English I Through ESOL
Drama: Romeo and Juliet: Lesson 4: Romeo and Juliet (Act IV), by William Shakespeare
FCAT Reading/Writing Focus:
FCAT Support Skills:
Language Focus:
Text:
English
arrangements
banquet
beg
beyond
bravely
busy
courage
cruel
cure
cursed
dangerous
desperate
dirge
feast
forgiveness
funeral
ghost
guest
hire
instead of
joyful
kneel
merry
messenger
musician
notice
potion
pretend
priest
rather than
snatch
sorrowful
soundly
tomb
unconscious
unexpectedly
vein
woeful
Spanish
preparativos
banquete
suplicar
más allá
valientemente
atareado
coraje
cruel
curar
maldito, maldecido
riesgoso
desesperado
canto fúnebre
banquete
perdón
funeral, exequias
fantasma
invitado
contratar
en vez de
alegre
arrodillarse
feliz
mensajero
músico
notar
pócima
fingir
fraile, sacerdote
más que
quitar, arrebatar
triste
profundamente
tumba
sin sentido, inconsciente
inesperadamente
venas
afligido
Synthesizing Information
Drawing Conclusions, Characterization
Adverb Clauses to Show Time
Pacemaker Classics: Romeo and Juliet (Globe
Fearon)
Haitian Creole
aranjman
bankè
mande
palòtbò
ak bravou, ak kouraj
okipe
kouraj
kriyèl
gerizon, remèd
modi
danjere
dezespere
chante tris
fèt
padone
fineray
fantòm
envite
anplwaye
olyede
jwaye
mete ajenou
jwaye
mesaje
mizisyen
remak
pwazon, bwè pwazen
pretann
prèt
tan pou, pase pou
sezi
douloure
solidman
tonm
enkonsyan
sanzatan
ven
deplorab, tris
Portuguese
preparativos
banquete
implora
além de
com bravura
ocupada
coragem
cruel
melhora, cura
amaldiçoado
perigoso
angustiante
canto fúnebre
festa
perdão
funeral
alma, espírito, fantasma
convidado, visita
admitir
ao invés de
alegre, festivo
ajoelhar-se, ficar de joelhos
alegre, divertido
mensageiro
músico
perceber
poção
fingir
padre
em vez de
arrebatar
triste
profundamente
túmulo
inconsciente
inesperadamente
veia
triste, deplorável
English I Through ESOL: Romeo and Juliet
Page 1
English Summary
Lesson 4:
Romeo and Juliet (Act IV), by William Shakespeare
In Scene 1, Paris is talking to Friar Laurence about his wedding plans to marry
Juliet on Thursday. Juliet arrives unexpectedly, and Paris notices that her eyes are red
and she has been crying. Paris kisses Juliet, and after he leaves, Juliet shares her
feelings of grief with Friar Laurence. Juliet tells Friar Laurence that she is beyond hope
or cure, and if Friar cannot help her, she will kill herself with the dagger she carries. The
priest wants to help Juliet, but his plan is as desperate as Juliet’s situation. Friar
Laurence’s plan is dangerous and it will take great courage. Rather than marry Paris,
Juliet will do anything to live as a faithful wife to her husband Romeo. Friar Laurence
tells Juliet that she must pretend to be merry about the marriage to Paris. The priest
gives Juliet a little bottle of liquid to drink the night before the wedding. After she drinks
the liquid, she will appear to be dead for 42 hours. Thinking that she is really dead, her
parents will dress her in her finest clothes and carry her to the Capulet family tomb.
Meanwhile, Friar Laurence will send for Romeo so he and Romeo can be there when
Juliet wakes up. As soon as Juliet awakens, Romeo c
an take her secretly with him back to Mantua, and the two can be together again.
Juliet bravely asks for love to give her courage.
In Scene 2, Juliet pretends to go along with all of the wedding plans. Lord
Capulet hires twenty good cooks and invites the guests. When Juliet returns from Friar
Laurence’s, she has a smile on her face. Juliet kneels and begs for her father’s
forgiveness. Since Tybalt’s death, Juliet has been a stubborn daughter. Before Juliet
went to Friar Laurence’s she refused to obey her parents and marry Paris. Lord Capulet
is so pleased, he sends a messenger to tell Paris that the wedding is changed to
tomorrow instead of in two days.
In Scene 3, Juliet asks to be left alone that night to pray in preparation for her
wedding. Nurse and Lady Capulet can complete the wedding arrangements. Juliet’s
fear is like cold running through her veins. Juliet is afraid something will go wrong, and
she thinks she sees Tybalt’s ghost looking for Romeo. Finally, she opens the little bottle,
drinks the potion that Friar Laurence gave her and falls on the bed unconscious.
In Scene 4, it is three in the morning of the wedding, and Lady Capulet is busy
taking care of the food for the wedding feast. Lord Capulet is giving the servants
instructions, and he sends the Nurse to Juliet’s room to wake her. Paris, the
bridegroom, is arriving with the musicians, just as he promised.
In Scene 5, the Nurse enters Juliet’s room to wake her, but Juliet is sleeping very
soundly. The Nurse is surprised that Juliet is fully dressed in her bed. Something is
wrong, and Juliet does not awaken. The Nurse shouts for Lady and Lord Capulet, who
run to find that their daughter is cold and her heart is not beating. Cruel death has
snatched their only child from them. A joyful day is now a black, cursed and woeful day.
When Friar Laurence arrives, he comforts the family, saying that Juliet is in a much
better place. Friar Laurence instructs everyone to dress Juliet in her finest clothes, carry
her to church, and follow her to her grave in the family tomb. Everything the parents
prepared for the wedding is now for a funeral. The wedding banquet is now a funeral
meal, the wedding songs are sorrowful dirges, and the bridal flowers will be buried with
Juliet’s body.
