English I Intensive Romeo and Juliet
Whole-Group
Instruction
20 Minutes
Small-Group
Instruction
20 Minutes
Instructional Software
Modeled and
Whole-Group Wrap-Up
20 Minutes
Independent Reading
10 Minutes
20 Minutes
Day 1
No
Rotations
1 - Shakespearean
Insults
2 - Slang Translation
3 Shakespeare bingo
Day 2
rBook pg 188 - Think
aloud compare and
contrast reading skill
rBook pg 190 Students practice
compare and contrast
reading skill
Read 20 minutes
Day 3
Read Prologue from
rBook Journal 1 in
different ways to
emphasize the
meaning (See rBook
Journal 1 for ideas)
Read Act 1. 1-3 and
watch the same scene
from the two movies
rBook Journal 1
Read 20 minutes
After watching the
two versions and
reading the text fill in
movie comparison
sheet
Read 20 minutes
rBook Journal 2
Read 20 minutes
Day 4
Day 5
Review Act 1. 1-3 by
filling in Character
Chart
Read 20 minutes
English I Intensive Romeo and Juliet
Whole-Group
Instruction
20 Minutes
Small-Group
Instruction
20 Minutes
Instructional Software
Modeled and
Whole-Group Wrap-Up
20 Minutes
Independent Reading
10 Minutes
20 Minutes
Day 6
Read Act 1.4
rBook Journal 3
Read 20 minutes
Day 7
Read Act 1.5
rBook Journal 4
Read 20 minutes
Day 8
No
Rotations
1- Watch movie
versions of scene 4-5
2 - Movie
Comparison
3 - Act I Quiz
Day 9
Read Act 2. 1-2
Rbook Journal 5
Read 20 minutes
Day 10
Watch Balcony scen
from the both
versions
Movie Comparison
Read 20 minutes
Read 20 minutes
English I Intensive Romeo and Juliet
Whole-Group
Instruction
20 Minutes
Small-Group
Instruction
20 Minutes
Instructional Software
Modeled and
Whole-Group Wrap-Up
20 Minutes
Independent Reading
10 Minutes
20 Minutes
Day 11
No
Rotations
1 - Read Act 2. 3-6
2 - rBook Journal 6
3 - Act 2 Test
Read 20 minutes
Day 12
Read Act 3.1 and
rBook Journal 7
watch the scene from
the movie. Record
similarities and
differences on Movie
Comparison sheet
Read Act 3. 2-3
rBook Journal 8
Read 20 minutes
Day 14
Read Act 3. 4-5 and
watch movie
Read 20 minutes
Day 15
No
Rotations
1 - Review Act 3
2 - rBook Journal 9
3 - Act 3 test
Day 13
Movie Comparison
Chart
Read 20 minutes
Read 20 minutes
English I Intensive Romeo and Juliet
Whole-Group
Instruction
20 Minutes
Small-Group
Instruction
20 Minutes
Instructional Software
Modeled and
Whole-Group Wrap-Up
20 Minutes
Independent Reading
10 Minutes
20 Minutes
Day16
Read Act 4. 1-2
rBook Journal 10
Read 20 minutes
Day 17
Read Act 4. 3-5
rBook Journal 11
Read 20 minutes
Day 18
Watch movie for Act 4 Movie comparison
Read 20 minutes
Day 19
Read Act 5. 1-3
rBook Journal 12
Read 20 minutes
Day 20
Finish Movie
Movie Comparison
and review for test
Read 20 minutes
English I Intensive Romeo and Juliet
Whole-Group
Instruction
20 Minutes
Small-Group
Instruction
20 Minutes
Instructional Software
Modeled and
Whole-Group Wrap-Up
20 Minutes
Independent Reading
10 Minutes
20 Minutes
Day 21
No
Rotations
1 - Romeo and Juliet
Test
2 - Deconstruct
writing prompt
3 - Student sample
Read 20 minutes
Day 22
Brainstorm Persuasive Begin Outlining essay
Essay
Read 20 minutes
Day 23
Grammar and
Mechanics rBook pg
204-05
Read 20 minutes
Day 24
Persuasive techniques Rough Draft and
conferencing
Read 20 minutes
Day 25
No
Rotations
1 - Peer Editing
2 - Revision
3 - Conference
4 - Final Draft due the
next day
Read 20 minutes
Continue Outlining
Romeo
and
Juliet
CLA
Standards
Literary
Response
and
Analysis
3.1
Articulate
the
relationship
between
the
expressed
purposes
and
the
characteristics
of
different
forms
of
dramatic
literature
(e.g.,
comedy,
tragedy,
drama,
dramatic
monologue).
3.2
Compare
and
contrast
the
presentation
of
a
similar
theme
or
topic
across
genres
to
explain
how
the
selection
of
genre
shapes
the
theme
or
topic.
3.3
Analyze
interactions
between
main
and
subordinate
characters
in
a
literary
text
(e.g.,
internal
and
external
conflicts,
motivations,
relationships,
influences)
and
explain
the
way
those
interactions
affect
the
plot.
3.4
Determine
characters’
traits
by
what
the
characters
say
about
themselves
in
narration,
dialogue,
dramatic
monologue,
and
soliloquy.
3.6
Analyze
and
trace
an
author’s
development
of
time
and
sequence,
including
the
use
of
complex
literary
devices
(e.g.,
foreshadowing,
flashbacks).
3.7
Recognize
and
understand
the
significance
of
various
literary
devices,
including
figurative
language,
imagery,
allegory,
and
symbolism,
and
explain
their
appeal.
3.9
Explain
how
voice,
persona,
and
the
choice
of
a
narrator
affect
characterization
and
the
tone,
plot,
and
credibility
of
a
text.
3.10
Identify
and
describe
the
function
of
dialogue,
scene
designs,
soliloquies,
asides,
and
character
foils
in
dramatic
literature.
Literary
Criticism
3.11
Evaluate
the
aesthetic
qualities
of
style,
including
the
impact
of
diction
and
figurative
language
on
tone,
mood,
and
theme,
using
the
terminology
of
literary
criticism.
(Aesthetic
approach)
Writing
1.1
Establish
a
controlling
impression
or
coherent
thesis
that
conveys
a
clear
and
distinctive
perspective
on
the
subject
and
maintain
a
consistent
tone
and
focus
throughout
the
piece
of
writing.
1.2
Use
precise
language,
action
verbs,
sensory
details,
appropriate
modifiers,
and
the
active
rather
than
the
passive
voice.
1.9
Revise
writing
to
improve
the
logic
and
coherence
of
the
organization
and
controlling
perspective,
the
precision
of
word
choice,
and
the
tone
by
taking
into
consideration
the
audience,
purpose,
and
formality
of
the
context.
2.4
Write
persuasive
compositions:
a.
Structure
ideas
and
arguments
in
a
sustained
and
logical
fashion.
b.
Use
specific
rhetorical
devices
to
support
assertions
(e.g.,
appeal
to
logic
through
reasoning;
appeal
to
emotion
or
ethical
belief;
relate
a
personal
anecdote,
case
study,
or
analogy).
c.
Clarify
and
defend
positions
with
precise
and
relevant
evidence,
including
facts,
expert
opinions,
quotations,
and
expressions
of
commonly
accepted
beliefs
and
logical
reasoning.
d.
Address
readers’
concerns,
counterclaims,
biases,
and
expectations.
Romeo
and
Juliet
CLA
Standards
Listening
and
Speaking
2.4
Deliver
oral
responses
to
literature:
a.
Advance
a
judgment
demonstrating
a
comprehensive
grasp
of
the
significant
ideas
of
works
or
passages
(i.e.,
make
and
support
warranted
assertions
about
the
text).
b.
Support
important
ideas
and
viewpoints
through
accurate
and
detailed
references
to
the
text
or
to
other
works.
C.
Demonstrate
awareness
of
the
author’s
use
of
stylistic
devices
and
an
appreciation
of
the
effects
created.
d.
Identify
and
assess
the
impact
of
perceived
ambiguities,
nuances,
and
complexities
within
the
text.
ALPHABETIZED LIST OF SELECTED
Poetry Terms*
* Please note that words in italics are defined somewhere else in the list!
1. alliteration: the repetition of sounds, usually consonant sounds but sometimes vowel sounds, at the
beginnings of words in the same line or successive lines
“The fair breeze blew the white foam flew
The furrow followed free”
— Coleridge
2. blank verse: unrhymed verse generally written in iambic pentameter
“I fancied when I looked at six o’clock
The swan still ran and scuttled just as fast.”
— Frost
3. connotation: the implied or suggested meaning of a word or expression. For example, the word springtime
literally means the season between the vernal equinox and the summer solstice, but the word usually makes
most people think of such things as youth, rebirth, and romance
4. couplet: two consecutive lines of poetry that rhyme
“‘Tis education forms the common mind
Just as the twig is bent the tree’s inclined.”
— Pope
5. denotation: the literal or dictionary meaning or meanings of a word
Springtime: the season between the vernal equinox and the summer solstice
6. exact rhyme: two or more words that end with exactly the same vowel and consonant sounds
EXAMPLES: “feet” and “heat,” “shoes” and “cruise,” etc.
7. free verse: poetry that has no particular rhyme scheme, rhythm, or line length
“I celebrate myself, and sing myself.
And what I assume you shall assume.
For every atom belonging to me belongs to you.”
— Whitman
8. hyperbole: a figure of speech using obvious exaggeration or overstatement for special effect
“And I will luve thee still. My dear,
Till a’ the seas gang dry.”
— Burns
9. iamb: a metrical foot made of one unaccented syllable followed by one accented syllable (be-CAUSE, reTURN)
10. iambic pentameter: a line of poetry composed of five iambs
The SOUND / must SEEM / an ECH / -o TO / the SENSE.
11. imagery: a word or phrase which brings a picture to the reader’s mind or appeals to his or her sense of
sight, hearing, touch, taste, or smell; also the collection of images in a poem
...sagging orchards steamed with amber spice. [smell and sight] — Field
The curfew tolls the knell of parting day. [hearing] — Gray
12. metaphor: a figure of speech that makes a comparison between two things that are basically different
“The train is a needle plunging into the fabric of night.”
13. meter: the repetition in poetry of a regular pattern of stressed (
creates the rhythm of a poem
) and unstressed (
) syllables. This
14. metrical foot: a combination of syllables in a rhythmic unit
15. narrative poem: a poem that tells a story
16. onomatopoeia: the use of words which in their pronunciation suggest their meaning
“It cracked and growled, and roared and howled
Like noises in a swound.”
— Coleridge
17. personification: a figure of speech in which something non-human is given human qualities
“A narrow wind complains all day
How someone treated him.”
— Dickinson
18. rhyme: repetition of the same (or similar) sound or sounds at the end of words. Usually, in poetry, rhyming
means the ending of two or more lines with words that sound alike (see also exact rhyme and slant rhyme)
19. rhyme scheme: the pattern of rhyme in a poem; rhyme schemes are described by using a different letter of
the alphabet to stand for each different rhyming sound
20. simile: a figure of speech in which the comparison between two unlike things is expressed directly, usually
by means of like or as
“What happens to a dream deferred?
Does it dry up like a raisin in the sun?”
— Hughes
21. slant rhyme: two or more words that share enough of the same sounds to make them sound similar, but do
not end with exactly the same vowel and consonant sounds EXAMPLES: “zone” and “song,” “alive” and “ride”
22. stanza: a group of lines of verse treated as a unit and separated from other units by a space
23. symbol: any object, person, place, or action that has meaning in itself and that also stands for something
larger than itself such as a quality, an attitude, or a value. EXAMPLES: A rose is often a symbol of love and
beauty; a skull is often a symbol of death; spring and winter often symbolize youth and old age.
24. tone: the feeling communicated by authors’ attitudes towards their subjects and the particular way they write
about them. Tone is found in every kind of writing. It is created through the choice of words and details.
Shakespeare Bingo
1.
Write
the
following
words
that
you
will
be
hearing
from
the
teacher
about
Shakespeare
in
the
boxes
below.
England
Stra+ord‐upon‐Avon
playwright
Henry
IV
Anne
Hathaway
Mary
Arden Lord
Chamberlain's
Men
April23,
1564
John
Shakespeare
April
23,
1616 Black
Friar's
Theater
The
Comedy
of
Errors
Queen
Elizabeth
Romeo
and
Juliet
Globe
Theater
2.
