English I Through ESOL
Lesson 2: Romeo and Juliet (Act II), by William Shakespeare
FCAT Reading/Writing Focus:
FCAT Support Skills:
Language Focus:
Text:
Following Directions & Sequence Of Data
Main Idea, Metaphor, Simile and Imagery, Foreshadowing
Verbs followed by Infinitives
Pacemaker Classics: Romeo and Juliet (Globe Fearon)
English
admonish
balcony
blind
cast a spell
cell
Spanish
advertir
balcón
ciego
hechizar, embrujar
cure
dove
evil
expert
faithful
goodness
hatred
herbs
immediately
joke (v)
liken
marry
medicine
messenger
orchard
parting
passion
patiently
poem
poison
privately
profess
reunite
reveal
rising
rope ladder
rush (v)
scars
shining
sincere
sorrow
sweet
sword
curar
paloma
maldad
experto
fiel
bondad
odio
hierbas
inmediatamente
bromear
comparar
casarse
medicinal
mensajero
vergel, jardín
despedida
pasión
pacientemente
poema
veneno
en privado
declara
reúna
descubrir
salida
escalera de cuerdas
apurar
cicatrices
brillante
sincero
pesar
dulce
espada
celda de un convento o
monasterio
Haitian Creole
fè konnen, mete an gad
balkon
avèg
Jete yon sò
kacho
Portuguese
advertir, avisar
sacada
cego
enfeitiçar
aposento
tretman
pijon
mechan, move, mal
ekspè
fidèl, bon
bonte
hèn, rayisman
zèb
imedyatman
plezantri
konpare
marye
medikaman
mesaje
jaden potaje
separasyon
pasyon
avèk patyans
pwezi, powèm
pwazon
an prive, an sekrè
pwofese, montre
reyini
revele, fè wè
leve
Nechèl kòd
prese vit
sikatris, mak
briyan
sensè
chagren
dous
epe
cura, curar
pomba
maldade, malvado
perito
fiel
benevolência
ódio, aversão
ervas
imediatamente
brincar, zombar
comparar, assemelhar
casar
remédio
mensageiro
pomar
separação
paixão
pacientemente
poema
veneno
em particular
declarar
reuna
aparecer, revelar
nascente, que aponta
escada de corda
apressar, precipitar
marcas, dores
reluzindo
sincero
mágoa
dócil
espada
English I Through ESOL: Romeo and Juliet: Drama
Page 1
English Summary
Lesson 2:
Romeo and Juliet (Act II), by William Shakespeare
In Scene 1, Act II, Romeo decides to climb the wall into the Capulet’s orchard to
see Juliet. Romeo can’t go home when his heart is still there with Juliet, who is now the
center of his world. Outside the wall of the Capulet’s orchard, Mercutio and Benvolio are
looking for Romeo, and joking about him. They call Romeo a “lover-man” and “passionflower”. They joke that Rosaline’s bright eyes and red lips have cast a spell of blind love
on Romeo. Romeo’s friends do not know about Juliet.
In Scene 2, Romeo is on the other side of the orchard wall, listening to Mercutio’s
jokes about love’s scars. Suddenly, Romeo sees Juliet on the balcony of her room
above the orchard. Romeo thinks that Juliet is like the beautiful sun rising in the east.
Juliet’s eyes are like the stars shining so brightly that they light up the night and make
the birds sing.
Juliet thinks she is alone, so she speaks out loud into the night. Romeo decides
to listen quietly to Juliet, without revealing his presence. Juliet’s problem is that Romeo
is a Montague and the Montagues are her enemies. However, the problem does not
change her love for Romeo. Juliet wonders if Romeo can just change his name,
because a “rose by any other name is as sweet.”
At that moment, Romeo reveals himself and answers Juliet. Romeo tells Juliet
that he will change his name if that pleases her. Juliet is worried that Romeo will be
killed if he is found in her garden. Romeo would rather die from the hatred of Juliet’s
family than live without Juliet’s love. Juliet professes her faithful love to Romeo.
However, she tells him that quick words of love are not enough. If Romeo truly loves
Juliet and wants to marry her, he must send her a message tomorrow. Juliet will send a
messenger in the morning to find out where and when to meet Romeo. Juliet is sad to
say good night to Romeo, but it is a “sweet sorrow”.
In Scene 3, Romeo goes to ask Friar Laurence for help. He finds Friar Laurence
in the gray light of morning, collecting his herbs and plants. Friar Laurence admonishes
that the herbs and plants are both poison and medicine. Some herbs and plants can
cure you and some can kill you. Both goodness and evil are in the plants, just like in
people. Romeo tells Friar Laurence about his love for Juliet, and asks Friar Laurence to
marry them that same day. Friar Laurence is surprised that Romeo has forgotten
Rosaline and has fallen in love again so quickly. Friar Laurence agrees to marry them,
hoping that the marriage will reunite the Montague and Capulet families.
In Scene 4, Mercutio and Benvolio find out that Tybalt threatened to kill Romeo.
They know that Tybalt is an expert with a sword. Juliet’s nurse arrives and Romeo tells
her privately that he and Juliet are going to be married that afternoon at Friar
Laurence’s cell. Nurse takes a rope ladder for Juliet’s balcony so Juliet can escape.
Nurse warns Romeo that Paris also intends to marry Juliet.
In Scene 5, Nurse returns to the orchard to give Juliet Romeo’s message. Juliet hurries
off to Friar Laurence’s cell where Romeo will make her a wife. Nurse hides the rope
ladder so Romeo can climb up to Juliet’s room after dark. In Scene 6, Romeo and Juliet
meet at Friar Laurence’s. They kiss and profess their love for each other. Friar Laurence
marries Romeo and Juliet immediately.
English I Through ESOL: Romeo and Juliet: Drama
Page 2
Spanish Summary
Lección 2: Romeo y Julieta (Segundo acto) de William Shakespeare
En la primera escena de este acto, Romeo decide escalar la tapia para entrar al vergel
de los Capuleto y ver a Julieta. Romeo no puede regresar a su palacio porque su corazón
todavía está con Julieta, quien ahora es lo más importante de su vida. Afuera del vergel de los
Capuleto, Mercucho y Benvolio están buscando a Romeo, y a la vez bromeando acerca de él,
llamándolo “romántico” y “apasionado”. Se burlan diciendo que los ojos brillantes y los labios
rojos de Rosalina lo habían hechizado con un amor ciego. Los amigos de Romeo no saben
nada acerca de Julieta.
En la segunda escena, Romeo está al otro lado de la tapia, escuchando las bromas de
Mercucho acerca de las profundas cicatrices que deja el amor. De repente, por encima del
vergel, Romeo ve a Julieta en el balcón de su habitación, piensa que es tan hermosa como la
salida del sol por el oriente y que sus ojos parecen estrellas brillantes, tan brillantes que
alumbrarían la noche y harían que los pájaros cantaran.
