English 9: Tina Latvala
Title: Romeo & Juliet: by William Shakespeare
Introduction:
This unit is for a 9th grade English Language Arts class with students primarily reading at grade level and
above. The students will be reading complex language with old English and poetry. This unit will be the
second novel read for the year which will provide students with important vocabulary necessary for the
next unit. Poetic language and literary elements are foundational to deeper understandings and complex
synthesis when analyzing writing as well as poetry. This unit is differentiated for advanced learners who
are interested in higher order questions and writings. This class does have a diverse mix of students and
some learner’s who have IEP’s in reading and writing will be able to utilize the assessments for regular
learner’s as they are a written for lower reading levels which are appropriate. The student text book has
differentiated reading material suitable for those IEP students.
The goal is to read this play and introduce students to the language of Shakespeare, and to allow them to
relate to the themes of yesterday to the world of today. Love is timeless, parent rebellion is timeless, and
family loyalty is timeless. All of these themes are present in this classic play from long ago. Reading this
play, students will identify with the main characters, but also as teenagers this play will help students
identify with 16 Century customs and history. This play will help the students analyze love, family, and
leadership qualities.
November 2010
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
9
16
23
3
Day 1:
Intro
E.Q.
& Hook
4
Day 2:
Bio/
Video
5
Day 3:
Lit.
Elem.
Vocab &
Themes
6
7
Day 4:
Activity
Hurling
Insults
Day 5:
Prologue
& Act1 sc.
1.1 focus
on Video
10
11
12
13
14
Day 6:
Act 2
Focus sc.
2
Day 7:
Perform
Act 2/ &
P/assess
Day 8:
Perform
/ Assess.
Day 9:
Act 3 sc.
1-3
Comp. Q
Day 10:
Act 3 sc.
Comp. Q
17
18
19
20
21
Day 11:
Review
Acts 1-3:
Day 12:
Review
Acts 1-3
Day 13:
Review/
Discuss
Acts 1-3
Day 14:
Quiz:
Literary
Terms
Day 15:
Types of
Love class
Discussion
.
24
25
26
27
28
Day 16
Outline
Essay
Day 17
Intro:
Essay
Day 18
P: 2
Essay
Day 19
P: 3 & 4
Essay
Day 20
Re write:
Essay Due
8
15
22
29
English 9: Tina Latvala
Title: Romeo & Juliet by William Shakespeare
Stage 1: Desired Results
Established Goals: [G]
______________________________________________________________________________
What are the relevant goals (“cut and paste” from State or National standards)
Reading:
1.2. Use vocabulary (word meaning) strategies to comprehend text.
2.4. Think critically and analyze author‘s use of language, style, purpose, and perspective in
literary and informational text.
Writing:
4.1. Analyzes and evaluates others' and own writing.
3.1. Develops ideas and organizes writing.
______________________________________________________________________________
Understandings: [U]
“Students will understand that…”




There are different types of relationships that look and feel like love.
Shakespeare is a timeless classic just as human nature is timeless.
Feudal arguments can lead to tragedy.
Love is blind.
Essential Questions: [Q]
1.
2.
3.
4.
5.
Who is Shakespeare?
Why is Shakespeare timeless?
What is a tragedy?
What is love?
Why do teenager’s rebel against
parents?
6. How do you judge character?
7. Why do people follow a crowd?
Knowledge & Skill [K & S]
Students will know…
1. How to define tragedy.
2. Characteristics of love.
3. Comprehend old English
2. Poetic literary terms/devices
Skills demonstrated . . .
1. Identify the literary elements and devices.
2. Keep a running journal of questions,
thoughts.
3. Rewrite, present and perform a scene.
4. Essay
Stage 2: Assessment Evidence
What evidence will be collected to determine whether or not the understandings have been
developed, the knowledge and skill attained, and the state standards met? [Anchor the work in
performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
Performance Task Summary
Rubric Titles
Performance Tasks: (T)
1. Analytical, multi-paragraph essays on R&J (see
handout for topics). Differentiated by readiness
(scaffold topics available for novice students and
students nearing proficiency).




Literary Element Quiz
Act 2-4 comprehension question
Reader‘s Theater Performance
Four paragraph essay
2. Performance of scenes from R&J on stage or
film, differentiated by readiness and interest
Self-Assessments
 Journals/Meta-reflections: Numerous
reflective writing assignments in the form of
journal entries, ―Take away moments to ‗Do
Now‘‖, and class reflection paragraphs.
 Participation reflection individual and of group
work handouts
Other Evidence, Summarized
Other Evidence: (OE)
-Test on literary terms
-Journals
-Reader‘s Theater (performance)
- Meta-Reflection
- -Close reading activities
-Quizzes
-Small and whole group discussion
-Creative rewrites of acts
-Study question
-Act reviews
Stage 3: Learning Activities
What sequence of learning activities and teaching will enable students to perform well at the
understandings in Stage 2 and thus display evidence of the desired results in stage one? Use
the WHERETO acronym to consider key design elements.