When
you
hear
the
word,
cross
it
off,
and
wait
?ll
you
get
5
in
a
row
or
diagonally.
When
you
do,
call
out
BINGO!
Free Space
Day 3 Lesson Plan
Day 3 lesson Plan
(continued)
Romeo and Juliet Timeline
In writing Romeo and Juliet, Shakespeare re-told an old story. He
condensed the action from several months to just 5 days, adding a sense
of urgency to every event. In this activity, you will explore cause-and-effect
relationships. You will also create a timeline for the play.
Directions: Write each event on the day that it took place.
The servants of the Capulets and Montagues start a brawl in the streets of Verona.
Sunday
Monday
Tuesday
Wednesday
Wednesday
night/early
Thursday
Thursday
Events in Romeo and Juliet
• Friar Lawrence discovers that his message did not reach Romeo.
• Juliet stabs herself.
• Prince Escalus banishes Romeo.
• Juliet apologizes to her father for refusing to marry Paris.
• Romeo and Juliet, now husband and wife, part at dawn.
• Benvolio takes Romeo to the Capulet's party, hoping to get his mind
off Rosaline.
• Prince Escalus decrees that the next person who starts a public fight
will face the death penalty.
• Romeo drinks poison.
• Romeo kills Paris
• Montague and Capulet shake hands and promise to build gold
statues of each other's children.
• Romeo overhears Juliet on her balcony, pledging her love to him.
• Friar Lawrence reveals that Romeo and Juliet were married.
• Romeo kills Tybalt.
• Romeo and Juliet meet.
• Romeo and Juliet are married at Friar Lawrence’s cell.
• Lord Capulet announces Juliet’s engagement to Paris.
• Tybalt kills Mercutio.
• Balthasar tells Romeo that Juliet is dead.
• Lord Capulet moves the wedding from Thursday to Wednesday.
• Juliet's family lays her to rest in the Capulet burial vault.
• The nurse advises Juliet to marry Paris; Juliet asks Friar Lawrence
for help.
Act
and
Scene
Day
Times
Act 1
Sunday
Morning
Act 1
Sunday
Afternoon
Act 1
Sunday
Evening
The Capulets make ready for their masked ball (masque)
The Montague faction gatecrash the ball - Romeo is disguised by a
mask. Romeo sees beautiful Juliet - it is love at first sight.
Act 2
Sunday
Night
Romeo and Juliet meet and learn they belong to the opposing families
of Montague and Capulet. Despite the conflicting loyalties to their
families they swear their love for each other and decide to marry
Act 2
Monday
Morning
Act 2
Monday
Early
Afternoon
Romeo Montague and Juliet Capulet are married by Friar Laurence
The Nurse helps Romeo with plans to provide ropes to enable Romeo
to climb into Juliet's bedchamber as her husband later that night...
Act 3
Monday
Late
Afternoon
Benvolio and Mercutio (Montague faction) meet Tybalt (Capulet
faction). Mercutio is killed by Tybalt.
Act 3
Monday
Act 3
Monday
Early
Evening
Night
Act 3
Tuesday
Dawn
Act 4
Tuesday
Morning
Act 4
Tuesday
Afternoon
Act 4
Tuesday
Night
Act 4
Wednesday
Morning
Act 5
Wednesday
Act 5
Thursday
Evening
Romeo looks at Juliet in her coffin. Paris sees him, they fight and Paris
is killed. Romeo then takes the poison - just as Juliet awakes. Romeo
dies and then Juliet stabs herself to death.
Act 5
Thursday
Evening
The tragic love story ends as the Montague and Capulet families end
their feud
Timeline for Romeo and Juliet Important Events
Romeo lovesick for Rosaline
A street fight between the Montague and Capulet factions
Plans are made for the wedding
Romeo revenges the death of Mercutio and kills Tybalt.
Prince of Verona banishes Romeo from Verona.
Unaware of the wedding Capulet arranges for Juliet to marry Paris on
Thursday
Having spent the night together the lovers, Romeo and Juliet, part
Juliet refuses her father's wishes to marry Paris and decides she will
commit suicide rather than betray Romeo
Friar Laurence advises Juliet to pretend to take poison and fake her
death, allowing her to escape to Romeo. Knowing she will escape
Juliet "agrees" to marry Paris. Her delighted father brings the wedding
forward to Wednesday
Juliet takes the fake potion
The Nurse discovers the "dead" Juliet. The Capulet family learn that
their daughter Juliet is dead. The wedding preparations are changed to
those of a funeral.
Romeo learns of Juliet's death - devastated he plans to return to
Verona to see the dead body of Juliet - he plans to commit suicide
CLIMAX
PLOT
TITLE: ________________________
RISING ACTION
AUTHOR: _____________________
(List examples that create complications or suspense)
FALLING ACTION
CONFLICT
RESOLUTION
EXPOSITION
Setting:
PROTAGONIST vs. ANTAGONIST
______________vs. _____________
Situation/climate:
Characters:
THEME
CLA Standards: Listening and Speaking 2.4c and Literary Response and Analysis 3.1
Reading 1: Prologue
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
What
is
the
conflict
that
the
audience
is
aware
of
at
the
beginning
of
the
play?
What
is
the
end
result?
___________________
___________________
___________________
___________________
___________________
___________________
Student
Objec0ves:
‐
Students
will
iden0fy
the
conflict
‐
Students
will
understand
the
characteris0cs
of
a
tragedy
[Enter]
CHORUS.
Chorus:
Two
households,
both
alike
in
dignity,
In
fair
Verona,
where
we
lay
our
scene,
From
ancient
grudge
break
to
new
muLny,
Where
civil
blood
makes
civil
hands
unclean.
From
forth
the
fatal
loins
of
these
two
foes
A
pair
of
star‐cross'd
lovers
take
their
life;
Whose
misadventured piteous
overthrows
Doth
with
their
death bury
their
parents'
strife.
The
fearful
passage
of
their
death‐mark'd
love,
And
the
conLnuance
of
their
parents'
rage,
Which,
but
their
children's
end,
naught
could
remove,
Is
now
the
two
hours'
traffic
of
our
stage;
The
which
if
you
with
paLent
ears
aTend,
What
here
shall
miss,
our
toil
shall
strive
to
mend.
Read
the
Prologue
in
five
different
ways:
1.
All
students
aloud
in
unison
2.
Going
around
the
room,
students
read
one
word
at
a
Lme
3.
Repeat
Reading
2
4.
Going
around
the
room,
each
student
reads
a
half
line
(note
the
break
in
the
line)
5.
Students
read
to
the
punctuaLon
stops
‐‐
semicolons
and
periods,
not
commas.
CLA Standards: Listening and Speaking 2.4c and Literary Response and Analysis 3.1
Transla0on
____
The
story
takes
place
in
Verona
____
When
they
were
buried,
their
parents
stopped
fighLng
____
Two
people
fated
to
be
together
commit
suicide
____
New
rioLng
grew
out
of
old
anger
____
Will
now
happen
during
the
next
hours
____
Their
parents'
anger
went
on
and
on
____
If
you
missed
something
here
perhaps
you'll
get
it
later
____
The
horrible
Lme
they
had‐lovers
fated
to
die
____
Nothing
could
stop
but
the
death
of
their
children
____
CiLzens
kill
each
other
____
Whose
misfortune
arouses
pity
____
Two
families‐both
rich
and
respected
____
Born
of
these
enemy
families
____
CiLzens
kill
each
other
____
Listen
carefully
Annotate
&
Analyze
1. Put line numbers in
increments of 5 on the right
hand side of the original
Prologue. (There should be 14
lines, so you don't need to
write line 15)
2. Read the translation and
decide which line number
matches the modern language
translation.
4. Underline: What is the
problem in the play
5. Write
Romeo and Juliet
is a tragedy. Why do you
A
Sonnet
is
a
poem
of
fourteen
lines
using
any
of
a
number
think it is called a tragedy?
________________________
of
formal
rhyme
schemes
________________________
________________________
Rhyme
Scheme
is
the
paTern
of
rhyme
in
a
poem;
rhyme
schemes
are
described
by
using
a
different
leTer
of
the
alphabet
to
stand
for
different
rhyming
sounds.
Review:
Summarize
Literary
Elements
to
Know
Meter
is
the
repeLLon
in
poetry
of
a
regular
paTern
of
stressed
(
/
)
and
unstressed
(
u
)
syllables.
This
creates
the
rhythm
of
a
poem
Rhyming
Couplet
is
two
consecuLve
lines
of
poetry
that
rhyme:
“‘Tis
educaLon
forms
the
common
mind
Just
as
the
twig
is
bent
the
tree’s
inclined.”
—
Pope
Tragedy
is
a
drama
or
literary
work
in
which
the
main
character
is
ruined
or
suffers
extreme
sorrow,
especially
as
a
consequence
of
a
tragic
flaw,
moral
weakness,
or
inability
to
handle
bad
circumstances.
Summarize
what
the
play
is
about,
in
your
own
words.
________________________
________________________
________________________
________________________
Words
to
Know!
Mu0ny
(n):
riot
Dignity
(n):
special
posiLon
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
the
Prologue.
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
2. What
elements
of
the
modern
day
Romeo
and
Juliet
were
surprising
to
you?
Explain.
CLA Standards: Literary Response and Analysis 3.3 and 3.4
Reading
2:
Act
1
sc.
1‐3
Romeo
and
Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
What
advice
would
you
give
Romeo
the
next
6me
he
sees
Rosaline?
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Student
Objec0ves:
‐
Students
will
compare
and
contrast
the
characters
introduced
‐
Students
will
explain
how
voice
and
persona
affect
the
tone
of
the
plot
PRINCE
Rebellious
subjects,
enemies
to
peace,
Profaners
of
this
neighbour‐stained
steel,‐‐
Will
they
not
hear?
What,
ho!
you
men,
you
beasts,
That
quench
the
fire
of
your
pernicious
rage
With
purple
fountains
issuing
from
your
veins,
On
pain
of
torture,
from
those
bloody
hands
Throw
your
mistemper'd
weapons
to
the
ground,
And
hear
the
sentence
of
your
moved
prince.
Three
civil
brawls,
bred
of
an
airy
word,
By
thee,
old
Capulet,
and
Montague,
Have
thrice
disturb'd
the
quiet
of
our
streets,
And
made
Verona's
ancient
ci6zens
Cast
by
their
grave
beseeming
ornaments, To
wield
old
par6sans,
in
hands
as
old,
Canker'd
with
peace,
to
part
your
canker'd
hate:
If
ever
you
disturb
our
streets
again,
Your
lives
shall
pay
the
forfeit
of
the
peace.
For
this
6me,
all
the
rest
depart
away:
You
Capulet;
shall
go
along
with
me:
And,
Montague,
come
you
this
a\ernoon,
To
know
our
further
pleasure
in
this
case,
To
old
Free‐town,
our
common
judgment‐place.
Once
more,
on
pain
of
death,
all
men
depart.
______________
BENVOLIO
Good‐morrow,
cousin.
85
90
95
100
105
ROMEO
Is
the
day
so
young?
BENVOLIO
But
new
struck
nine.
165
ROMEO
Ay
me!
sad
hours
seem
long.
Was
that
my
father
that
went
hence
so
fast?
BENVOLIO
It
was.
What
sadness
lengthens
Romeo's
hours?
ROMEO
Not
having
that,
which,
having,
makes
them
short.
BENVOLIO
In
love?
ROMEO
Out‐‐
BENVOLIO
Of
love?
170
CLA Standards: Literary Response and Analysis 3.3 and 3.4
Shakespeare
Translated
Translate
Romeo's
lines
into
modern
English
Well,
in
that
hit
you
miss:
she'll
not
be
hit
_________________________
_________________________
_________________________
With
Cupid's
arrow;
she
hath
Dian's
wit;
_________________________
_________________________
_________________________
And,
in
strong
proof
of
chas6ty
well
arm'd,
_________________________
_________________________
_________________________
ROMEO
Bid
a
sick
man
in
sadness
make
his
will:
Ah,
word
ill
urged
to
one
that
is
so
ill!
In
sadness,
cousin,
I
do
love
a
woman.
BENVOLIO
I
aim'd
so
near,
when
I
supposed
you
loved.
