English I Through ESOL
Lesson 3: Romeo and Juliet (Act III), by William Shakespeare
FCAT Reading/Writing Focus:
FCAT Support Skills:
Language Focus:
Text:
English
Comparison/Contrast
Foreshadowing, Personification, Metaphor, Simile
Comparisons-Equal and Unequal
Pacemaker Classics: Romeo and Juliet (Globe Fearon)
angrily
arrange
avenge
avoid
banishment
blame
blubber (v)
catch
circumstances
comfort (v)
convinced
Spanish
airadamente
organizar
vengar
evitar
desterrar
culpa
balbucear
“pretendiente”
circunstancias
consolar
convencido
Haitian Creole
ankòlè
ranje
Revanj, vanje
evite
mete deyò, ekzile
blame
grese (v)
atrap, chwa
sikonstans
rekonfòte (v)
konvenk
dagger
defend
defer
duel
enraged
farewell
forever
daga
defender
conmutar
duelo
enfurecido
adiós
para siempre
grateful
grief
horrified
impulsively
insult
mercy
obedient
overwhelmed
provoke
punishment
realize
refuse
request
sentence
separated
spare
threaten
torture
weep
agradecido
dolor
horrorizado
impulsivamente
ofensa
misericordia
obediente
agobiada
provocar
castigo
llevar a cabo
negarse
solicitar
condenar, sentencia
separado
respetar
amenazar
torturar
llorar
ponya
defann
ranvwaye pou pita
dyèl
anraje
adye
pou toujou, pou
toutan
rekonesan
pèn, tristès, chagren
orifye
san reflechi
insil
pitye, konpasyon
obeyisan
ranpli, chaje, debòde
pwovoke
pinisyon
reyalize
refize
demand
santans
separe
epaye
menase
tòtire
kriye
Portuguese
com raiva
providenciar
vingar
evitar
expulsão
culpa
chorar
partido
circunstâncias
consolar
fica convencido,
acredita
punhal
defender
atenuar
duelo
furioso, enfurecido
despedida, ultimo adeus
para sempre
agradecido
tristeza, dor
horrorizada
impulsivamente
Insulto
misericórdia, piedade
obediente
dominada
provocar
castigo
perceber
recusar
pedir
pena
separado
poupar
ameaçam
tortura
lastimar
English I Through ESOL: Romeo and Juliet
Page 1
English Summary
Lesson 3:
Romeo and Juliet (Act III), by William Shakespeare
In Scene 1, Act III, Benvolio and Mercutio are in the Town Square. Tybalt arrives,
looking for Romeo. Benvolio stays calmer than Mercutio and wants to leave. Mercutio, on the
other hand, tries to anger Tybalt. When Romeo arrives, Tybalt insults him and then tries to
provoke a duel. Romeo remembers that since he married Juliet, Tybalt is his cousin by
marriage. That’s why Romeo is more careful than Mercutio, and tries to avoid the fight.
Mercutio, however, is enraged by Tybalt’s insults.
A duel follows between Mercutio and Tybalt. Tybalt kills Mercutio for trying to defend
Romeo. Romeo blames himself, and believes that his love for Juliet has made him weak.
Therefore, Romeo avenges his cousin Mercutio’s death by killing Tybalt. Benvolio rushes
Romeo away, and explains to Prince Escalus what happened. The punishment is death, but
Prince Escalus is more merciful than that, and defers Romeo’s death sentence. Prince Escalus
decides that Romeo should not have taken the law into his own hands. Therefore, the
punishment is banishment from Verona forever.
In Scene 2, the Nurse tells Juliet the bad news. Juliet’s cousin Tybalt is dead, and her
husband Romeo is banished forever. Juliet is more grief-stricken than anyone knows because
her marriage to Romeo is a secret. Juliet’s family is grieving for Tybalt, but Juliet is also grieving
for her husband, Romeo. Tybalt wanted to kill her husband, and her husband Romeo ended up
killing Tybalt. For Juliet, Tybalt’s death is bad enough, but Romeo’s banishment is worse. Juliet
sends her ring with the Nurse as a message for Romeo to come to her. Romeo must say his
last farewell to his bride before he has to leave Verona.
In Scene 3, Romeo is hiding in Friar Laurence’s cell. The priest reminds Romeo that the
Prince has spared his life as an act of mercy. However, to Romeo, being banished is more
torturous than merciful. Romeo would rather be dead than be separated from Juliet. When
Juliet’s Nurse arrives, she finds Romeo blubbering and weeping, just like Juliet. Romeo wants to
kill himself with his dagger. Friar Laurence reminds Romeo that he should be the most grateful
that Juliet still loves him.
Romeo decides to go to comfort Juliet and to say his goodbyes. Romeo and Friar
Laurence make a plan. Romeo must leave Verona before dawn. He will go to Mantua and wait
for the announcement of his marriage to Juliet. Friar Laurence is convinced that when the
Capulet and Montague families discover the secret marriage, Romeo can return to Verona and
request a pardon. If there is any news of a pardon, Friar Laurence will send for Romeo.
In Scene 4, Lord Capulet and Paris discuss a marriage between Paris and Juliet. Since
his Juliet is so unhappy, Lord Capulet impulsively agrees to a wedding in three days. He thinks
that his daughter is grieving the death of Tybalt. Lord Capulet hopes Juliet will be less miserable
if she marries. He does not know that Juliet has already married the banished Romeo.
In Scene 5, it is dawn, and Romeo and Juliet say goodbye. Romeo climbs down the rope
ladder and leaves for Mantua. Juliet is more overwhelmed with grief than before, to see her
husband leave her forever. Lady Capulet comes to Juliet’s room to tell her about her wedding to
Paris in three days. Juliet is horrified at the idea, and she refuses to marry Paris. Juliet’s
parents, who know nothing about Romeo, don’t understand Juliet's refusal. Juliet has always
been an obedient daughter. They angrily threaten to banish Juliet from the house if she refuses
to marry Paris. The Nurse quietly tells Juliet that Paris is a better catch than Romeo, now that
Romeo is banished. Juliet decides to go to Friar Laurence to ask for his help.
English I Through ESOL: Romeo and Juliet
Page 2
Spanish Summary
Lección 3:
Romeo y Julieta (Tercer acto) de William Shakespeare
En la primera escena del tercer acto, Benvolio y Mercucho están en la plaza pública de la ciudad.
Teobaldo llega, buscando a Romeo. Benvolio está más calmado que Mercucho y quiere irse del lugar.
Mercucho, por otro lado, intenta enojar a Teobaldo. Cuando Romeo llega, Teobaldo lo ofende y luego
trata de provocar un duelo. Romeo recuerda que desde que se casó con Julieta, Teobaldo es su primo
político, es por eso que es más prudente que Mercucho, y trata de evitar la pelea. Sin embargo,
Mercucho está enfurecido por las ofensas de Teobaldo.
Mercucho y Teobaldo se baten a duelo; y Mercucho muere por tratar de defender a Romeo,
quien se siente culpable, y cree que su amor por Julieta lo ha vuelto débil. Por eso, Romeo venga la
muerte de su primo Mercucho y mata a Teobaldo. Benvolio se lleva a Romeo a toda prisa, y explica al
príncipe Escala lo sucedido. El castigo es la pena de muerte, pero el Príncipe es más misericordioso que
eso, y conmuta la sentencia de muerte de Romeo, determinando que éste no debió haber hecho justicia
por sus propias manos. Por lo tanto, lo destierra para siempre de Verona.
En la segunda escena, la nodriza le cuenta a Julieta las malas noticias, Teobaldo, el primo de
Julieta, está muerto y su esposo Romeo desterrado para siempre. Ella está más afligida de lo que
cualquiera pudiera imaginar porque su matrimonio con Romeo es un secreto. La familia de Julieta está
llorando por Teobaldo, pero Julieta también está haciendo lo mismo por su esposo, Romeo. Teobaldo
quiso matar a su esposo, y éste terminó matando a Teobaldo. Para Julieta, la muerte de Teobaldo es
bastante desastrosa, pero el destierro de Romeo es lo peor que le ha sucedido. Julieta envía su anillo
con la nodriza, así como un mensaje a Romeo para que venga a verla. Romeo tiene que despedirse por
última vez de su desposada antes de marcharse de Verona.
En la tercera escena, Romeo está escondido en la celda de Fray Lorenzo, quien le recuerda que
el Príncipe ha respetado su vida como un acto de misericordia. Sin embargo, para Romeo, el haber sido
desterrado es más una tortura que una misericordia, y prefiere morir a estar separado de Julieta.
Cuando la nodriza de Julieta llega, encuentra a Romeo balbuceando y llorando, al igual que Julieta, él
quiere suicidarse con su daga pero el fraile le recuerda que debe estar muy agradecido ya que todavía
Julieta lo ama.
