Romeo and Juliet Metacognition

Reflecting back on our adventures with Shakespeare, examine your ability to apply
the reading strategies we discussed and explored in class. Please write a minimum
of 5 sentences per prompt; fully explore and support your ideas with specific
examples.
We started our studies doing an exercise from Cris Tovanis Do I Really Have to
teach Reading?. How many of the different reading strategies did you use before,
during, and after reading to understand Romeo and Juliet? How did previewing the
scene with the summary notes to set a purpose for your reading? How did making
scene summaries and sketches improve/clarify your understanding? How did your
participation in a reading circle strengthen your understanding of the play? What
additional strategies from our anchor chart did you apply throughout our reading
and how did they help you make meaning of a difficult text? Describe several
different strategies you used before, during, and after reading, explain which ones
you found most helpful, and identify specific steps you can take to improve as a
reader?

Off the Page and to the Stage

Interconnected Skills 4.2 identify several of their skills in listening, speaking,
writing, viewing, and representing and explain how the skills help them read more
effectively
Did imagining how the characters speak these lines clarify your interpretation of the
play? Did the discussion with your group raise questions that should have been
addressed in the play but werent?

Metacognition
Reading
1.2, 4.1
Many strategies have been
identified and described.
Each strategy has been
discussed with many specific
personal examples

Metacognition
Oral Communication
3.1
Many strategies have been
identified and described.

Several different
strategies used
before, during and
after reading have
been described. (3)
Each strategy makes
reference to specific
units and assignment
examples. (2 different
units, 2 assignment
examples)
Several different
strategies used
before, during and
after oral
communication have
been described. (3)
Each strategy makes

Many strategies used

before, during and
after reading have
been described. (2)

Some strategies used

before, during and
after reading have
been described. (2)

Limited strategies
used before, during or
after reading have
been described. (1)

Most strategies make

reference to specific
units and assignment
examples. (2
assignment examples
discussed)

One strategy makes

reference to an
assignment example.
(1 assignment
example discussed)

No reference made to
specific units and
assignment examples.

Many strategies used

before, during and
after oral
communication have
been described. (2)

Some strategies used

before, during and
after oral
communication have
been described. (2)

Limited strategies
used before, during or
after oral
communication have
been described. (1)

Most strategies make

reference to specific

One strategy makes

reference to an

No reference made to
specific units and

No strategies
have been
described.

No strategies
have been
described.

Each strategy has been

discussed with many specific
personal examples.

reference to specific
units and assignment
examples. (2 different
units, 2 assignment
examples)

units and assignment

examples. (2
assignment examples
discussed)

assignment example.
(1 assignment
example discussed)

assignment examples.