Julieta pensando que está sola, habla en voz alta amparada en la oscuridad de la
noche. Romeo decide escucharla callado, sin dejarse ver. El problema de Julieta es que
Romeo es un Montesco y los Montesco son sus enemigos, sin embargo, esto no cambia su
amor por él. Julieta se pregunta si Romeo pudiera solamente cambiarse de nombre, porque
una “rosa mantiene su aroma sin importar el nombre que se le dé.”
En ese momento, Romeo se deja ver y le responde a Julieta que cambiará su nombre si
eso la complace. A ella le preocupa que si lo encuentran en su vergel lo asesinen. Romeo
prefiere morir odiado por la familia de Julieta que vivir sin el amor de ella. Julieta le declara a
Romeo la fidelidad de su amor, no obstante, le dice que un momento de amor no es suficiente,
que si la ama verdaderamente y quiere casarse con ella, le debe enviar un mensaje en la
mañana. Julieta le enviará un mensajero en la mañana para averiguar cuándo y dónde se
encontrarán con él. Julieta está triste porque tiene que despedirse de Romeo, pero al mismo
tiempo es un “dulce placer”.
En la tercera escena, Romeo va a pedirle ayuda a Fray Lorenzo, quien se encuentra
recogiendo sus hierbas y plantas en una mañana gris. El fraile le advierte que las hierbas y
plantas son venenosas y además medicinales; que unas te pueden curar y otras matar, y que la
bondad como la maldad se encuentran tanto en las plantas como en la gente. Romeo le
confiesa a Fray Lorenzo su amor por Julieta, y le pide que los case ese mismo día. El fraile se
sorprende de que Romeo se haya olvidado de Rosalina y de que haya vuelto a enamorarse tan
rápidamente, y acuerda casarlos con la esperanza de que el matrimonio una a las familias
Montesco y Capuleto.
En la cuarta escena, Mercucho y Benvolio averiguan que Teobaldo amenazó con
asesinar a Romeo y saben que Teobaldo es un experto con la espada. La nodriza de Julieta
llega y Romeo le dice en privado que él y Julieta se van a casar esa tarde en la celda de Fray
Lorenzo. La nodriza lleva una escalera de cuerdas al balcón de Julieta para que ésta pueda
escapar y le advierte a Romeo que también Paris tiene la intención de casarse con Julieta.
En la quinta escena, la nodriza regresa al vergel para darle a Julieta un mensaje de
Romeo. Julieta corre apresuradamente a la celda de Fray Lorenzo, donde Romeo la hará su
esposa. La nodriza oculta la escalera de cuerdas para que Romeo pueda trepar a la habitación
de Julieta después del anochecer. En la sexta escena, Romeo y Julieta se encuentran en la
celda del fraile, donde se besan y declaran el amor que sienten el uno por el otro, luego Fray
Lorenzo los casa inmediatamente.
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 05-1219
English I Through ESOL: Romeo and Juliet: Drama
Page 3
Haitian Creole Summary
Lesson 2:
Romeo ak Juliet (Act II), dapre William Shakespeare
Nan Sèn 1, Ak II, Remeo deside grenpe mi jaden potaje Capulet la pou wè Juliet.
Romeo pa kapab al lakay li paske kè l ap bat pou Juliet, ki kounye a se sant vi li. Padeyò mi
jaden potaje Capulet la, Mercutio ak Benvolio ap chèche Romeo, epi fè plezantri sou li. Yo rele
Romeo yon “gason amoure” ak “flè pasyon”. Y ap ri zye briyan Rosaline nan ak pobouch wouj li
a jete yon movesò sou Romeo ki fè l avèg, Zanmi Romeo yo poko konnen Juliet.
Nan Sèn 2, Romeo sou lòtbò jaden potaje a ap koute plezantri Mercutio yo sou sikatris
lanmou. Toutakou, Romeo wè Juliet sou balkon chanm li an anlè jaden potaje a. Romeo panse
Juliet bèl tankou solèy k ap leve nan lès. Zye Juliet yo tankou zetwal ki tèlman briye, yo limen
lannwit epi fè zwazo yo chante.
Juliet panse li pou kont li, konsa li pale fò nan fènwa a. Romeo deside pou l koute Juliet
tou ba, san li pa montre prezans li. Pwoblèm Juliet, Romeo se yon Montague epi Montagues yo
se enemi l. Men, pwoblèm nan pa chanje amou li pou Romeo. Juliet mande si Romeo jis
kapab chanje non l, paske yon “roz se yon roz kelkeswa koulè l.”
Nan moman sa a, Romeo fè wè l epi li reponn Juliet. Romeo di Juliet l ap chanje non li si
sa fè l plezi. Juliet pè pou yo pa touye Romeo si yo jwenn li nan jaden an. Romeo ta pito mouri
ak rayisman fanmy Juliet yo tan pou l ta viv san lanmou Juliet. Juliet pwofese lanmou sensè li
santi pou Romeo. Sepandan, li fè l konnen nan lanmou pale anpil pa sifi. Si Romeo renmen
Juliet tout bon epi l vle marye avèk li, li dwe voye yon mesaj pou li demen. Juliet ap voye yon
mesaje nan maten pou konnen ki kote ak kilè pou l rankontre Romeo. Juliet tris lè l ap swete
Romeo bòn nuit, men se yon “chagren dous”.
Nan Sèn 3, Romeo al mande Friar Laurence èd. Li jwenn Friar Laurence nan granm
maten, ap ranmase zèb ak plant.li yo. Friar Laurence fè konnen zèb ak plant yo toude se
pwazon ak medikaman. Kèk plant ak zèb kapab trete w epi kèk kapab touye w. Nan plant lan
gen bon ak move, menm jan ak moun. Romeo di Friar Laurence lanmou l pou Juliet, epi li
mande Friar Laurence pou marye yo menm jou a. Friar Laurence sezi wè Romeo deja bliye
Rosaline epi li tonbe damou byen vit ankò. Friar Laurence dakò pou l marye yo, nan espwa
mariaj la ap reyini fanmi Montagues ak Capulet.
Nan Sèn 4, Mercutio ak Benvolio vin aprann Tybalt menase pou l touye Romeo. Yo
konnen Tybalt se yon ekspè nan epe. Enfimyè Juliet la rive epi Romeo di l an sekrè li menm ak
Juliet ap marye apremidi a nan kacho Friar Laurence. Enfimyè a pran yon nechèl an kòd pou
balkon Juliet la konsa Juliet kapab sove. Enfimyè a avèti Romeo, Paris gen entensyon marye
ak Juliet tou.
Nan Sèn 5, Enfimyè a retounen nan jaden potaje a pou bay Juliet mesaj Romeo a. Juliet
kouri ale nan kacho Friar Laurence la kote Romeo ap fè l vin yon fanm. Enfimyè a kache
nechèl an kòd la pou Romeo kapab grenpe nan chanm Juliet la apre fènwa. Nan Sèn 6,
Romeo ak Juliet rankontre kay Friar Laurence. Yo bo epi montre lanmou yo youn pou lòt. Friar
Laurence marye Romeo ak Juliet imedyatman.
Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – November 2006SY051219- Phone (561) 434-8620
English I Through ESOL: Romeo and Juliet: Drama
Page 4
Portuguese Summary
Lição 2: Romeu e Julieta (Ato II), de William Shakespeare
Na cena 1 do ato II, Romeu decide pular a muralha para o pomar dos Capuleto, a fim de
ver Julieta. Romeu não pode ir para casa quando o coração dele ainda está lá com Julieta, que
agora é o centro do seu universo. Do lado de fora da muralha do pomar dos Capuleto,
Mercúcio e Benvólio procuram por Romeu e zombam dele. Eles chamam Romeu de “homem
apaixonado” e de “flor-da-paixão”. Eles brincam que os olhos brilhantes e lábios rubros de
Rosalina enfeitiçaram Romeu com um amor cego. Os amigos de Romeu não sabem sobre
Julieta.
Na cena 2, Romeu se encontra do outro lado da muralha do pomar, ouvindo as pilhérias
de Mercúcio sobre as dores da paixão. De repente, Romeu avista Julieta na sacada de seu
quarto, acima do pomar. Romeu acha que Julieta é linda como o sol que aponta no horizonte.
Os olhos de Julieta são como as estrelas reluzindo tão brilhantes que iluminam a noite e fazem
os pássaros cantar.
Julieta acha que está sozinha, então ela fala alto no meio da noite. Romeu decide ouvir
a Julieta em silêncio, sem revelar sua presença. O problema de Julieta é que Romeu é um
Montecchio e os Montecchio são seus inimigos. Porém, o problema não muda o seu amor por
Romeu. Julieta se pergunta se Romeu poderia trocar de nome, pois uma “rosa, ainda que
tenha um outro nome, ainda será dócil mesmo assim”.
Naquele momento, Romeu aparece e responde a Julieta. Romeu lhe diz que vai mudar
de nome, se isto a satisfaz. Julieta está preocupada que Romeu seja assassinado se for
encontrado em seu jardim. Romeu preferiria morrer do ódio que a família de Julieta sente por
ele do que viver sem o amor de Julieta. Julieta declara seu amor fiel a Romeu. Entretanto, ela
lhe diz que palavras passageiras de amor não são suficientes. Se Romeu ama Julieta
verdadeiramente e quer casar-se com ela ele deverá lhe mandar um recado no dia seguinte.
Julieta mandará um mensageiro pela manhã para descobrir onde e quando encontrar com
Romeu. Julieta está triste de ter que dizer boa noite a Romeu, mas é uma “mágoa terna”.
Na cena 3, Romeu vai pedir ajuda a Frei Lourenço e encontra-o colhendo suas ervas e
plantas na luz cinzenta da manhã. Frei Lourenço adverte que as ervas e plantas são veneno e
remédio ao mesmo tempo. Algumas ervas e plantas podem curar as pessoas e algumas
podem matá-las. Ambos benevolência e maldade estão nas plantas, como nas pessoas.
Romeu conta a Frei Lourenço sobre seu amor por Julieta e pede a ele que os case naquele
mesmo dia. Frei Lourenço fica surpreso por Romeu ter se esquecido de Rosalina e ter se
apaixonado tão rápido. Frei Lourenço concorda em casá-los, esperando que o casamento
reúna as famílias Montechio e Capuleto.
Na cena 4, Mercúcio e Benvólio descobrem que Tebaldo ameaçou matar Romeu. Eles
sabem que Tebaldo é um perito com a espada. A ama de Julieta chega e Romeu conta-lhe
secretamente que ele e Julieta irão se casar naquela tarde na cela de Frei Lourenço. A ama
leva uma escada de corda para a sacada de Julieta, para que ela possa escapar. A ama avisa
a Romeu que Páris também pretende desposar Julieta.
Na cena 5, a ama retorna ao pomar para transmitir o recado de Romeu a Julieta.
Julieta corre para a cela de Frei Lourenço, onde Romeu irá tomá-la como sua esposa. A ama
esconde a escada de corda para que Romeu possa subir ao quarto de Julieta, após o
anoitecer. Na cena 6, Romeu e Julieta encontram-se na cela de Frei Lourenço. Eles se beijam
e trocam juras de amor. Frei Lourenço casa Romeu e Julieta imediatamente.
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 05-1219
English I Through ESOL: Romeo and Juliet: Drama
Page 5
Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Romeo and Juliet: Lesson 2: Minimal Pairs Activity:
faithful/fateful
bright/blight
spell/spill
rise/rice
cell/shell
true/through
joke/choke
shining/signing
ladder/lather
rope/robe
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 2: Spelling Activity: The teacher provides the singular noun, and
students respond with the plural form.
affection, crow, dove, enemy, jewel, mask, nephew, proposal, rival, thorn, villain
English I Through ESOL: Romeo and Juliet: Drama
Page 6
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 2: Follow Directions Activity: Provide teams with paper, and
colored pencils or crayons. Students will listen and follow directions to illustrate the balcony
scene between Romeo and Juliet (Act 2, Scene 2) of the play.
Directions:
a) At the top of the paper, write Romeo and Juliet, "Act II, Scene 2”.
b) In the middle of the paper, draw a wide street.
c) Draw a building on one side of the street.
d) Draw a two-story building with a balcony on the other side of the street.
e) Above the two-story building, write "Capulet's Orchard."
f) Sketch Juliet on the balcony or write a large capital “J.”
g) Sketch Romeo in the doorway below the balcony or write a large capital “R.”
h) With a pencil, shade the sky to indicate night.
i) Draw an orchard (trees with fruit) to the right of the balcony.
j) Draw a wall on the outside of the orchard.
k) Draw an arrow indicating where Romeo jumped over the wall.
l) Make an “X” where the Nurse is hiding during this scene.
m) Write “Mercutio” and “Benvolio” outside the orchard wall.
English I Through ESOL: Romeo and Juliet: Drama
Page 7
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 2: Dictation Activity:
a) Romeo decides to listen to Juliet quietly without revealing his presence.
b) If Romeo truly wants to marry Juliet, he must send her a message tomorrow.
c) A “rose by any other name is as sweet.”
d) Romeo is a Montague and the Montagues are enemies of Juliet’s family.
e) Juliet hurries off to Friar Laurence’s cell where Romeo will make her a wife.
English I Through ESOL: Romeo and Juliet: Drama
Page 8
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 1 Interview Activities: You play the role of Friar Laurence.
Choose several students to play the role of Romeo. 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) What are you doing in your garden so early?
b) How do you use the herbs and plants?
c) Which plants and herbs are medicine and which are poison?
d) How do you know the difference between those that cure and those that kill?
e) Friar Laurence, can you help me? Is it possible to marry Juliet and me today?
f) Didn’t you know that I have forgotten Rosaline already?
g) Why do you say I changed my mind so quickly?
h) Can you marry us today in secret?
i) Don’t you think that it will reunite our two families?
j) Where will you marry us and when?