English I Through ESOL: Romeo and Juliet
Page 2
Spanish Summary
Lección 4: Romeo y Julieta (Cuarto acto) de William Shakespeare
En la primera escena de este acto, Paris le está hablando a Fray Lorenzo acerca de sus
planes de boda para casarse con Julieta el jueves. Julieta entra inesperadamente, y Paris nota
que sus ojos están rojos y que había estado llorando. Paris la besa, y luego se va. Julieta
comparte sus sentimientos de dolor con Fray Lorenzo y le dice que no tiene remedio ni abriga
ninguna esperanza, que si él no la puede ayudar, se suicidará con la daga que lleva. El fraile
quiere ayudarla, pero su plan es tan desesperado como la situación de Julieta; además es
riesgoso y se necesitará mucho coraje. Más que casarse con Paris, Julieta hará cualquier cosa
para vivir como una esposa fiel a su esposo Romeo. Fray Lorenzo le dice que debe fingir estar
feliz acerca de su boda con Paris y le entrega un pequeño frasco con un líquido para que lo
beba la noche anterior a la boda. Después de que lo haga, permanecerá como si estuviese
muerta por 42 horas. Al pensar que ella está realmente muerta, sus padres la vestirán con su
mejor traje y la llevarán a la tumba familiar de los Capuleto. Mientras tanto, Fray Lorenzo
buscará a Romeo para que ambos puedan estar al lado de Julieta cuando ella se despierte.
Tan pronto como lo haga, Romeo podrá llevarla en secreto de regreso a Mantua, y los dos
podrán estar juntos otra vez. Julieta valientemente le pide al amor que le dé coraje.
En la segunda escena, Julieta finge estar de acuerdo con todos los planes de la boda.
El señor Capuleto contrata a 20 de los mejores cocineros y convida a sus invitados. Cuando
Julieta regresa de la celda de Fray Lorenzo, está con la sonrisa en los labios; se arrodilla y le
suplica a sus padres que la perdonen. Desde la muerte de Teobaldo, Julieta ha sido una hija
testaruda, y antes de que fuera a la celda de Fray Lorenzo se negaba a obedecer a sus padres
y casarse con Paris. El señor Capuleto está tan contento que envía a un mensajero para
decirle a Paris que el día de la boda ha sido cambiado y que en vez de celebrarse dentro de
dos días se llevará a cabo al día siguiente.
En la tercera escena, Julieta pide que la dejen sola esa noche para orar y prepararse
espiritualmente para su boda. La nodriza y Lady Capuleto podrán completar los preparativos
de la boda. El miedo de Julieta es como un frío que le corre por las venas; teme que algo malo
suceda, y piensa que ve al fantasma de Teobaldo buscando a Romeo. Finalmente, abre la
botellita y bebe la pócima que Fray Lorenzo le entregó y cae en la cama sin sentido.
En la cuarta escena, son las tres de la mañana del día de la boda, y Lady Capuleto está
atareada encargándose de la comida para el banquete de la misma. El señor Capuleto está
dando instrucciones a los criados, y envía a la nodriza a la habitación de Julieta para
despertarla. Paris, el novio, está entrando con los músicos, justo como lo prometió.
En la quinta escena, la nodriza entra a la habitación de Julieta para despertarla, pero
ella está durmiendo profundamente. La nodriza se extraña de que Julieta esté completamente
vestida en la cama. Algo no está bien, y Julieta no se despierta. La nodriza llama a gritos al
señor Capuleto y a su esposa, quienes corren para hallar que su hija está fría y su corazón no
está palpitando. La muerte cruel le ha arrebatado a su única hija. Un día alegre es ahora un
día sombrío, maldito y triste. Cuando Fray Lorenzo entra, consuela a la familia, diciendo que
Julieta está en un lugar mucho mejor, y le ordena a cada uno vestir a Julieta con el mejor de
sus trajes, llevarla a la iglesia, y seguirla en su ataúd hasta la tumba familiar. Todo lo que los
padres prepararon para la boda es ahora para el funeral; así el banquete de la boda es ahora
una comida para las exequias, las canciones de la boda son cantos tristes, y las flores
nupciales se quemarán con el cuerpo de Julieta.
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 05-1221
English I Through ESOL: Romeo and Juliet
Page 3
Haitian Creole Summary
Lesson 4:
Romeo ak Juliet (Act IV), dapre William Shakespeare
Nan Sèn 1, Paris ap pale ak Friar Laurence sou plan nòs li pou l marye ak Juliet
nan jedi. Juliet rive sanzatann, epi Paris remake zye l yo wouj, li t ap kriye. Paris bo
Juliet, apre sa li ale, Juliet pataje santiman lapèn li ak Friar Laurence. Juliet di Friar
Laurence li pèdi tout espwa, li pa p janm geri, epi si Friar pa kapab ede l, l ap touye tèt li
ak epe ki sou li a. Pè a vle ede Juliet, men plan li a deplorab menm jan ak sitiyasyon
Juliet la. Plan Friar Laurence la danjere epi li mande anpil kouraj. Tan pou li marye
Paris, Juliet ap fè nenpòt bagay pou l rete yon fanm fidèl ak mari l Romeo. Friar
Laurence di Juliet li dwe pran pòz li kontan pou l marye ak Paris. Prèt la bay Juliet yon
ti boutèy likid pou l bwè nan sware anvan nòs la. Apre li fin bwè likid la, l ap sanble li
mouri pou 42 zè. Lè yo panse li mouri tout bon, paran l yo ap abiye l ak pi bèl rad li yo
epi y ap mennen li nan tonm fanmy Capulet. Pandan tan sa a, Friar Laurence ap voye
chèche Romeo, konsa , li menm ak Romeo kapab la lè Juliet reveye. Kou Juliet reveye,
Romeo kapab retounen avèk li an sekrè nan Mantua, epi yo toulède kapab ansanm
ankò. Juliet ranmase fòs li pou l mande lanmou ba l kouraj.
Nan Sèn 2, Juliet pran pòz li dakò avèk tout plan pou nòs la. Seyè Capulet
anplwaye ven (20) bon kizinyè epi li lanse envitasyon. Juliet soti kay Friar Laurence,
ak yon souri sou vizaj li. Juliet mete l ajenou epi mande papa l padon. Depi lanmò
Tybalt, Juliet te vin yon tètdi. Avan Juliet ale kay Friar Laurence li te refize obeyi paran l
yo epi marye Paris. Seyè Capulet tèlman kontan, li voye yon mesaje di Paris dat nòs la
chanje pou demen olye nan de (2) jou.
Nan Sèn 3, Juliet mande pou kite l pou kont li nan aswè pou l priye an
preparasyon pou nòs la. Enfimyè ak Madanm Capuet kapab fini aranjman yo pou nòs
la. Krent Juliet tankou fredi k ap koule nan vèn li yo. Juliet pè yon bagay ap pase mal,
epi li panse zonbi Tybalt ap chèche Romeo. Finalman, li ouvè ti boutèy la, bwè pwazon
Friar Laurence te ba li a epi tonbe sou kabann nan san konesans.