ROMEO
A
right
good
mark‐man!
And
she's
fair
I
love.
BENVOLIO
A
right
fair
mark,
fair
coz,
is
soonest
hit.
ROMEO
Well,
in
that
hit
you
miss:
she'll
not
be
hit
With
Cupid's
arrow;
she
hath
Dian's
wit;
And,
in
strong
proof
of
chas6ty
well
arm'd,
From
love's
weak
childish
bow
she
lives
unharm'd.
She
will
not
stay
the
siege
of
loving
terms,
Nor
bide
the
encounter
of
assailing
eyes,
Nor
open
her
lap
to
saint‐seducing
gold:
O,
she
is
rich
in
beauty,
only
poor,
That
when
she
dies
with
beauty
dies
her
store. Prince E
220
From
love's
weak
childish
bow
she
lives
unharm'd.
_________________________
_________________________
_________________________
BENVOLIO
Be
ruled
by
me,
forget
to
think
of
her.
ROMEO
O,
teach
me
how
I
should
forget
to
think.
Romeo
Mercuti
225
BENVOLIO
Then
she
hath
sworn
that
she
will
s6ll
live
chaste?
ROMEO
She
hath,
and
in
that
sparing
makes
huge
waste,
For
beauty
starved
with
her
severity
Cuts
beauty
off
from
all
posterity.
She
is
too
fair,
too
wise,
wisely
too
fair,
To
merit
bliss
by
making
me
despair:
She
hath
forsworn
to
love,
and
in
that
vow
Do
I
live
dead
that
live
to
tell
it
now.
215
Benvolio
230
Juliet
Nurse
235
Lady Ca
BENVOLIO
By
giving
liberty
unto
thine
eyes;
Examine
other
beau6es.
ROMEO
'Tis
the
way
To
call
hers
exquisite,
in
ques6on
more:
These
happy
masks
that
kiss
fair
ladies'
brows Being
black
put
us
in
mind
they
hide
the
fair;
He
that
is
strucken
blind
cannot
forget
The
precious
treasure
of
his
eyesight
lost:
Show
me
a
mistress
that
is
passing
fair,
What
doth
her
beauty
serve,
but
as
a
note
Where
I
may
read
who
pass'd
that
passing
fair?
Farewell:
thou
canst
not
teach
me
to
forget.
BENVOLIO
I'll
pay
that
doctrine,
or
else
die
in
debt.
Lord Mo
240
Paris
245
CLA Standards: Literary Response and Analysis 3.3 and 3.4
ROMEO
Out
of
her
favour,
where
I
am
in
love.
BENVOLIO
Alas,
that
love,
so
gentle
in
his
view,
Should
be
so
tyrannous
and
rough
in
proof.
175
ROMEO
Alas,
that
love,
whose
view
is
muffled
s6ll,
Should,
without
eyes,
see
pathways
to
his
will!
Where
shall
we
dine?
O
me!
What
fray
was
here?
Yet
tell
me
not,
for
I
have
heard
it
all.
Here's
much
to
do
with
hate,
but
more
with
love.180
Why,
then,
O
brawling
love!
O
loving
hate!
O
any
thing,
of
nothing
first
create!
O
heavy
lightness!
serious
vanity!
Mis‐shapen
chaos
of
well‐seeming
forms!
Feather
of
lead,
bright
smoke,
cold
fire,
185
sick
health!
S6ll‐waking
sleep,
that
is
not
what
it
is!
This
love
feel
I,
that
feel
no
love
in
this.
Dost
thou
not
laugh?
BENVOLIO
No,
coz,
I
rather
weep.
1.
Write
What
ends
the
opening
fight?
________________________
________________________
________________________
2.
Write
Why
is
Romeo
so
sad
in
Act
1
scene
1?
________________________
________________________
________________________
________________________
________________________
190
ROMEO
Good
heart,
at
what?
Words
to
Know!
BENVOLIO
At
thy
good
heart's
oppression.
ROMEO
Why,
such
is
love's
transgression.
Griefs
of
mine
own
lie
heavy
in
my
breast,
Which
thou
wilt
propagate,
to
have
it
prest
195
With
more
of
thine:
this
love
that
thou
hast
shown
Doth
add
more
grief
to
too
much
of
mine
own.
Love
is
a
smoke
raised
with
the
fume
of
sighs;
Being
purged,
a
fire
sparkling
in
lovers'
eyes;
Being
vex'd
a
sea
nourish'd
with
lovers'
tears: 200
What
is
it
else?
a
madness
most
discreet,
A
choking
gall
and
a
preserving
sweet.
Farewell,
my
coz.
BENVOLIO
So\!
I
will
go
along;
An
if
you
leave
me
so,
you
do
me
wrong.
ROMEO
Tut,
I
have
lost
myself;
I
am
not
here;
205
This
is
not
Romeo,
he's
some
other
where.
BENVOLIO
Tell
me
in
sadness,
who
is
that
you
love.
ROMEO
What,
shall
I
groan
and
tell
thee?
BENVOLIO
Groan!
why,
no.
But
sadly
tell
me
who.
Check
for
Understanding
210
Profaners
(n):
a
person
not
respecQul
of
orthodox
religious
prac0ce
Pernicious
(adj):
having
a
harmful
effect
Literary
Terms
to
Know!
An
Allusion
is
a
reference
in
a
literary
work
to
a
person,
place,
or
thing
in
history
or
another
work
of
literature.
For
example:
Cupid
and
Diana.
‐
Cupid's
arrow
has
the
power
to
make
a
person
fall
in
love.
‐
Diana,
is
the
goddess
of
chas6ty,
and
was
opposed
to
love
and
marriage.
CLA Standards: Literary Response and Analysis 3.3 and 3.4
Romeo and Juliet Characters
Direc0ons:
Provide
2‐3
character
traits
for
each
character.
Then,
iden6fy
the
character's
rela6onship
to
the
main
characters,
Romeo
and
Juliet.
Traits
Prince Escalus
Romeo
Mercutio
Benvolio
Juliet
Nurse
Lady Capulet
Lord Montague
Paris
Rela0onship
CLA Standards: Literary Response and Analysis 3.7
Reading
3:
Act
1
scene
4
Romeo
and
Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
How
is
Mercu0o
trying
to
get
Romeo's
mind
off
serious
thoughts
about
dreams
and
their
significance?
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Student
Objec0ves:
‐
Students
will
iden0fy
imagery
‐
Students
will
compare
and
contrast
Mercu0o
and
Romeo
MERCUTIO
O,
then,
I
see
Queen
Mab
hath
been
with
you.
She
is
the
fairies'
midwife,
and
she
comes
In
shape
no
bigger
than
an
agate‐stone
On
the
fore‐finger
of
an
alderman,
Drawn
with
a
team
of
liJle
atomies
Athwart
men's
noses
as
they
lie
asleep;
Her
wagon‐spokes
made
of
long
spiders'
legs,
The
cover
of
the
wings
of
grasshoppers,
The
traces
of
the
smallest
spider's
web,
The
collars
of
the
moonshine's
watery
beams,
Her
whip
of
cricket's
bone,
the
lash
of
film,
Her
wagoner
a
small
grey‐coated
gnat,
Not
so
big
as
a
round
liJle
worm
Prick'd
from
the
lazy
finger
of
a
maid;
Her
chariot
is
an
empty
hazel‐nut
Made
by
the
joiner
squirrel
or
old
grub,
Time
out
o'
mind
the
fairies'
coachmakers.
And
in
this
state
she
gallops
night
by
night Through
lovers'
brains,
and
then
they
dream
of
love;
O'er
cour0ers'
knees,
that
dream
on
court'sies
straight,
O'er
lawyers'
fingers,
who
straight
dream
on
fees,
O'er
ladies
'
lips,
who
straight
on
kisses
dream,
Which
oX
the
angry
Mab
with
blisters
plagues,
Because
their
breaths
with
sweetmeats
tainted
are:
Some0me
she
gallops
o'er
a
cour0er's
nose,
And
then
dreams
he
of
smelling
out
a
suit;
And
some0me
comes
she
with
a
0the‐pig's
tail
Tickling
a
parson's
nose
as
a'
lies
asleep,
Then
dreams,
he
of
another
benefice:
Some0me
she
driveth
o'er
a
soldier's
neck,
And
then
dreams
he
of
cu\ng
foreign
throats,
Of
breaches,
ambuscadoes,
Spanish
blades,
Of
healths
five‐fathom
deep;
and
then
anon
Drums
in
his
ear,
at
which
he
starts
and
wakes,
And
being
thus
frighted
swears
a
prayer
or
two
And
sleeps
again.
This
is
that
very
Mab
That
plats
the
manes
of
horses
in
the
night,
And
bakes
the
elflocks
in
foul
slu\sh
hairs, Which
once
untangled,
much
misfortune
bodes:
This
is
the
hag,
when
maids
lie
on
their
backs,
That
presses
them
and
learns
them
first
to
bear,
Making
them
women
of
good
carriage:
This
is
she‐‐ 60
65
70
75
80
85
90
95
100
CLA Standards: Literary Response and Analysis 3.7
3.
In
the
space
provided
draw
a
picture
of
what
you
think
Queen
Mab
looks
like
based
on
Mercu0o's
descrip0on.
Imagery
and
Compare
and
Contrast
1.
Underline
What
does
Queen
Mab
look
like?
2.
Underline
What
is
her
carriage
made
of?
Whom
does
she
travel
with?
3.
Draw
what
you
think
Queen
Mab
looks
like,
based
on
the
text
you
have
underlined
4.
Write
Is
Queen
Mab
the
queen
of
good
dreams,
nightmares,
or
both?
Explain.
____________________________
____________________________
____________________________
____________________________
____________________________
5.
Compare
and
Contrast
Romeo
and
Mercu0o's
character
in
the
diagram
provided.
Words
to
know!
gnat
(n):
small
fly
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
the
Queen
Mab
Monologue.
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
2. What
elements
of
the
modern
day
Romeo
and
Juliet
were
surprising
to
you?
Explain.
CLA Standards: Literary Response and Analysis 3.7 and 3.10
Reading
4:
Act
1
scene
5
Romeo
and
Juliet
Student
Objec0ves:
Big
Idea:
What
is
the
selec0on
mainly
about?
Romeo
and
Juliet:
Act
1
Scene
5
Shakespeare
oGen
wrote
part
of
his
plays
in
sonnet
form.
IdenAfy
the
rhyme
scheme
in
this
scene
and
then
answer
the
quesAons
that
follow
this
selecAon.
______________________
______________________
______________________
‐
Students
will
learn
to
annotate
sonnets
‐
Students
will
examine
figuraAve
language
ROMEO
[To
JULIET.]
If
I
profane
with
my
unworthiest
hand
(
)
This
holy
shrine,
the
gentle
sin
is
this:
(
) My
lips,
two
blushing
pilgrims,
ready
stand
(
)
To
smooth
that
rough
touch
with
a
tender
kiss.(
)
JULIET
Good
pilgrim,
you
do
wrong
your
hand
too
much,
(
) Which
mannerly
devoAon
shows
in
this;
(
)
For
saints
have
hands
that
pilgrims'
hands
do
touch,(
) And
palm
to
palm
is
holy
palmers'
kiss.(
)
ROMEO
Have
not
saints
lips,
and
holy
palmers
too?(
)
JULIET
Ay,
pilgrim,
lips
that
they
must
use
in
prayer.(
)
ROMEO
O,
then,
dear
saint,
let
lips
do
what
hands
do;
(
)
They
pray
—
grant
thou,
lest
faith
turn
to
despair.(
)
!
React
Do
you
think
it
was
appropriate
for
Rome
and
Juliet
to
kiss
when
they
first
met?
Why
or
Why
not?
___________________
___________________
___________________
___________________
___________________
___________________
JULIET
Saints
do
not
move,
though
grant
for
prayers'
sake.
(
)
ROMEO
Then
move
not,
while
my
prayer's
effect
I
take.(
)
Thus
from
my
lips,
by
yours,
my
sin
is
purged.(
)
JULIET
Then
have
my
lips
the
sin
that
they
have
took.(
)
ROMEO
Sin
from
thy
lips?
O
trespass
sweetly
urged!
(
)
Give
me
my
sin
again.
(
)
CLA Standards: Literary Response and Analysis 3.7 and 3.10
JULIET
You
kiss
by
th'
book.