Day one: 45 minutes
Essential Questions on the board:






Why is Shakespeare timeless?
What is a tragedy?
What is love?
Why do teenager’s rebel against parents?
How do you judge character?
Why do people follow a crowd?
(W, H) Hook:
Why do we study Shakespeare? Is this just tradition or is there a connection to the text and our lives
today? Has anyone in this class felt they were in love? Have any of you ever experienced
relationship hardship? Have any of you ever rebelled against your parents or someone of authority?
These are just a few questions we will examine when reading this play. How do you know if you
really love someone, how do you judge a good person from a bad person? Last, do you think of
yourself as a leader or a follower?
When we read Shakespeare, we can somehow begin to realize many of these questions … believe it
or not. By reading this old play, we as readers can learn about ourselves, by reading about others …
we can learn how to avoid making the same mistakes that these two young people in Shakespeare‘s
Verona, Italy so famously made.
We will learn that Shakespeare writes about all of these things questions in Romeo and Juliet. When
we think about how long ago this was written, the goal is to realize that people have not really
changed when it comes to the fundamental nature of being human beings. We all need to love, be
love, and separate from our parents. By reading this play we will learn that love is timeless.
Let‘s first take a look at who Shakespeare is, then we will look at the historical times of the great
writer so as that we can learn what we have in common with this prolific writer.
(E)
The things we are going to do in this unit are analyze texts, answer comprehension questions, take a
few open book quizzes, rewrite an act, perform it, and finally write a character essay explain what
you have learned about the story of Romeo and Juliet. But, first let‘s get to know who William
Shakespeare is, and learn about his time in history.
 ―Watch Shakespeare in the Classroom‖ video
 (R) Reflection: Summarize five interesting things you learned and explain why/ 10 pts.
Day two: 45 minutes
(R, E) ―Biography of William Shakespeare‖ –Share five things and share pair in groups
Day three: 45 minute
(E, E) Pre-reading activity – Act I PRE-READING (Themes)
1. Rebellion: What rules do you struggle to follow? Why? What are the consequences when you do
follow the rules? What are the consequences when you don‘t? What rules do you see others
struggling to follow? Why? What consequences have they experienced?
2. Lust: In what ways is lust different from love? How is lust viewed by our society? In what
situations is lust approved of? In what situations is it condemned?
3. Dichotomy & Paradox: How can a person or a thing exhibit opposite characteristics
simultaneously? (For example, can you feel both love and hate for one person? How and why?)
4. Challenge question: What do these three themes have in common? Make some
connections.
(E) Vocabulary of Literary Terms: Handout packet
Romeo and Juliet: Have students review. Inform students we will discuss/review as we read.
1. Pun: a play on words. There are several ways to pun:
a. You can use the word multiple times for all its different senses or meanings.
b. You can use two similar-sounding words or two words that have similar meanings.
c. You can use several words that relate by theme while using a word with multiple meanings.
Example: The wife was so glad that her husband was finally taking out the trash that she
didn‘t trash him for once.
d. You can change a letter or two to create a new word that is a blend of these meanings. For
example, funny + pun = punny. (Decourcy, Fairchild and Follet 113)
2. Metaphor: a comparison between two unlike things in which one thing is substituted for another. A
metaphor is like a math equation, where A=B. For example, we might say to someone, ―You‘re a
pig!‖ Obviously, the person is not actually a pig, but there is one way that the human and the pig can
be alike: they both share the qualities of greediness or sloppiness. A metaphor carries more power
than a simile because the comparison is stated without calling attention to itself with words such as
like or as, as in a simile (Decourcy, Fairchild and Follet 72).
3. Oxymoron: the use of paired opposites in a phrase or description. An oxymoron is a situation, place,
or thing in which opposites coexist. You see and hear oxymoron‘s all the time: on TV commercials,
on restaurant menus, and in political talk. Examples: jumbo shrimp, bittersweet, peace force, firm
pillow, alone in a crowd. (Decourcy, Fairchild & Follet 72)
4. Petrarchan lover: a person in love with the idea of being in love. Petrarch was an early Renaissance
Italian poet known for writing dramatic love poetry; he loved a woman named Laura. They never
actually had a relationship. During Shakespeare‘s time, the ideals of love included these Petrarchan
qualities: the lover must be melancholy for the sake of the beloved; the beloved must resist (if not
reject) the lover‘s attentions; the lover must write beautiful poetry to woo the beloved; the lover must
suffer from the pangs of unrequited love (Decourcy, Fairchild and Follet 72).