Romeo decide consolar a Julieta y decirle adiós. Él y Fray Lorenzo elaboran un plan, en el que
Romeo debe marcharse de Verona antes del amanecer, ir a Mantua y esperar por el anuncio de su boda
con Julieta. El fraile está convencido que cuando las familias de los Capuleto y los Montesco descubran
el matrimonio secreto, Romeo podrá regresar a Verona y solicitar un indulto. Si hubiese alguna noticia
sobre el perdón, Fray Lorenzo mandaría a buscar a Romeo.
En la cuarta escena, el señor Capuleto y Paris hablan sobre la boda entre éste y Julieta. Debido
a que su hija es tan infeliz, el señor Capuleto acuerda impulsivamente llevar a cabo la boda dentro de
tres días. Piensa que Julieta está afligida por la muerte de Teobaldo, y espera que si ella se casa se
sentirá menos afligida, pero no sabe que Julieta ya se casó con el desterrado de Romeo.
En la quinta escena, está amaneciendo, y Romeo y Julieta se dicen adiós. Romeo baja por la
escalera de cuerdas y se va para Mantua. Ella está más agobiada de dolor que antes, al ver que su
esposo se marcha de su lado para siempre. Lady Capuleto entra en la habitación de Julieta para decirle
que su boda con Paris es dentro de tres días. Julieta está horrorizada con la idea, y se niega a casarse
con Paris. Los padres de Julieta, que no saben nada acerca de Romeo y no entienden su negativa,
porque siempre ha sido una hija obediente, la amenazan airadamente con echarla de la casa si se niega
a casarse con Paris. La nodriza le dice a Julieta en voz baja que Paris es mejor pretendiente que
Romeo, ahora que éste está desterrado. Julieta decide visitar al fraile para que la ayude.
The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document.
(561) 434-8620 – September 2005 – SY 05-1220
English I Through ESOL: Romeo and Juliet
Page 3
Haitian Creole Summary
Lesson 3: Romeo ak Juliet (Act III), dapre William Shakespeare
Nan Sèn 1, Ak III, Benvolio ak Mercutio sou Plas Piblik la. Tybalt rive, l ap chèche
Romeo. Benvolio rete pi kalm pase Mercutio epi li vle ale. Mercutio, yon lòtbò, eseye ap agase
Tybalt. Lè Romeo rive, Tybalt ensilte l epi eseye pwovoke yon dyèl. Romeo sonje depi li te
marye ak Juliet, Tybalt se kouzen paalyaansnan mariaj. Se poutèt sa Romeo pi pridan pase
Mercutio epi li eseye evite goumen an. Sepandan, Mercutio, santi l vekse akoz ensil Tybalt yo.
Yon dyèl fèt ant Mercutio ak Tybalt. Tybalt touye Mercutio paske l ap defann Romeo.
Romeo blame tèt li, epi li kwè lanmou li pou juliet rann li fèb. Kidonk, Romeo touye Tybalt pou
vanje lanmò kouzen l Mercutio. Benvolio pouse Romeo ale lwen, epi eksplike Prince Escalus sa
k te pase. Se yon pèn lanmò, men Prince Escalus gen anpil konpasyon epi li ranvwaye santans
lanmò Romeo a. Prince Escalus deside Romeo pa t dwe fè tèt li jistis. Kidonk, pèn sa a bani
nan Verona pou toutan.
Nan sèn 2, Enfimyè a bay Juliet move nouvèl la. Tybalt, kouzen Juliet la mouri, epi mari l
la Romeo ekzile pou toutan. Juliet pi aflije pase tout lòt moun paske maryaj li ak Romeo se yon
sekrè. Fanmi Juliet pran lapèn pou Tybalt, men Juliet gen lapèn tou pou mari l, Romeo. Tybalt
te vle touye mari l la, epi mari l la, Romeo, finalman touye Tybalt. Pou Juliet, lanmò Tybalt pa
bon, men ekzil Romeo pi mal. Juliet voye bag li a avèk enfimyè a kòm yon mesaj pou Romeo
vin kote l. Romeo dwe di dènye adye a madanm ni avan li kite Verona.
Nan Sèn 3, Romeo kache nan kacho Friar Laurence. Prèt la fè l sonje Prince la epaye vi
li kòm yon ak konpasyon. Sepandan, pou Romeo, ekzil pi rèd pase konpasyon. Romeo prefere
mouri tan pou l separe ak Juliet. Lè enfimyè Juliet la rive, li jwenn Romeo ap rele epi kriye,
menm jan ak Juliet. Romeo vle touye tèt li ak ponya li a. Friar Laurence fè Romeo sonje li te
dwe pi rekonesan piske Juliet renmen l toujou.
Romeo deside pou l al rekonfòte Juliet epi di l adye. Romeo ak Friar Laurence fè yon
plan. Romeo dwe kite Verona avanjou. Li prale Mantua epi tann anons maryaj li ak Juliet. Friar
Laurence rete konvenki lè fanmi Capulet ak Montague dekouvri maryaj sekrè a, Romeo kapab
retounen Verona epi mande padon. Si gen nenpòt nouvèl sou padon, Friar Laurence ap voye
chèche Romeo.
Nan Sèn 4, Lord Capulet ak Paris ap diskite yon maryaj ant Paris ak Juliet. Piske pitit li
Juliet si malere, Lord Capulet san reflechi dakò pou fè yon mariaj nan twa (3) jou. Li panse pitit
fi li a gen lapèn pou lanmò Tybalt. Lord Capulet panse Juliet ap mwen mizerab si l marye. Li pa
t konnen si Juliet te deja marye ak ekzile Romeo.
Nan Sèn 5, li avanjou, epi Romeo ak Juliet di adye. Romeo desann nechèl kòd la epi
kite pou ale Mantua. Juliet pi chaje avèk tristès pase avan, pou wè mari l ale pou toutan.
Madam Capulet vin nan chanm Juliet la pou pale l de nòs li ak Paris nan twa jou. Ide sa a
choke Juliet, epi li refize marye ak Paris. Paran Juliet yo, ki pa konnen anyen sou Romeo, pa
konprann refi Juliet la. Juliet te toujou you pitit fi obeyisan. Yo menase avèk kòlè pou mete l
deyò nan kay la si l pa vle marye ak Paris. Enfimyè a di Juliet toudousman Paris se yon pi bon
chwa pase Romeo, kounye a Romeo pala ankò. Juliet deside ale jwenn Friar Laurence pou
mande l konsèy.
Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – November 2006SY051220- Phone (561) 434-8620
English I Through ESOL: Romeo and Juliet
Page 4
Portuguese Summary
Lição 3: Romeu e Julieta (Ato III), de William Shakespeare
Na cena 1 do ato III Benvólio e Mercúcio se encontram na Praça Pública. Tebaldo chega,
procurando por Romeu. Benvólio está mais calmo que Mercúcio e quer ir embora. Mercúcio, de outra
forma, tenta irritar Tebaldo. Quando Romeu chega, Tebaldo insulta-o e tenta provocar um duelo.
Romeu lembra-se que já que está casado com Julieta, Tebaldo é seu primo através do casamento. Por
isso é que Romeu é mais cuidadoso do que Mercúcio e tenta evitar a briga. Mercúcio, entretanto fica
furioso com os insultos de Tebaldo.
Um duelo se sucede entre Mercúcio e Tebaldo. Tebaldo mata Mercúcio por tentar defender
Romeu. Romeu culpa a si próprio e acredita que seu amor por Julieta lhe transformara em um fraco. Por
isso, Romeu vinga a morte de seu primo Mercúcio matando Tebaldo. Benvólio afasta Romeo para longe
e explica ao Príncipe Escalo o ocorrido. O castigo é a morte, mas Princípe Escalo é mais piedoso e
atenua a pena de morte de Romeu. O Príncipe Escalo decide que Romeu não deveria ter feito as leis
com as próprias mãos. Por isso, o seu castigo é ser expulso de Verona para sempre.
Na cena 2, a ama conta a Julieta as más notícias. Tebaldo, primo de Julieta está morto e o
marido dela Romeu está expulso para sempre. Julieta fica mais agoniada do que se possa pensar
porque o seu casamento com Romeu é um segredo. A família de Julieta está de luto por Tebaldo mas
Julieta também está de luto por seu marido Romeu. Tebaldo queria matar o seu marido e seu marido
acabou matando Tebaldo. Para Julieta, a morte de Tebaldo é muito ruim mas a expulsão de Romeu é
pior. Julieta manda seu anel pela ama como um recado para Romeu vir até ela. Romeu precisa despedirse de sua esposa antes que ele tenha que partir de Verona.