Nan Sèn 4, li twa zè nan maten nòs la, epi Madanm Capulet okipe ap prepare
manje pou festen nòs la. Seyè Capulet ap bay sèvant yo enstriksyon, epi li voye
enfimyè a nan chanm Juliet la pou reveye l. Paris, mesye marye a, rive ak mizisyen yo,
jan l te pwomet li a.
Nan Sèn 5, enfimyè a antre nan chanm Juliet pou reveye l, men Juliet nan
pwofon somèy. Enfimyè a te sezi wè Juliet byen abiye nan kabann li. Gen yon bagay
mal ki pase epi Juliet pa reveye. Enfimyè a rele Madanm ak Mesye Capulet, ki kouri
pou jwen pitit fi yo frèt epi kè l p ap bat. Lanmò kriyèl sezi sèl pitit yo a nan men yo.
Koulye a yon bèl jou fèt vin tounen you jounen dèy, modi ak deplorab. Lè Friar
Laurence rive, li rekonfòte fanmi an, li di Juliet nan yon pi bon kote. Friar Laurence bay
chak moun enstriksyon pou abiye Juliet ak pi bèl rad li yo, mennen l legliz, epi swiv li
nan fòs la sou tonm fanmi an. Tout sa paran yo te prepare pou nòs la, koulye a vin pou
fineray la. Koulye a bankè nòs latounen resepsyon antèman, chante pou nòs la tris, epi
flè yo ap antere avèk kò Juliet.
Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County –
November 2006- SY051221- Phone (561) 434-8620
English I Through ESOL: Romeo and Juliet
Page 4
Portuguese Summary
Lição 4: Romeu e Julieta (Ato IV), de William Shakespeare
Na cena 1, Páris está conversando com Frei Lourenço sobre os seus planos de
casamento com Julieta na quinta-feira. Julieta chega inesperadamente e Páris repara
que os olhos dela estão vermelhos e que ela havia chorado. Páris beija Julieta e após a
sua saída, Julieta compartilha suas tristezas com Frei Lourenço. Julieta conta a Frei
Lourenço que ela está completamente sem esperanças de uma solução e que se o frei
não ajudá-la ela cometerá suicídio com o punhal que carrega. O padre gostaria de
ajudar Julieta mas seu plano é tão angustiante quanto a situação de Julieta. O plano de
Frei Lourenço é perigoso e requer muita coragem. Em vez de casar-se com Páris,
Julieta faria qualquer coisa para ser uma esposa fiel a seu marido Romeu. Frei Lourenço
diz a Julieta que ela terá quer fingir que está feliz com o casamento com Páris. O padre
lhe oferece um frasco pequeno contendo um líquido para ela beber na noite antes das
núpcias. Após ingerir o líquido, ela parecerá estar morta por 42 horas. Achando que ela
está realmente morta, os pais lhe vestirão suas roupas mais bonitas e a carregarão para
o túmulo da família Capuleto. Enquanto isso Frei Lourenço mandará buscar Romeu,
para que eles possam estar presentes quando Julieta acordar. Logo que Julieta
acordar, Romeu poderá secretamente levá-la com ele de volta a Mantua e eles poderão
ficar juntos novamente. Julieta com bravura suplica que o amor lhe dê coragem.
Na cena 2 Julieta finge que concorda com os planos do casamento. O Sr.
Capuleto admite 20 bons cozinheiros e convida os convidados. Quando Julieta retorna
da casa de Frei Lourenço ela está sorrindo. Julieta ajoelha-se e implora o perdão de
seu pai. Desde a morte de Tebaldo, Julieta tem sido uma filha teimosa. Antes de
Julieta conversar com Frei Lourenço ela recusava-se obedecer seus pais e desposar
Páris. O Sr. Capuleto ficou tão satisfeito que mandou um mensageiro avisar a Páris
que o casamento fora transferido para o dia seguinte, ao invés de dentro de dois dias.
Na cena 3, Julieta pede para ficar sozinha naquela noite, a fim de rezar como
preparação para o seu casamento. A ama e o Sr. Capuleto já podem concluir os
preparativos para a festa de casamento. O temor de Julieta é como o frio correndo em
suas veias. Julieta teme que algo dê errado e acha que está vendo o fantasma de
Tebaldo à procura de Romeu. Finalmente, ela abre o pequeno frasco, bebe a poção
que Frei Lourenço lhe dera e cai na cama inconsciente.
Na cena 4, são três horas da manhã do dia do casamento e a Sra. Capuleto está
ocupada cuidando das iguarias para a festa. O Sr. Capuleto está dando ordens aos
criados e manda a ama ao quarto de Julieta para acordá-la. Páris, o noivo, está
chegando com os músicos, como havia prometido.
Na cena 5, a ama entra no quarto de Julieta para acordá-la mas Julieta está num
sono muito profundo. A ama fica surpresa ao ver que Julieta está completamente
vestida em sua cama. Alguma coisa está errada e Julieta não acorda. A ama chama o
Sr. e a Sra. Capuleto que correm para encontrar sua filha gélida e com o coração sem
bater. A morte cruel havia arrebatado sua única filha. Um dia alegre tornara-se um dia
escuro, amaldiçoado e infausto. Quando Frei Lourenço chega, ele consola a família
dizendo que Julieta está num lugar muito melhor agora. Frei Lourenço informa a todos
que vistam Julieta com suas roupas mais bonitas, leve-a para a Igreja e a acompanhem
até a sepultura, no túmulo da família. Tudo o que a família preparara para o casamento
English I Through ESOL: Romeo and Juliet
Page 5
agora era para o funeral. O banquete do casamento agora era uma refeição de funeral,
as músicas do casamento eram tristes cantos fúnebres e as flores da noiva seriam
enterradas junto ao corpo de Julieta.
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 05-1221
English I Through ESOL: Romeo and Juliet
Page 6
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 4: Minimal Pairs Activity:
faith/face
rather/lather
than/tan
ghost/coast
priest/pressed
woe/row
vein/bane
tomb/tune
kneel/near
beg/bag
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 4: Spelling Activity: The teacher provides the singular noun, and
students respond with the plural.
arrangement, banquet, cure, dirge, feast, funeral, ghost, guest, messenger, musician, potion,
priest, sky, tomb, vein
English I Through ESOL: Romeo and Juliet
Page 7
Follow Directions
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 4: Follow Directions Activity: Provide teams with paper and
pencil. Students will listen and identify the preparations for Paris’s wedding mentioned in Act IV,
Scene 4.