5. Motif: A repeated symbol in a literary work that is often a sensory, physical image. The words used
for a motif are concrete rather than abstract, and the image is repeated more than once in a scene, act
or chapter. (Examples of motifs in Romeo and Juliet are masks, the sun and moon, and light & dark.)
6. Allusion: A reference to something from history, literature, mythology, the Bible or art
Example: ―You are a lover. Borrow Cupid‘s wings / And soar with them above a common bound.‖
(Mercutio)
7. Paradox: An apparent contradiction that contains an element of truth. Example: ―My bounty is as
boundless as the sea, / my love as deep. The more I give to thee, / The more I have, for both are infinite.‖
(Juliet)
8. Drama: A story that is written to be acted out in front of an audience.
9. Acts: Major divisions of actions within a play.
10. Scenes: Divisions within the acts of a play.
11. Comedy: A lighter form of drama that aims to amuse and ends happily. It deals with human
failings, follies and foibles.
12. Tragedy: A drama featuring a protagonist engaged in a morally significant struggle ending in ruin or
profound disappointment.
13. Monologue: The discourse of only one speaker. A monologue is a speech that represents what
someone would speak aloud in a situation with listeners, although they do not speak.
14. Prologue: Opening lines introducing a drama‘s characters, setting and conflict; precedes the plot.
15. Epilogue: Final remarks in a play, addressed to the audience; follows the plot.
16. Soliloquy: a character‘s thoughts spoken aloud on stage.
17. Aside: Part of a character‘s dialogue that is intended only for the audience or a selected character,
purposely excluding others.
18. Sonnet: A lyric poem of 14 lines, written in iambic pentameter and following a set rhyme scheme.
19. Chorus: A group of actors speaking as one character.
20. Iambic Pentameter: A line of poetry containing 5 iambs. An iamb is a unit of measure consisting of
an unstressed syllable (U) followed by a stressed syllable (/). Example: ―But soft! What light through
yonder window breaks!‖ (Romeo)
21. Blank Verse: Poetry written in unrhymed iambic pentameter. This is the rhythm of everyday
speech. Example: ―It was the nightingale, and not the lark, / that pierced the fearful hollow of
thine ear.‖ (Juliet)
22. Hyperbole: A figure of speech in which conscious exaggeration is used.
23. Foil: A character who is used as a contrast to another character. The writer uses a foil to accentuate
and clarify the distinct qualities of two characters.
Example: The cynical, sophisticated Mercutio is a foil to the romantic, naïve Romeo.
24. Alliteration: The repetition at close intervals of initial consonant sounds.
Example: Peter Piper picked a peck of pickled peppers.
Day four: 45 minutes
(E): Pre-reading activity – ―Shakespearean Insults‖ to introduce Shakespeare‘s Terms
and Poetic elements. (Handout insult page to each group from Folgers website)
Day five: 45 minutes
(E, T): Read Prologue and Act 1 Discuss loyalty to friends and family.
Use film and show Prologue, Act 1 use as basis for discussion of text, subtext, and
Equal validity of multiple interpretations (focusing scene 1.1 - intro fight scene)
Day six: 45 minutes
(E, T): Read out loud Act 2/ Focus on Sc. 2 have groups rewrite and act out act 2 as if it were a song.
You will be asked to rewrite this act in modern day English. Your job is to make it timely as in you can
turn it into a Rap song, or a country song, or a modern ballad. The choice is up to your group members.
Meet with others in your small group who want to perform the same scene. Decide on the setting (time
and place) for your scene—will this be set in urban America in the present time? In the Wild West of the
late 1800‘s? In war-torn Baghdad, where Juliet is a Shi‘a Muslim and Romeo is a Sunni? There are
unlimited options—be creative and don‘t just settle on the first thing that comes to mind, but also be
practical about what you can pull off with a very limited budget! Above all, be sure your choice makes
sense with Romeo and Juliet—in other words, your setting must fit with Shakespeare‘s plot, themes and
characterization. Be prepared to write a justification of your chosen place and time.
Step 3: Divide roles
At this point you will need to divvy up the work so that each group member is doing his or her fair share.
Your roles should be based on the interests, strengths and weaknesses of each person in your group.
 Assessment on participation/scene rewrite reflection:
1. Write a paragraph in which you discuss what you learned about the scene you performed
through this project. How did the process of interpreting Romeo and Juliet for the stage or film
affect your understanding of the play? Consider what you learned about the characters, themes,
motifs, imagery and/or language.
2. Write a paragraph on yourself and one on each of your group members in which you respond
to the following questions:
• Did this person (you or one of your group members) make positive contributions to
the group by taking an active role in each phase of discussion, writing and
production? Did this person fulfill all of his/her obligations?
