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Friday, April 25th, 2008
Romeo & Juliet...Shoo Style
So, in my first post, I mentioned that I wrote a condensed version of Romeo and Juliet for my basic freshman class. I was really surprised by all the responses. I hadn't expected that must interest. I noticed I was writing entire blogs in the comments, so I figured I'd actually write a whole blog...
In teaching R&J to my basic students, I've noticed it takes an extremely long time, nearly nine weeks, in fact. Being exposed to Shakespeare and his language is very important; however, we do have other things to learn. So, my dilemma was how to teach Shakespeare without spending nine weeks on him. I searched for a solution and came across two options: teach the "Americanized" Shakespeare or find a condensed version. I'm sure there are those who beg to differ, but I see no point in teaching an "Americanized" Shakespeare...that isn't Shakespeare, not to mention how much we lose of the language. In fact, I showed my freshmen these examples, one from our friend, the bard, and our really good friend, Sparknotes:
"Oh, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear,
Beauty too rich for use, for earth too dear" I.5.42-25
versus...
"Oh, she shows the torches how to burn bright! She stands out against the darkness like a jeweled earring hanging against the cheek of an African. Her beauty is too good for this world; she's too beautiful to die and be buried."
Now, granted, I'm an English teacher. I have to appreciate the first more; however, on reading it, even my fourteen year old boys could tell that one is simply a poor-man's version. Granted, we all agreed that one is much more difficult to understand, but I had a freshman consensus that the first is harder, but it's worth trying to understand it.
So, this made "American" Shakespeare out of the question. That left the condensed version. Apparently the internet has everything except a good condensed version of Romeo and Juliet. They were all ridiculously short...I wanted short, but not insulting to my students. I decided I'd just have to write my own.
It seemed like such a daunting task. Who was I to determine what's important and what's unimportant in Shakespeare?? I felt like I was committing sacrilege. I rationalized it by telling myself that at least we were reading the bard's words and not some poor-man's version. So, I got started...
The first thing I did was print out a copy of R&J. I went through and highlighted what I considered to be the "important" parts.
...Have to get ready for work...to be continued...again...
Romeo & Juliet...Shoo Style
So, in my first post, I mentioned that I wrote a condensed version of Romeo and Juliet for my basic freshman class. I was really surprised by all the responses. I hadn't expected that must interest. I noticed I was writing entire blogs in the comments, so I figured I'd actually write a whole blog...
In teaching R&J to my basic students, I've noticed it takes an extremely long time, nearly nine weeks, in fact. Being exposed to Shakespeare and his language is very important; however, we do have other things to learn. So, my dilemma was how to teach Shakespeare without spending nine weeks on him. I searched for a solution and came across two options: teach the "Americanized" Shakespeare or find a condensed version. I'm sure there are those who beg to differ, but I see no point in teaching an "Americanized" Shakespeare...that isn't Shakespeare, not to mention how much we lose of the language. In fact, I showed my freshmen these examples, one from our friend, the bard, and our really good friend, Sparknotes:
"Oh, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear,
Beauty too rich for use, for earth too dear" I.5.42-25
versus...
"Oh, she shows the torches how to burn bright! She stands out against the darkness like a jeweled earring hanging against the cheek of an African. Her beauty is too good for this world; she's too beautiful to die and be buried."
Now, granted, I'm an English teacher. I have to appreciate the first more; however, on reading it, even my fourteen year old boys could tell that one is simply a poor-man's version. Granted, we all agreed that one is much more difficult to understand, but I had a freshman consensus that the first is harder, but it's worth trying to understand it.
So, this made "American" Shakespeare out of the question. That left the condensed version. Apparently the internet has everything except a good condensed version of Romeo and Juliet. They were all ridiculously short...I wanted short, but not insulting to my students. I decided I'd just have to write my own.
It seemed like such a daunting task. Who was I to determine what's important and what's unimportant in Shakespeare?? I felt like I was committing sacrilege. I rationalized it by telling myself that at least we were reading the bard's words and not some poor-man's version. So, I got started...
The first thing I did was print out a copy of R&J. I went through and highlighted what I considered to be the "important" parts.
...Have to get ready for work...to be continued...again...
Mrs. Shoo, this is exciting to hear... Can't wait for the continuation!