Directions:
a) Draw a line down the middle of your paper, making 2 columns.
b) On one side, write the word “Yes”. On the other side, write, “No.”
c) Listen carefully to each item. I will read each item two times.
d) Write the number of each item in one of the boxes. If the item was prepared for the
wedding, write the number of the sentence in the “Yes” column. If the item was NOT
prepared for the wedding, write the number of the sentence in the “No” column.
(Answers: yes, no, yes, yes, no, yes, yes, yes, no, yes, no)
Sentence #1:
Sentence #2:
Sentence #3:
Sentence #4:
Sentence #5:
Sentence #6:
Sentence #7:
Sentence #8:
Sentence #9:
Sentence #10:
Sentence #11:
list of guests
wedding cake
Juliet’s clothes
musicians
a Capulet ball
pastries
cooked meat
spices from the pantry
a new pair of shoes
20 good cooks
the church
English I Through ESOL: Romeo and Juliet
Page 8
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 4: Dictation Activity:
a) Juliet will do anything to live as a faithful wife to her husband Romeo.
b) Juliet bravely asks for love to give her courage.
c) Juliet asks to be left alone that night to pray in preparation for her wedding.
d) The Nurse is surprised that Juliet is fully dressed in her bed.
e) Capulet finds that his daughter is cold and her heart is not beating.
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 4 Interview Activities: You play the role of Friar Laurence.
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
Friar Laurence’s answers. Students should save notes for Writing Activity #1, Language
Experience Story.
a) I am desperate, Friar. Can you help me?
b) Do you have a plan?
c) What is this liquid in the little bottle?
d) Where did it come from?
e) Is it dangerous?
f) What will the potion do?
g) How much do I drink?
h) What if I don’t wake up?
i) What if the potion is poison?
j) Where will I be when I wake up?
k) Will you be there when I wake up?
l) Where will Romeo be?
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 4: Intentional Intonation Activities:
Juliet does not awaken, she is cold and her heart is not beating. (not the Nurse)
Juliet does not awaken, she is cold and her heart is not beating. (not fall asleep)
Juliet does not awaken, she is cold and her heart is not beating. (not warm)
Juliet does not awaken, she is cold and her heart is not beating. (not feet)
Juliet does not awaken, she is cold and her heart is not beating. (not stopping)
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 4: Backward Build-up Activity:
a) In Scene 4, it is three in the morning of the wedding, and Lady Capulet is busy taking
care of the food for the wedding feast.
b) Lord Capulet is giving the servants instructions, and he sends the Nurse to Juliet’s
room to wake her.
c) In Scene 5, the Nurse enters Juliet’s room to wake her, but Juliet is sleeping very
soundly.
d) The Nurse shouts for Lady and Lord Capulet, who run to find that their daughter is
cold and her heart is not beating.
e) When Friar Laurence arrives, he comforts the family, saying that Juliet is in a much
better place.
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 4: Charades Activity: Suggestions:
beg, busy, courage, cruel, desperate, feast, joyful, kneel, merry, musician, pleased, pray,
snatch, sorrowful, unconscious, woeful
Mixed-up Sentence
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 4: Twenty Questions Activity:
Photo or picture suggestions:
banquet, bridegroom, dangerous, feast, ghost, guest, messenger, musician, potion,
pray, priest, tomb, vein
English I Through ESOL: Romeo and Juliet
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FCAT FOCUS READING SKILL: Synthesizing Information
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
Synthesizing Information
What to do and what to watch for-Before you can solve a problem or make a decision, you
need to check out the facts. Checking out the facts is called researching. Researching is
collecting or gathering as much information as possible about your topic. This means you will
look for information from two or more sources. Each source provides you with information and
facts that will help you. You will need to identify and use this information to make a decision,
solve a problem, or draw a conclusion. This process is called synthesizing.
Strategies for synthesizing: The steps below will help you to understand the process of
synthesizing information from a reading.
a) Study the different sources of information carefully.
b) Read with a purpose and think about what you need to find out to make your decision.
c) Identify the details from your sources that will help you make a conclusion or judgment.
d) Put those details together to solve the problem or make your conclusion.
e) Make notes about the details you have collected to help you
f) Organize your notes in lists, an outline, note cards, or a graphic organizer similar to the
one below.
g) Explain your final decision, based on the details and facts of your research.
Sample format for synthesizing: Read the example below and think about the information.
Notice how the details are organized in the chart. Read the conclusions you can draw after you
make choices.
SYNTHESIZING INFORMATION
SOURCE
#1
SOURCE
#2
SOURCE
#3
CONCLUSIONS
POINT#1
POINT#2
POINT#3
POINT#4
POINT#5
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Synthesizing Information (continued)
Example:
You have to make a decision about which college you will attend. You want to
study computer engineering. You have researched to obtain information about five
different types of colleges. You have decided that there are four points that are important
to you in making your final decision. These are the location of the college, the programs
of study offered, the cost, and the living accommodations. You have organized the
information below.
Location
College
#1
College
#2
College
#3
College
#4
College
#5
Far away
Programs of
Study
Excellent
18,000 per yr.
Living
Accommodations
Good
Out of state
Good
7,000 per yr.
Poor
Excellent
20,000 per yr.
Excellent
Across the country
Good
10,000 per yr.
Fair
Near friends and
home
Good
10,000 per yr.
Excellent
Near home
Costs
After reviewing the information, draw some conclusions.
Putting it all together, you can figure out that there are some key points to consider. Then you
need to begin prioritizing and making choices. Explain your final decision based on you choices
and decisions.
a) All of the schools have good (or excellent) programs.
b) The average cost is about $13,000 per year.
c) If you want average costs, eliminate #1 and #3.
d) If you want to be near home, eliminate #1, #2, and #4.
e) If you want to be far from home, eliminate #3 and #5.
f) If you want good or excellent housing, eliminate #2 and #4.
g) Your choices: You need to decide which factors are the most important to you at this
point, being near home or far from home, living accommodations, and cost.
h) Your argument could look like this:
First priority-Average costs
Second priority-Near home
Third priority-Living accommodations
i) Your final decision, based on the information and priorities listed above, is that
College #5 is the best choice. It has good programs, below average costs, excellent
living accommodations, and it is near home.
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 4 Pre Reading Activity:
Juliet tells Friar Laurence that if he cannot help her, she will kill herself with a dagger.