(
)
Annota0ng
NURSE
[Suddenly
appearing.]
1.
Number
the
lines
in
increments
of
5.
Draw
a
line
aGer
line
14.
Madam,
your
mother
craves
a
word
with
you. (
)
2.
Find
the
rhyme
scheme
for
each
line
of
sonnet.
(Only
go
up
to
line
14).
ROMEO
What
is
her
mother?
(
)
NURSE
Marry,
bachelor,
(
)
Her
mother
is
the
lady
of
the
house,
(
)
And
a
good
lady,
and
a
wise
and
virtuous
(
) I
nursed
her
daughter,
that
you
talk'd
withal;
(
)
I
tell
you,
he
that
can
lay
hold
of
her
(
)
Shall
have
the
chinks.
(
) 3.
Circle
all
the
words
that
have
religious
connotaAons.
4.
Insert
stage
direcAons
for
Romeo
and
Juliet.
For
example,
does
Juliet
move
away
when
Romeo
tries
to
kiss
her
hand?
If
she
does,
put
the
direcAon
in
parenthesis.
Example:
(Juliet
moves
hand
away)
Literary
Elements
Sonnet
is
a
lyric
poem
consisAng
of
fourteen
lines.
The
Shakespearean
sonnet
consists
of
three
quatrains
(four
lines
each)
and
a
concluding
couplet
(two
lines)
Rhyme
Scheme
is
the
padern
of
rhyme
used
in
a
poem,
generally
indicated
by
matching
lowercase
leders
to
show
which
lines
rhyme.
The
leder
"a"
notes
the
first
line,
and
all
other
lines
rhyming
with
the
first
line.
The
first
line
that
does
not
rhyme
with
the
first,
or
"a"
line,
and
all
others
that
rhyme
with
this
line,
is
noted
by
the
leder
"b",
and
so
on
Comprehension
and
Analysis
Why
does
Shakespeare
use
religious
metaphors
when
Romeo
and
Juliet
meet?
________________________
________________________
________________________
________________________
________________________
Plot
Elements
Exposi0on:
background
informaAon
on
character(s),
sefng
and
situaAon(s)
usually
found
at
the
beginning.
Words
to
Know!
Unworthiest
(adj):
not
deserving
effort,
aKen0on,
or
respect
Devo0on
(n):
love,
loyalty,
or
enthusiasm
for
a
person,
ac0vity,
or
cause
Return
to
the
plot
diagram
and
write
the
exposiAon
for
Romeo
and
Juliet.
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
Act
1
Scene
5
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
1. Which
version
do
you
like
better?
(i.e.
Zefferrelli,
modern
day
Romeo
and
Juliet,
or
Shakespeare’s
text)
CLA Standards: Literary Response 3.6 and 3.7
Reading 5: Act 2 sc. 1-2
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Students
will
compare
and
contrast
metaphors
and
similes
‐
Students
will
recognize
and
understand
the
significance
of
various
literary
devices
ROMEO
He
jests
at
scars
that
never
felt
a
wound.
JULIET
appears
above
at
a
window.
But,
soG!
what
light
through
yonder
window
breaks?
It
is
the
east,
and
Juliet
is
the
sun.
Arise,
fair
sun,
and
kill
the
envious
moon,
5
Who
is
already
sick
and
pale
with
grief,
That
thou
her
maid
art
far
more
fair
than
she: Be
not
her
maid,
since
she
is
envious;
Her
vestal
livery
is
but
sick
and
green
And
none
but
fools
do
wear
it;
cast
it
off.
10
It
is
my
lady,
O,
it
is
my
love! O,
that
she
knew
she
were!
She
speaks
yet
she
says
nothing:
what
of
that? Her
eye
discourses;
I
will
answer
it.
I
am
too
bold,
'Ts
not
to
me
she
speaks:
15
Two
of
the
fairest
stars
in
all
the
heaven,
Having
some
business,
do
entreat
her
eyes
To
twinkle
in
their
spheres
Tll
they
return.
What
if
her
eyes
were
there,
they
in
her
head? The
brightness
of
her
cheek
would
shame
those
stars,
As
daylight
doth
a
lamp;
her
eyes
in
heaven
Would
through
the
airy
region
stream
so
bright That
birds
would
sing
and
think
it
were
not
night.
See,
how
she
leans
her
cheek
upon
her
hand! O,
that
I
were
a
glove
upon
that
hand,
25
That
I
might
touch
that
cheek! JULIET
Ay
me!
!
React
Is
it
possible
that
Romeo
and
Juliet
love
each
other
so
much
that
marry
each
other?
____________________
____________________
____________________
____________________
____________________
20
ROMEO
She
speaks:
O,
speak
again,
bright
angel!
for
thou
art
As
glorious
to
this
night,
being
o'er
my
head
As
is
a
winged
messenger
of
heaven
Unto
the
white‐upturned
wondering
eyes
Of
mortals
that
fall
back
to
gaze
on
him
When
he
bestrides
the
lazy‐pacing
clouds
And
sails
upon
the
bosom
of
the
air.
30
35
Words
to
know!
Perjuries
(n):
the
offense
of
willfully
telling
an
untruth
in
a
court
aJer
having
taken
an
oath
or
affirma0on.
Perverse
(adj):
Stubborn
CLA Standards: Literary Response 3.6 and 3.7
JULIET
O
Romeo,
Romeo!
wherefore
art
thou
Romeo?
Deny
thy
father
and
refuse
thy
name;
Or,
if
thou
wilt
not,
be
but
sworn
my
love,
And
I'll
no
longer
be
a
Capulet. 'Tis
but
thy
name
that
is
my
enemy;
Thou
art
thyself,
though
not
a
Montague.
What's
Montague?
it
is
nor
hand,
nor
foot,
Nor
arm,
nor
face,
nor
any
other
part
Belonging
to
a
man.
O,
be
some
other
name!
What's
in
a
name?
that
which
we
call
a
rose
By
any
other
name
would
smell
as
sweet;
So
Romeo
would,
were
he
not
Romeo
call'd,
Retain
that
dear
perfecTon
which
he
owes
Without
that
Ttle.
Romeo,
doff
thy
name,
And
for
that
name
which
is
no
part
of
thee
Take
all
myself.
ROMEO
I
take
thee
at
thy
word:
Call
me
but
love,
and
I'll
be
new
bapTzed;
Henceforth
I
never
will
be
Romeo.
40
45
50
Reviewing
the
Text
1.
What
plans
do
Romeo
and
Juliet
make
in
scene
2?
_____________________________
_____________________________
_____________________________
2.
Foreshadowing
is
when
the
author
uses
hints
or
clues
to
suggest
what
will
happen
later.
Underline
where
Shakespeare
reminds
the
audience
of
the
possible
trouble
that
lies
ahead.
JULIET
What
man
art
thou
that
thus
bescreen'd
in
night
55
So
stumblest
on
my
counsel? ROMEO
By
a
name
I
know
not
how
to
tell
thee
who
I
am:
My
name,
dear
saint,
is
hateful
to
myself,
Because
it
is
an
enemy
to
thee; 60
Had
I
it
wri[en,
I
would
tear
the
word.
JULIET
My
ears
have
not
yet
drunk
a
hundred
words Of
that
tongue's
u[erance,
yet
I
know
the
sound:
Art
thou
not
Romeo
and
a
Montague?
ROMEO
Neither,
fair
saint,
if
either
thee
dislike.
65
JULIET
How
camest
thou
hither,
tell
me,
and
wherefore?
The
orchard
walls
are
high
and
hard
to
climb, And
the
place
death,
considering
who
thou
art, If
any
of
my
kinsmen
find
thee
here.
ROMEO
With
love's
light
wings
did
I
o'er‐perch
these
walls;
70
For
stony
limits
cannot
hold
love
out,
Sequence
of
Events
Go
back
to
the
Tmeline
and
fill
in
what
happened
the
night
Romeo
met
Juliet
outside
her
balcony.
CLA Standards: Literary Response 3.6 and 3.7
ROMEO
I
have
night's
cloak
to
hide
me
from
their
sight; And
but
thou
love
me,
let
them
find
me
here: 80
My
life
were
be[er
ended
by
their
hate,
Than
death
prorogued,
wanTng
of
thy
love.
JULIET
By
whose
direcTon
found'st
thou
out
this
place?
ROMEO
By
love,
who
first
did
prompt
me
to
inquire;
He
lent
me
counsel
and
I
lent
him
eyes.
85
I
am
no
pilot;
yet,
wert
thou
as
far
As
that
vast
shore
wash'd
with
the
farthest
sea, I
would
adventure
for
such
merchandise.
JULIET
Thou
know'st
the
mask
of
night
is
on
my
face, Else
would
a
maiden
blush
bepaint
my
cheek 90
For
that
which
thou
hast
heard
me
speak
to‐night
Fain
would
I
dwell
on
form,
fain,
fain
deny
What
I
have
spoke:
but
farewell
compliment! Dost
thou
love
me?
I
know
thou
wilt
say
'Ay,' And
I
will
take
thy
word:
yet
if
thou
swear'st, 95
Thou
mayst
prove
false;
at
lovers'
perjuries
Then
say,
Jove
laughs.
O
gentle
Romeo,
If
thou
dost
love,
pronounce
it
faithfully:
Or
if
thou
think'st
I
am
too
quickly
won,
I'll
frown
and
be
perverse
an
say
thee
nay,
100
So
thou
wilt
woo;
but
else,
not
for
the
world. In
truth,
fair
Montague,
I
am
too
fond,
And
therefore
thou
mayst
think
my
'havior
light:
But
trust
me,
gentleman,
I'll
prove
more
true Than
those
that
have
more
cunning
to
be
strange.
I
should
have
been
more
strange,
I
must
confess,
But
that
thou
overheard'st,
ere
I
was
ware,
My
true
love's
passion:
therefore
pardon
me, And
not
impute
this
yielding
to
light
love,
Which
the
dark
night
hath
so
discovered.
110
ROMEO
Lady,
by
yonder
blessed
moon
I
swear
That
Tps
with
silver
all
these
fruit‐tree
tops‐‐
What
shall
I
swear
by?
105
JULIET
O,
swear
not
by
the
moon,
the
inconstant
moon,
That
monthly
changes
in
her
circled
orb,
Lest
that
thy
love
prove
likewise
variable.
115
ROMEO
CLA Standards: Literary Response 3.6 and 3.7
JULIET
Do
not
swear
at
all;
Or,
if
thou
wilt,
swear
by
thy
gracious
self,
Which
is
the
god
of
my
idolatry,
And
I'll
believe
thee.
120
ROMEO
If
my
heart's
dear
love‐‐
Similes
and
Metaphors
1.
Underline
three
similes
or
metaphors
that
Romeo
or
Juliet
uses
in
the
balcony
scene.
JULIET
Well,
do
not
swear:
although
I
joy
in
thee,
I
have
no
joy
of
this
contract
to‐night:
It
is
too
rash,
too
unadvised,
too
sudden;
Too
like
the
lightning,
which
doth
cease
to
be 125
Ere
one
can
say
'It
lightens.'
Sweet,
good
night! This
bud
of
love,
by
summer's
ripening
breath, May
prove
a
beauteous
flower
when
next
we
meet.
Good
night,
good
night!
as
sweet
repose
and
rest
Come
to
thy
heart
as
that
within
my
breast!
130
ROMEO
O,
wilt
thou
leave
me
so
unsaTsfied?
JULIET
What
saTsfacTon
canst
thou
have
to‐night?
ROMEO
The
exchange
of
thy
love's
faithful
vow
for
mine.
JULIET
I
gave
thee
mine
before
thou
didst
request
it: And
yet
I
would
it
were
to
give
again.
135
Simile/Metaphor 2.
List
the
similes
or
metaphors
on
the
chart
below.
Of
the
similes
and
metaphors
you
listed,
which
do
you
think
is
the
most
romanTc?
Why?
_____________________________
_____________________________
_____________________________
_____________________________
What
is
your
definiTon
of
romanTc?
Why?
_____________________________
_____________________________
_____________________________
_____________________________
3.
If
Shakespeare
were
to
write
this
scene
today,
what
kinds
of
similes
and
metaphors
would
he
use
to
describe
Romeo
and
Juliet
in
love?