Na cena 3, Romeu está se escondendo na cela de Frei Lourenço. O padre lembra a Romeu que
o Príncipe poupou a sua vida como um ato de piedade. Entretanto, para Romeu, ser expulso é mais uma
tortura do que misericórdia. Romeu preferiria estar morto do que separado de Julieta. Quando a ama de
Julieta chega, ela encontra Romeu chorando e se lastimando exatamente como Julieta. Romeu quer
suicidar-se com seu punhal. Frei Lourenço lembra a Romeu que ele deveria ser mais agradecido
porque Julieta ainda o amava.
Romeu decide ir consolar Julieta e despedir-se. Romeu e Frei Lourenço traçam um plano.
Romeu deve deixar Verona antes do amanhecer. Ele irá para Mântua e esperara pela anunciação de
seu casamento com Julieta. Frei Lourenço acredita que quando as famílias Montechio e Capuleto
descobrirem o casamento secreto, Romeu poderá voltar para Verona e pedir perdão. Se houver
qualquer notícia de perdão Frei Lourenço informará a Romeu.
Na cena 4, o Sr. Capuleto e Páris discutem o casamento de Páris com Julieta. Visto que Julieta
está tão triste, o Sr. Capuleto concorda impulsivamente com a realização do casamento dentro de três
dias. Ele acha que sua filha está chorando a morte de Tebaldo. O Sr. Capuleto espera que Julieta fique
menos infeliz casando-se. Ele não sabe que Julieta já está casada com Romeu que fora expulso.
Na cena 5, está amanhecendo quando Romeu e Julieta dizem adeus. Romeu desce a escada de
corda e parte para Mântua. Julieta está mais dominada pela dor do que antes, ao ver o seu marido
deixá-la para sempre. A Sra. Capuleto vem ao quarto de Julieta para contar-lhe sobre o seu casamento
com Páris dentro de três dias. Julieta fica horrorizada com a idéia e se recusa a casar com Páris. Os
pais de Julieta, que não sabem nada sobre Romeu, não compreendem a recusa de Julieta. Julieta
sempre fora uma filha obediente. Com raiva eles ameaçam expulsar Julieta se ela se recusar a casar
com Páris. A ama calmamente diz a Julieta que Páris é um partido melhor do que Romeu, agora
expulso. Julieta decide ir pedir ajuda a Frei Lourenço.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document.
November 2005 - (561) 434-8620 - SY 05-1220
English I Through ESOL: Romeo and Juliet
Page 5
Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Romeo and Juliet: Lesson 3: Minimal Pairs Activity:
catch/cash
spare/spear
rage/wage
Paris/parish
rush/lush
weep/reap
arrange/arraigns
grave/graze
death/debt
threat/thread
worse/worth
Bingo
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words or phrases from the lesson summary list or from
students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary
words/text phrases you provide on the board in the spaces of their choice. Randomly select
sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear
the word or phrase.
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Romeo and Juliet: Lesson 3: Spelling Activity: The teacher provides the simple form of the
verb, and students respond with the past form.
avenge, avoid, blubber, comfort, defer, pardon, rush, slay, threaten, torture, weep
English I Through ESOL: Romeo and Juliet
Page 6
Follow Directions
Grades 9-12 SSS Language Arts Benchmarks: LA.B.2.4.1, LA.C.1.4.1, LA.C.1.4.4
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
1. For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the
Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.
3. Another example: Change the verb to the present tense. Add 505 years to the date. Change
the subject to the third person plural.
4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer
on a map. Teams that complete the exercise correctly get a point.
Romeo and Juliet: Lesson 3: Follow Directions Activity: Provide teams with the timeline
below and colored pencils or crayons. Students will listen and follow directions (below) to shade
the timeline to discover the English Renaissance, the Elizabethan Age, and the life of William
Shakespeare.
ENGLISH RENAISSANCE
English Renaissance Begins
Queen Elizabeth I Born
Elizabethan Period Begins
Shakespeare Born
Globe Theater Built
Queen Elizabeth I Dies Elizabethan
Period Ends
Globe Theater Burns
Shakespeare died.
English Renaissance Ends
A
B
C
D
1500
1558
1564
1599
1603
1613
1616
1625
See Next page for Follow Directions Activity
English I Through ESOL: Romeo and Juliet
Page 7
Romeo and Juliet: Lesson 3: Follow Directions Activity (continued)
Directions:
a) Use the color green. Find the column in the chart that tells the year the Globe Theater
was built, 1599. On row A, shade the box for this column.
b) Use the color green. Find the column in the chart that tells the year the Globe Theater
burned down, 1613. On row A, shade the box for this column.
c) Use the color green. On row A, shade the other boxes between the year the Globe
Theater was built and the year it burned down.
d) Use the color yellow. Find the column in the chart that tells the birth of Queen Elizabeth
I, 1558. On row B, shade the box for this column.
e) Use the color yellow. Find the column in the chart that tells the death of Queen Elizabeth
I, 1603. On row B, shade the box for this column.
f) Use the color yellow. On row B, shade the boxes that show the years Queen Elizabeth I
lived.
g) Use the color blue. Find the column in the chart that tells the birth of Shakespeare, 1564.
On row C, shade the box for this column.
h) Use the color blue. Find the column in the chart that tells the death of Shakespeare,
1616. On row C, shade the box for this column.
i) Use the color blue. On row C, shade the boxes between Shakespeare’s birth and his
death.
j) Use the color red. Find the column in the chart that tells the beginning of the English
Renaissance, 1500. On row D, shade the box for this column.
k) Use the color red. Find the column in the chart that tells the end of the English
Renaissance, 1625. On row D, shade the box for this column.
l) Use the color red. On row D, shade the boxes between the beginning and end of the
English Renaissance.
Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on
his/her own paper. Team members are allowed to help each other. On completion, collect one
paper of your choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number
form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral
triangle.) Dictate the question, so teams can write them down. Then each team answers the
question in the group. (What kind of polygon has two parallel sides?)
Romeo and Juliet: Lesson 3: Dictation Activity:
a) Romeo is more careful than Mercutio, and tries to avoid a fight.
b) A duel follows and Mercutio gets killed trying to defend Romeo.
c) Romeo believes that his love for Juliet has made him weak.
d) To Romeo, being banished is more torturous than merciful.
e) Romeo would rather be dead than be separated from Juliet.
English I Through ESOL: Romeo and Juliet
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Proficient Listening Activities
Interview
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Romeo and Juliet: Lesson 2 Interview Activities: You play the role of Romeo. Choose
several students to play the role of Juliet. Provide these students with the questions below. They
take turns asking you questions. Students not asking questions must take notes of Romeo’s
answers. Students should save notes for Writing Activity #1, Language Experience Story.
a) Where did you go?
b) Why did you go there?
c) Where is Benvolio?
d) What happened in the Town Square?
e) Didn’t you remember that Tybalt my cousin and now your cousin?
f) Why was Mercutio so angry with Tybalt?
g) Why do you blame yourself for Mercutio’s death?
h) What did Mercutio say to you before he died?
i) Are you grateful that you will not die?
j) How do you feel about being banished?
k) Where will you go?
l) When will you go?
m) Will I ever see you again?
n) What does Friar Laurence think?
English I Through ESOL: Romeo and Juliet
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Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken
English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Romeo and Juliet: Lesson 2: Intentional Intonation Activities:
Nurse tells Juliet that her cousin Tybalt is dead. (not Lady Capulet)
Nurse tells Juliet that her cousin Tybalt is dead. (not asks)
Nurse tells Juliet that her cousin Tybalt is dead. (not Mercutio)
Nurse tells Juliet that her cousin Tybalt is dead. (not husband)
Nurse tells Juliet that her cousin Tybalt is dead. (not Paris)
Nurse tells Juliet that her cousin Tybalt is dead. (not alive)
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen
hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Romeo and Juliet: Lesson 2: Backward Build-up Activity:
a) A duel follows between Mercutio and Tybalt, and Mercutio gets killed trying to defend
Romeo.
b) The punishment is death, but Prince Escalus is more merciful after hearing the story,
and he defers the death sentence on Romeo.
c) However, Romeo should not have taken the law into his own hands, and the
punishment is banishment from Verona forever.
d) In Scene 2, the Nurse tells Juliet the bad news that her cousin Tybalt is dead, and
her husband Romeo is banished forever.
e) Juliet, more grief-stricken than before, realizes that Tybalt wanted to kill her husband,
but Romeo killed Tybalt instead.
English I Through ESOL: Romeo and Juliet
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Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Romeo and Juliet: Lesson 3: Charades Activity: Suggestions:
angrily, arrange, avoid, blubber (v), catch, comfort (v), dagger, duel, enraged, farewell, grief,
horrified, miserable, rush, weep
Mixed-up Sentence
Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.1, LA.C.1.4.3
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Proficient Speaking Activities
Twenty Questions
Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary
words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a
boat? (etc.)
