HUM 9 Romeo and Juliet

Act III Experts Peer Teaching

Your group will be assigned a scene or portion of a scene from Act 3. You will work
with your group 3 to become experts on your assigned scene of the Act by
completing the tasks below. You will then teach your scene to your peers. Each
group will be responsible for the following tasks:
Task One: Summary and Significant Quotes

Read the scene summary to the class from Sparknotes.

Describe the main overriding theme of your scene and how it is significant to
the advancement of the overall storyline. Why is this scene necessary?
Choose 2-3 quotations as proof for your decision.
What new information do we learn about the characters from this scene? Give
examples from the story using 2-3 significant quotations.
Task Two: Literary Techniques

Identify and explain any three literary techniques (metaphor, simile, pun,
alliteration, analogy, allusion, personification, paradox, imagery, etc.) that have
been used in your scene(s). Show how this figurative language enhances the
story
Task Three: Questions

Choose any three of the questions for your scene(s) from the handout packet
that you feel are most significant. Answer them thoroughly, using specific
details from the play, teaching the class.
Task Four: Script

Write a new, original script for a meaningful section of your assigned scene
using modern-day English rather than Elizabethan English. DO NOT USE
SPARKNOTES TEXT; USE YOUR OWN WORDS. This should be at least one
page in length and must follow script format and conventions. Share your
script with the class in a dramatic performance.
Task Five: Linking Text

Choose a text (poem, song, movie, photograph, piece of art, or newspaper

article, etc.) that your group believes represents or connects to your scene.
Share it with the class. In a paragraph of eight to ten sentences explain your
reasons for choosing it. Be specific.

HUM 9 Romeo and Juliet

GROUPS AND ASSIGNED LINES

1. GROUP 1: scene 1 (lines 1 70); group of 3
2. GROUP 2: scene 1b (lines 71 160; 89 lines); group of 3
3. GROUP 3: scene 2 (145 lines); group of 3
4. GROUP 4: scene 3 (176 lines); group of 3
5. GROUP 5: scene 4 (37 lines); group of 3
Complete tasks one, four and five, but instead of tasks two and three,
answer these questions to present to the class:
a. Focus on dramatic irony and its role in the play for your literary
technique.
b. Research Elizabethan rules around marriage and family obligation.
Why were adolescent girls wed so young? What choices did they
have? What was the role of courtship?
c. What type of a man is Capulet? Why does he want Juliet to be married
so quickly, and what do you think of his own marriage? Discuss
thoroughly.
d. What advice would you give to Capulet about how better to understand
his daughter and relate to her?
6. GROUP 6: scene 5a lines (1 125; 125 lines); group of 3
7. GROUP 7: scene 5b (lines 126 243; 117 lines) group of 3

Your group must submit all tasks in one document for your
peer teaching to Moodle, after delivering your
presentation.
Make sure all individual tasks are clearly labelled within
the document.

HUM 9 Romeo and Juliet

Romeo & Juliet: Act III Experts Peer Teaching Rubric

CATEGORY
Task 1:
Theme &
Characterization
Quotations

/5
Task 2:
Literary
Techniques
(or substitute
assignment)

Choice of quotations
demonstrates an insightful
understanding of the text
and intent of the scene;
explanations are thorough,
relevant and thoughtful.

Choice of quotations
demonstrates a clear
understanding of the text
and intent of the scene;
explanations are clear, and
relevant.

Choice of quotations
demonstrates a general
understanding of the text
and/or intent of the scene;
explanations are general
but relevant.

Choice of quotations
demonstrates a limited
understanding of the text
and/or intent of the scene;
explanations are superficial,
irrelevant and/or
underdeveloped.

All three literary techniques

are accurately identified;
explanations demonstrate a
clear understanding of both
the technique and the text.

All three literary techniques

are accurately identified;
explanations demonstrate a
suitable understanding of
both the technique and the
text.

Two or three of the five

techniques are accurately
identified; explanations
demonstrate a general
understanding of the
technique and/or the text.

Two or more techniques are

inaccurately identified;
explanations demonstrate a
limited understanding of the
technique and/or the text.

Answers are specific and

thoughtful, demonstrating
an insightful understanding
of the question and the text.
Support is explicit, precise
and deliberately chosen to
enhance the ideas
presented.

Answers are thoughtful,

demonstrating an
understanding of the
question and the text.
Support is relevant,
generally accurate and
clearly connected to the
ideas presented.

Answers are general,

demonstrating a
generalized understanding
of the question and the text.
Support is adequate but
general; the connection to
the ideas presented is
generally clear.

Answers are vague,

irrelevant and/or
underdeveloped,
demonstrating a limited
understanding of the text
and/or the question.
Support is irrelevant and/or
lacking.

The script demonstrates an

insightful understanding of
the plot, characters and
language. Purposeful
organization provides
coherence and direction.
Word choice is precise and
effective. Consistently
maintains proper script
format.

The script demonstrates a

thoughtful understanding of
the plot, characters and
language. Controlled
organization provides
direction and coherence.
Word choice is occasionally
effective. Script format is
mostly maintained.

The script demonstrates a

general understanding of
the plot, characters and
language. Organization is
generally clear, but
coherence falters. Word
choice is acceptable, but
too general. An attempt has
been made to follow script
format.

The script does not

adequately demonstrate an
understanding of the plot,
characters and language.
Organization is haphazard
and coherence is not
maintained. Word choice is
inappropriate and/or
ineffective. No attempt has
been made to follow script
format.

Chosen text thoroughly and

creatively links to the a
central idea / theme / event
in the section,
demonstrating insight into
both texts; paragraph is
thorough, relevant and
thoughtful.

Chosen text clearly links to

a central idea / theme /
event in the section,
demonstrating a clear
understanding of both texts;
paragraph is clear and
relevant.

Chosen text links generally

to the section, and/or to a
minor detail from the
section, demonstrating a
generalized understanding
of both texts; paragraph is
general and relevant.

A link between the texts is

not clearly established,
demonstrating a limited
understanding of both texts;
paragraph is superficial,
irrelevant and/or
underdeveloped.

Presentation is clear,
polished and easy to follow;
presenters demonstrate a
clear understanding of
audience and purpose.
Content is presented in a

Presentation is usually clear

and easy to follow.
Presenters show an
awareness of audience and
purpose. Presenters have
made a concerted effort to

Presentation is generally
clear and easy to follow.
Presenters show a vague
or emerging awareness of
audience and purpose.
Presenters make at least

Presentation is unclear
and/or difficult to follow.
Presenters show limited or
no awareness of audience
or purpose. No effort is
made to teach the material,

/5
Task 3:
Teaching of Scene
Questions
(or substitute)

/5
Task 4:
Original Script

/5

Task 5:
Linking Text

/5

Presentation
X2

HUM 9 Romeo and Juliet

/10

manner that teaches the

material effectively to the
other students and conveys
enthusiasm.

teach the material to their

peers with care.

an effort to teach the

material, but efforts may not
be effective or may lack
engagement.

or students fail to take it

seriously.

Act 3 Scene ________

Name(s):

____________

____________

____________

/35