_____________________________
_____________________________
_____________________________
_____________________________
Explana0on
_____________________________
_____________________________
a.
_________________________________
a.
___________________________
___________________________________
_____________________________
___________________________________
_____________________________
b.
_________________________________
b.
___________________________
___________________________________
_____________________________
___________________________________
_____________________________
c.
_________________________________
c.
___________________________
___________________________________
_____________________________
___________________________________
_____________________________
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
the
Balcony
scene
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
1. Which
version
do
you
like
better?
(i.e.
Zefferrelli,
modern
day
Romeo
and
Juliet,
or
Shakespeare’s
text)
CLA Standards: Literary Response 3.7
Reading 6: Act 2 sc. 3-6
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Students
will
iden0fy
rhyme
scheme
‐
Students
will
recognize
and
understand
the
significance
of
various
literary
devices
ROMEO
That last is true; the sweeter rest was mine. 45
(
)
(
(
)
)
FRIAR LAURENCE
God pardon sin! wast thou with Rosaline?
ROMEO
With Rosaline, my ghostly father? no;
I have forgot that name, and that name's woe.
FRIAR LAURENCE
That's my good son: but where hast thou been, then? (
ROMEO
I'll tell thee, ere thou ask it me again.
I have been feasting with mine enemy,
Where on a sudden one hath wounded me,
That's by me wounded: both our remedies
Within thy help and holy physic lies:
I bear no hatred, blessed man, for, lo,
My intercession likewise steads my foe.
50
55
FRIAR LAURENCE
Be plain, good son, and homely in thy drift;
Riddling confession finds but riddling shrift.
!
React
Do
you
think
Friar
Laurence
should
marry
Romeo
and
Juliet?
Why
or
why
not?
____________________
____________________
____________________
____________________
____________________
ROMEO
Then plainly know my heart's dear love is set
On the fair daughter of rich Capulet:
60
As mine on hers, so hers is set on mine;
And all combined, save what thou must combine
By holy marriage: when and where and how
We met, we woo'd and made exchange of vow,
I'll tell thee as we pass; but this I pray,
65
That thou consent to marry us to-day.
FRIAR LAURENCE
Holy Saint Francis, what a change is here!
Is Rosaline, whom thou didst love so dear,
So soon forsaken? young men's love then lies
Not truly in their hearts, but in their eyes. 70
Jesu Maria, what a deal of brine
Hath wash'd thy sallow cheeks for Rosaline!
)
(
(
(
(
(
(
(
)
)
)
)
)
)
)
(
(
)
)
CLA Standards: Literary Response 3.7
How much salt water thrown away in waste,
To season love, that of it doth not taste!
The sun not yet thy sighs from heaven clears,
Thy old groans ring yet in my ancient ears;
Lo, here upon thy cheek the stain doth sit
Of an old tear that is not wash'd off yet:
If e'er thou wast thyself and these woes thine,
Thou and these woes were all for Rosaline:
And art thou changed? pronounce this sentence then,
Women may fall, when there's no strength in men.
Literary
Elements
75
80
ROMEO
Thou chid'st me oft for loving Rosaline.
1.
In
the
parenthesis,
next
to
each
line,
write
the
rhyme
scheme.
What
is
the
rhyme
scheme
Shakespeare
is
wriKng
in?
____________________
FRIAR LAURENCE
For doting, not for loving, pupil mine.
ROMEO
And bad'st me bury love.
85
FRIAR LAURENCE
Not in a grave,
To lay one in, another out to have.
ROMEO
I pray thee, chide not; she whom I love now
Doth grace for grace and love for love allow;
The other did not so.
FRIAR LAURENCE
O, she knew well
Thy love did read by rote and could not spell.
But come, young waverer, come, go with me,
In one respect I'll thy assistant be;
For this alliance may so happy prove,
To turn your households' rancour to pure love.
90
Words
to
know!
Forsaken
(v):
To
abandon
Rancor
(n):
biJerness
or
resenKulness
Rhyming
couplet
is
when
two
lines
have
the
same
end
rhyme.
2.
Act
2
scene
3
is
wriBen
enKrely
in
_____________________________.
Why
do
you
think
shakespeare
uses
this
technique
when
Romeo
is
speaking
to
Friar
Laurence?
_____________________________
_____________________________
_____________________________
_____________________________
Plot
Elements
95
Rising
Ac0on:
the
events
and
conflicts
that
lead
to
an
important
and
dramaKc
point
(the
climax).
Go
back
to
the
plot
diagram
and
fill
in
the
Rising
AcKon
for
Romeo
and
Juliet
ROMEO
O, let us hence; I stand on sudden haste.
FRIAR LAURENCE
Wisely and slow; they stumble that
run
fast.
ExIt
Rhyme
Scheme
is
the
paBern
of
rhyme
used
in
a
poem,
generally
indicated
by
matching
lowercase
leBers
to
show
which
lines
rhyme.
The
leBer
"a"
notes
the
first
line,
and
all
other
lines
rhyming
with
the
first
line.
The
first
line
that
does
not
rhyme
with
the
first,
or
"a"
line,
and
all
others
that
rhyme
with
this
line,
is
noted
by
the
leBer
"b",
and
so
on.
Sequence
of
Events
Go
back
to
the
Timeline
and
fill
in
what
happened
when
Romeo
went
to
Friar
Laurence.
CLA Standards: Literary Response 3.3, 3.6, and 3.10
Reading 7: Act 3 sc. 1
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Students
will
compare
and
contrast
character
reac0ons
to
a
problem
‐
Students
will
analyze
interac0ons
of
characters
PRINCE
Where are the vile beginners of this fray?
BENVOLIO
O noble prince, I can discover all
The unlucky manage of this fatal brawl:
There lies the man, slain by young Romeo,
That slew thy kinsman, brave Mercutio.
150
LADY CAPULET
Tybalt, my cousin! O my brother's child!
O prince! O cousin! husband! O, the blood is spilt
O my dear kinsman! Prince, as thou art true,
For blood of ours, shed blood of Montague.
O cousin, cousin!
155
PRINCE
Benvolio, who began this bloody fray?
!
React
Suppose
Mercu/o
had
killed
Tybalt
in
the
sword
fight.
How
might
the
ac/on
of
the
play
have
changed?
____________________
____________________
____________________
____________________
____________________
BENVOLIO
Tybalt, here slain, whom Romeo's hand did slay;
Romeo that spoke him fair, bade him bethink
How nice the quarrel was, and urged withal
Your high displeasure: all this uttered
160
With gentle breath, calm look, knees humbly bow'd,
Could not take truce with the unruly spleen
Of Tybalt deaf to peace, but that he tilts
With piercing steel at bold Mercutio's breast,
Who all as hot, turns deadly point to point, 165
And, with a martial scorn, with one hand beats
Cold death aside, and with the other sends
It back to Tybalt, whose dexterity,
Retorts it: Romeo he cries aloud,
'Hold, friends! friends, part!' and, swifter than his tongue,
His agile arm beats down their fatal points,
And 'twixt them rushes; underneath whose arm
An envious thrust from Tybalt hit the life
Of stout Mercutio, and then Tybalt fled;
175
But by and by comes back to Romeo,
Who had but newly entertain'd revenge,
And to 't they go like lightning, for, ere I
Could draw to part them, was stout Tybalt slain.
And, as he fell, did Romeo turn and fly.
180
This is the truth, or let Benvolio die.
CLA Standards: Literary Response 3.3, 3.6, and 3.10
LADY CAPULET
He is a kinsman to the Montague;
Affection makes him false; he speaks not true:
Some twenty of them fought in this black strife,
And all those twenty could but kill one life.
I beg for justice, which thou, prince, must give;
Romeo slew Tybalt, Romeo must not live.
Compare
and
Contrast
185
PRINCE
Romeo slew him, he slew Mercutio;
Who now the price of his dear blood doth owe?
2.
What
does
Montague
say
should
happen
to
Romeo?
Why?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
MONTAGUE
Not Romeo, prince, he was Mercutio's friend;
190
His fault concludes but what the law should end,
The life of Tybalt.
PRINCE
And for that offence
Immediately we do exile him hence:
I have an interest in your hate's proceeding,
My blood for your rude brawls doth lie a-bleeding;
But I'll amerce you with so strong a fine
That you shall all repent the loss of mine:
I will be deaf to pleading and excuses;
Nor tears nor prayers shall purchase out abuses:
200
Therefore use none: let Romeo hence in haste,
Else, when he's found, that hour is his last.
Bear hence this body and attend our will:
Mercy but murders, pardoning those that kill.
Exit
1.
What
does
Lady
Capulet
say
should
happen
to
Romeo?
Why?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Check
For
Understanding
195
1.
What
causes
the
fatal
sword
fight
between
Mercu/o
and
Tybalt?
How
is
Mercu/o
killed?
_______________________________
_______________________________
_______________________________
2.
Underline
What
does
Mercu/o
foreshadow
when
he
has
been
stabbed
by
Tybalt?
Plot
Elements
Climax:
the
turning
point
and
moment
of
highest
interest
when
a
crucial
decision
is
made
or
not
made,
a
significant
ac/on
is
taken,
or
an
important
discovery
is
made.
Go
back
to
the
plot
diagram
and
fill
in
the
Climax
for
Romeo
and
Juliet
Words
to
know!
Humbly
(adv)
‐
lower
in
dignity
or
importance
Dexterity
(n)
‐
skill
in
performing
tasks
Sequence
of
Events
Go
back
to
the
/meline
and
fill
in
what
happens
in
Act
3
scene
1.
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
Act
3
scene
1
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
2. What
elements
of
the
modern
day
Romeo
and
Juliet
were
surprising
to
you?
Explain.
CLA Standards: Literary Response and Analysis 3.3, 3.7, and 3.8
Reading 8: Act 3.2-3
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
Do
you
think
Juliet's
reac5on
to
Romeo
being
banished
is
jus5fied?
____________________
____________________
____________________
____________________
____________________
Student
Objec0ves:
‐
To
iden0fy
the
conflict
‐
To
understand
cause
and
effect
rela0onships
Juliet's
Reac0on
to
Romeo
being
Banished
(Act
3.2)
JULIET
Shall
I
speak
ill
of
him
that
is
my
husband?
Ah,
poor
my
lord,
what
tongue
shall
smooth
thy
name,
When
I,
thy
three‐hours
wife,
have
mangled
it?
But,
wherefore,
villain,
didst
thou
kill
my
cousin?
110
That
villain
cousin
would
have
kill'd
my
husband:
Back,
foolish
tears,
back
to
your
na5ve
spring;
Your
tributary
drops
belong
to
woe,
Which
you,
mistaking,
offer
up
to
joy.
My
husband
lives,
that
Tybalt
would
have
slain;
115
And
Tybalt's
dead,
that
would
have
slain
my
husband:
All
this
is
comfort;
wherefore
weep
I
then?
Some
word
there
was,
worser
than
Tybalt's
death,
That
murder'd
me:
I
would
forget
it
fain;
But,
O,
it
presses
to
my
memory,
120
Like
damned
guilty
deeds
to
sinners'
minds:
'Tybalt
is
dead,
and
Romeo‐‐banished;'
That
'banished,'
that
one
word
'banished,'
Hath
slain
ten
thousand
Tybalts.
Tybalt's
death
Was
woe
enough,
if
it
had
ended
there: 125
Or,
if
sour
woe
delights
in
fellowship
And
needly
will
be
rank'd
with
other
griefs,
Why
follow'd
not,
when
she
said
'Tybalt's
dead,'
Thy
father,
or
thy
mother,
nay,
or
both,
Which
modern
lamenta5ons
might
have
moved?
130
But
with
a
rear‐ward
following
Tybalt's
death,
'Romeo
is
banished,'
to
speak
that
word,
Is
father,
mother,
Tybalt,
Romeo,
Juliet,
All
slain,
all
dead.
'Romeo
is
banished!'
There
is
no
end,
no
limit,
measure,
bound,
135
In
that
word's
death;
no
words
can
that
woe
sound.
Where
is
my
father,
and
my
mother,
nurse?
Words
to
know!
Purgatory
(n):
mental
anguish
or
suffering
Exile
(n):
being
barred
from
one's
na0ve
CLA Standards: Literary Response and Analysis 3.3, 3.7, and 3.8
Romeo's
Reac0on
to
being
Banished
(Act
3.3)
ROMEO
There
is
no
world
without
Verona
walls,
But
purgatory,
torture,
hell
itself.