Friar Laurence’s plan is dangerous and it will take great courage. The priest gives Juliet a potion
to drink the night before the wedding. After she drinks the liquid, she will appear to be dead for
42 hours. Thinking that she is really dead, her parents carry her to the Capulet family tomb.
Friar Laurence will send for Romeo so he can be there when Juliet wakes up. Juliet bravely
agrees to the plan and pretends to be happy about the wedding. Then, the night before the
wedding, Juliet drinks the potion and falls unconscious on the bed. Juliet’s family goes to wake
her and discovers she is cold and not breathing. Friar Laurence instructs everyone to prepare a
funeral and carry her to the family tomb.
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.
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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.
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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.
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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 4 Indirect Speech Activity: Use the dialog in this lesson written
for Presenting Activity “Dialog”. Example:
Friar to Juliet: This plan will save you from marrying Paris, but only if you are brave enough.
Friar told Juliet that this plan would save her from marrying Paris, but only if she was brave
enough.
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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 4 Framed Paragraphs Activities: See next page(s).
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Romeo and Juliet: Lesson 4 Framed Paragraphs Activities:
Sample #1: (Drawing Conclusions) Use these ideas as starters for drawing conclusions:
a) Scene 1: The reader can conclude that Paris is marrying Juliet because he loves her. This is
based on Paris’ words to Juliet.
b) Scene 2: Lord Capulet says, “This is as it should be.” The reader concludes that Lord
Capulet believes Juliet’s pretense and thinks that she is sincere.
c) Scene 3: Juliet refers repeatedly to killing herself with the dagger. The reader can conclude
that she really means what she says and that she must die before she marries Paris. She is
desperate and has no choices.
d) Scene 5: The reader concludes that Friar Laurence is not sad about Juliet’s death because
he knows that she is not really dead. She is unconscious for only 42 hours.
e)
In Act 4, of the play Romeo and Juliet, by William Shakespeare, the reader draws the
conclusion that _____ (Topic Sentence). This conclusion is based on information in the story
and personal knowledge. First, in the story the author says that_____ (Detail # 1). Second,
_____ (information in the story- Detail # 2). Another detail in the story that leads us to this
conclusion is _____ (information in the story-Detail # 3). Personal experience and knowledge of
the world also tells us that _____ (Detail # 4). The reader can draw the conclusion that _____.
This is because of __ (information) __, and __ (information). Personal experience and general
knowledge about ____ help us to arrive at this conclusion. (Conclusion)
Sample #2: (Characterization) Use these ideas as starters for characterization:
a) Juliet’s Characteristics: faithful and loyal, stubborn, determined
Words & Thoughts: Juliet insists she will kill herself before marrying Paris in order to
remain
faithful to Romeo.
Actions: She agrees to Friar’s dangerous plan and takes the potion. She carries the
dagger with her in case she has to use it.
Goals & Motivation: to remain faithful to her husband, not to marry Paris
b) Lord Capulet:
Words & Thoughts: He calls Juliet stubborn, and cannot understand why she refuses to
marry Paris at first. He expects her to be obedient as always.
Actions: He planned the wedding and believed Juliet was sincere about getting married.
He was very pleased and excited that she was happy.
Goals & Motivation: He wants his daughter to be happy. That is why he arranged the
wedding with Paris. Remember he was in no hurry for her to be married before, and said
Juliet must agree first.
c) Friar Laurence’s Characteristics: helpful, resourceful, honorable
Words & Thoughts: He reassures everyone when it’s needed. He is honest with Juliet
when he tells her that his plan is a dangerous one.
Actions: He comes up with a clever plan for a complicated, impossible situation
Goals & Motivation: His goal is to bring the married couple back together again and
make sure Juliet does not break her marriage vows. He really wants to help.
In the play Romeo and Juliet, by William Shakespeare, the author provides important
information that characterizes _____. (Topic Sentence) First, we learn from _____’s words and
thoughts that _____. This is evidenced by _____ and _____. (Detail #1) Second, because of
the _____’s actions we learn that _____ and _____. An example of this is _____. (Detail #2)
Third, _____ has an important goal, which is _____. An example of _____’s real motivation is
_____ (Detail #3). By the end of chapters 11 & 22, we learn a great deal about the character,
_____. We learn that he/she _____ and _____. (Conclusion)
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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 4: 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 had problems when they decided not to tell their parents the truth.
Proof:
Juliet had nowhere to turn when she was desperate.
Friar Laurence’s plan was dangerous and not very smart.
Romeo’s cousin and Juliet’s cousin were killed. Romeo was banished from Verona.
Juliet was engaged to a man she did not love.
Her parents thought she was dead and they were devastated.
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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.
SAMPLE FORMAT FOR SYNTHESIZING INFORMATION
The problem I investigated is _____ (State topic/problem - Topic Sentence). In my
research, I found details and information to help, including several facts like _____ and _____
(summarize key research). After comparing the details, I drew some conclusions. I concluded
that _____ and _____ (summarize key conclusions). I prioritized my conclusions and made my
final decision, which is to_____ (state decision/resolution).
I considered several important details before I made my decision. One important thing to
consider was _____ (detail #1). Another important detail was _____ (detail #2). Finally, I needed
to think about _____ (detail #3).
The next step was to come to some conclusions about this information and prioritize how
to make my decision (Topic sentence). One conclusion I came to was _____ (conclusion #1). I
also figured out that _____ (conclusion #2). Finally, I realized that _____ (conclusion #3).
I finally made a decision about _____ (topic/problem). It was based on important facts.
After studying the facts, including _____ and _____ (prioritize details), I arrived at some
conclusions. Putting it all together, I concluded that _____ and _____ (prioritize conclusions).
Finally, my priority was _____.
Therefore, I decided that _____ (restate decision/resolution) because of _____ and
_____ (state reasons based on most important details and conclusions).
Romeo and Juliet: Lesson 4 Spool Writing Activities: Suggested Topics: Synthesizing
Information.
a) Elizabethan England
b) Shakespearean Tragedies
c) Theme of Love in Literature
d) Shakespearean Theater
e) Life and Works of William Shakespeare
f) Blank Verse in Poetry
g) Famous Shakespearean Characters
h) Famous Family Feuds
i) History of the Theater
j) History of Costumes and Make-up in the Theater
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 4: RAFT Activity: Students write according to role, audience,
format, & topic.
R: Your role as writer is Juliet.
A: Your audience is your parents.