English I Through ESOL: Romeo and Juliet: Drama
Page 9
Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken
English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Romeo and Juliet: Lesson 2: Intentional Intonation Activities:
Juliet professes her faithful love to Romeo. (not Nurse)
Juliet professes her faithful love to Romeo. (not denies)
Juliet professes her faithful love to Romeo. (not her family’s)
Juliet professes her faithful love to Romeo. (not faithless)
Juliet professes her faithful love to Romeo. (not hate)
Juliet professes her faithful love to Romeo. (not Benvolio)
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen
hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Romeo and Juliet: Lesson 2: Backward Build-up Activity:
a) Perhaps Mercutio can cast a spell on Romeo, like Rosaline’s bright eyes and red lips, or
perhaps Romeo’s love is blind.
b) As Romeo and Juliet kiss, professing their love, Friar Laurence rushes them off to be
married immediately.
c) Romeo explains to Friar Laurence that he and Juliet are in love and he asks Friar
Laurence to marry them today.
d) Friar Laurence is surprised that Romeo has forgotten Rosaline and has fallen in love
again so quickly.
e) That’s when Romeo reveals himself and answers that he will change his name if that
pleases Juliet.
English I Through ESOL: Romeo and Juliet: Drama
Page 10
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 2: Charades Activity: Suggestions:
admonish, blind, bright, immediately, joke (v), messenger, patiently, poison, privately,
reveal, rising, rope ladder, rush (v), sincere, sorrow, sweet, sword
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 2: Twenty Questions Activity:
Photo or picture suggestions:
balcony, bright, dove, expert, herbs, marry, medicine, message, messenger, orchard,
poem, poison, reunite, rising, rope ladder, scars, sword
English I Through ESOL: Romeo and Juliet: Drama
Page 11
FCAT FOCUS READING SKILL: Following Directions/Sequence of Data
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
What to do and what to watch for. Written directions are ordered instructions to complete an
activity or the steps in a process. The directions can appear in the form of a paragraph, a list of
steps, time, or dates to show chronological (time) order, or in a numbered sequence.
Read all of the steps carefully. First, read all of the directions. Then go back to read again.
This time, read one step at a time. Stop to think about what it means. Visualize it in your mind.
Picture yourself doing the step. Repeat it to yourself. Then say it to yourself in your own words
(Paraphrase). Complete each step in order before going on to the next step.
Look for the sequence to follow. Directions must be followed in the order in which they are
given. Do the first step first and the last step last.
STEPS TO FOLLOWING DIRECTIONS
(Activity or Process)
STEP 6
STEP 5
STEP 4
STEP 3
STEP 2
STEP 1
See next page(s) for Following Directions/Sequence of Data (Continued)
English I Through ESOL: Romeo and Juliet: Drama
Page 12
FCAT FOCUS READING SKILL: Following Directions/Sequence of Data (Continued)
Look for signal or transition words. Transition or signal words will signal you when you have
completed one step or are beginning the next step. Understanding these words helps you to
understand the order of the steps.
Example: First, get on I-95. Go south. Prior to your exit, you will see a huge hotel on
the West Side. After you pass the hotel, get off at the next exit, 37, and go east. At the end of
the street, turn right at the light. When you reach the next light, go left on Sage Street. After
that, look for a green house, number 607. Finally, you drive through the gate.
SIGNAL / TRANSITION WORDS FOR FOLLOWING DIRECTIONS
first, second, third, etc.
finally
afterwards
while
soon
at the beginning
prior to
at the same time
subsequently
next
then
when
now
during
the first (next, last thing
if…then
later
soon
at the end
before you finish
Look for different kinds of directions:
a) Paragraph- When directions are given in paragraph form, pay attention to signal words
and punctuation (commas and periods). They are used to separate the steps in the
activity or process. Example:
To make cookies, you will need to assemble the ingredients and utensils first.
Then pre-heat your oven to 400 degrees. Now you are ready to start measuring and
mixing. Measure and add each ingredient in the order they are listed. After your
mixture is ready, spoon “teaspoonfuls” onto the greased cookie sheet. Bake for 8
minutes until firm. Place on a rack to cool.
b) List of Steps- When directions appear in a list, follow them in the exact order given.
Example: To make cookies:
1. Assemble the ingredients and utensils.
2 .Pre-heat your oven to 400 degrees
3. Measure and mix by adding each ingredient in order.
4. Spoon “teaspoonfuls” onto the greased cookie sheet
5. Bake for 8 minutes until firm.
6. Place on a rack to cool.
c) Chronological (Time) Order Directions in chronological order use days, dates, or times,
similar to a schedule. Example:
Schedule of dates for class project:
May 8:
Brainstorm ideas in your groups.
May 10:
Submit topic with graphic organizer/planning sheet.
May 12:
Complete outline or planning sheet.
May 15:
Rough draft due Read-around groups edit
May 20:
First draft completed on computer
May 25:
Complete peer-edit on computer and print copy.
May 27:
Conference with teacher and finalize on computer
May 30:
Final copy due for class publication
See next page(s) for Following Directions/Sequence of Data (Continued)
English I Through ESOL: Romeo and Juliet: Drama
Page 13
FCAT FOCUS READING SKILL: Following Directions/Sequence of Data (Continued)
d) Numbered Sequence In numbered sequence, complete each step in its entirety before
going on to the next step.
Example: To cancel your order:
1. Push the menu button.
2. Arrow down to “Select”
3. Push “Enter.”
4. Now arrow across to “Cancel”, and push “Enter”
5. Wait for the dialog box, “Are you sure you want to cancel?”
6. Push “Yes”, and then “Exit”.
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
TO CANCEL YOUR ORDER
Push the menu button.
Arrow down to “Select
Push “Enter.”
Now arrow across to “Cancel”, and push “Enter”
Wait for the dialog box, “Are you sure you want to cancel?”
Push “Yes”, and then “Exit”.
SEQUENCING CHART
1st
2nd
3rd
4th
5th
6th
7th
8th
English I Through ESOL: Romeo and Juliet: Drama
Page 14
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 2 Pre Reading Activity:
After the party, Romeo leaps over the wall of Capulet's orchard to see Juliet once more.
Juliet comes to the window and declares her love for Romeo. Hearing Juliet declare her love,
Romeo declares his love. The next morning, Romeo asks Friar Laurence to marry them later
that day. Romeo sends the message with Juliet’s nurse to meet him at Friar Laurence’s cell that
afternoon. Romeo gives Nurse a rope ladder so that he can climb into Juliet's room that night
after the marriage. The Nurse returns to an impatient Juliet and tells her the news. In the public
square, Mercutio and Benvolio tell Romeo that Tybalt is challenging him to a duel. Later, Romeo
goes to Friar Laurence's cell to meet Juliet, and the Friar Laurence marries them immediately.
Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
English I Through ESOL: Romeo and Juliet: Drama
Page 15
Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
English I Through ESOL: Romeo and Juliet: Drama
Page 16
Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
English I Through ESOL: Romeo and Juliet: Drama
Page 17
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 2 Indirect Speech Activity: Use the dialog in this lesson written
for Presenting Activity “Dialog”.
Example:
Juliet to Romeo:
If they see you, they will kill you.
