Introduce Shakespeare's Romeo and Juliet with West Side Story and lesson plans that use contemporary music, humor, and art to make the Elizabethan bard's words come alive
How can a teacher impart a love of Shakespeare on a room full of unenthusiastic summer school students who may be reluctant or low-level readers? Make the Elizabethan Bard more accessible with a more modern version of the story!
Before you even delve into Romeo and Juliet, introduce students to the general story line using a video of the 1961 musical West Side Story. Resist the temptation to have students view the production straight through. Instead, make students more active participants in the learning process by providing them with class discussion, brief viewing guides, and activities to help students process the story.
Day 1 Activities
Class Discussion:Explain to students that, in the opening scenes they will see a stylized racial conflict between two gangs, the Jets and the Sharks. While it may appear that, as recent Puerto Rican immigrants the Sharks are the only "outsiders," point out that various references will show that the Caucasian Jets are also immigrants from various European nations.
Show DVD:Beginning through the end of "Gee, Officer Krupke."
Viewing Guide Questions I:1) Why is "turf" so important to the two gangs? What does either gang gain by maintaining the turf? 2) What do the words of the "Jet Song" tell us about the importance of the gang to its members? What do the Jets provide that an impoverished family life in the slums might not? 3) Read the words to "Gee, Officer Krupke". What does this humorous piece tell us about why the Jets feel left out of mainstream society?
Class Activity: Create a chart in which you define what you know about the following Jets characters: Riff, Tony, Action, Arab, Baby John, Anybodys.
Day 2 Activities:
Show DVD:Riff's Discussion with Tony ("Something's Coming") to the end of the "America."
Viewing Guide Questions II: 1) Compare and contrast Tony with Riff? 2) Why doesn't Tony want to represent the Jets in the War Council? Why does he agree to go anyway? 3) What does "Something's Coming" foreshadow? 4) What emotions are represented during the dance? What predictions do you make about where all of these emotions might all of these emotions lead? 4) Read the lyrics to "America". What frustrations did the Puerto Rican immigrants face in their own country? What frustrations do they face in America? How do their frustrations compare to those of the members of the Jets?
Day 3 Activities:
Show DVD: War Council to End of Act I (“Tonight Quintet”)
In Pairs: Provide each pair of students with magazines, glue, paint, markers, and a large piece of poster board. Ask students to create a collage that shows the growing tension (rising action) of the musical. Share and discuss the art.
Day 4 Activities:
Show DVD: Act II - The Rumble to the “Somewhere”
Class Discussion and Activity: 1) Is West Side Story still relevant today? 2) If West Side Story was written today, what conflicting groups might be portrayed? Where might the action take place? 3) Can you think of any more modern stories of “star-crossed lovers” (Titanic, Pirates of the Caribbean)? Why are these stories so appealing?
Day 5 Activities:
Small Groups: Divide students into groups and have them write skit of one of the scenes in West Side Story. For fun, have students integrate one or two modern songs (students may use CDs) into their skits. (Example: Julio Iglesias’ “Hero” in place of “Maria.”) As in the musical, ask them to make sure that the chosen recordings help to tell some aspect of the story. Ask students be able to defend their music choices.
Now you are ready to introduceRomeo and Juliet!
The copyright of the article Summer School Shakespeare Lessons in Curricula/Lesson Plans is owned by Susan Hyde. Permission to republish Summer School Shakespeare Lessons in print or online must be granted by the author in writing.