• Were there special circumstances preventing this person from doing as much as he or
she would have liked?
3. Write a concluding paragraph in which you respond to the following questions:
• Are you satisfied with the final performance/product? Why or why not?
• Do you feel the quality of the final performance/product reflected the amount of work
your group put into the project? Explain.
• Comment on anything else you think I should know in evaluating you and your group
members. It is especially important to tell me if certain people did extra work behind
the scenes that I would not necessarily be aware of.
(E):
Assessment: 20 points total
Students to fill out a self-evaluation sheet to hand back to teacher
Each box must have 2 items or more of content
I LEARNED
I ENJOYED
4pts
STILL
WONDERING
4 pts
MOST
CHALLENGING
4pts
4pts
Key Questions: Meta-Reflection:
Did the students work on / engage in writing activity?
How will these questions help students focus on story endings?
Do you think that this play is realistic for you and your life so far?
Reader’s Theatre Performance
Group Assessment of Romeo and Juliet Scenes
PERFORMANCE (40) (E)
1. Knowledge of
Incomplete/
Inadequate (0-5)
PRODUCTS (40)
Creativity of ideas;
quality (effort,
thorough,
polished)
1. Justification of
Setting.
2. Script
PERFORMANCE
(40)
1. Knowledge of
lines
2.
Quality/(effective
gestures,
movements,
Adequate (6-7)
Good (8-9)
Excellent (10)
expression,
volume, pacing)
3. Effort
4. Polish
GROUP WORK
(20)
1. Equal division
of labor
2. Effective use of
class time
3. Preparation
4. Dedication,
Total Points
Comments:
Day seven: 45 minutes
(E): Act 2 Sc. 3-5 Text and Subtext – Complete Comprehension Questions and literary elements:
Day eight -thirteen: 45 Minutes each
(E, O, T) Act 3 Juliet and her mother 3.4
Review Types of Shakespearian plays and vocabulary:
Romeo and Juliet Study Questions (OT and NOV)
***Note that you will not be reading every scene in its entirety. The lines you are assigned to
read are in parentheses after the scene number.
ACT I
(E, E, T, O)
Scene 1 (all):
1. What kind of person is Tybalt? (lines 63-69) Support your answer with specific things he
says and does.
2. Why do you think so many people of Verona would get involved in a servants‘ fight?
How could the fighting foreshadow the rest of the play?
3. Note that the servants speak in prose—everyday speech—while Benvolio, Tybalt, the
Lords and Ladies speak in blank verse. Why would Shakespeare distinguish their
speech?
4. What is Romeo doing that causes his parents to worry? What kind of mood has Romeo
been in lately? Give words or phrases that support your answer. (lines 129-140)
5. In speaking to Benvolio, Romeo uses oxymoron’s (opposites paired in a phrase). List all
the oxymoron‘s you find in his speech (lines 174-180).
a. Why would Romeo use oxymoron's to describe his feelings about unrequited
(unreturned) love?
b. Is love ever the way Romeo says it is? Why or why not?
c. Create your own oxymoron.
6. Romeo also uses a lot of metaphors in speaking about love (lines 188-192). List the six
things he compares love to. What is Romeo‘s attitude towards love?
a. Which metaphor do you believe best describes love? Why?
b. To what unlike person, place or thing would you compare love? Why? Write two
metaphors of your own.
Scene 2 (lines 1-25; 84-103)
1. Lord Capulet seems like a nice guy. After all, he doesn‘t seem to be forcing Juliet into an
arranged marriage, even though wealthy parents in Shakespeare‘s day often did. Find
three examples from his speech to Paris that prove that Lord Capulet is kind and
concerned about his daughter.
2. What advice does Benvolio give Romeo for dealing with his love situation? (lines 87-89)
Is this good advice? Why or why not?
Scene 3 (lines 63-end)
1. Should parents have a say in who their children marry?
2. What is your impression of the Nurse? Give a couple of details to support your ideas.
3. What is your impression of Juliet so far? Give a couple of details to support your ideas.
Scene 4 (lines 48-end)
1. Romeo has a premonition in this scene. What is it? Predict what this premonition might
foreshadow.
2. Draw Queen Mab. What types of dreams does she give the people she visits?
3. Look up words related to the name ―Mercutio‖. What are the connotations of this name?
What does this say about the character of Mercutio?
Scene 5 (lines 41-end)
1. What does Romeo say that Juliet (or her beauty) teaches? What does Romeo really
mean?
2. Explain the significance of the simile: ―It seems she hangs upon the cheek of night / As a
rich jewel in an Ethiop‘s ear…‖
3. To what else does Romeo compare Juliet? What is your reaction to these comparisons—
is this a very romantic statement? Why? What is true romance?