Romeo and Juliet: Lesson 3: Twenty Questions Activity:
Photo or picture suggestions:
dagger, little mouse, a cat and a dog, shoelaces, tavern, musicians, town square, cloak,
ashes, serpent, angel, ring, dawn, nightingale, bride
English I Through ESOL: Romeo and Juliet
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FCAT FOCUS READING SKILL: Using Comparison Contrast
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
USING COMPARISON CONTRAST
What to do and what to watch for-Comparing and contrasting is a skill you use every day.
You compare prices when you shop to get the best value for your money. You contrast one TV
show with another to decide which one you will watch. The ability to compare and contrast
details is an important skill.
The FCAT test requires you to compare and contrast. Sometimes you are asked to look at
things in one passage, and sometimes you will compare and contrast two passages that have
similarities and differences. Find the details in the passage(s) and organize them. Similarities
are easier to find than differences.
There are two kinds of comparison/contrast questions: multiple-choice questions and
READ/THINK/EXPLAIN questions. Do not let the questions get you confused. Follow the steps
below to stay on track.
a) Make a comparison/contrast diagram like the example above. Label the two things you
are comparing, and then list similarities and differences.
b) Look for the comparison/contrast words in the lists below.
c) In writing your responses, make a statement (like a topic sentence) about why
similarities and differences are important. You can also say the same thing again at the
end (like a conclusion).
d) Organize the main points you want to make in your comparison. Compare point by point
or compare points by topic.
Compare similarities and differences. In comparison/contrast, we tell how two ideas or things
are alike or how they are different. Sometimes something that is unknown will be compared
and contrasted to something familiar to you. This Venn diagram organizes information
comparing and contrasting baseball and soccer. It shows both similarities and differences.
DIFFERENCES
SIMILARITIES
DIFFERENCES
BASEBALL
BOTH
SOCCER
BAT
BASES
SMALL BALL
PITCHER
RUNS
ROUND BALL
GOOD ATHLETES
SPECTATORS
ACTION SPORTS
UNIFORMS
CLEETS
NET
LARGE BALL
GOALIE
GOALS
See next page(s) for Comparison-Contrast (Continued)
English I Through ESOL: Romeo and Juliet
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FCAT SKILLS: USING COMPARISON CONTRAST (continued)
COMPARISON CONTRAST MODEL
DIFFERENT
SAME
DIFFERENT
_______________
_______________
____________
_______________
_______________
____________
_______________
_______________
____________
_______________
_______________
____________
_______________
_______________
____________
Learn key comparison/contrast words. These words signal or point out a comparison or
show a contrast. We can compare two or more things, people, or ideas. Some comparison
words make equal comparisons (similarities), and others make unequal comparisons
(differences). Review details in a text by skimming for comparison/contrast words.
Equal comparisons: Compare two people, things, or ideas with the same or equal qualities.
Here are some words to watch for and examples:
the same (+ noun) the same as… (+noun phrase) as…(+ adjective/adverb) as…
a) the same (+ noun)
The two girls have the same dress.
The two sentences say the same thing.
b) the same as… (+noun phrase)
I have the same car as you.
Girls are not the same as boys.
c) as…(+ adjective/adverb) as…
Vladimir is as tall as Tiago.
My watch is as expensive as your watch.
I work as diligently as I can.
See next page(s) for Comparison-Contrast (Continued)
English I Through ESOL: Romeo and Juliet
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FCAT SKILLS: USING COMPARISON CONTRAST (continued)
Unequal comparisons: Compare and contrast people, things, or ideas with similar or different
(unequal) qualities. Here are some words to watch for and examples.
like, alike
similar to
different
from
but…
more…(+adjective/adverb/noun)
than…
less…(+adjective/adverb/noun) than…
nearly as…(+adjective) as…
… (adjective+ -er) than…
almost as…(+adjective) as…
one of the…(adjective+ -est) +
noun
the…(adjective+ -est)
the most…(+adjective).
Examples:
a) like. Students in this class are like students in all other classes.
b) alike. Jose and Rudy look alike.
c) similar to. This flower is similar to that flower in shape and color.
d) different from. A circle is different from a square.
e) more…(+adjective/adverb/noun) than…
My CD player cost more money than yours did.
This book is more interesting than that one.
I walk more slowly than you walk.
f) less…(+adjective/adverb/noun) than…
Julia has less time than the other students do.
This play is less serious than the other play.
He works less efficiently than Joseph.
My suit cost less than that one.
g) … (adjective+ -er) than… She is much happier than her friends are.
h) But. A lemon is sour, but an apple is sweet.
i) but…affirmative/negative. I like chocolate, but Maria doesn’t.
An elephant doesn’t fly, but a bird does.
j) nearly/almost as…(+adjective) as…
James is almost (nearly) as tall as Rolfe is.
This class is nearly as easy as PE class.
k) the most…(+adjective). The most beautiful girl in the world is my mother.
l) the…(adjective+ -est). The fastest car in the race will win.
m) one of the…(adjective+ -est) + noun. One of the nicest days is Sunday.
See next page(s) for Comparison-Contrast (Continued)
English I Through ESOL: Romeo and Juliet
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FCAT SKILLS: USING COMPARISON CONTRAST (continued)
Comparison/Contrast Practice Activity: Students can work in groups to combine the following
statements by using the comparison/contrast words. Have groups share answers with the class.
Point out that there can be more than one way to make a comparison or show contrast. Have
students continue to work in groups to write their own original comparisons. Examples:
Maria has the red dress. Josefina has the red dress too.
(Maria and Josefina have the same red dress.)
Joe’s car is new. Bill’s car is old.
(Joe’s car is different from Bill’s car.)
The blue house has four bedrooms. The yellow house has five bedrooms.
(The blue house is almost as large as the yellow one.)
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
Marta likes hot dogs and cherry coke. Wilfredo does too.
Sports cars have two doors. Family cars have four doors.
Paul is 5’6” tall. Milee is 5’8” tall. Miko is 6’2” tall.
I have ten dollars. You have twenty-five dollars. Mom has fifty dollars.
My dog is 10 pounds. My sister’s dog is seventy pounds.
I like soup. My best friend doesn’t.
My motorcycle jumped 200’. The world record is 228’.
Oranges are orange. Apples are red.
Some people are nice. Some people are mean.
My hair is short and curly. Suzanne’s hair is short and straight.
French fries taste good. Rice is delicious.
A giraffe’s neck is thin. A bird’s neck is very thin.
This book is interesting. That book is very interesting.
Florida is a large state. Alaska is a very large state.
Texas is hot. Florida is very hot.
English I Through ESOL: Romeo and Juliet
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Beginning Reading Activities
Pre Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask several questions for each sentence, and ask a variety of types of questions
(i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot
answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to
America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did
he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America?
Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Romeo and Juliet: Lesson 3 Pre Reading Activity:
Benvolio Mercutio and Romeo meet in the Town Square where Tybalt a challenges
Romeo to a duel. Romeo tries not to fight, but Mercutio is enraged with Tybalt’s insults, and
fights with Tybalt. Mercutio gets killed trying to defend Romeo. Romeo avenges Mercutio’s
death by killing Tybalt. Prince Escalus defers the death sentence on Romeo, but banishes him
from Verona forever. Juliet is grief-stricken as a result of her cousin’s death and her husband’s
banishment. Friar Laurence sends Romeo to say his last farewell to his bride before he leaves
for Mantua. When the Capulet and Montague families discover the secret marriage, Romeo can
return to Verona and request a pardon. Lord Capulet impulsively agrees to a wedding between
Paris and Juliet in three days. When Juliet refuses to marry Paris, her parents threaten to
banish Juliet from the house. Juliet decides to go to Friar Laurence to ask for his help.
Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
English I Through ESOL: Romeo and Juliet
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Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
English I Through ESOL: Romeo and Juliet
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Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
English I Through ESOL: Romeo and Juliet
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Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Romeo and Juliet: Lesson 3 Indirect Speech Activity: Use the dialog in this lesson written
for Presenting Activity “Dialog”.
Example:
Friar to Romeo:
You poor, foolish man. You are luckier than you know.
Friar told Romeo that he was a poor, foolish man. He was luckier than he knew.
English I Through ESOL: Romeo and Juliet
Page 19
Intermediate-Proficient Writing Activities
Language Experience Story
Objective: Create a collaborative writing text to use as a model for re-reading, individual
student writing or other written activities (including Story Grammars, RAFT, and Spool Writing)
Procedure: Language Experience Story instruction involves asking students to talk about some
item of relevance to the class. (You may use information from Listening Activity 6, the Interview,
or information learned in other unit activities.) Teams take turns, through individual members,
offering sentences to be added to the text. You write their contributions on the board, including
non-standard forms and word order. Ask groups to change the text to standard English
grammatical and lexical forms and to decide on an acceptable organizational format. Help the
groups when they cannot make all of the necessary adjustments. After the text is corrected,
students copy it in their notebooks, or you can type and distribute it.
Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs make very good exam preparation questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First....
Second.... Third.... These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior
is... Another example is.... Finally.... Therefore, this character is...
Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This
was caused by.... Therefore, my hypothesis was/was not correct because....
Romeo and Juliet: Lesson 3 Framed Paragraphs Activities:
Sample #1: (Foreshadowing) Use the following examples to illustrate foreshadowing:
a) Juliet to Romeo: “Oh, I have a terrible feeling about this. I see you, there on the ground,
as if you are dead in the bottom of a tomb. Either my eyesight fails me, or you look pale.”
b) Juliet to Lady Capulet: “Dearest Mother, put this marriage off for a week for a month. If
you do not, make the bridal be in the tomb where Tybalt lies!”
In Act III of William Shakespeare’s Romeo and Juliet, the writer uses foreshadowing to
give the reader clues about what will happen at the end of the play. (Topic Sentence) This
builds suspense and interest in the reader’s mind because_____ and _____ (Details 1 &2).
These clues foreshadow the climax of the story when _____ (Detail #3). It is easier to believe
the ending of the play because Shakespeare foreshadowed it in the beginning of the play.
(Conclusion)
English I Through ESOL: Romeo and Juliet
Page 20
Romeo and Juliet: Lesson 3 Framed Paragraphs Activities:
Sample #2: (Personification) Use one of these as a starters for personification:
a) Juliet: “Window, let day in and let life out.”
b) Juliet: “Oh, Fate! Let him back to me soon!”
c) Juliet: “Close your curtain, darkness of night, and let true lovers meet unseen. Cover
my blushing cheeks with your dark cloak.”
d) Juliet: “Was Heaven that jealous of us?”
e) Juliet: “I heard the lark announce the morning.”
In Act III of William Shakespeare’s Romeo and Juliet, the writer uses personification to
give the human qualities of a _____ to _____. (Topic Sentence) First _____. The human
qualities given are _____. (Detail #1) Another example is _____. The writer humanizes _____
by _____. (Detail #2) A third example is _____. In this example, the writer gives _____ the
human characteristics of _____ and _____. (Detail #3) The writer’s example of personification
is powerful because_____ (Conclusion).
Sample #3: (Simile and Imagery) Use these starters for simile and imagery. (Describe the
picture or image left in the reader’s mind)
a) Mercutio: “It is not as deep as a well, not is it as wide as a door…”
b) Juliet:
“I am like a child the night before a party, who cannot yet wear the new party
clothes.”
c) Juliet: “Oh, I have bought the house of love, but not yet lived in it”.
d) Nurse: “I saw the wound with my own eyes. A terrible sight. The body was as pale as
ashes.”
e) Juliet:
“I see you, there on the ground, as if you are dead in the bottom of a tomb.”
f) Juliet:
“It is the lark after all. It is getting lighter.”
In Act III of William Shakespeare’s Romeo and Juliet, the writer uses a series of similes
to create images in the reader’s mind (Topic Sentence). The writer compares _____ to _____,
_____to _____ and _____ to _____. In the first comparison of_____ to_____, the poet creates
an image in the reader’s mind of_____ (Detail #1). This simile _____ (creates a real sense or
sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing
and smell). In the second simile comparing _____ to_____, the poet leaves an image in the
reader’s mind of_____ (Detail #2). This simile _____. (creates a real sense or sensation of an
experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell) In
the third comparison of_____ to_____, the writer creates a picture of_____. (Detail #3) This
simile _____ (creates a real sense or sensation of an experience, place or person/appeals to
the senses of sight, taste, touch, hearing and smell). By using the literary device of simile, the
writer makes comparisons that create powerful word pictures in the reader’s mind. (Conclusion).
English I Through ESOL: Romeo and Juliet
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Romeo and Juliet: Lesson 3 Framed Paragraphs Activities:
Sample #4: (Metaphor) Use these starters for metaphor: (Describe the picture or image left in
the reader’s mind)
a) Juliet: “Come loving night! Give me my Romeo. When he shall die, take him and cut
him out in little stars. He will make the face of heaven so fine that all the world will be in
love with night, and pay no attention to the bright sun".
b) Juliet: “Come, Romeo, my day in night! You will make my darkness seem whiter than
new snow upon a blackbird’s back.”
In Act III of William Shakespeare’s Romeo and Juliet, the writer uses the metaphor
“_____”. This implies several things about _____ and _____ (Topic Sentence). One thing it
implies is that _____ is like _____ because _____ (Detail #1). This metaphor also shows _____
is _____ just as _____ is _____ (Detail #2). Finally, the writer compares _____ to _____
because _____ (Detail #3). The metaphor makes an important statement to the reader about
_____ in this Act of the play. (Conclusion).
Opinion/Proof
Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing)
Procedure: Introduce the concept by having students read a selection from which opinions can
be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the
right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion,
students must find factual statements from the text that support the opinion.
Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew
up a new constitution. He made taxation fair. He chose government workers for their ability.
Option: Opinion/Proof may be used for several written activities described in this document,
including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a
format for note taking from books, videos, and lectures.
Option: Teams can write their opinions and support with proof. (think/pair/share activity).
Romeo and Juliet: Lesson 3: Opinion/Proof Activity: Opinion/Proof may be used for several
written activities described in this document, including Story Grammars, RAFT, and Spool
Writing. Students can also use it as a format for note taking from books, videos, and lectures.
Allow teams to write their own opinion to support with proof if they are at a proficient level. This
can be used as a think/pair/share activity. Use the following as a starter for less proficient
students:
Opinion:
Romeo and Juliet’s secret about their marriage caused other problems.
Proof
Romeo was banished from Verona.
Lady and Lord Capulet planned a wedding with Paris that Juliet did not want.
Juliet disobeyed her parents and made them angry.
Tybalt probably would not have killed Mercutio.
Romeo felt responsible for Mercutio’s death.
Romeo probably would not have killed Tybalt.
Juliet wept over her cousin Tybalt’s death.
Juliet believed her Nurse was wicked for turning on Romeo.
Friar Laurence felt responsible and had to tell the families the truth.
English I Through ESOL: Romeo and Juliet
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Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
See next page(s) for Spool Writing (Continued)
English I Through ESOL: Romeo and Juliet
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SAMPLE #1: FORMAT FOR COMPARISON/CONTRAST:
In the story/piece/poem ____, by ____, the two (characters, events, results, places, etc.)
are very different (similar) in several ways that are evident in the story/piece/poem. These
differences (similarities) include _____ (Argument #1), _____ (Argument #2), and _____
(Argument #3). (Summarize key points).
First of all, by comparison, ____ (Argument # 1 Topic Sentence) _____ (Supporting
Detail #1) _____ (Supporting Detail #2) _____. (Supporting Detail #3)
A second difference (similarity) is _____ (Argument #2 Topic Sentence). (Supporting
Detail #1) _____. (Supporting Detail #2 _____) Finally,_____(Supporting Detail # 3)
Third, (Finally, The last difference (similarity) is _____ (Argument #3 Topic Sentence)
_____. (Supporting Detail #1)_____. (Supporting Detail #2) _____ (Supporting Detail #3)_____
In conclusion, there are many differences (similarities) between ____ and _____ in the
story/piece/poem. They are different (similar) in terms of _____ (Argument #1), _____
(Argument #2), and _____(Argument #3) (Briefly restate key arguments here)
SAMPLE #2: FORMAT FOR COMPARISON/CONTRAST:
In comparing the story/piece/poem _____, by _____, to the story/piece/poem _____, by
______, there are similarities and differences that are evident. The two main differences include
_____ (Argument #1) and _____ (Argument #2). Yet the two stories have several things in
common, including _____ (Argument #3) and _____ (Argument #4).
By comparison, _____
(Argument #1 Topic Sentence – state first difference)
(Supporting Detail #1) _____ (Supporting Detail #2) _____ (Supporting Detail #3) _____
Another main difference is _____ (Argument #2 Topic Sentence – state second
difference). (Supporting Detail #1) _____. (Supporting Detail #2) _____. (Supporting Detail #3)
_____.
Although there are differences between _____ and _____, there are also similarities
(Argument #3 Topic Sentence). The similarities include _____ (Supporting Detail #1).
Also,(Supporting Detail # 2) _____ In addition,_____ (Supporting Detail #3)
Another similarity between the two pieces is Argument #4 Topic Sentence. (Supporting
Detail #1) _____. (Supporting Detail #2) _____. (Supporting Detail #3) _____
In conclusion, there are many differences and similarities between _____ and _____ in
the story/piece/poem. They are different in terms of _____ (Argument #1), and _____
(Argument #2), yet similar because _____ (Argument #3), _____ (Argument #4).