Hence‐banished
is
banish'd
from
the
world, 20
And
world's
exile
is
death:
then
banished,
Is
death
mis‐term'd:
calling
death
banishment,
Thou
cuX'st
my
head
off
with
a
golden
axe,
And
smilest
upon
the
stroke
that
murders
me.
FRIAR
LAURENCE
O
deadly
sin!
O
rude
unthankfulness!
25
Thy
fault
our
law
calls
death;
but
the
kind
prince,
Taking
thy
part,
hath
rush'd
aside
the
law,
And
turn'd
that
black
word
death
to
banishment:
This
is
dear
mercy,
and
thou
seest
it
not.
ROMEO
'Tis
torture,
and
not
mercy:
heaven
is
here, 30
Where
Juliet
lives;
and
every
cat
and
dog
And
liXle
mouse,
every
unworthy
thing,
Live
here
in
heaven
and
may
look
on
her;
But
Romeo
may
not:
more
validity,
More
honourable
state,
more
courtship
lives
35
In
carrion‐flies
than
Romeo:
they
my
seize
On
the
white
wonder
of
dear
Juliet's
hand
And
steal
immortal
blessing
from
her
lips,
Who
even
in
pure
and
vestal
modesty,
S5ll
blush,
as
thinking
their
own
kisses
sin; 40
But
Romeo
may
not;
he
is
banished:
Flies
may
do
this,
but
I
from
this
must
fly:
They
are
free
men,
but
I
am
banished.
And
say'st
thou
yet
that
exile
is
not
death?
Hadst
thou
no
poison
mix'd,
no
sharp‐ground
knife,
45
No
sudden
mean
of
death,
though
ne'er
so
mean,
But
'banished'
to
kill
me?‐‐'banished'?
Howlings
aXend
it:
how
hast
thou
the
heart,
Being
a
divine,
a
ghostly
confessor,
A
sin‐absolver,
and
my
friend
profess'd,
50
To
mangle
me
with
that
word
'banished'?
Compare
and
Contrast
1.
Write
What
does
Juliet
say
is
worse
than
Romeo
being
banished?
________________________
________________________
________________________
________________________
2.
Write
What
does
Romeo
say
would
be
beXer
than
being
banished?
How
is
that
similar
to
Juliet's
reac5on?
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
3.
Literary
Element:
Hyperbole
is
an
exaggerated
statement,
or
claims
not
meant
to
be
taken
literally.
Underline
examples
of
hyperbole
that
Romeo
and
Juliet
use
in
each
of
their
monologues,
or
speeches.
CLA Standards: Literary Response 3.6, and 3.7
Reading 9: Act 3 sc. 4-5
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Students
will
iden0fy
plot
elements
and
the
sequence
of
events
‐
Students
will
iden0fy
literary
devices
JULIET
Wilt thou be gone? it is not yet near day:
It was the nightingale, and not the lark,
That pierced the fearful hollow of thine ear;
Nightly she sings on yon pomegranate-tree: 5
Believe me, love, it was the nightingale.
ROMEO
It was the lark, the herald of the morn,
No nightingale: look, love, what envious streaks
Do lace the severing clouds in yonder east:
Night's candles are burnt out, and jocund day 10
Stands tiptoe on the misty mountain tops.
I must be gone and live, or stay and die.
JULIET
Yon light is not day-light, I know it, I:
It is some meteor that the sun exhales,
To be to thee this night a torch-bearer,
And light thee on thy way to Mantua:
Therefore stay yet; thou need'st not to be gone.
!
React
Is
Romeo
correct
when
he
says
that
he
will
meet
with
Juliet
again?
Why
or
why
not?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
ROMEO
Let me be ta'en, let me be put to death;
I am content, so thou wilt have it so.
I'll say yon grey is not the morning's eye,
'Tis but the pale reflex of Cynthia's brow;
Nor that is not the lark, whose notes do beat
The vaulty heaven so high above our heads:
I have more care to stay than will to go:
Come, death, and welcome! Juliet wills it so.
How is't, my soul? let's talk; it is not day.
15
20
25
JULIET
It is, it is: hie hence, be gone, away!
It is the lark that sings so out of tune,
Straining harsh discords and unpleasing sharps.
Some say the lark makes sweet division;
30
This doth not so, for she divideth us:
Some say the lark and loathed toad change eyes,
O, now I would they had changed voices too!
Since arm from arm that voice doth us affray,
Hunting thee hence with hunt's-up to the day,
35
O, now be gone; more light and light it grows.
CLA Standards: Literary Response 3.6, and 3.7
ROMEO
More
light
and
light;
more
dark
and
dark
our
woes!
Enter
Nurse,
to
the
chamber Nurse
Madam!
JULIET
Nurse?
Iambic
Pentameter:
a
line
of
poetry
made
up
of
five
iambs.
An
iamb
consists
of
an
unstressed
syllable
followed
by
a
stressed
syllable
(u
/).
Nurse
Your
lady
mother
is
coming
to
your
chamber:
The
day
is
broke;
be
wary,
look
about.
Exit
JULIET
Then,
window,
let
day
in,
and
let
life
out.
ROMEO
Farewell,
farewell!
one
kiss,
and
I'll
descend.
He
goeth
down
Meter:
the
arrangement
of
words
in
a
rhythmical
paVern
of
verse.
40
JULIET
O
think'st
thou
we
shall
ever
meet
again?
What
meter
is
Shakespeare
wriSng
in?
_____________________________
ROMEO
I
doubt
it
not;
and
all
these
woes
shall
serve
For
sweet
discourses
in
our
Sme
to
come.
JULIET
O
God,
I
have
an
ill‐divining
soul!
Methinks
I
see
thee,
now
thou
art
below,
As
one
dead
in
the
boVom
of
a
tomb:
Either
my
eyesight
fails,
or
thou
look'st
pale.
55
ROMEO
And
trust
me,
love,
in
my
eye
so
do
you:
Dry
sorrow
drinks
our
blood.
Adieu,
adieu!
Exit
1.
Mark
(u)
above
the
unstressed
syllables,
and
(/)
above
the
stressed
syllables
for
lines
1‐6.
JULIET
Art
thou
gone
so?
love,
lord,
ay,
husband,
friend!
I
must
hear
from
thee
every
day
in
the
hour, 45
For
in
a
minute
there
are
many
days:
O,
by
this
count
I
shall
be
much
in
years
Ere
I
again
behold
my
Romeo! ROMEO
Farewell!
I
will
omit
no
opportunity
50
That
may
convey
my
greeSngs,
love,
to
thee.
Literary
Elements
60
2.
Why
does
Shakepeare
write
in
this
metrical
paVern,
for
this
scene?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Check
For
Understanding
1.
Underline
How
does
Juliet
show
she
is
in
love
with
Romeo?
2.
Circle
How
does
Romeo
show
he
is
in
love
with
Juliet?
Sequence
of
Events
Go
back
to
the
Smeline
and
fill
in
what
else
happened
on
Day
2.
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
Act
3
scene
4­5.
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
2. What
elements
of
the
modern
day
Romeo
and
Juliet
were
surprising
to
you?
Explain.
CLA Standards: Literary Criticism 3.11
Reading 10: Act 4 sc. 1-2
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Students
will
compare
and
contrast
characters
dialogue
to
understand
characteriza0on
‐
Evaluate
the
impact
of
dic0on
and
figura0ve
language
on
tone
and
mood
FRIAR LAURENCE
On Thursday, sir? the time is very short.
PARIS
My father Capulet will have it so;
And I am nothing slow to slack his haste.
FRIAR LAURENCE
You say you do not know the lady's mind:
Uneven is the course, I like it not.
5
PARIS
Immoderately she weeps for Tybalt's death,
And therefore have I little talk'd of love;
For Venus smiles not in a house of tears.
Now, sir, her father counts it dangerous
10
That she doth give her sorrow so much sway,
And in his wisdom hastes our marriage,
To stop the inundation of her tears;
Which, too much minded by herself alone,
May be put from her by society:
15
Now do you know the reason of this haste.
!
React
Do
you
think
Paris
believes
that
Juliet
loves
him
and
that
she
is
going
to
confession
to
prepare
for
being
married?
Why
or
Why
not?
____________________
____________________
____________________
____________________
____________________
____________________
FRIAR LAURENCE
Aside
Look, sir, here comes the lady towards my cell.
Enter JULIET
PARIS
Happily met, my lady and my wife!
JULIET
That may be, sir, when I may be a wife.
PARIS
That may be must be, love, on Thursday next. 20
JULIET
What must be shall be.
Words
to
know!
Leisure
(n):
Free
0me
CLA Standards: Literary Criticism 3.11
FRIAR
LAURENCE
That's
a
certain
text.
Characteriza0on
and
Compare
and
Contrast
PARIS
Come
you
to
make
confession
to
this
father?
JULIET
To
answer
that,
I
should
confess
to
you.
PARIS
Do
not
deny
to
him
that
you
love
me.
25
JULIET
I
will
confess
to
you
that
I
love
him.
PARIS
So
will
ye,
I
am
sure,
that
you
love
me.
JULIET
If
I
do
so,
it
will
be
of
more
price,
Being
spoke
behind
your
back,
than
to
your
face.
1.
How
would
you
characterize
Juliet's
responses
to
Paris?
_____________________________
_____________________________
_____________________________
_____________________________
2.
How
would
you
characterize
Paris'
responses
to
Juliet?
_____________________________
_____________________________
_____________________________
_____________________________
PARIS
Poor
soul,
thy
face
is
much
abused
with
tears. 30
JULIET
The
tears
have
got
small
victory
by
that;
For
it
was
bad
enough
before
their
spite.
PARIS
Thou
wrong'st
it,
more
than
tears,
with
that
report.
JULIET
That
is
no
slander,
sir,
which
is
a
truth;
And
what
I
spake,
I
spake
it
to
my
face.
35
PARIS
Thy
face
is
mine,
and
thou
hast
slander'd
it.
JULIET
It
may
be
so,
for
it
is
not
mine
own.Are
you
at
leisure,
holy
father,
now;
Or
shall
I
come
to
you
at
evening
mass? FRIAR
LAURENCE
My
leisure
serves
me,
pensive
daughter,
now. 40
My
lord,
we
must
entreat
the
Wme
alone.
PARIS
God
shield
I
should
disturb
devoWon!
Juliet,
on
Thursday
early
will
I
rouse
ye:
Till
then,
adieu;
and
keep
this
holy
kiss.
Exit
3.
In
lines
17‐36,
noWce
that
each
character's
response
is
short
and
open
to
interpretaWon?
Why
do
you
think
this
is
the
case?
_____________________________
_____________________________
_____________________________
_____________________________
4.
What
is
Juliet's
purpose
in
going
to
the
Friar's
cell?
How
is
she
able
to
achieve
her
goal
without
Paris
knowing?
_____________________________
_____________________________
_____________________________
_____________________________
Sequence
of
Events
Go
back
to
the
Wmeline
and
fill
in
what
happened
on
Day
3
in
the
morning.
CLA Standards: Literary Response and Analysis 3.10
Reading 11: Act 4 sc. 3-5
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Students
will
iden0fy
plot
elements
and
sequence
of
events
‐
Iden0fy
and
describe
the
func0on
of
soliloquies
and
asides
JULIET
Ay,
those
aAres
are
best:
but,
gentle
nurse,
I
pray
thee,
leave
me
to
myself
to‐night,
For
I
have
need
of
many
orisons
To
move
the
heavens
to
smile
upon
my
state,
5
Which,
well
thou
know'st,
is
cross,
and
full
of
sin.
Enter
LADY
CAPULET
LADY
CAPULET
What,
are
you
busy,
ho?
need
you
my
help?
JULIET
No,
madam;
we
have
cull'd
such
necessaries
As
are
behoveful
for
our
state
to‐morrow: So
please
you,
let
me
now
be
leS
alone;
10
And
let
the
nurse
this
night
sit
up
with
you; For,
I
am
sure,
you
have
your
hands
full
all, In
this
so
sudden
business. LADY
CAPULET
Good
night: Get
thee
to
bed,
and
rest;
for
thou
hast
need.
15
Exit
LADY
CAPULET
and
Nurse
!