4. Is this love at first sight or true love? How do you know?
5. What kind of character is Tybalt? Why do you think Shakespeare includes him in this scene?
6. When you get to Romeo‘s line ―If I profane with my unworthiest hand‖ (line 93), stop
and review the structure and themes of the sonnet. Then read the exchange between
Romeo and Juliet that forms a sonnet.
7. After completing the Speaking in Bardish activity: Juliet uses a metaphor about her
grave. Find it. What connotations do grave and wedding bed have? Why would she say
such a thing?
8. What does Juliet mean by ―My only love sprung from my only hate! / Too early seen
unknown, and known too late!‖? What literary element is at work in this line?
9. Provide some thoughts that seem to sum up what the play is saying about love and
identity so far. (E.g. how does love first begin? Is love a reasonable thing? What can we
learn about a character through his or her actions and/or speech? If you fall in love with
someone of whom your family disapproves, should you marry the person regardless of
the obstacles?)
Act II
Prologue:
1. Determine what makes the prologue a sonnet. Summarize the prologue.
Scene 1: (summary only)
1. Read the summary of this scene (p. 70) and the commentary entitled ―Mercutio‘s banter‖
on p. 71. How is Mercutio different from Romeo?
Scene 2: (the famous balcony scene!)
1. Carefully read Romeo‘s first nine lines. Explain why he compares Juliet to the sun and
wants her to ―kill the envious moon.‖ What is the meaning of this metaphor? (Hint:
think about the connotations of words like sun and moon).
2. What kind of love is Romeo experiencing when he sees Juliet? Is it true romantic love or
is it lust?
3. Why does Juliet want Romeo to give up his name? What does Juliet say will happen if
Romeo is called by another name? (lines 33-48)
4. What does Juliet say will happen if her people find Romeo on her balcony? What is
Romeo‘s response? (lines 62-78)
5. Why does Juliet tell Romeo not to swear by the moon that he loves her? (lines 107-114)
6. What is Juliet worried about in lines 116-124?
7. What plan does Juliet propose to Romeo? (lines 142-148)?
8. Where do we see the motif of haste vs. patience in this scene? Write down the quotations
and line numbers. Then write a quotation sandwich as practice for your essay writing
later. Fill in the blanks in this paragraph: the topic sentence, the example (quotation),
and the commentary.
(E,O): Quotation Sandwich:
TOPIC SENTENCE: Juliet feels that time ____________________________________
_______________________________________________________________________.
For example, Juliet tells Romeo, _______(insert quote)___________________________
_______________________________________________________________________.
Juliet‘s words illustrate that ____(commentary on the quote)______________________
_______________________________________________________________________.
9. What key difference between Romeo and Juliet emerges in this scene? Explain with
details.
10. Challenge Question: What other motifs appear in this scene? Write down parts of
quotes to support each motif.
11. Challenge Question: How is this scene between the lovers both romantic and
dangerous? Is the romance enhanced by the presence of danger, or would it be more
romantic not to be in danger? Explain.
Scene 3 (lines 31-end)
1. At the beginning of this scene, Friar Laurence philosophizes about human nature and
medicine. Paraphrase these lines:
a. ―Virtue itself turns vice, being misapplied, / And vice sometime‘s by action
dignified.‖ (lines 21-22)
b. ―Two such opposed kings encamp them still / In man as well as herbs—grace and
rude will; / And where the worser is predominant, / Full soon the canker death
eats up that plant. (lines 27-30)
2. Where does Friar Laurence think Romeo has been? What does this tell us about Romeo?
3. Why does the Friar say, ―Young men‘s love then lies / Not truly in their hearts, but in
their eyes‖? Do you agree?
4. What is the Friar‘s motive for helping Romeo and Juliet?
5. What warning does the Friar give Romeo in the last line of the scene? What motif do we
see at work here?
Scene 4 (lines 36-182)
1. This scene is important for developing the characters of Mercutio, Romeo and the Nurse.
Describe the speech and behavior of each—what do we learn about them based on their
interaction here?
Scene 5 (all)
1. Juliet is impatient in this scene. Quote a couple of her lines that show this impatience.
2. How does the Nurse tease Juliet? Why do you think she does this?
3. What motif do we see in this scene?
Scene 6 (read summary only)
Romeo and Juliet Study Questions (Advanced)
(E, T)
Act I:
Scene 1:
1. The play opens with the Capulet and Montague servants engaging in a lot of wordplay. Many of
the puns are sexual and even violent. Why might Shakespeare include so much sexual innuendo
in a play about true love?
2. Characterize Tybalt, providing 2-3 examples of things he says or does to support your point.
3. Reread the Prince‘s speech (lines 79-101).
a. What historical information does he convey?
b. What are two important political decisions he makes? Are they sound decisions?