Romeo and Juliet: Lesson 3 Spool Writing Activities: Use the Sample Format for
Comparison/Contrast.
Suggested Topics:
a) Compare Mercutio and Benvolio
b) Compare Juliet and Rosaline
c) Compare Romeo and Paris
d) Compare Romeo and Juliet
English I Through ESOL: Romeo and Juliet
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RAFT
Objective: Write on a topic in a specific format, understanding role as a writer and audience.
R-A-F-T is a system for making sure students understand their role as a writer (R), their
audience (A), format of their work (F), and topic of the content (T). Ex.: persuade a soldier to
spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.
• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier,
Abraham Lincoln, a slave, a blood cell, or a mathematical operation).
• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a
mother, to Congress, to a child.)
• (F): Format (F) determines what form the communication will take. (Examples-letter,
speech, obituary, conversation, memo, recipe or journal)
• (T): The topic (T) consists of a strong verb as well as the focus.
Procedure: Introduce RAFT by creating a story collectively using the Language Experience
Approach. The second time you assign RAFT, have each group prepare one. Model for
students, explaining that all writers must consider their role as a writer, their audience, format,
and topic These four components are critical in every written assignment. Assist teams to
brainstorm on a topic. Work with teams to list possible roles, audiences, formats, and strong
verbs appropriate for each topic. Once groups have mastered RAFT, have each student
prepare his/her own, but include incentives for the group to help individual members. For
example, give a team a point for each member who receives a grade of B or higher.
Romeo and Juliet: Lesson 3: RAFT Activity: Students write according to role, audience,
format, & topic.
R: Your role as writer is Friar Laurence.
A: Your audience is Prince Escalus.
F: The format of your writing is a letter.
T: Your topic is to write to explain the secret marriage of Romeo and Juliet and to
persuade Prince Escalus to pardon Romeo.
FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Romeo and Juliet: Lesson 3: FCAT Writing Activity (Expository Prompt):
Writing Situation:
Wedding celebrations are happy occasions that most people enjoy.
Directions for Writing:
Before you write, think about how wedding ceremonies are performed in your heritage
culture. Think about a wedding that you attended or heard about from others. Was the
ceremony religious? How did the bride and groom dress? What are traditions that you
know before a wedding and after a wedding? Who is invited? Is there a party? What
happens at the party and after the party?
Now, write to explain typical wedding ceremonies, traditions and customs in your culture.
English I Through ESOL: Romeo and Juliet
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Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and
vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit.
Model each line of the dialog, having the entire class repeat after you. Then, say each line and
call on whole teams to repeat the line. Then say each line and call on individual students to
repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until
students can know the lines of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until
you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two
words at random from each line during repetition. Then erase two more, two more, and so on
until there are no words left on the board. Option 3: Each group chooses a member to
represent them by presenting the dialog with a member from another group in front of the class.
If the representative can say his/her lines correctly then the group gets a point. Option 4: Have
each group rewrite the dialog from memory. Groups are to use one piece of paper and one
pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members
can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper
and grade it. Each member of the team gets the same grade.
Romeo and Juliet: Lesson 3: Dialog Activity:
Romeo:
Friar:
Romeo:
Friar:
Romeo:
Friar:
Father, what news do you have?
You will be glad to hear it. The Prince has spared your life, but you must
leave Verona.
Leave Verona! My whole life is here! That is worse than death!
You should be glad. This is an act of mercy. The Prince is sparing your life.
It is torture, not mercy. Heaven is here where Juliet lives. I am sent away. I
would rather be dead.
You poor, foolish man. You are luckier than you know.
English I Through ESOL: Romeo and Juliet
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Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from
the Queen of Spain, the long voyage, Hispaniola landing
Romeo and Juliet: Lesson 3: Making the News Activities:
Romeo Montague Banished
Mercutio Murdered, Tybalt Slain
Revenge Is Not Sweet
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use
when viewing a video or speech. The effectiveness of a challenge is not as high as with a
written text.
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Beginning Vocabulary Activities
Grades 9-12 SSS Language Arts Benchmarks: LA.C.1.4.1, LA.D.1.4.3
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes
to represent the letters of the word. For example, for the word dicot you would draw five dashes. A
team member guesses a letter. If the letter is not found in the word, write the letter under the
dashes and move on to the next team. If their letter is found in the word, then write the letter on the
appropriate dash. When a team guesses correctly, they have the option to guess the word. If they
choose not to guess the word, call on the next team. If they choose to guess and successfully
guess the word, then they receive ten points minus the number of letters written under the dashes
from incorrect previous guesses, and the game is over. If they choose to guess and do not guess
the word, then they lose points equal to the number of letters written under the dashes, and you call
on the next team. If no team can guess the word before ten incorrect letters are written under the
dashes then all teams lose points equal to the number of teams in the class.
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place
these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per
card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind
the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go
first. A member of that team picks two numbers. Remove those cards from the chart, leaving the
words behind them visible to the class. The student reads the words, with the team’s assistance if
needed. If the words match, leave them showing and give the team a point. If they do not match,
replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching variations
such as these helps the students understand that, despite certain differences in the visible spelling
of two words, they are still semantically related at a deeper level.
Romeo and Juliet: Lesson 3: Concentration:
Match vocabulary words with their meanings:
banishment
exile, expulsion
blubber
weep, cry, burst into tears
sentence
punishment, judgment, verdict
avenge
take revenge, get even, punish
miserable
unhappy, depressed, sad, wretched
pardon
forgiveness, mercy, absolution
obedient
respectful, well-trained, dutiful
enraged
furious, angry infuriated
farewell
goodbye, parting, departure
duel
contest, fight
English I Through ESOL: Romeo and Juliet
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Romeo and Juliet: Lesson 3 Jeopardy Activity:
Question
a) What Juliet sent with Nurse to Romeo
a) What Friar promised to do
a) Who banished Romeo
b) Why Mercutio dueled with Tybalt
b) Where Mercutio and Tybalt were killed
b) What Lord Capulet did to cheer up Juliet
c) Who knew about the secret marriage
c) Where Romeo hid
c) When Romeo had to leave Verona
Answer
her ring
request a pardon for Romeo
Prince Escalus
Tybalt insulted Romeo
Town Square
planned her wedding to Paris
Friar Laurence and Nurse
Friar Laurence’s cell
before dawn
Wrong Word
Objective: Identify, analyze, and correct errors in vocabulary usage.
Procedure: Read a sentence with a wrong word in it. Teams find the word that is “wrong” and
correct it, receiving a point for each correction. Ex: The contribution tells us how the government
will operate. (should be Constitution) Many people have moved to Florida for the arctic climate.
(should be tropical) At a more proficient level, embed an incorrect sentence among other
correct sentences. Teams can make sentences with incorrect words for other teams to correct.
Romeo and Juliet: Lesson 3: Wrong Word Activity:
a) Mercutio offended Romeo’s honor. (defended)
b) Romeo wanted to revenge Tybalt’s death. (avenge)
c) Juliet feels “badder” than Romeo. (worse)
d) Lord Capulet enraged his daughter to Paris. (engaged)
e) Juliet was overwhelmed with grieve. (grief)
English I Through ESOL: Romeo and Juliet
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
COMPARISONS-EQUAL AND UNEQUAL
To make comparisons, English uses many different expressions. An equal comparison is a
comparison of two people, places, things or ideas that are the same or equal. An unequal
comparison compares two people, places, things, or ideas with similar or different (unequal)
qualities. Study the examples.
EQUAL COMPARISONS
Equal comparisons compare people, places, things, or ideas with the same or equal qualities.
Equal Comparison Words:
Examples:
the same (+ noun)
The two girls have the same dress.
The two sentences say the same thing.
the same as… (+noun phrase)
I have the same car as you.
Girls are not the same as boys.
Comparisons with “as…as”:
Vladimir is as tall as Tiago.
My watch is as expensive as your watch.
as + (adjective/adverb) + as…
I work as diligently as I can.
nearly, almost
Wanda is almost as tall as Jean.
(common words used with “as…as”)
Miko is nearly as sweet as Constanza
Negatives:
He’s not as strong as he thinks.
…not as…+(adjective/adverb)+as…
The test is not as long as it looks.
Quite and Nearly are frequently used in I’m not quite as motivated as I should be.
the negative
It’s not nearly as warm in New York as it is in
Florida.
UNEQUAL COMPARISONS
Unequal comparisons compare people, things, or ideas with similar/different (unequal) qualities.
Unequal Comparison Words:
Examples:
like
His face is like his father’s face.
alike
Jose and Rudy look alike.
similar to
This flower is similar to that flower in shape.
different from
A circle is different from a square.
more… (+adjective/adverb/noun) than… My CD player cost more money than yours did.