Juliet told Romeo that if they saw him, they would kill him.
English I Through ESOL: Romeo and Juliet: Drama
Page 18
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 2 Framed Paragraphs Activities:
Sample #1: (Main idea) Use these main ideas for each scene of Act II.
Scene I: Romeo hides from his friends
Scene 2: Juliet and Romeo declare their love for each other
Scene 3: Friar Laurence agrees to marry Romeo and Juliet
Scene 4: Nurse finds Romeo to get a message for Juliet
Scene 5: Nurse tells Juliet about Romeo’s plan
Scene 6: Romeo and Juliet meet to get married
In Act II of Romeo and Juliet, by William Shakespeare, the main idea of Scene_____ is
_____. (Topic Sentence) Significant events/details in Scene____ include_____, _____ and
_____. First, the author writes details about_____ (Detail #1). In addition, there are references
to (information about) _____ (Detail #2). The reader can figure out that the author is talking
about_____ because _____ (Detail #3). In conclusion, all of the details in the reading lead us
back to the same main idea. The main idea is _____ (restate main idea). The significant details
include _____, _______, and _____ (briefly summarize some key details). This main idea
covers all of the details and events in the Scene. (Conclusion)
English I Through ESOL: Romeo and Juliet: Drama
Page 19
Romeo and Juliet: Lesson 2 Framed Paragraphs Activities:
Sample #2: (Metaphor) Use one of these metaphors: (Describe the picture or image left in the
reader’s mind)
a) “It is the east and Juliet is the sun.”
b) “This bud of our love, so tender and sweet, may grow to a flower when next we meet. “
In Act II of William Shakespeare’s Romeo and Juliet, the writer uses the metaphor
“_____”. This implies several things about _____ and _____ (Topic Sentence). One thing it
implies is that _____ is like _____ because _____ (Detail #1). This metaphor also shows _____
is _____ just as _____ is _____ (Detail #2). Finally, the writer compares _____ to _____
because _____ (Detail #3). The metaphor makes an important statement to the reader about
_____ in this Act of the play. (Conclusion).
Sample #3: (Simile and Imagery) Use one of these similes. (Describe the picture or image left
in the reader’s mind)
a) “It’s too much like lightning, which is gone before you know it.”
b) “If I just mention him, she turns as white as a sheet.”
c) “If she was young and in love, she would move as quickly as a rolling ball.”
d) They are like fire and gunpowder – when they meet, they destroy each other.”
In Act II of William Shakespeare’s Romeo and Juliet, the writer uses a series of similes
to create images in the reader’s mind (Topic Sentence). The writer compares _____ to _____,
_____to _____ and _____ to _____. In the first comparison of_____ to_____, the poet creates
an image in the reader’s mind of_____ (Detail #1). This simile _____ (creates a real sense or
sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing
and smell). In the second simile comparing _____ to_____, the poet leaves an image in the
reader’s mind of_____ (Detail #2). This simile _____. (creates a real sense or sensation of an
experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell) In
the third comparison of_____ to_____, the writer creates a picture of_____. (Detail #3) This
simile _____ (creates a real sense or sensation of an experience, place or person/appeals to
the senses of sight, taste, touch, hearing and smell). By using the literary device of simile, the
writer makes comparisons that create powerful word pictures in the reader’s mind. (Conclusion).
Sample #4: (Foreshadowing) Use the following examples as starters to illustrate
foreshadowing:
a) Mercutio to Benvolio: “Romeo is not answering. He must be dead.” “His love is blind. It is
best suited to the dark.”
b) Romeo to Juliet: “I’d rather die because of their hate than to go on living without your
love.”
c) Friar Laurence: “The earth is both nature’s mother and its grave.” “Within this flower is
both poison and medicine. If you smell it, its fragrance will cure you. But if you taste it, it
will kill you.”
d) Romeo: “But whatever sorrow comes, it can never take away the joy that one minute
gives me when I’m with her. “ …even death might do whatever it dares.”
In Act II of William Shakespeare’s Romeo and Juliet, the writer uses foreshadowing to
give the reader clues about what will happen at the end of the play. (Topic Sentence) This
builds suspense and interest in the reader’s mind because_____ and _____ (Details 1 &2).
These clues foreshadow the climax of the story when _____ (Detail #3). It is easier to believe
the ending of the play because Shakespeare foreshadowed it in Act II. (Conclusion)
English I Through ESOL: Romeo and Juliet: Drama
Page 20
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 2: 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 advanced
students:
Opinion
Nurse is not doing her job.
Proof
She is not loyal to Lady and Lord Capulet, who trust her and employ her.
Her job should be to look out for the welfare of the Capulet family.
She is a gossip.
She does not tell her employers what Juliet (their daughter) is up to.
She carries secret messages between Romeo and Juliet.
She hides the rope ladder so Romeo can sneak into the house.
She knows Juliet intends to marry an enemy and helps her.
Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
See next page(s) for Spool Writing (Continued)
English I Through ESOL: Romeo and Juliet: Drama
Page 21
SAMPLE FORMAT FOR FOLLOWING DIRECTIONS/SEQUENCE OF DATA
There is a clear sequence of events (description of the steps in a process or sequence
of data) in the story/paragraph/poem/chapter _____ (title), by _____ (author). This sequence
begins with _____ (step #1) and ends with _____ (last step) (Topic sentence/introduction). The
events or steps in between show _____ and _____ (identify two important steps, events, or
data).
It is easy to follow the order of information (steps, events) in the reading (Topic
Sentence). The sequence of events (steps in a process or sequence of data) is/are organized in
_____ (paragraph, numbered sequence, chronological order). The use of _____ (transition
words for time order, order of steps, charts, graphs, etc.) such as _____ and _____ assist the
reader to follow the information (story, process). The order helps the reader understand _____
(state main idea or topic).
At the beginning of the story (sequence of data, process), is _____ (Topic Sentence).
The following information (events or data) is closely related to this event (step or data). First,
_____ Also, _____ Then, _____ This establishes the information (events or data) that appears
(occur) later.
The author goes on to show several important events (steps or pieces of data) that help
to _____ (tell the story events, show the steps or illustrate the data) in an interesting and
organized way (Topic sentence). One of these events (data, steps) includes _____ (detail #1).
After that, _____ (detail #2).At the end of the story (process, chart, data, etc.) is _____
(summarize the last part of the information or events – detail #3).
The author provides an order to the information (events in the story, steps in the
process) by organizing them in _____ (a paragraph, list of steps, numbered sequence,
chronological order). The reader can clearly understand (or visualize) the process (events or
information) from beginning to end. The author starts with _____ (step or event #1) and ends
with _____ (last step or event). Everything in the middle makes the story come alive in the mind
of the reader (helps the reader visualize the process, or clearly organizes the data).
Romeo and Juliet: Lesson 2 Spool Writing Activities: Use the Sample Format for Following
Directions/Sequence of Data
Suggested Topics:
a) Sequence of events leading up to the marriage of Romeo and Juliet.
b) Steps in the process Romeo used to arrange his marriage.
c) Sequence of events leading up to Juliet meeting Romeo and falling in love.