4. Note that the servants are speaking in prose while Benvolio, Tybalt, the Lords, the Ladies and the
Prince all speak in blank verse. What conclusions can you draw about why Shakespeare would
distinguish their speech?
5. What are the connotations of these words: mistemper‘d, canker‘d, civil, profaners, moved?
Connect each word to the themes of this play: love and marriage, rebellion, fate, paradox,
identity.
6. What is Romeo doing that causes his parents to worry? What kind of mood has Romeo been in
lately? How will Benvolio and the Montagues get to the bottom of the situation?
7. What oxymorons does Romeo use to describe love? List a few. What does Shakespeare choose
to have Romeo speak about love using oxymorons? (Hint: what are you as a reader learning
about Romeo‘s character and his situation?)
8. What metaphors does Romeo use for love? Choose two and explain the connotations of each.
Then write a topic sentence that states Romeo‘s attitude towards love.
9. In what ways is Romeo a Petrarchan lover?
Scene 2:
1. What advice does Benvolio give Romeo for dealing with his love situation? Is this good advice?
Why or why not?
2. How does Romeo respond and what does this tell us about him?
Scene 3:
1. Characterize Juliet‘s Nurse, looking especially at her long and repetitive speech in lines 16-48.
Give 2-3 adjectives to describe her and support each adjective with something she says.
2. Lady Capulet uses a conceit to describe Paris. A conceit is an extended metaphor, a comparison
between unlike objects or ideas in which the comparison is drawn out for an entire stanza or
poem. Find the conceit and write down the comparison. What might be Lady Capulet‘s
motivations for describing Paris so elaborately?
3. What do you think Juliet thinks of her mother‘s suggestion? Read her last lines very carefully.
Scene 4:
1. This scene includes lots of puns. Mercutio is especially fond of punning. Find 2-3 examples of
puns in this scene and explain the double meaning.
2. What are the connotations of the name ―Mercutio‖? Use a dictionary to help you. Based on
these connotations, predict what role you think Mercutio will have in the play.
3. Romeo has a premonition in this scene. What is it? Predict what this premonition might
foreshadow?
4. Draw Queen Mab. Why do you think Shakespeare includes this elaborate description? Try to
identify one of the themes of the play that emerges here.
5. How does Romeo‘s mood change in this scene? Find a line that captures his attitude at the
beginning and a line that captures his attitude at the end of the scene. What does this change tell
you about his personality?
Scene 5:
1. To what does Romeo compare Juliet in lines 44-53? What is the significance of this comparison
and others?
2. Why do you think Romeo speaks in hyperbole? Do you believe him? Why or why not?
3. Compare Tybalt‘s behavior with Lord Capulet‘s (lines 54-92). What kind of character is Tybalt?
Why do you think Shakespeare includes him in this scene?
4. When you get to Romeo‘s line ―If I profane with my un-worthiest hand‖ (line 93), stop and review
the structure and themes of the sonnet. Then read the exchange between Romeo and Juliet that
forms a sonnet.
5. What does Romeo mean when he says, ―Is she a Capulet? / O dear account! My live is my foe‘s
debt‖ (lines 119-120)?
6. Why is Juliet‘s line ―My grave is like to be my wedding bed‖ both ironic and not?
7. Juliet uses the word prodigious, meaning ―ominous‖ or ―foreshadowing evil.‖ Who else has
predicted evil forthcoming? When? What is interesting about this parallel?
8. Provide some thoughts that seem to sum up what the play is saying about love and identity so far.
(E.g. how does love first begin? Is love a reasonable thing? What can we learn about a character
through his or her actions and/or speech? If you fall in love with someone of whom your family
disapproves, should you marry the person regardless of the obstacles?)
A. Definitions:
Match the definitions with the appropriate terms by writing the term on your answer
sheet. Some terms may be used more than once. (1 pt. each)
Drama
Acts
Scenes
Comedy
Tragedy
Monologue
Soliloquy Prologue Epilogue
Aside
Sonnet
Chorus
Blank verse
Foil
Petrarchan love
1. Poetry written in unrhymed iambic pentameter.
2. Opening lines introducing a play‘s characters, setting and conflict.
3. A drama featuring a protagonist engaged in a morally significant struggle ending in ruin or
profound disappointment.
4. A speech by one person (other people may or may not hear it).
5. A character‘s thoughts spoken aloud on stage (only the audience is aware of what they are saying).
6. A story that is written to be acted out in front of an audience.
7. A poem of 14 lines of rhymed iambic pentameter.
8. A group of actors speaking as one character.
9. Two contrasting characters who bring out one another‘s traits.
10. Part of a character‘s dialogue that is intended only for the audience or a selected character,
purposely excluding others.
