pictures
with at least one other person and see if
that person can match your words and
phrases to your pictures. Make
modifications to the ones that are hard to
match. Then turn in a copy of your list
and the pictures -- I will see if I can
match!
It's A Puzzle
Visit Discovery Schoolhouse's
Puzzlemaker site at
http://puzzlemaker.school.discovery.com
Create a crossword puzzle using your
words. Use the definitions of the words as
the clues. Ask at least two other people
who have the same words as you to do
complete the puzzle. Based on how well
your reviewers do on your puzzles, refine
them. Turn in all drafts of your puzzle
along with the completed work of your
reviewers.
Reviewers_________________________
Reviewers _________________________
Due Date _________________________
Due Date___________________________
It's Comparable
Complete a Venn Diagram comparing
Shakespearean language with the English
spoken by you and your friends. If you
need some background information, check
out http://www.bardweb.net/england.html
Remember that an excellent Venn
Diagram compares well beyond the
obvious. You should have at least 15
differences and at least 10 similarities.
Share your Venn with at least two others
in the class, then turn it in.
Reviewers _________________________
Due Date __________________________
Becker Dobbertin, 2005
Romeo & Juliet Think Dots Cards
Think Dots Cards for your struggling learners.
Each person should share
the theme you and your
Theme Team are working
on. Share what your
Theme Team believes
Shakespeare wants his
audience to think about in
relation to that theme.
Also discuss whether that
theme is something that
people today should think
or learn about.
Each person should share
something a character has
said or done that reveals
his or her personality
traits (check your sticky
notes for ideas). Be sure
to say which character
you're talking about, what
the character has said or
done, and the trait that's
revealed by those words
or actions.
Discuss the events in
Romeo & Juliet that have
been surprising or
puzzling. Why do you
think Shakespeare is
using surprising or
puzzling events?
Discuss the ways that
teens today are similar
and different from Romeo
& Juliet. Give specific
examples from the play
and your life to back up
your ideas.
Discuss how your
relationships with your
parents are similar and
different from Romeo's
and Juliet's.
Discuss a symbol or other
literary element that your
Theme Teams have found
in Romeo & Juliet . What
impact have those things
had on the reader/viewer?
Each member of your
group has been focused
on a different theme.
Discuss your themes and
the things you are
learning about them. Are
those same themes
important today?
The characters in Romeo
& Juliet often appear
confused or naïve. What
advice would you give to
specific characters at this
point? Do you think they
would take your advice?
Discuss why or why not.
Based on what you
learned in your research
projects at the beginning
of the unit, discuss how
you think Shakespeare's
original audience reacted
to the play thus far. How
would a modern audience
react? Why?
Do your think Romeo and
Juliet are acting like
"typical" teens? Share
examples from your own
life to back up your ideas.
What responsibilities do
the adults in Romeo and
Juliet's lives have? Are
they doing the right thing?
Why or why not?
Are Romeo and Juliet in
control of their destinies?
Discuss why or why not.
Then talk about if ANY
person is really in charge
of his or her future. Be
sure to back up your ideas
with specific examples.
We have been focusing on
specific themes in our
Theme Teams. What
other themes do you think
Shakespeare had in mind?
What evidence do you
have to support your
ideas?
Make connections
between the characters in
Romeo & Juliet and other
characters in other novels
or plays you have read.
What traits do they share
with others? Unique
traits?
Discuss how Shakespeare
crafted the plot and
staging of Romeo & Juliet
in response to the needs
of his original audience.
How would it look if it
were crafted for a modern
audience? What would
the similarities and
differences be? Why?
Is Romeo & Juliet a
realistic portrayal of the
thoughts and actions of
teens in Elizabethan
times? Today? Give
specific examples to
support your thinking.
Free choice. What is on
your mind in relation to
Romeo & Juliet ?
Romeo & Juliet is
considered a timeless
classic. Why? Should it
taught in schools more
than 400 years after
Shakespeare wrote it?
Back up your ideas with
specifics.
Think Dots Discussion Rubric
3
2
− There was an energetic
− All members of the group
−
−
−
−
exchange of ideas among
all members of the group.
Participants listened
carefully with the intention
of learning from each
other.
Participants built on each
other's ideas, deepening
the conversation.
Participants asked
clarifying questions such
as "what did you mean
by...?"
All contributions were
valued.
−
−
−
−
contributed ideas and
examples.
Participants did not "talk
over" others.
Participants took turns
sharing ideas but did not
really "discuss" or carry
the thread of an idea
forward.
Participants asked
questions to engage others
such as "what do you think
about…?"
All contributions were
valued.
1
− Some members of the
−
−
−
−
group were "coasting."
There was a lot of
interrupting.
There was a lot of
unrelated talk.
People didn't ask each
other questions.
There was teasing or put
downs.
___________________________________________________
Book ____________ pp._____ to pp._____
Strategic Reading Journal
Before Reading:
• Write down what
you’re trying to find
out about.
• Brainstorm what you
already know.
• Predict what you
thing will happen in
this section.
• Ask yourself a
question.
During Reading:
• Mark the places in
the text that jump
out at you – you’re
surprised, you
connect to the text
or something you
already know,
you’re confused –
with a post-it note.
• Jot on the sticky (if
necessary so that
you remember what
your reaction was.
• Copy the passages
later (enough so
that I can find what
you’re referring to).
• Note your reactions,
ideas, connections,
questions, in the
column next to the
copied passage.
---------
This reminds me of …
I was thinking about…
This is like …
Now I know that …
That explains why…
But what about…
Then why…?
Etc., etc.,…
Passages
Reactions
After Reading:
• Answer the question
you asked yourself
in the beginning.
• Summarize what
happened or key
points in a paragraph
or outline.
• Tell why what
happened or what
you read about is
important.
Differentiated Strategic Reading Planning Template
What should students know, understand, and be able to do as a result of the assignment?
Anticipated student needs and preassessment plans:
Pre-reading strategy(ies) to build and/or activate
prior knowledge:
During-reading strategy(ies) to actively engage
students in thinking:
Post-reading strategy(ies) to help students make
sense of the new material:
Assessment:
Key Vocabulary
Text Features to Highlight
Materials
Becker Dobbertin, 2004
Think Dots Discussion Rubric
3
− There was an energetic
exchange of ideas among
all members of the group.
− Participants listened
carefully with the intention
of learning from each
other.
− Participants built on each
other's ideas, deepening
the conversation.
− Participants asked
clarifying questions such
as "what did you mean
by...?"
− All contributions were
valued.
2
− All members of the group
−
−
−
−
contributed ideas and
examples.
Participants did not "talk
over" others.
Participants took turns
sharing ideas but did not
really "discuss" or carry
the thread of an idea
forward.
Participants asked
questions to engage others
such as "what do you think
about…?"
All contributions were
valued.
1
− Some members of the
−
−
−
−
group were "coasting."
There was a lot of
interrupting.
There was a lot of
unrelated talk.
People didn't ask each
other questions.
There was teasing or put
downs.
Reasons why our choice is right:
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Reasons why our choice might not
be right:
Scenario number_______ is
the best example of effective
teaching and learning.
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Conclusion: _________________________________________________________________________________________________
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