This book is more interesting than that one.
I walk more slowly than you walk.
less…(+adjective/adverb/noun) than…
Julia has less time than the other students do.
This play is less serious than the other play.
He works less efficiently than Joseph.
My suit cost less money than that one.
…(adjective+ -er) than…
She is much happier than her friends are.
But
A lemon is sour, but an apple is sweet.
but…affirmative/negative
I like chocolate, but Maria doesn’t.
An elephant doesn’t fly, but a bird does.
nearly/almost as…(+adjective) as…
James is almost as tall as Rolfe is.
This class is nearly as easy as PE class.
the most…(+adjective).
The most beautiful girl in the world is my mother.
the…(adjective+ -est).
The fastest car in the race will win.
one of the…(adjective+ -est) + noun.
One of the best days is Sunday.
English I Through ESOL: Romeo and Juliet
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Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to reform the
sentence. The team gets a point if the cards are rearranged correctly.
Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute
king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
Romeo and Juliet: Lesson 3: Modified Single Slot Substitution:
(a) A duel (b) follows (c) between Mercutio and Tybalt.
Possibilities:
a) a fight, combat, a battle
b) happens, takes place, occurs
c) between Romeo and Tybalt, to the death, after Tybalt’s insults
English I Through ESOL: Romeo and Juliet
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Romeo and Juliet: Lesson 3: Sentence Builders:
a) Friar sends Romeo. (to comfort Juliet) (and say goodbyes) (his) (because Romeo must
leave) (for Verona) (before dawn)
Friar sends Romeo to comfort Juliet.
Friar sends Romeo to comfort Juliet and say goodbyes.
Friar sends Romeo to comfort Juliet and say his goodbyes.
Friar sends Romeo to comfort Juliet and say his goodbyes because Romeo must
leave.
Friar sends Romeo to comfort Juliet and say his goodbyes because Romeo must
leave for Verona.
Friar sends Romeo to comfort Juliet and say his goodbyes because Romeo must
leave for Verona before dawn.
Continue with the following:
b) Lord Capulet and Paris are discussing. (still) (In Scene 4) (the possibility) (of a marriage)
(between Paris and Juliet)
c) Lord Capulet agrees. (impulsively) (to a wedding) (in three days) (since Juliet is
unhappy) (so) (his daughter)
d) The Nurse tells. (Juliet) (quietly) (that Paris is a catch) (better) (than Romeo) (now) (that
Romeo is banished)
e) Juliet’s parents don’t understand. (Juliet's refusal) (because she has always been an
obedient daughter) (who know about Romeo) (nothing)
Multiple Slot Substitution Drills
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a multiple slots.
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Romeo and Juliet: Lesson 23 Multiple Slot Substitution Activities:
(a) The punishment (b) for murder (c) is death.
Possibilities:
is imprisonment, the verdict, is exile, deportation, for assassination, the sentence, for killing,
is banishment, for homicide, the judgment,
English I Through ESOL: Romeo and Juliet
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Romeo and Juliet: Lesson 3: Flesh it Out Activities:
a) when/Juliet/nurse/arrive/find/Romeo/blubber/weep/like/Juliet
b) If/there/be/news/of/pardon/Friar Laurence/will/send/Romeo
c) Romeo/climb/down/rope/ladder/leave/Mantua
d) Juliet/be/more/overwhelmed/grief/banished/husband
e) Lady Capulet/come/Juliet/room/tell/about/wedding/Paris/three/days
Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.) Yes, it is raining.
2. It is raining. (Ask a yes/no question.)
Is it raining?
3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences
into one sentence.) Many Indians died from disease and starvation.
Romeo and Juliet: Lesson 3: Transformation Exercises:
Students respond by using the … (adjective+ -er) than… Follow the model.
Example:
Mercutio is a good fighter. Tybalt is a very good fighter.
Tybalt is a better fighter than Mercutio.
a) Benvolio is a faithful friend to Romeo. Mercutio is a very faithful friend.
b) Rosaline is pretty. Juliet is very pretty.
c) Paris is handsome. Romeo is very handsome.
d) Nurse is patient. Friar Laurence is very patient.
e) Lady Capulet is grief-stricken over Tybalt’s death. Juliet is very grief-stricken.
f) Romeo is a good catch. Paris is a very good catch.
g) Juliet is tall. Romeo is very tall.
h) The people are merciful. Prince Escalus is very merciful.
i) Romeo is convinced. Friar Laurence is very convinced.
j) Juliet is sad. Romeo is very sad.
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Romeo and Juliet: Lesson 3: Who, What, When, Where, How, Why Activities:
a) Juliet sends her ring with the Nurse to arrange for Romeo to come and say his last
farewell to his bride before he has to leave Verona. (who, what, where, when, why)
b) In Scene 3, Romeo is hiding in Friar Laurence’s cell, where the priest is telling him
that the Prince has spared his life as an act of mercy. (who, what, where, when, why,
how)
c) Since his daughter Juliet is so unhappy, Lord Capulet impulsively agrees to a
wedding in three days. (who, what, when, why, how)
d) Friar Laurence is convinced that when the Capulet and Montague families discover
the secret marriage, Romeo can return to Verona and request a pardon. (who, what,
where, when, why)
e) Friar sends Romeo to comfort Juliet and say his goodbyes, because Romeo must
leave Verona before dawn. (who, what, where, when, why)
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Romeo and Juliet: Lesson 3: Sentence Stretcher:
Begin with the sentence: Friar Laurence is convinced.
Friar Laurence is convinced.
Friar Laurence is convinced Romeo can return.
Friar Laurence is convinced that Romeo can return.
Friar Laurence is convinced that Romeo can return to Verona.
When the families discover, Friar Laurence is convinced that Romeo can return to
Verona.
When the families discover the marriage, Friar Laurence is convinced that Romeo can
return to Verona.
When the Montague families discover the marriage, Friar Laurence is convinced that
Romeo can return to Verona.
When the Capulet and Montague families discover the marriage, Friar Laurence is
convinced that Romeo can return to Verona.
When the Capulet and Montague families discover the secret marriage, Friar Laurence
is convinced that Romeo can return to Verona.
When the Capulet and Montague families discover the secret marriage, Friar Laurence
is convinced that Romeo can return to Verona and be reunited.
Laurence is convinced that Romeo can return to Verona and be reunited with Juliet.
Laurence is convinced that Romeo can return to Verona and be reunited with his bride
Juliet.
When the Capulet and Montague families discover the secret marriage, Friar Laurence
is convinced that Romeo can return to Verona, see his family and be reunited with Juliet.
When the Capulet and Montague families discover the secret marriage, Friar Laurence
is convinced that Romeo can return to Verona, request a pardon, see his family and be
reunited with his bride Juliet.
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present, or passive voice to active.
Romeo and Juliet: Lesson 3: Look it Up: Teams locate examples of Equal and Unequal
Comparisons in the text and summary
Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Use a paragraph based on the text, and language focus structures of the lesson.
Teams read and discuss necessary changes. Members work together to rewrite a grammatically
correct paragraph with the changes. Collect one paper from each team for a grade. (Examples:
Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.)
Romeo and Juliet: Lesson 3: Rewrite the Paragraph Activity:
Teams will rewrite the paragraph changing the present tense to the past tense.
Benvolio Mercutio and Romeo meet in the Town Square where Tybalt a challenges
Romeo to a duel. Romeo tries not to fight, but Mercutio is enraged with Tybalt’s insults, and
fights with Tybalt. Mercutio gets killed trying to defend Romeo. Romeo avenges Mercutio’s
death by killing Tybalt. Prince Escalus defers the death sentence on Romeo, but banishes him
from Verona forever. Juliet is grief-stricken as a result of her cousin’s death and her husband’s
banishment. Friar Laurence sends Romeo to say his last farewell to his bride before he leaves
for Mantua. When the Capulet and Montague families discover the secret marriage, Romeo can
return to Verona and request a pardon. Lord Capulet impulsively agrees to a wedding between
Paris and Juliet in three days. When Juliet refuses to marry Paris, her parents threaten to
banish Juliet from the house. Juliet decides to go to Friar Laurence to ask for his help.
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 3: Exercise 1
Fill in the blanks with the correct word.
threaten
farewell
secret
impulsively
banishment
banishes
insults
challenges
avenges
forever
Benvolio Mercutio and Romeo meet in the Town Square where Tybalt a
__________ Romeo to a duel. Romeo tries not to fight, but Mercutio is enraged with
Tybalt’s __________, and fights with Tybalt.