11. Final remarks in a play, addressed to the audience.
12. Unrequited (unreturned) or one-sided love.
13. Major divisions of action within a play.
14. A lighter form of drama that aims primarily to amuse and that ends happily.
15. Divisions within the acts of a play.
B. Application: Match each of the following terms with its example: (2 pts. each)
Pun
Oxymoron
Hyperbole
Alliteration
Allusion
Paradox
16. ―All the waters of [the ocean] won‘t wash this blood from my hands.‖
17. ―The price of duck feathers has increased. Now even down is up.‖
18. ―The fair breeze blew, the white foam flew, the furrow followed free.‖
19. ―We have a love-hate relationship.‖
20. ―Zeus threw down his thunderbolt.‖
21. ―When you‘re lost you‘re found.‖
C. Short Answer:
22. How many syllables are there in a line of iambic pentameter? (1 pt.)
23. Use the symbols U and / to illustrate what a line of iambic pentameter would look like (show the
unstressed and stressed syllables). (2 pts.)
(E,O): Quiz:
Romeo and Juliet Terms Test (30 points)
A. Definitions: Match the definitions with the appropriate terms by writing the term on your answer
sheet. Some terms may be used more than once. (1 pt. each)
Drama Acts Scenes Comedy Tragedy Monologue
Soliloquy Prologue Epilogue Aside Sonnet Chorus
Blank verse Foil Petrarchan love
1. Poetry written in unrhymed iambic pentameter.
2. Opening lines introducing a play‘s characters, setting and conflict.
3. A drama featuring a protagonist engaged in a morally significant struggle ending in ruin or
profound disappointment.
4. A speech by one person (other people may or may not hear it).
5. A character‘s thoughts spoken aloud on stage (only the audience is aware of what they are
saying).
6. A story that is written to be acted out in front of an audience.
7. A poem of 14 lines of rhymed iambic pentameter.
8. A group of actors speaking as one character.
9. Two contrasting characters who bring out one another‘s traits.
10. Part of a character‘s dialogue that is intended only for the audience or a selected character,
purposely excluding others.
11. Final remarks in a play, addressed to the audience.
12. Unrequited (unreturned) or one-sided love.
13. Major divisions of action within a play.
14. A lighter form of drama that aims primarily to amuse and that ends happily.
15. Divisions within the acts of a play.
B. Application: Match each of the following terms with its example: (2 pts. each)
Pun Oxymoron Hyperbole Alliteration Allusion Paradox
16. ―All the waters of [the ocean] won‘t wash this blood from my hands.‖
17. ―The price of duck feathers has increased. Now even down is up.‖
18. ―The fair breeze blew, the white foam flew, the furrow followed free.‖
19. ―We have a love-hate relationship.‖
20. ―Zeus threw down his thunderbolt.‖
21. ―When you‘re lost you‘re found.‖
C. Short Answer:
22. How many syllables are there in a line of iambic pentameter? (1 pt.)
23. Use the symbols U and / to illustrate what a line of iambic pentameter would look like (show the
unstressed and stressed syllables). (2 pts.)
Day 15:
Taxonomy of Love – Discerning Character Traits
(E,T,E,O)
I. Do Now: (6 minutes)
1. Prior to students‘ arrival in class, write the following on the board:
♥ TIMED SILENT WRITING - 6 MINUTES
How many ways can you define love?
Make a list in your notebook. You may reference your journal response from last night.
2. Students will work on prompt for 6 minutes.
II. Full Class Discussion - How many kinds of love are there? (5 minutes)
1. Ask for several students to share their initial reactions to the Do Now question. As they share - teacher
will record their answers on the board.
2. Students may read their answers aloud or respond to other student answers
3. Ask students to create different category titles for their responses.
III. Mini Lesson on the Taxonomy of Love (10 minutes)
1. Pass out Taxonomy handout.
2. Have student volunteers read the categories aloud
3. Discuss the definition of taxonomy and what the different categories mean
4. Match the categories brainstormed during the ―Do Now‖ to the different taxonomic categories listed on
the handout
5. Pass out Worksheet for Group Work and go over the directions.
IV. Group Work - Applying the Taxonomy to the Characters and to Ourselves. (10 minutes)
1. In pairs (either teacher assigned or student chosen) - Choose three characters from the play and analyze
them using the taxonomy guide.
2. Students will answers the questions on the handout to guide them through their choices.
3. Students will swap their homework (Journal responses) with their partner and read each other‘s
responses. They will then analyze their partner using the taxonomy guide.
4. If time allows pairs will swap journal entries with another pair and continue to read and analyze student
responses.
♥ Teacher will circulate the room as student pairs work to offer guidance and ensure that students remain
on task.
V. Large Group Discussion - How does the Taxonomy Work? (10 minutes)
1. Ask students to volunteer their Shakespeare character analysis
2. Discuss the different interpretations of the categories. Record them on the board. Ensure that students
are taking notes.