F: The format of your writing is a letter.
T: Your topic is to write to explain your reasons for the secret marriage and your fake
death.
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 4: FCAT Writing Activity (Expository Prompt):
Writing Situation:
Sometimes people can give you bad advice, even if they don’t mean to. Following bad
advice usually means that there will be negative consequences.
Directions for Writing:
Before you write, think of a time someone gave you some bad advice. What was your
problem? What was the advice? Why was it bad advice? Did you follow the advice or
not? What happened? Were there negative consequences to the bad advice? How did
you resolve your problem in the end?
Now, write to explain a time someone gave you bad advice and what happened.
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 4: Dialog Activity:
Juliet:
If you, in all your wisdom cannot help me, then I’ll kill myself with this
Friar:
I have a plan. It is dangerous and as desperate as the situation you are
Juliet:
Rather than marry Paris I would leap from the highest tower, or become a
thief, or lie down with snakes.
This plan will save you from marrying Paris, but only if you are brave
enough to do it.
I am not afraid! Love, give me strength!
knife.
in.
Friar:
Juliet:
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 4: Making the News Activities:
Capulet Wedding Thursday
Bride Dead on Wedding Day
Capulet Funeral Today
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.
English I Through ESOL: Romeo and Juliet
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Beginning Vocabulary Activities
Line of Fortune
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 4: Concentration:
Match vocabulary words with their meanings:
banquet
feast, formal meal
faithful
loyal, true, devoted
instead of
rather than, in place of
sorrowful
woeful, sad, grief-stricken
potion
liquid remedy, concoction, brew
desperate
hopeless, inconsolable, despairing
priest
pastor minister, friar
unconscious
out cold, lifeless, comatose
soundly
completely, deeply, thoroughly
dirge
funeral song, lament
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 4: Jeopardy Activity:
Question
a) What Paris prepared for the wedding
a) How Juliet reacted to Friar’s plan
a) Who discovered Juliet looked dead
b) What was Juliet’s real state
b) What kind of plan the Friar made
b) What the musicians played
c) Why Juliet took the potion
c) Where Romeo would meet Juliet
c) When Juliet took the potion
Answer
musicians
bravely
Nurse
unconscious
dangerous
funeral dirges
she would appear dead
Capulet tomb
night before the wedding
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 4: Wrong Word Activity:
a) Cold fear ran through Juliet’s vanes. (veins)
b) The night she took the potion, Juliet preyed. (prayed)
c) Lord Capulet thought life had been cool. (cruel)
d) Juliet pretended to be marry about the wedding plans. (merry)
e) Lady Capulet prepared the ghost list for the wedding. (guest)
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.
English I Through ESOL: Romeo and Juliet
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
ADVERB CLAUSES TO SHOW TIME
Adverb clauses can be used to show time relationships. Adverb clauses cannot stand alone as
a sentence. They are always connected or added to a sentence, either at the beginning or at the
end of the sentence. Time relationships are important because they add meaning to the
sentence.
Here is a list of words that introduce a time clause and signal time relationships.
Words for Time Clauses and Time Relationships
when
while (as)
so long as
before
since
after
by the time
whenever (every time) until (till)
as soon as (once)
as long as
the last (next, first, 2nd, 3rd, etc.) time
Punctuation
When the adverb clause is used at the beginning of a sentence, separate it from the rest of the
sentence with a comma. When it comes at the end of a sentence, no comma is used.
Examples:
When I was in Miami, I went to the zoo.
While we were riding the bus, we talked.
As the rain was falling, I heard the train.
After I do my homework, I’ll read a good book.
Before she arrives, make some tea.
I haven’t seen my uncle since we left our country.
We talked on the phone until we finished our homework.
By the time the dinner was ready, we had finished our salad.
My family has a party whenever there is a birthday.
Every time I get a good grade, I’m very proud.
The next time you have a question, I hope you ask me.
The third time I drove a car, I started to relax.
As soon as we arrived, we had something to eat.
Once we arrived, we had lunch.
I’ll like this class as long as we work together.
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.
English I Through ESOL: Romeo and Juliet
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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 4: Modified Single Slot Substitution:
(a) Friar Laurence’s plan (b) is (c) as desperate as (d) Juliet’s situation.
Possibilities:
a) the priest’s plan, the strategy, Friar Laurence’s proposal
b) was, seems to be, appears to be
c) as dangerous as, as foolish as, as hopeless as
d) jumping from a tower, becoming a thief, lying down with snakes
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 4: Sentence Builders:
a) Juliet is afraid. (something will go wrong) (and she sees Tybalt’s ghost) (looking for
Romeo) (she thinks)
Juliet is afraid.
Juliet is afraid something will go wrong.
Juliet is afraid something will go wrong and she sees Tybalt’s ghost.
Juliet is afraid something will go wrong and she sees Tybalt’s ghost looking for
Romeo.
Juliet is afraid something will go wrong and she thinks she sees Tybalt’s ghost
looking for Romeo.
Continue with the following:
b) She opens the bottle. (little) (finally) (and falls) (on the bed) (unconscious) (drinks the
potion) (that Friar Laurence gave her)
c) It is three. (in the morning) (in Scene 4) (of the wedding) (and Lady Capulet) (is busy)
(taking care of the food) (for the wedding) (feast)
d) Lord is giving instructions. (Capulet) (the servants) (and he sends the Nurse) (to Juliet’s
room) (to wake her)
e) The Nurse enters. (in Scene 5) (Juliet’s room) (to wake her) (but Juliet is sleeping)
(soundly) (very)
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 4: Multiple Slot Substitution Activities:
(a) Since Tybalt’s death, (b) Juliet has been (c) a stubborn daughter.
Possibilities:
joyful, ever since the secret marriage, Lady Capulet’s daughter was, sorrowful, Romeo’s
wife appeared, after Romeo was banished, woeful, before Juliet saw the priest, the young
woman seemed, a good-for-nothing girl, merry
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 4: Flesh it Out Activities:
a) priest/want/help/Juliet/but/plan/be/desperate/as/Juliet/situation
b) when/Juliet/return/from/Friar/Laurence/have/smile/face
c) before/Juliet/go/Friar/Laurence/she/refuse/obey/parents/marry/Paris
d) scene/3/Juliet/ask/be/leave/alone/night/pray/preparation/wedding
e) Paris/bridegroom/be/arrive/musicians/just/as/promised
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 4: Transformation Exercises:
Students respond by combining two sentences into one sentence, using the word(s) in
parentheses. Follow the model.
