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    Juliet laments that her only enemy is Romeo's name as a Montague, as Romeo himself is not inherently her enemy due to his family name. She asks Romeo to take a new name, arguing that a name is merely a word and does not define one's essence, so Romeo could still be as perfect without bearing the name that causes them to be enemies. Juliet offers herself completely to Romeo if he will set aside his family name.

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    Juliet laments that her only enemy is Romeo's name as a Montague, as Romeo himself is not inherently her enemy due to his family name. She asks Romeo to take a new name, arguing that a name is merely a word and does not define one's essence, so Romeo could still be as perfect without bearing the name that causes them to be enemies. Juliet offers herself completely to Romeo if he will set aside his family name.

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    Juliet laments that her only enemy is Romeo's name as a Montague, as Romeo himself is not inherently her enemy due to his family name. She asks Romeo to take a new name, arguing that a name is merely a word and does not define one's essence, so Romeo could still be as perfect without bearing the name that causes them to be enemies. Juliet offers herself completely to Romeo if he will set aside his family name.

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    Juliet laments that her only enemy is Romeo's name as a Montague, as Romeo himself is not inherently her enemy due to his family name. She asks Romeo to take a new name, arguing that a name is merely a word and does not define one's essence, so Romeo could still be as perfect without bearing the name that causes them to be enemies. Juliet offers herself completely to Romeo if he will set aside his family name.

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    Best Lesson

    By Michael Allan

    Romeo and Juliet


    Act II Scene II

    Line 38-49

    JULIET:
    'Tis but thy name that is my enemy;
    Thou art thyself, though not a Montague.
    What's Montague? it is nor hand, nor foot,
    Nor arm, nor face, nor any other part
    Belonging to a man. O, be some other name!
    What's in a name? that which we call a rose
    So Romeo would, were he not Romeo call'd,
    Retain that dear perfection which he owes
    Without that title. Romeo, doff thy name,
    And for that name which is no part of thee
    Take all myself.

    Wellington Secondary College


    Government School
    82% of students language background other
    than English
    Predominantly south east Asian first
    generation Australians
    Strong perceived maths culture
    Every subject unit must follow 4 resources
    model (Luke & Freebody)

    My class
    Year 10 English
    15 students
    Very diverse student needs
    Nearly all students below expected reading
    levels
    One student reading at a grade six level
    Strong resentment towards English

    The Unit
    The history of English language
    Implemented due to extremely poor response to year 10 text Romeo &
    Juliet
    Main goal is to show students that language is constantly evolving and not
    stagnant
    Major summative oral presentation on the etymology of one old word,
    one new word and a word they had created

    AUSVELS
    Understand that Standard Australian English in its spoken and written forms
    has a history of evolution and change and continues to evolve (ACELA1563)
    Understand that peoples evaluations of texts are influenced by their value
    systems, the context and the purpose and mode of communication
    (ACELA1565)
    Create literary texts with a sustained voice, selecting and adapting
    appropriate text structures, literary devices, language, auditory and visual
    structures and features for a specific purpose and intended audience
    (ACELT1815)

    The theory behind the unit

    What good readers do (Beers)


    Many readers think good readers just are

    Good readers
    They know many meaning of many words and when they dont automatically
    recognise the meaning, know how to use the context as a clue or word parts such
    as root words and affixes to discern meaning p. 35
    What limited readers do :
    has few or no strategies for recognising unknown words
    Has a difficult time expressing thoughts or ideas in small or large group settings
    Expects you to explain what texts means instead of working to explain text to self
    Thinks good readers understand a text with little or no effort

    Four Resources Model code breaker


    break the code of written texts by recognising
    and using fundamental features and
    architecture, including alphabet, sounds in
    words, spelling, and structural conventions and
    patterns.
    Involves the nature of the relationship
    between spoken sounds and written symbols
    and the contents of that relationship

    Lesson Outline
    Scaffolded learning approach learning the meta
    language to talk about language
    Give class an unfamiliar text passage to decode
    Read aloud passage to class
    Go around class what words dont we understand
    Decode unfamiliar word What? Where? When?
    Why??
    Rewrite the passage in a different way

    Text types and activities used

    Grammar and meta language worksheets


    A Clockwork Orange
    Dr Suess The Lorax
    Diary entries
    The Ricky Gervais Show
    Text messages
    Contradictory paragraphs
    Word of the year
    Words recently added to the dictionary
    The Meaning of Liff

    This is a dog.

    This is a cat.

    'Tis but thy name that is my enemy;


    Thou art thyself, though not a Montague.
    What's Montague? it is nor hand, nor foot,
    Nor arm, nor face, nor any other part
    Belonging to a man. O, be some other name!
    What's in a name? that which we call a rose
    So Romeo would, were he not Romeo call'd,
    Retain that dear perfection which he owes
    Without that title. Romeo, doff thy name,
    And for that name which is no part of thee
    Take all myself.

    85 words
    11 unfamiliar words
    74 familiar words

    'Tis but thy name that is my enemy;


    Thou art thyself, though not a Montague.
    What's Montague? it is nor hand, nor foot,
    Nor arm, nor face, nor any other part
    Belonging to a man. O, be some other name!
    What's in a name? that which we call a rose
    So Romeo would, were he not Romeo call'd,
    Retain that dear perfection which he owes
    Without that title. Romeo, doff thy name,
    And for that name which is no part of thee
    Take all myself.

    Works Cited
    K. Beers, When Kids Cant Read What Teachers Can Do, p.25-39
    Hienemann, Portsmouth, NH. 2003
    Peter Freebody, Further Notes on the Four Resources Model 19992000 International Reading Association, Inc.
    http://www.readingonline.org/research/lukefreebody.html
    Peter Freebody, A socio-cultural approach: resourcing four roles as
    a literacy learner, http://www.myread.org/readings_freebody.htm
    from Prevention of Reading Failure, Alan Watson and Anne
    Badenhop (eds) 1992, Scholastic Australia Pty Limited
    Terry Underwood, Chapter 5 Understanding Reasoning
    Comprehension in Secondary Schools through the Lens of the Four
    Resources Model, ed. M. S Yoo and P. David Pearson, University of
    California, Berkley
    http://ww.scienceandliteracy.org/sites/scienceandliteracy.org/files/
    pdf/Underwood_Yoo_Pearson.pdf

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