English I Through ESOL: Romeo and Juliet: Drama
Page 22
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 2: RAFT Activity: Students write according to role, audience,
format, & topic.
R: Your role as writer is Nurse.
A: Your audience is Juliet
F: The format of your writing is a speech or lecture.
T: Your topic is to write to scold Juliet and convince her that her behavior will get her
into trouble.
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 2: FCAT Writing Activity (Persuasive Prompt):
Writing Situation:
Have you ever seen a friend or family member making a bad choice about friends, a
girlfriend or a boyfriend? If you give advice, what would it be? How would you convince
your friend/family member that his/her choice is a bad choice?
Directions for Writing:
Before you write, think about how and when you would talk to your friend. What is the
bad choice your friend is making? Why is it a bad choice? What should your friend do
instead? What is motivating your friend? What advice would you give? What could you
do to help your friend? How would you persuade your friend to change his/her mind?
Now, write to persuade your friend or family member not to make a bad choice.
English I Through ESOL: Romeo and Juliet: Drama
Page 23
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 2: Dialog Activity:
Romeo:
Juliet:
Romeo:
Juliet:
Romeo:
Juliet:
Romeo:
Juliet:
What light through that window comes? It is the east and Juliet is the sun!
Tell me how you got here and why.
On love’s light wings, I flew over the walls.
If they see you, they will kill you.
Alas, more danger is in your eyes than in 20 of their swords.
Who told you where to find me?
Love told me.
Sweetheart, good night. This bud of our love, so tender and so sweet,
may grow to a flower when next we meet.
English I Through ESOL: Romeo and Juliet: Drama
Page 24
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.
Advanced 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 2: Making the News Activities:
Tybalt v. Romeo Duel
Secret Romance Leads to Marriage
Intermediate-Advanced 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: Drama
Page 25
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 2 Concentration:
Match vocabulary words with their meanings:
admonish
warn, caution, scold
faithful
loyal, true, trustworthy
cell
compartment, small room, chamber
profess
confess, admit, declare
spell
magic charm, curse
herbs
aromatic plants
poison
venom, toxin
reunite
bring back together
evil (n)
wickedness, sin, badness
sorrow
grief, sadness, regret
English I Through ESOL: Romeo and Juliet: Drama
Page 26
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 2 Jeopardy Activity:
Question
a) How Juliet waited for the news
a) What two ways plants & herbs are used
a) Who warns Romeo about herbs
b) Why Friar decides to marry them
b) Where Juliet and Romeo marry
b) What is another word for love & affection
c) Who is the most important messenger
c) What Romeo compares Juliet to
c) When Romeo goes to Juliet’s balcony
Answer
impatiently
medicine or poison
Friar Laurence
to reunite their families
Friar Laurence’s cell
passion
Nurse
the sun
after the ball
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 advanced 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 2 Wrong Word Activity:
a) Mercutio is just choking around about Romeo. (joking)
b) Juliet decides to merry Romeo. (marry)
c) Romeo gave Juliet a beautiful orchard to wear. (orchid)
d) A rose by any other name is just as sweat. (sweet)
e) Tybalt’s challenge to fight Romeo scars me. (scares)
English I Through ESOL: Romeo and Juliet: Drama
Page 27
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: Drama
Page 28
Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
VERBS FOLLOWED BY INFINITIVES
The infinitive is:
Examples:
“to” + simple form of the verb
to go, to fly, to walk, to jump, to travel, to understand, to plant
Some verbs are followed by other verbs in the infinitive form. The infinitive never changes its
form. It just follows along after the verb and carries meaning.
Examples:
I love to eat potato chips with ice cream.
We plan to travel with the family in the summer.
He pretended to be a famous singer.
Students are supposed to study for classes.
agree to
begin to
decide to
hate to
like to
order to
promise to
remind to
threaten to
Verbs Followed By Infinitive
allow to
appear to ask to
claim to
consent to continue to
encourage to expect to
force to
have to
hope to
intend to
love to
mean to
need to
permit to
plan to
prepare to
promise to
refuse to
refuse to
remind to
seem to
start to
volunteer to
wait to
want to
be supposed to
convince to
forget to
invite to
offer to
pretend to
remember to
struggle to
wish to
Sometimes a noun or pronoun comes between the verb and the infinitive.
Examples:
I invited them to come for dinner.
We convinced her to cooperate with the group.
She reminded her friend to bring soda for the party.
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: Drama
Page 29
Beginning Grammar Activities
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 2: Modified Single Slot Substitution:
(a) A rose (b) by any other name (c) is (d) as sweet.
Possibilities:
a) a flower, love, Juliet, a rosebud
b) that is called something different, with a special name, without a name, in the garden
c) was, will be, can be, should be
as fragile, as lovely, as pleasing, as fragrant
English I Through ESOL: Romeo and Juliet: Drama
Page 30
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 2: Sentence Builders:
a) Romeo hears jokes. (Mercutio’s) (about scars) (love’s) (is on the wall, and he) (orchard)
(the other side of)
Romeo hears jokes.
Romeo hears Mercutio’s jokes.
Romeo hears Mercutio’s jokes about scars.
Romeo hears Mercutio’s jokes about love’s scars.
Romeo is on the wall, and he hears Mercutio’s jokes about love’s scars.
Romeo is on the orchard wall, and he hears Mercutio’s jokes about love’s scars.
Romeo is on the other side of the orchard wall and he hears Mercutio’s jokes about
love’s scars.
Continue with the following:
b) Juliet professes her love. (faithful) (to Romeo) (and tells him) (that his words are not
enough) (of love) (to her) (spoken) (too quickly)
c) Juliet is worried. (that Romeo will be killed) (if he is found) (there) (but Romeo would
rather die) (from hatred) (their) (than live) (without love) (Juliet’s)
d) Friar Laurence is surprised. (that Romeo has forgotten) (Rosaline) (and has fallen) (in
love) (again) (so quickly)
e) That’s when. (Romeo reveals) (himself) (and answers) (that he will change) (his name)
(if that pleases) (Juliet)
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 2: Multiple Slot Substitution Activities:
(a) Juliet (b) wonders (c) if Romeo can just change his name.
Possibilities: questions, Lady Capulet’s daughter, thinks, if Romeo truly loves her, one of
the main characters, if any good will come, doubts, if her father will be furious, if her mother
will help explain, Romeo’s fiancé, if Friar Laurence can help, speculates, the young girl,
asks
English I Through ESOL: Romeo and Juliet: Drama
Page 31
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 2: Flesh it Out Activities:
a) in/gray/light/morning/Friar/Laurence/collect/herbs/plants
b) outside/wall/Capulet/orchard/Mercutio/Benvolio/be/look/Romeo
c) he/can/not/go/home/when/heart/be/still/there/Juliet/center/world
d) Juliet/hurry/off/Friar Laurence/cell/where/Romeo/make/her/wife
e) nurse/return/three/hour/later/orchard/tell/Juliet/message
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 2: Transformation Exercises:
Students respond by changing the sentence to include the information in parentheses.