React
Would
you
take
the
po1on
if
you
were
Juliet?
Why
or
why
not?
JULIET
Farewell!
God
knows
when
we
shall
meet
again.
I
have
a
faint
cold
fear
thrills
through
my
veins,
That
almost
freezes
up
the
heat
of
life:
I'll
call
them
back
again
to
comfort
me:
Nurse!
What
should
she
do
here?
20
My
dismal
scene
I
needs
must
act
alone. Come,
vial. What
if
this
mixture
do
not
work
at
all?
Shall
I
be
married
then
to‐morrow
morning?
No,
no:
this
shall
forbid
it:
lie
thou
there. 25
Laying
down
her
dagger
What
if
it
be
a
poison,
which
the
friar
Subtly
hath
minister'd
to
have
me
dead,
Lest
in
this
marriage
he
should
be
dishonour'd,
Because
he
married
me
before
to
Romeo? I
fear
it
is:
and
yet,
methinks,
it
should
not, 30
For
he
hath
s1ll
been
tried
a
holy
man.
How
if,
when
I
am
laid
into
the
tomb,
I
wake
before
the
1me
that
Romeo
CLA Standards: Literary Response and Analysis 3.10
Come
to
redeem
me?
there's
a
fearful
point!
Shall
I
not,
then,
be
s1fled
in
the
vault,
35
To
whose
foul
mouth
no
healthsome
air
breathes
in,
And
there
die
strangled
ere
my
Romeo
comes?
Or,
if
I
live,
is
it
not
very
like, The
horrible
conceit
of
death
and
night,
Together
with
the
terror
of
the
place,‐‐
40
As
in
a
vault,
an
ancient
receptacle,
Where,
for
these
many
hundred
years,
the
bones
Of
all
my
buried
ancestors
are
packed:
Where
bloody
Tybalt,
yet
but
green
in
earth,
Lies
festering
in
his
shroud;
where,
as
they
say,
At
some
hours
in
the
night
spirits
resort;‐‐ Alack,
alack,
is
it
not
like
that
I,
So
early
waking,
what
with
loathsome
smells,
And
shrieks
like
mandrakes'
torn
out
of
the
earth,
That
living
mortals,
hearing
them,
run
mad:‐‐
O,
if
I
wake,
shall
I
not
be
distraught,
Environed
with
all
these
hideous
fears?
And
madly
play
with
my
forefather's
joints?
And
pluck
the
mangled
Tybalt
from
his
shroud?
And,
in
this
rage,
with
some
great
kinsman's
bone,
As
with
a
club,
dash
out
my
desperate
brains?
O,
look!
methinks
I
see
my
cousin's
ghost Seeking
out
Romeo,
that
did
spit
his
body Upon
a
rapier's
point:
stay,
Tybalt,
stay!
Romeo,
I
come!
this
do
I
drink
to
thee.
60
She
falls
upon
her
bed,
within
the
curtains.
45
Check
For
Understanding
1.
Why
does
Juliet
begin
to
doubt
Friar
Laurence's
plan
?
____________________________
____________________________
____________________________
____________________________
2.
Underline
What
is
Juliet's
back
up
plan
if
she
doesn't
take
the
po1on,
or
if
it
doesn't
work?
50
55
Plot
Elements
Falling
Ac0on:
the
events
that
develop
from
the
climax
and
lead
to
the
conclusion.
Go
back
to
the
plot
diagram
and
fill
in
the
falling
ac1on
for
Romeo
and
Juliet
Sequence
of
Events
Words
to
know!
Dishonored
(v):
bring
shame
or
disgrace
on
Go
back
to
the
1meline
and
fill
in
what
happened
on
Day
3
in
the
evening.
CLA Standards: Literary Response 3.3, 3.4 and 3.7
Reading 12: Act 5 sc. 1-3
Romeo and Juliet
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
Do
you
think
Romeo
was
truly
in
love
with
Juliet?
How
do
you
know?
____________________
____________________
____________________
____________________
____________________
Student
Objec0ves:
‐
Students
will
compare
and
contrast
drama0c
monologues
‐Students
will
analyze
the
func0on
of
literary
elements
Romeo
Dies
How
oF
when
men
are
at
the
point
of
death
Have
they
been
merry!
which
their
keepers
call
90
A
lightning
before
death:
O,
how
may
I
Call
this
a
lightning?
O
my
love!
my
wife!
Death,
that
hath
suck'd
the
honey
of
thy
breath,
Hath
had
no
power
yet
upon
thy
beauty:
Thou
art
not
conquer'd;
beauty's
ensign
yet
95
Is
crimson
in
thy
lips
and
in
thy
cheeks,
And
death's
pale
flag
is
not
advanced
there.
Tybalt,
liest
thou
there
in
thy
bloody
sheet?
O,
what
more
favor
can
I
do
to
thee,
Than
with
that
hand
that
cut
thy
youth
in
twain
100
To
sunder
his
that
was
thine
enemy?
Forgive
me,
cousin!
Ah,
dear
Juliet,
Why
art
thou
yet
so
fair?
shall
I
believe
That
unsubstan0al
death
is
amorous,
And
that
the
lean
abhorred
monster
keeps
105
Thee
here
in
dark
to
be
his
paramour?
For
fear
of
that,
I
s0ll
will
stay
with
thee;
And
never
from
this
palace
of
dim
night
Depart
again.
Here,
here
will
I
remain
With
worms
that
are
thy
chamber‐maids;
O,
here
110
Will
I
set
up
my
everlas0ng
rest,
And
shake
the
yoke
of
inauspicious
stars
From
this
world‐wearied
flesh.
Eyes,
look
your
last!
Arms,
take
your
last
embrace!
and,
lips,
O
you
The
doors
of
breath,
seal
with
a
righteous
kiss
115
A
dateless
bargain
to
engrossing
death!
[Kisses
Juliet.
Takes
out
the
cup
of
poison.]
Come,
bi\er
conduct,
come,
unsavoury
guide!
Thou
desperate
pilot,
now
at
once
run
on
The
dashing
rocks
thy
sea‐sick
weary
bark!
Here's
to
my
love!
[Drinks.]
O
true
apothecary!
120
Thy
drugs
are
quick.
Thus
with
a
kiss
I
die.
Words
to
know!
Apothecary
(n):a
person
who
prepared
and
sold
medicines
and
drugs.
CLA Standards: Literary Response 3.3, 3.4 and 3.7
Juliet
Dies
JULIET
160
Go,
get
thee
hence,
for
I
will
not
away.
What's
here?
a
cup,
closed
in
my
true
love's
hand?
Poison,
I
see,
hath
been
his
0meless
end:
O
churl!
drunk
all,
and
leF
no
friendly
drop
To
help
me
aFer?
I
will
kiss
thy
lips;
165
Haply
some
poison
yet
doth
hang
on
them,
To
make
me
die
with
a
restora0ve.
[Kisses
him.]
Thy
lips
are
warm.
Yea,
noise?
Then
I'll
be
brief.
O
happy
dagger!
[Snatching
Romeo's
dagger.]
170
This
is
thy
sheath;
[Stabs
herself.]
there
rust,
and
let
me
die.
[Falls
on
Romeo's
body,
and
dies.]
Compare
and
Contrast
1.
Who
do
you
think
shows
more
love
in
their
words,
Romeo
or
Juliet?
___________________________
2.
Underline
the
words
Romeo
and
Juliet
use
to
describe
their
love,
the
acBons
to
show
their
love,
and
the
quickness
of
their
suicide.
Then
fill
in
the
compare
and
contrast
diagram
to
determine
who
demonstrates
more
love.
Plot
Elements
Resolu0on:
the
events
that
follow
the
climax,
and
end
the
story.
Now,
go
back
to
the
plot
diagram
and
enter
the
ResoluBon
for
Romeo
and
Juliet
Romeo
and
Juliet:
Text
to
Movie
Comparison
Write
down
observations
of
how
the
Directors/Author
decided
to
depict
Romeo
and
Juliet’s
last
words.
Zefferrelli
Romeo
and
Juliet
w/Leonardo
DiCaprio
&
Claire
Danes
Romeo
and
Juliet
text
1. Explain
the
differences
in
the
way
the
directors
and
Shakespeare
decided
to
tell
the
story.
Explain
using
at
least
two
examples.
1. Which
version
do
you
like
better?
(i.e.
Zefferrelli,
modern
day
Romeo
and
Juliet,
or
Shakespeare’s
text)
Essay Type: Compare and Contrast ( ) In-class timed essay
(X) Take home essay
Student legal name (“nick name”):___________________________ PER:____
Student ID#:__________________ Student Signature:_____________________
Teacher’s Name: ______________
Freshmen
Sophomore
( ) Eng 1 Fall
( ) Eng 3 Fall
( ) Eng 2 Spring ( ) Eng 4 Spring
(X) English I Intensive
20____
Junior
( ) Eng 5 Fall
( ) Eng 6 Spring
Senior
( ) Eng 7 Fall
( ) Eng 8 Spring
Writing Prompt
Romeo and Juliet, by William Shakespeare, has been retold over the years. In an
essay, discuss the similarities and differences between the two movie versions of
Romeo and Juliet that you saw in class (i.e. Franco Zeffirelli or Baz Luhrmann).
Which version do you feel better told the story? Support your opinion with examples
from the text and movie.
Breakdown the prompt:
1. What is the Stipulation (Specific directions)?
2. What does the prompt tell you to Recapitulate (Background)?
3. What does the prompt Invite (General Directions) you to do?
Try writing the prompt in your own words: In this paper I need to…
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Essay Type: Compare and Contrast ( X ) In-class timed essay( ) Take home essay
Student legal name (“nick name”):___________________________ PER:____
Student ID#:__________________ Student Signature:_____________________
Teacher’s Name: Proud
20____
Freshmen
Sophomore
Junior
( ) Eng 1 Fall
( ) Eng 3 Fall
( ) Eng 5 Fall
( ) Eng 2 Spring ( ) Eng 4 Spring
( ) Eng 6 Spring
(X) Eng 1 Intensive
Argument
0
No thesis
sentence.
1
Thesis
Sentence is
inadequate.
2
Thesis
Sentence is
limited and
incomplete.
Organization
No
Weak Topic
organization Sentence,
primary and
secondary
support,
conclusion
Limited
Topic
Sentence,
primary and
secondary
support,
conclusion
Clarity
No clarity.
Very hard to
understand.
Weak word
choice.
Hard to
understand.
Very limited
word choice.
Grammar/Syntax,
Mechanics,
Punctuation,
Usage, and
Spelling
Shows no
grasp of
grammar at
all.
Very weak
understanding
of grammar.
Many errors.
MLA Format
No
knowledge
of the
format
Weak and
improper use
of MLA
format
Limited use
of proper
grammar.
Many
improper
usages.
Limited
understanding
of MLA
Senior
( ) Eng 7 Fall
( ) Eng 8 Spring
3
Thesis
Sentence is less
specific and
less effective,
imprecise but
acceptable.
Adequate
Topic
Sentence,
primary and
secondary
support,
conclusion
4
Thesis
Sentence
is less
accurate
and
specific.
Strong
Topic
Sentence,
primary
and
secondary
support,
conclusion
Less clear, but Mostly
understandable. clear with
Adequate word strong
choice.
word
choice
Adequate
understanding
of grammar.
Strong
grammar
with only
a few
mistakes.
Adequate grasp Strong
of MLA
adherence
formatting
to MLA
format
5
Thesis
Sentence is
clear and
accurate.
Excellent
Topic
Sentence,
primary
and
secondary
support,
conclusion
Very clear
and easy to
understand.
Excellent
word
choice
Excellent
use of
grammar.
Mastery of
MLA
formatting
Writing Prompt: Romeo and Juliet was set in the 1600s when social norms and teen issues
were much different.
In a four-paragraph essay explain the differences and similarities in society during the time
of Romeo and Juliet compared to today.
Essay Type: Compare and Contrast ( X ) In-class timed essay( ) Take home essay
Student legal name (“nick name”):___________________________ PER:____
Student ID#:__________________ Student Signature:_____________________
Teacher’s Name: Proud
2010
Freshmen
Sophomore
Junior
( ) Eng 1 Fall
( ) Eng 3 Fall
( ) Eng 5 Fall
( ) Eng 2 Spring ( ) Eng 4 Spring
( ) Eng 6 Spring
(X) Eng 1 Intensive
0
No thesis
sentence.