Example:
First, Friar Laurence told Juliet his plan. Then, Juliet made her decision.
After Friar Laurence told Juliet his plan, Juliet made her decision.
a)
b)
c)
d)
Juliet returns home. She has a smile on her face. (When)
Tybalt died. Juliet has been a stubborn daughter. (Since)
Miep hadn’t seen Mr. Frank. The Gestapo took him away. (Before)
Lady Capulet talked to her daughter. Juliet wanted to pray about her wedding. (The
last time)
e) Friar Laurence is needed. He is always prepared to help. (Whenever)
f) Juliet drinks the liquid. She will appear to be dead for 42 hours. (After)
g) Juliet wakes up in the tomb. She will see Romeo and Friar Laurence. (As soon as)
English I Through ESOL: Romeo and Juliet
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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 4: Who, What, When, Where, How, Why Activities:
a) Scene 1, Paris is talking to Friar Laurence about his wedding plans to marry Juliet on
Thursday. (who, what, when, where, why)
b) Juliet arrives at Friar Laurence’s unexpectedly and Paris notices that her eyes are
red and she has been crying. (who, what, where, how, why)
c) Juliet tells Friar Laurence that she is beyond hope or cure, and if Friar cannot help
her, she will kill herself with the dagger she carries. (who, what, where, how, why)
d) Thinking that she is really dead, her parents will dress her in her finest clothes and
carry her to the Capulet family tomb. (who, what, where, how, why)
e) Meanwhile, Friar Laurence will send for Romeo so he and Romeo can be there when
Juliet wakes up. (who, what, when, where, why)
English I Through ESOL: Romeo and Juliet
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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 4: Sentence Stretcher:
Begin with the sentence: Friar instructs.
Friar instructs.
Friar Laurence instructs.
Friar Laurence instructs Capulet.
Friar Laurence instructs Lord Capulet.
Friar Laurence instructs Lady and Lord Capulet.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her clothes.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes and
follow her.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes and
follow her to her grave.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes and
follow her to her grave in the tomb.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes and
follow her to her grave in the family tomb.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes and
follow her to her grave in the family tomb where Tybalt lies.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes, carry
her, and follow her to her grave in the family tomb where Tybalt lies.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes, carry
her to church, and follow her to her grave in the family tomb where Tybalt lies.
Friar Laurence instructs Lady and Lord Capulet to dress Juliet in her finest clothes, carry
her to church for the funeral, and follow her to her grave in the family tomb where Tybalt
lies.
English I Through ESOL: Romeo and 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 4: Look it Up: Teams locate examples of Adverb clauses to Show
Time 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 4: Rewrite the Paragraph Activity:
Teams will rewrite the paragraph changing the present tense to the past tense.
Juliet tells Friar Laurence that if he cannot help her, she will kill herself with a dagger.
Friar Laurence’s plan is dangerous and it will take great courage. The priest gives Juliet a potion
to drink the night before the wedding. After she drinks the liquid, she will appear to be dead for
42 hours. Thinking that she is really dead, her parents carry her to the Capulet family tomb.
Friar Laurence will send for Romeo so he can be there when Juliet wakes up. Juliet bravely
agrees to the plan and pretends to be happy about the wedding. Then, the night before the
wedding, Juliet drinks the potion and falls unconscious on the bed. Juliet’s family goes to wake
her and discovers she is cold and not breathing. Friar Laurence instructs everyone to prepare a
funeral and carry her to the family tomb.
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 4: Exercice 1
Fill in the blanks with the correct word.
potion
tomb
pretends
really
unconscious
discovers
appear
dangerous
dagger
bravely
Juliet tells Friar Laurence that if he cannot help her, she will kill herself with a
__________. Friar Laurence’s plan is __________ and it will take great courage. The
priest gives Juliet a potion to drink the night before the wedding. After she drinks the
liquid, she will __________ to be dead for 42 hours. Thinking that she is __________
dead, her parents carry her to the Capulet family tomb. Friar Laurence will send for
Romeo so he can be there when Juliet wakes up. Juliet __________ agrees to the plan
and __________ to be happy about the wedding. Then, the night before the wedding,
Juliet drinks the __________ and falls __________ on the bed. Juliet’s family goes to
wake her and __________ she is cold and not breathing. Friar Laurence instructs
everyone to prepare a funeral and carry her to the family __________.
English I Through ESOL: Romeo and Juliet
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Name _____________________________________ Date _____________
Romeo and Juliet: Lesson 4: Exercice 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. Juliet’s wedding day a day becomes her funeral.
______________________________________________________________________
2. Juliet seems dead, but she is really unconscious.
______________________________________________________________________
3. Juliet tells the Nurse to leave her alone to pray before her wedding day.
______________________________________________________________________
4. The little bottle contains a liquid cure to Juliet’s desperate situation.
______________________________________________________________________
5. Juliet is frightened when she imagines she sees her father’s ghost.
______________________________________________________________________
6. When she returns home with the potion, Juliet begs her father for forgiveness.
______________________________________________________________________
7. Before she drinks the potion, Juliet worries and thinks she sees Mercutio’s ghost.
______________________________________________________________________
8. Lord Capulet compares his daughter's untimely death to frost that kills a flower.
______________________________________________________________________
9. Juliet has a dagger to stab Romeo just in case the plan does not work.
______________________________________________________________________
10. The seriousness of the end of Act IV is broken by the musicians' joking
______________________________________________________________________
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 4: Exercise 3 (FCAT Practice/Reading Comprehension)
Complete the chart below. For each statement, write a possible proof, signal words (if
any) for opinion statements, and whether it is a fact or an opinion
STATEMENT
PROOF
Opinion
Signal Words
FACT or
OPINION?
1. The bridal flowers
were buried with
Juliet’s body.
2. Friar Laurence
was a very caring
person.
3. The play Romeo
and Juliet was
written by
Shakespeare
4. Juliet should not
have taken the
potion.
5. There was a
secret wedding in
Friar Laurence’s
cell.
6. Nurse was not a
loyal friend to Juliet.
7. Romeo and Juliet
are a romantic
couple.
8. The potion makes
you appear dead for
42 hours.
9. Lord Capulet was
an excellent father.
10. Boy actors
played women in
Shakespeare plays.
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 4: Exercise 4 (FCAT Practice/Reading Comprehension)
Read the two statements, and complete the chart by identifying facts about the
statements. Use the text and summary of Romeo and Juliet by William Shakespeare.