3. Share interpretations of students.
a. Direct student attention back to the ―Aim‖ – What is Love? - Come to a consensus on a definition.
4. Collect handouts and assign homework.
Homework: (5 minutes)
♥ Students will receive a handout with five quotations about love from the scenes of the play that have
been read already. Their assignment is to:
1. Interpret each quote
2. Explain the context of each quote.
3. Use the taxonomy to categorize the type of love the character is speaking of.
 Explain why you chose this category. Use textual evidence as support.
(E): Assessment:
Students will be assessed based on:
♥ their responses during class discussion
♥ the completion of group work handouts
♥ Level of ―on task‖ work during group work
If students can grasp the enduring concept of love, they can begin to understand the timelessness of the
story of Romeo and Juliet. Making connections between self and text will allow students to see that
human nature has not changed.
Day 16-20
(W, H, E, R, E, T, O)
Analysis/essay choices
Romeo and Juliet Essay Topics (Novice)
Choose one of the following topics on which to write a final essay on Romeo and Juliet. Your essay
should be 4 paragraphs, using the following structure:
Introduction:
1. Hook
2. Background information on plot and characters
3. Transition into thesis
4. Thesis
2 Body Paragraphs: 1. Topic sentence
2. Two chunks
3. Clincher
Conclusion: Answer the question “So what?” What does this play teach us about ourselves or about life
in general? Make a universal connection.
Do some pre-writing before you being writing, using an outline or other graphic organizer.
Essays must be typed in MLA format and submitted both in hard copy.
Topics three essay choices given for personalization:
1.Who is Romeo? Who is Juliet? The readers want to know. You are a reporter for People
magazine, writing a celebrity profile after having closely observed the behavior of Romeo
or Juliet. Pick one of these two protagonists and identify the two most important aspects of
his or her personality (Decourcy, Fairchild and Follet 273).
Thesis: Identify the two most important aspects of Romeo‘s or Juliet‘s
personality.
Topic Sentence 1: State the first aspect of Romeo or Juliet‘s personality.
Example 1:
Example 2:
Topic Sentence 2: State the second aspect of Romeo or Juliet‘s personality.
Example 1:
Example 2:
Choice 2:
2. Who is to blame? You are the judge reconstructing the action of the play that led to two
deaths, Romeo and Juliet‘s. Your evaluation will determine whether someone will be
investigated or arrested. Identify the two people most responsible for the tragedy of
Romeo and Juliet.
Thesis: The people most responsible for Romeo and Juliet‘s deaths are ______
(list 2 characters here) _____________________
Topic Sentence 1: ____ (Name of character) _______ is responsible for Romeo
and Juliet‘s deaths.
Reason #1: (give example of something the character says or does that
leads to R&J‘s deaths).
Reason #2: (give another example of something the character says or does
that leads to R&J‘s deaths).
Topic Sentence 2: ____ (Name of character) _______ is also responsible for
Romeo and Juliet‘s deaths.
Reason #1:
Reason #2:
Choice 3:
3. True Love: What is true love? Do Romeo and Juliet have what it takes for a long-lasting relationship?
Create a definition of love and evaluate Romeo and Juliet‘s devotion to each
other. Does their love meet the definition you established? (Decourcy, Fairchild and Follet 274)
Intro: (Define true love by identifying at least two aspects of love that a couple
must demonstrate.)
Thesis: Romeo and Juliet‘s relationship (does/does not) fit the definition of true
love.
Topic Sentence 1: Romeo and Juliet (do/do not) display _____ (state the first
aspect of true love from your definition above) _______.
Example #1:
Example #2:
Topic Sentence 2: Romeo and Juliet (do/do not) display _____ (state the second
aspect of true love from your definition above) _______.
Reason #1:
Reason #2:
References:
http://www.awaytoteach.net/files/stepanian%20UBD%20Romeo%20and%20Juliet.pdf
Mr. Shakespeare and the Internet
[http://shakespeare.palomar.edu/]
MIT Shakespeare Homepage
[http://www-tech.mit.edu/Shakespeare/works.html]
Renascence Editions: Samuel Daniel: "Delia"
[http://darkwing.uoregon.edu/~rbear/delia.html]
http://www.bozeman.k12.mt.us/district/departments/curriculum_instruction/gifted_PEAKS/documents/1
British Academy Portal
Royal Shakespeare Company's "Teachers" website for Romeo and Juliet
[http://www.rsc.org.uk/romeo/teachers/resources.html]
Teaching Shakespeare
[http://www.folger.edu/template.cfm?cid=618]
Shakespeare's Globe
[http://www.shakespeares-globe.org/]
The Academy of American Poets: Sonnets
[http://poets.org/viewmedia.php/prmMID/5791]