Example:
Friar Laurence agrees. (marry them)
Friar Laurence agrees to marry them)
a. Tybalt’s letter threatens. (kill Romeo)
b. Romeo truly loves Juliet and wants. (marry her)
c. Mercutio begins. (joke about Romeo)
d. Mercutio asks Romeo. (make a poem rhyming “love” with “dove”.)
e. Romeo decides. (listen without revealing his presence)
f. Juliet’s eyes light up the night and the birds begin. (sing)
g. Romeo decides. (climb the wall into the Capulet’s orchard)
h. Romeo goes. (see the monk Friar Laurence)
English I Through ESOL: Romeo and Juliet: Drama
Page 32
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 2: Who, What, When, Where, How, Why Activities:
a) The nurse goes to hide the rope ladder so Romeo can climb to Juliet’s room when it
is dark. (who, what, where, why, how)
b) Juliet’s nurse arrives and Romeo tells her privately that he and Juliet are supposed
to be married this afternoon at Friar Laurence’s cell. (who, what, where, when, why,
how)
c) Juliet will send the messenger by nine o’clock in the morning to find out where and
when to meet him and she will be there. (who, what, when, why)
d) Juliet speaks into the night, and Romeo decides to listen to her quietly without
revealing his presence. (who, what, when, how)
e) Nurse thinks Romeo is sincere, and agrees to wait there a while for Romeo’s servant
to bring a rope ladder for Juliet’s balcony. (who, what, where, why, how)
English I Through ESOL: Romeo and Juliet: Drama
Page 33
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 2: Sentence Stretcher:
Begin with the sentence: Romeo likens Juliet to the sun.
Romeo likens Juliet to the sun rising.
Romeo likens Juliet to the sun rising in the east.
Romeo likens Juliet to the sun rising in the east and her eyes.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars shining.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars shining so brightly.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars shining so brightly that
they light up.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars shining so brightly that
they light up the night.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars shining so brightly that
they light up the night and the birds sing.
Romeo likens Juliet to the sun rising in the east and her eyes to the stars shining so brightly that
they light up the night and the birds begin to sing.
Romeo likens beautiful Juliet to the sun rising in the east and her eyes to the stars shining so
brightly that they light up the night and the birds begin to sing.
Romeo likens beautiful Juliet to the sun rising in the east, her hand to a shrine, and her eyes to
the stars shining so brightly that they light up the night and the birds begin to sing.
Romeo likens beautiful Juliet to the sun rising in the east, her hand to a holy shrine, and her
eyes to the stars shining so brightly that they light up the night and the birds begin to sing.
Romeo likens beautiful Juliet to a jewel, to the sun rising in the east, her hand to a holy shrine,
and her eyes to the stars shining so brightly that they light up the night and the birds begin to
sing.
Romeo likens beautiful Juliet to a rich jewel, to the sun rising in the east, her hand to a holy
shrine, and her eyes to the stars shining so brightly that they light up the night and the birds
begin to sing.
Romeo likens beautiful Juliet to a rich jewel in an Ethiopian’s ear, to the sun rising in the east,
her hand to a holy shrine, and her eyes to the stars shining so brightly that they light up the
night and the birds begin to sing.
Romeo likens beautiful Juliet to a rich jewel in an Ethiopian’s ear, to a dove among crows, to the
sun rising in the east, her hand to a holy shrine, and her eyes to the stars shining so brightly that
they light up the night and the birds begin to sing.
English I Through ESOL: Romeo and Juliet: Drama
Page 34
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 2: Look it Up: Teams locate examples of Verbs followed by
Infinitives 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 2: Rewrite the Paragraph Activity:
Teams will rewrite the paragraph changing the present tense to the past tense.
After the party, Romeo leaps over the wall of Capulet's orchard to see Juliet once more.
Juliet comes to the window and declares her love for Romeo. Hearing Juliet declare her love,
Romeo declares his love. The next morning, Romeo asks Friar Laurence to marry them later
that day. Romeo sends the message with Juliet’s nurse to meet him at Friar Laurence’s cell that
afternoon. Romeo gives Nurse a rope ladder so that he can climb into Juliet's room that night
after the marriage. The Nurse returns to an impatient Juliet and tells her the news. In the public
square, Mercutio and Benvolio tell Romeo that Tybalt is challenging him to a duel. Later, Romeo
goes to Friar Laurence's cell to meet Juliet, and the Friar Laurence marries them immediately.
English I Through ESOL: Romeo and Juliet: Drama
Page 35
Name ____________________________ Date __________
Romeo and Juliet: Lesson 2: Exercise 1
Fill in the blanks with the correct word.
message
duel
immediately
rope ladder
declares
impatient
leaps
cell
orchard
marriage
After the party, Romeo __________ over the wall of Capulet's __________ to
see Juliet once more. Juliet comes to the window and __________ her love for Romeo.
Hearing Juliet declare her love, Romeo declares his love. The next morning, Romeo
asks Friar Laurence to marry them later that day. Romeo sends the __________ with
Juliet’s nurse to meet him at Friar Laurence’s __________ that afternoon. Romeo gives
Nurse a __________ so that he can climb into Juliet's room that night after the
__________. The Nurse returns to an __________ Juliet and tells her the news. In the
public square, Mercutio and Benvolio tell Romeo that Tybalt is challenging him to a
__________. Later, Romeo goes to Friar Laurence's cell to meet Juliet, and the Friar
Laurence marries them __________.
English I Through ESOL: Romeo and Juliet: Drama
Page 36
Name _____________________________________ Date _____________
Romeo and Juliet: Lesson 2 Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. Romeo climbs the wall of the Capulet’s orchard to get in to the party.
______________________________________________________________________
2. Romeo will change his name if that pleases Juliet.
______________________________________________________________________
3. Friar Laurence admonishes that some herbs and plants cure you and some kill you.
______________________________________________________________________
4. Juliet sees Romeo on the balcony above and likens him to the sun rising.
______________________________________________________________________
5. Juliet’s eyes are like stars that light up the night and cause the birds to sing.
______________________________________________________________________
6. Romeo’s servant hides the rope ladder so Romeo can climb to Juliet’s room.
______________________________________________________________________
7. Friar Laurence is not surprised Romeo has fallen in love again so quickly.
______________________________________________________________________
8. If Romeo truly wants to marry Juliet, he must get her father’s permission.
______________________________________________________________________
9. Mercutio thinks Juliet has made Romeo a “passion-flower” and “lover-man”.
______________________________________________________________________
10. Juliet is worried that Romeo will be killed if he is found talking to her.
______________________________________________________________________
English I Through ESOL: Romeo and Juliet: Drama
Page 37
Name ____________________________ Date __________
Romeo and Juliet: Lesson 2: Exercise 3 (FCAT Practice/Reading Comprehension)
Read the statements. Then complete the chart below placing the statements in the
order in which they happened.
The Nurse returns and tells Juliet the news.
Romeo sends the message to Juliet’s to meet at Friar Laurence’s cell.