Mercutio gets killed trying to defend
Romeo. Romeo __________ Mercutio’s death by killing Tybalt. Prince Escalus defers
the death sentence on Romeo, but __________ him from Verona __________. Juliet is
grief-stricken as a result of her cousin’s death and her husband’s __________. Friar
Laurence sends Romeo to say his last __________ to his bride before he leaves for
Mantua. When the Capulet and Montague families discover the __________ marriage,
Romeo can return to Verona and request a pardon. Lord Capulet __________ agrees
to a wedding between Paris and Juliet in three days. When Juliet refuses to marry
Paris, her parents __________ to banish Juliet from the house. Juliet decides to go to
Friar Laurence to ask for his help.
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Name _____________________________________ Date _____________
Romeo and Juliet: Lesson 3: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. Lord Capulet is enraged when Juliet refuses to marry Paris.
______________________________________________________________________
2. Romeo blames himself for Mercutio's death, and avenges him by killing Tybalt.
______________________________________________________________________
3. Benvolio, Tybalt, and Romeo are good and loyal friends.
______________________________________________________________________
4. Romeo and Juliet are very joyful when they say farewell at dawn.
______________________________________________________________________
5. The Nurse tells Juliet that her cousin, Tybalt, has been slain.
______________________________________________________________________
6. Friar Laurence tells Romeo his punishment is to go to prison.
______________________________________________________________________
7. After the duel, Romeo blames Benvolio for getting in Mercutio’s way.
______________________________________________________________________
8. Juliet hides at Friar Laurence’s cell and waits for Romeo.
______________________________________________________________________
9. As Mercutio is dying, he jokes about his family and friends.
______________________________________________________________________
10. Romeo is grateful that he will not face death, only banishment from Verona.
______________________________________________________________________
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 3: Exercise 3 (FCAT Practice/Reading Comprehension)
Complete the chart by comparing and contrasting the conflict that Romeo faced with
Tybalt and the conflict Mercutio faced with Tybalt. Think about the characters, events,
motivation, setting, and resolution.
Romeo and Tybalt
Mercutio and Tybalt
DIFFERENT
DIFFERENT
1.
1.
2.
2.
3.
3.
1.
2.
3.
SIMILAR
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 3: Exercise 4: (FCAT Practice/Reading Comprehension)
Review the summary of Act III of the play, Romeo and Juliet, by William Shakespeare.
Then read the excerpt from the original play and answer the questions. Use the context
of the scene between Romeo and Juliet and what you know about the story.
(Scene: Capulet’s Orchard, Juliet’s balcony.)
Juliet:
“Wilt thou be gone? It is not yet near day.
It was the nightingale, and not the lark,
That pierced the fearful hollow of thine ear.
Nightly she sings on yond pomegranate tree.
Believe me, love, it was the nightingale.”
Romeo:
“It was the lark, the herald of the morn;
No nightingale. Look, love, what envious streaks
Do lace the severing clouds in yonder east.
Night’s candles are burnt out, and jocund day
Stands tiptoe on the misty mountaintops.
I must be gone and live, or stay and die.”
What does “the lark” symbolize?
________________________________
What does “the nightingale” symbolize?
________________________________
What are the lark and the nightingale?
________________________________
Identify 2 more things they can see from
the balcony.
1_______________________________
2_______________________________
Why must Romeo be gone?
________________________________
Refer to the text of the play to contrast the two characters, Romeo and Mercutio. Then
complete the chart.
Contrast
Romeo
Mercutio
Motivation
Words &
Thoughts
Actions
Goals
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 3: Exercise 5
Fill in the blanks.
In Scene 1, Act III, Benvolio __________ Mercutio are in the __________
Square. Tybalt arrives, looking __________ Romeo. Benvolio stays calmer __________
Mercutio and wants to __________. Mercutio, on the other __________, tries to anger
Tybalt. __________ Romeo arrives, Tybalt insults __________ and then tries to
__________ a duel. Romeo remembers __________ since he married Juliet,
__________ is his cousin by __________. That’s why Romeo is __________ careful
than Mercutio, and __________ to avoid the fight. __________, however, is enraged by
__________ insults.
A duel follows __________ Mercutio and Tybalt. Tybalt __________ Mercutio for
trying to __________ Romeo. Romeo blames himself, __________ believes that his
love __________ Juliet has made him __________. Therefore, Romeo avenges his
__________ Mercutio’s death by killing __________. Benvolio rushes Romeo away,
__________ explains to Prince Escalus __________ happened. The punishment is
__________, but Prince Escalus is __________ merciful than that, and __________
Romeo’s death sentence. Prince __________ decides that Romeo should __________
have taken the law __________ his own hands. Therefore, __________ punishment is
banishment from __________ forever.
In Scene 2, the __________ tells Juliet the bad __________. Juliet’s cousin
Tybalt is __________, and her husband Romeo __________ banished forever. Juliet is
__________ grief-stricken than anyone knows __________ her marriage to Romeo
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__________ a secret. Juliet’s family __________ grieving for Tybalt, but __________ is
also grieving for __________ husband, Romeo. Tybalt wanted __________ kill her
husband, and __________ husband Romeo ended up __________ Tybalt. For Juliet,
Tybalt’s __________ is bad enough, but __________ banishment is worse. Juliet
__________ her ring with the __________ as a message for __________ to come to
her. __________ must say his last __________ to his bride before __________ has to
leave Verona.
__________ Scene 3, Romeo is hiding __________ Friar Laurence’s cell. The
__________ reminds Romeo that the __________ has spared his life __________ an
act of mercy. __________, to Romeo, being banished __________ more torturous than
merciful. __________ would rather be dead __________ be separated from Juliet.
__________ Juliet’s Nurse arrives, she __________ Romeo blubbering and weeping,
__________ like Juliet. Romeo wants __________ kill himself with his __________.
Friar Laurence reminds Romeo __________ he should be the __________ grateful that
Juliet still __________ him.
Romeo decides to __________ to comfort Juliet and __________ say his
goodbyes. Romeo __________ Friar Laurence make a __________. Romeo must
leave Verona __________ dawn. He will go __________ Mantua and wait for
__________ announcement of his marriage __________ Juliet. Friar Laurence is
__________ that when the Capulet __________ Montague families discover the
__________ marriage, Romeo can return __________ Verona and request a
__________. If there is any __________ of a pardon, Friar __________ will send for
Romeo.
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__________ Scene 4, Lord Capulet and __________ discuss a marriage
between __________ and Juliet. Since his __________ is so unhappy, Lord
__________ impulsively agrees to a __________ in three days. He __________ that
his daughter is __________ the death of Tybalt. __________ Capulet hopes Juliet will
__________ less miserable if she __________. He does not know __________ Juliet
has already married __________ banished Romeo.
In Scene 5, __________ is dawn, and Romeo __________ Juliet say goodbye.
Romeo __________ down the rope ladder __________ leaves for Mantua. Juliet
__________ more overwhelmed with grief __________ before, to see her __________
leave her forever. Lady __________ comes to Juliet’s room __________ tell her about
her __________ to Paris in three __________. Juliet is horrified at __________ idea,
and she refuses __________ marry Paris. Juliet’s parents, __________ know nothing
about Romeo, __________ understand Juliet's refusal. Juliet __________ always been
an obedient __________. They angrily threaten to __________ Juliet from the house
__________ she refuses to marry __________. The Nurse quietly tells __________
that Paris is a __________ catch than Romeo, now __________ Romeo is banished.
Juliet __________ to go to Friar __________ to ask for his __________.
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 3: Exercise 6
Write an equal comparison for each pair of sentences, using as (much, many) …as.
Example:
Juliet thought her Nurse was loyal. Her Nurse wasn’t really loyal.
Juliet’s Nurse wasn’t as loyal as she thought.
1. The teacher loves reading the play. You loved reading the play too.
______________________________________________________________________
2. Juliet thought the night was short. The day was also short.
______________________________________________________________________
3. Romeo was miserable. Juliet was miserable too.
______________________________________________________________________
4. Lord Capulet was angry. Lord Capulet was surprised.
______________________________________________________________________
5. The beginning of Act 3 was sad. The end of Act 3 was also sad.
______________________________________________________________________
Combine the sentences, using more (-er) than…less (-er) than…
Example:
Seven first nights were long. The eighth night was really long.
The eighth night was longer than the first seven nights.
1. The nurse was extremely upset. Friar Laurence was only upset a little.
______________________________________________________________________
2. What Juliet’s parents think isn’t important to you. It is to Romeo and Juliet.
______________________________________________________________________
3. Juliet’s grief was terrible at first. Later, it was unbearable.
______________________________________________________________________
Rewrite the sentence, using an unequal comparison with different from… /similar to…
Examples:
Romeo was in love. Benvolio wasn’t.
Romeo was different from Benvolio.
1. Benvolio was loyal to his friends. Mercutio was loyal as well.
______________________________________________________________________
2. Juliet was grief-stricken. The Nurse wasn’t.
______________________________________________________________________
3. The lark sings in the morning. The nightingale sings at night.
______________________________________________________________________
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