Dual Column Notes for Translation/Annotation of Romeo and Juliet: CCSS

Dual Column Notes for Translation/Annotation of Romeo and Juliet: CCSS
Grade Levels
Common Core Standards
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110 KB|17 pages
Product Description
“I dream’t a dream last night.” –Romeo and Juliet
I’ve been creating so many creative lessons lately, that I have begun to dream about them. Last night I dreamt that one of my students was frustrated. She said, “Why can’t we just translate Shakespeare word for word.”
As soon as I woke up my brain scrambled several ideas together; the Shakespeare translation books that we use in class with a popular double column note taking system. This gave birth to ShakeNotes; an interactive note taking Shakespeare translating system for the high school student.
I have included ShakeNotes for several pivotal speeches in the play as well as a blank note page for students to record a speech of their own selection. This note taking system is very malleable and can be used in many different ways. Instruct students to highlight the author’s word choice on the left side, and then takes notes on connotation on the right side to discuss mood and tone. Another option might be to analyze the two pivotal speeches in one specific Act, rather than reading it as a class in its entirety.
This activity is the perfect way to practice for the common core . Allow your students to translate, annotate the text, discuss, and write about one of our most celebrated pieces.
Everything is printable and ready to use.
The common core standards that you will cover include:
• CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
I have included mini posters for your classroom.
Total Pages
17 pages
Answer Key
Teaching Duration
90 minutes
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