After considering the facts, make some conclusions. (Consider the facts to before
forming an opinion)
Facts: Use these facts starters:
1) Friar was the only person Juliet could talk to when she was desperate.
2) Friar’s plan was dangerous. He put Romeo and Juliet in danger.
3) Friar knew where Romeo was, but did not tell his parents the truth.
4) Friar had power over the situation because they asked him for advice.
5) Friar did not tell the parents or Prince Escalus about the secret marriage in time.
6) Friar gave Juliet the potion that lasted for 42 hours. She could have died then.
7) Friar advised Juliet to deceive her parents into thinking she was dead.
Statement #1: Friar Laurence is to blame for the deaths of Romeo and Juliet.
Statement # 2: Friar Laurence is not to blame for the deaths of Romeo and Juliet.
Friar Laurence’s
Friar Laurence’s
Friar Laurence’s
Friar Laurence’s
Plan
Advice
Intentions
Actions
After reviewing the information, draw some conclusions. Explain your conclusions.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 4: Exercise 5
Fill in the blanks.
In Scene 1, Paris __________ talking to Friar Laurence __________ his wedding
plans to __________ Juliet on Thursday. Juliet __________ unexpectedly, and Paris
notices __________ her eyes are red __________ she has been crying. __________
kisses Juliet, and after __________ leaves, Juliet shares her __________ of grief with
Friar __________.
Juliet tells Friar Laurence __________ she is beyond hope
__________ cure, and if Friar __________ help her, she will __________ herself with
the dagger __________ carries. The priest wants __________ help Juliet, but his
__________ is as desperate as __________ situation.
Friar Laurence’s plan
__________ dangerous and it will __________ great courage.
Rather than
__________ Paris, Juliet will do __________ to live as a __________ wife to her
husband __________. Friar Laurence tells Juliet __________ she must pretend to
__________ merry about the marriage __________ Paris.
The priest gives
__________ a little bottle of __________ to drink the night __________ the wedding.
After she __________ the liquid, she will __________ to be dead for __________
hours. Thinking that she __________ really dead, her parents __________ dress her in
her __________ clothes and carry her __________ the Capulet family tomb.
__________, Friar Laurence will send __________ Romeo so he and __________ can
be there when __________ wakes up. As soon __________ Juliet awakens, Romeo
can __________ her secretly with him __________ to Mantua, and the __________
can be together again.
__________ bravely asks for love __________ give her
English I Through ESOL: Romeo and Juliet
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courage.
In __________ 2, Juliet pretends to __________ along with all of __________
wedding plans. Lord Capulet __________ twenty good cooks and __________ the
guests. When Juliet __________ from Friar Laurence’s, she __________ a smile on
her __________. Juliet kneels and begs __________ her father’s forgiveness. Since
__________ death, Juliet has been __________ stubborn daughter.
Before Juliet
__________ to Friar Laurence’s she __________ to obey her parents __________
marry Paris. Lord Capulet __________ so pleased, he sends __________ messenger
to tell Paris __________ the wedding is changed __________ tomorrow instead of in
__________ days.
In Scene 3, __________ asks to be left __________ that night to pray
__________ preparation for her wedding.
__________ and Lady Capulet can
__________ the wedding arrangements. Juliet’s __________ is like cold running
__________ her veins. Juliet is __________ something will go wrong, __________ she
thinks she sees __________ ghost looking for Romeo. __________, she opens the
little __________, drinks the potion that __________ Laurence gave her and
__________ on the bed unconscious.
__________ Scene 4, it is __________ in the morning of __________ wedding,
and Lady Capulet __________ busy taking care of __________ food for the wedding
__________.
Lord Capulet is giving __________ servants instructions, and he
__________ the Nurse to Juliet’s __________ to wake her.
Paris, __________
bridegroom, is arriving with __________ musicians, just as he __________.
In Scene 5, the __________ enters Juliet’s room to __________ her, but Juliet is
English I Through ESOL: Romeo and Juliet
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__________ very soundly. The Nurse __________ surprised that Juliet is __________
dressed in her bed. __________ is wrong, and Juliet __________ not awaken. The
Nurse __________ for Lady and Lord __________, who run to find __________ their
daughter is cold __________ her heart is not __________. Cruel death has snatched
__________ only child from them. __________ joyful day is now __________ black,
cursed and woeful __________. When Friar Laurence arrives, __________ comforts
the family, saying __________ Juliet is in a __________ better place. Friar Laurence
__________ everyone to dress Juliet __________ her finest clothes, carry __________
to church, and follow __________ to her grave in __________ family tomb. Everything
the __________ prepared for the wedding __________ now for a funeral. __________
wedding banquet is now __________ funeral meal, the wedding __________ are
sorrowful dirges, and __________ bridal flowers will be __________ with Juliet’s body.
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 4: Exercise 6
Read each sentence. Underline once the adverb clause that shows a time relationship.
Then underline twice the word that signals or introduces the time clause.
Example:
Juliet is desperate until Friar Laurence offers a plan and a potion.
Juliet is desperate until Friar Laurence offers a plan and a potion.
1. After Paris leaves, Juliet shares her feelings of grief with Friar Laurence.
2. After she drinks the liquid, she will appear to be dead for 42 hours.
3. As soon as Juliet awakens, Romeo can take her with him back to Mantua.
4. While the funeral is taking place, Friar Laurence will send for Romeo.
5. Friar Laurence wants to be there with Romeo when Juliet wakes up.
6. Since Tybalt’s death, Juliet has been a stubborn daughter.
7. When Juliet returns from Friar Laurence’s, she has a smile on her face.
8. Before Juliet went to Friar’s she refused to obey her parents and marry Paris.
9. When Friar Laurence arrives, he comforts the Capulet family and Paris.
10. By the time Nurse goes to Juliet’s bedroom she is sleeping soundly in her clothes.
11. As soon as Nurse leaves Juliet alone, her fears begin to run cold through her veins.
12. Whenever Juliet’s parents think of her wedding to Paris, they are joyful and excited.
13. The last time Lady Capulet saw Juliet, she was happy and prayerful.
14. The first time Paris speaks to Juliet, is concerned about her feelings.
15. Every time Juliet thought about the plan, she was fearful and worried.
16. As long as she has hope to be with Romeo, Juliet continues to wait.
17. Since the Capulet Ball when Juliet met Romeo, time has moved very quickly.
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