Friar Laurence marries Romeo and Juliet.
Juliet comes to the window and declares her love for Romeo.
Romeo leaps over the wall of Capulet's orchard to see Juliet.
Romeo goes to Friar Laurence's cell to meet Juliet.
Romeo asks Friar Laurence to marry them later that day.
1. First,
2. Second,
3. Then,
4. Next,
5. Furthermore,
6. After that,
7. Finally,
English I Through ESOL: Romeo and Juliet: Drama
Page 38
Name ____________________________ Date __________
Romeo and Juliet: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension)
Read the sequence of events from Romeo and Juliet, by William Shakespeare. In order
for Romeo to arrange a secret marriage with Juliet, he made a plan to follow.
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
How to Arrange a Secret Marriage
Find a way to see Juliet again.
Find out if Juliet loves him and wants to marry him.
marry them secretly.
Get a message to Juliet telling her when and where to meet.
Get married by Friar Laurence.
Get a ladder to Juliet’s balcony to be with his new bride.
Now think about Romeo’s plan to arrange a secret marriage. Write in your own words
about the 6 steps (above) that Romeo took. Refer to your text and summary. Did each
step work? Why or why not? What really happened?
How to Arrange a Secret Marriage: What Really Happened
STEP
1
STEP
2
STEP
3
STEP
4
STEP
5
STEP
6
Now write about what you think will happen in the next part of the play.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
English I Through ESOL: Romeo and Juliet: Drama
Page 39
Name ____________________________ Date __________
Romeo and Juliet: Lesson 2: Exercise 5
Fill in the blanks.
In Scene 1, Act II, Romeo __________ to climb the wall __________ the
Capulet’s orchard to __________ Juliet. Romeo can’t go __________ when his heart is
__________ there with Juliet, who __________ now the center of __________ world.
Outside the wall __________ the Capulet’s orchard, Mercutio __________ Benvolio are
looking for __________, and joking about him. __________ call Romeo a “lover-man”
__________ “passion-flower”. They joke that __________ bright eyes and red
__________ have cast a spell __________ blind love on Romeo. __________ friends
do not know __________ Juliet.
In Scene 2, Romeo __________ on the other side __________ the orchard wall,
listening __________ Mercutio’s jokes about love’s __________. Suddenly, Romeo
sees Juliet __________ the balcony of her __________ above the orchard. Romeo
__________ that Juliet is like __________ beautiful sun rising in __________ east.
Juliet’s eyes are __________ the stars shining so __________ that they light up
__________ night and make the __________ sing.
Juliet thinks she __________ alone, so she speaks __________ loud into the
night. __________ decides to listen quietly __________ Juliet, without revealing his
__________. Juliet’s problem is that __________ is a Montague and __________
Montagues are her enemies. __________, the problem does not __________ her love
for Romeo. __________ wonders if Romeo can __________ change his name,
because __________ “rose by any other __________ is as sweet”.
English I Through ESOL: Romeo and Juliet: Drama
Page 40
At __________ moment, Romeo reveals himself __________ answers Juliet.
Romeo tells __________ that he will change __________ name if that pleases
__________. Juliet is worried that __________ will be killed if __________ is found in
her __________. Romeo would rather die __________ the hatred of Juliet’s
__________ than live without Juliet’s __________. Juliet professes her faithful
__________ to Romeo. However, she __________ him that quick words __________
love are not enough. __________ Romeo truly loves Juliet __________ wants to marry
her, __________ must send her a __________ tomorrow. Juliet will send __________
messenger in the morning __________ find out where and __________ to meet
Romeo. Juliet __________ sad to say good __________ to Romeo, but it __________
a “sweet sorrow”.
In __________ 3, Romeo goes to ask __________ Laurence for help. He
__________ Friar Laurence in the __________ light of morning, collecting __________
herbs and plants. Friar __________ admonishes that the herbs __________ plants are
both poison __________ medicine. Some herbs and __________ can cure you and
__________ can kill you. Both __________ and evil are in __________ plants, just like
in __________. Romeo tells Friar Laurence __________ his love for Juliet, __________
asks Friar Laurence to __________ them that same day. __________ Laurence is
surprised that __________ has forgotten Rosaline and __________ fallen in love again
__________ quickly. Friar Laurence agrees __________ marry them, hoping that
__________ marriage will reunite the __________ and Capulet families.
In __________ 4, Mercutio and Benvolio find __________ that Tybalt threatened
to __________ Romeo. They know that __________ is an expert with __________
English I Through ESOL: Romeo and Juliet: Drama
Page 41
sword. Juliet’s nurse arrives __________ Romeo tells her privately __________ he and
Juliet are __________ to be married that __________ at Friar Laurence’s cell.
__________ takes a rope ladder __________ Juliet’s balcony so Juliet __________
escape. Nurse warns Romeo __________ Paris also intends to __________ Juliet.
In Scene 5, Nurse __________ to the orchard to __________ Juliet Romeo’s
message. Juliet __________ off to Friar Laurence’s __________ where Romeo will
make __________ a wife. Nurse hides __________ rope ladder so Romeo __________
climb up to Juliet’s __________ after dark. In Scene 6, __________ and Juliet meet at
__________ Laurence’s. They kiss and __________ their love for each __________.
Friar Laurence marries Romeo __________ Juliet immediately.
English I Through ESOL: Romeo and Juliet: Drama
Page 42
Name ____________________________ Date __________
Romeo and Juliet: Lesson 2: Exercise 6
Rewrite each sentence using the verb in parentheses followed by an infinitive. Use the
same tense of the verb.
1. Friar Laurence marries Romeo and Juliet. (agree to)
______________________________________________________________________
2. Tybalt kills Romeo. (threaten to)
______________________________________________________________________
3. Romeo truly loves Juliet and marries her. (want to)
______________________________________________________________________
4. Mercutio jokes about Romeo, the “lover-man”. (begin to)
______________________________________________________________________
5. Mercutio makes a poem rhyming “love” with “dove”. (ask Romeo to)
______________________________________________________________________
6. Romeo tells Nurse that he and Juliet marry this afternoon. (supposed to)
______________________________________________________________________
7. Romeo listens without revealing his presence. (decide to)
______________________________________________________________________
8. Romeo sees the monk Friar Laurence to ask for help. (go to)
______________________________________________________________________
Rewrite each sentence in the negative. Follow the model.
Example:
Romeo decides to climb the wall into the Capulet’s orchard.
Romeo decides not to climb the wall into the Capulet’s orchard.
1. Juliet’s eyes light up the night and the birds begin to sing.
______________________________________________________________________
2. Nurse agrees to wait for Romeo’s servant to bring a rope ladder.
______________________________________________________________________
3. Tybalt’s letter threatens to kill Romeo.
______________________________________________________________________
4. Romeo truly loves Juliet and wants to marry her.
______________________________________________________________________
5. Mercutio asks Romeo to make a poem rhyming “love” with “dove”.
______________________________________________________________________
English I Through ESOL: Romeo and Juliet: Drama
Page 43