1
Thesis
Sentence is
inadequate.
2
Thesis
Sentence is
limited and
incomplete.
Organization
No
organizatio
n
Weak Topic
Sentence,
primary and
secondary
support,
conclusion
Limited
Topic
Sentence,
primary and
secondary
support,
conclusion
Clarity
No clarity.
Very hard to
understand.
Weak word
choice.
Hard to
understand.
Very limited
word choice.
Grammar/Syntax,
Mechanics,
Punctuation,
Usage, and
Spelling
Shows no
grasp of
grammar at
all.
Very weak
understanding
of grammar.
Many errors.
MLA Format
No
knowledge
of the
format
Weak and
improper use
of MLA
format
Limited use
of proper
grammar.
Many
improper
usages.
Limited
understanding
of MLA
Argument
Senior
( ) Eng 7 Fall
( ) Eng 8 Spring
3
Thesis
Sentence is less
specific and
less effective,
imprecise but
acceptable.
Adequate
Topic
Sentence,
primary and
secondary
support,
conclusion
4
Thesis
Sentence
is less
accurate
and
specific.
Strong
Topic
Sentence,
primary
and
secondary
support,
conclusion
Less clear, but Mostly
understandable. clear with
Adequate word strong
choice.
word
choice
Adequate
understanding
of grammar.
Strong
grammar
with only
a few
mistakes.
Adequate grasp Strong
of MLA
adherence
formatting
to MLA
format
5
Thesis
Sentence is
clear and
accurate.
Excellent
Topic
Sentence,
primary
and
secondary
support,
conclusion
Very clear
and easy to
understand.
Excellent
word
choice
Excellent
use of
grammar.
Mastery of
MLA
formatting
Writing Prompt:
Romeo and Juliet is labeled a tragedy because of the amount of people who died, and the
price the enemy families had to pay.
In a four-paragraph essay discuss who you think is at fault for Romeo and Juliet’s death. Be
sure to cite the text to support your opinion with proper MLA citation.
CLA Standards: Writing Applications 2.1
Student
objec$ves:
‐
Iden$fy
a
topic
sentence,
details,
$me
order,
linking
words,
and
a
conclusion
in
a
personal
narra$ve
‐Iden$fy
the
form,
audience,
and
purpose
for
wri$ng
Wri$ng
Focus:
Compare
and
Contrast
‐
To
compare
means
to
tell
how
two
things
are
alike.
‐
To
contrast
means
to
tell
their
differences
‐
A
compare
and
contrast
essay
gives
details
about
how
two
subjects
are
alike
and
different
The
Senate
and
the
House
of
Representa2ves
The
government
of
the
United
States
is
made
up
of
three
branches:
the
legisla2ve
branch,
the
execu2ve
branch
and
the
judicial
branch.
The
legisla2ve
branch,
called
Congress,
is
responsible
for
making
laws.
Congress
is
made
up
of
two
houses:
the
Senate
and
the
House
of
Representa2ves.
In
this
essay,
you
will
learn
the
differences
and
similari2es
between
these
two
houses
of
Congress.
There
are
many
differences
between
the
Senate
and
the
House
of
Representa2ves.
The
Vice
President
of
the
United
States
is
the
head
of
the
Senate.
He
must
vote
in
the
Senate
if
there
is
a
2e.
On
the
other
hand,
the
House
of
Representa2ves’
leader
is
called
the
Speaker
of
the
House.
The
representa2ves
elect
him
or
her.
Another
difference
is
that
the
Senate
is
made
up
of
100
senators,
two
from
each
state.
The
House
of
Representa2ves,
however,
is
made
up
of
435
representa2ves.
The
number
of
representa2ves
from
each
state
is
determined
by
that
state’s
popula2on.
The
greater
the
popula2on
in
a
state,
the
more
representa2ves
that
state
will
have
in
the
House.
A
third
difference
is
that
senators
are
elected
to
six‐year
terms,
while
CLA Standards: Writing Applications 2.1
representa2ves
are
elected
to
serve
two‐year
terms.
Every
two
years,
the
na2on
holds
an
elec2on
for
members
of
Congress.
At
that
2me,
all
members
of
the
House
of
Representa2ves
and
one‐third
of
the
Senate
are
up
for
re‐elec2on.
There
are
also
similari2es
between
the
Senate
and
the
House
of
Representa2ves.
For
example,
both
houses
of
Congress
are
made
up
of
men
and
women.
Both
senators
and
representa2ves
are
members
of
Congress
who
must
work
together
toward
the
same
goal:
to
create,
discuss,
debate
and
vote
on
bills,
some
of
which
eventually
become
laws.
In
the
U.S.
Capitol
Building
in
Washington
D.C.,
senators
and
representa2ves
oYen
meet
with
each
other
and
in
smaller
groups
to
discuss
laws.
Before
the
President
can
sign
a
bill
into
law,
it
must
first
be
approved
by
a
majority
of
members
in
both
the
House
and
Senate.
Although
Congress
is
made
up
of
two
types
of
lawmakers,
they
must
work
together
for
the
benefit
of
all
Americans.
Parts
of
a
Compare
and
Contrast
Essay
1.
Underline
the
sentence
that
tells
what
the
author
is
going
to
compare
and
contrast
2.
In
which
ways
are
these
two
things
alike?
Put
a
star
next
to
each
way.
3.
In
which
ways
are
these
two
things
different?
Put
a
box
around
one
example
of
each.
4.
Circle
the
linking
words
that
connect
the
details.
5.
Put
a
star
before
the
sentence
or
paragraph
that
sums
up
the
event
and
tells
the
writer's
feelings
about
it.
Direc$ons:
Help
the
author
of
this
essay.
Write
down
your
cri$que
of
the
paper
keeping
in
mind
that
the
feedback
must
be
specific,
helpful,
and
kind.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Transi)ons/Word
Choices
Plan
Your
Essay
Wri/ng
Prompt:
Show
the
differences
and
similari/es
between
the
two
movie
versions
of
Romeo
and
Juliet.
Persuade
the
reader
which
version
be@er
told
the
story.
Introduc)on
Paragraph
(Include
Thesis):
1
S
T
B
O
D
Y
P
A
R
A
G
R
A
P
H
Topic
Sentence:
Primary
Support
1:
Secondary
Support
1:
Primary
Support
2:
Secondary
Support
2:
Primary
Support
3:
,
Secondary
Support
3:
Conclusion
Sentence:
* Sentence starters are only suggestions. Replace them with your own if you like.
2
N
D
B
O
D
Y
Topic
Sentence:
Primary
Support
1:
Secondary
Support
1:
Primary
Support
2:
Secondary
Support
2:
P
A
R
A
G
R
A
P
H
Primary
Support
3:
Secondary
Support
3:
Conclusion
Sentence:
Conclusion
Paragraph
(Rephrase
Thesis):
* Sentence starters are only suggestions. Replace them with your own if you like.
Persuasive Techniques
When planning a persuasive essay, follow these steps
1. Choose your position. Which side of the issue or problem are you
going to write about, and what solution will you offer? Know the
purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you,
is neutral, or disagrees with your position.
3. Research your topic. A persuasive essay must provide specific
and convincing evidence. Often it is necessary to go beyond your
own knowledge and experience. You might need to go to the
library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include
and in what order you will present the evidence. Remember to
consider your purpose, your audience, and you topic.
The following criteria are essential to produce an effective
argument
1. Be well informed about your topic. To add to your knowledge of
a topic, read thoroughly about it, using legitimate sources. Take
notes.
2. Test your thesis. Your thesis, i.e., argument, must have two
sides. It must be debatable. If you can write down a thesis
statement directly opposing your own, you will ensure that your
own argument is debatable.
3. Disprove the opposing argument. Understand the opposite
viewpoint of your position and then counter it by providing
contrasting evidence or by finding mistakes and inconsistencies
in the logic of the opposing argument.
4. Support your position with evidence. Remember that your
evidence must appeal to reason.
The following are different ways to support your argument:
Facts - A powerful means of convincing, facts can come from your
reading, observation, or personal experience.
Note: Do not confuse facts with truths. A "truth" is an idea believed by
many people, but it cannot be proven.
Statistics - These can provide excellent support. Be sure your
statistics come from responsible sources. Always cite your sources.
Quotes - Direct quotes from leading experts that support your
position are invaluable.
Examples - Examples enhance your meaning and make your ideas
concrete. They are the proof.
CASHEE Persuasive Essay
Into Activities:
Have students list and describe (in written form) the techniques they commonly
use to persuade or convince people to do or believe something. Think of how they try to
influence their parents or friends.
Have them share and discuss with class.
What is the purpose of making an argument? To convince someone that you are right
Ask students what things they have argued about recently, and with whom. Answers
would include grades, curfew, dating, music, movies, sports, and parents, friends,
teachers, girlfriend/boyfriend, siblings.
In a persuasive essay you have to convince total strangers—using nothing but your
writing skills and whatever facts you can call upon to back you up.
Review Writing Essays
The 4-Step Method for Writing Essays
Step 1
Introduce the topic, then write a thesis statement that takes a clear and
definite position. (Introductory Paragraph)
Step 2
Support your thesis statement with reasons and details. (Body Paragraph)
Step 3
Re-state your thesis statement and plug it back into the topic. (Conclusion)
Step 4
Proofread what you have written for spelling, grammar, vocabulary, and
sentence structure.
Make sure to do prewriting activities before you ever start to write an essay
Materials created/adapted by Bob Leadbetter
Persuasive Thesis Statements
A good thesis statement is the most important aspect of a persuasive essay.
If the thesis is not a clear statement of opinion you will have trouble structuring an argument
What makes a thesis statement unclear? (Wishy-washy views, or taking both sides).
If the thesis is not provable, it will be difficult to find reasons and details to support it.
What makes a thesis statement impossible to prove? If it is based as a matter of taste, or
personal opinion
Have students write thesis statements for each of the following essay questions.
1. How many after-school activities should students be allowed to participate in?
(Students should be allowed to participate in as many activities as they want.)
2. Are overcrowded classrooms a threat to education?
(Overcrowded classrooms are a threat to education because they decrease student attention,
teacher response, and safety.)
NOTE: This thesis is preferable because the reasons to be argued are also included.
3. Should Michael Jordan still play professional basketball when he is 45 years old.
(Michael Jordan should not play professional basketball when he is in his forties.)
Materials created/adapted by Bob Leadbetter
Convincing Reasons
In a persuasive essay reasons are the whys that make-up your argument.
Example:
Thesis Statement: Broccoli should be banned from the school cafeteria.
Reasons: Nobody likes Broccoli
Broccoli smells up the cafeteria.
The school has no right to force students to eat broccoli.
Each reason will become the topic of a body paragraph. The first sentence of each paragraph
should state the reason simply and clearly (like a thesis statement).
Have students write one reason for each of the three thesis statements they wrote.
Examples: Students need to learn how to budget their time.
Overcrowded classrooms decrease student attention.
Older stars need to step down and make room for younger players.
Appeals to Fact
Facts, figures, and statistics always look impressive to readers. They immediately lift
the thesis out of the realm of personal opinion and anchor it in something real and truthful.
Example: 72% of all students in this school agree the broccoli smells terrible.
The problem is that on the CAHSEE essay you may not have these facts readily available
because you don’t know the question beforehand.
Appeals to Reason
When you don’t have facts at your disposal, you can try to sway your audience with
arguments that will make logical sense to them.
Example: Reason; Broccoli smells up the cafeteria.
Detail; If the cafeteria reeks of broccoli, teachers will try to get out of lunch duty
and older students will stop using the cafeteria completely. This can only
hurt the school
Have students choose one of their three thesis statements and write an appeal to reason that
would support that thesis.
Example: Students need time to experiment with many interests and hobbies.
Overcrowding makes people uncomfortable and irritable.
Jordan should give the younger kids a chance and just be a mentor.
Materials created/adapted by Bob Leadbetter
Appeals to Emotion
This aims straight at people’s desires, fears, angers and prejudices.
Detail: It is child abuse to force children against their will to eat and smell
disgusting food that they hate.
When are appeals to emotion useful in a persuasive essay?
When you don’t have any facts or the facts are against you.
What is the danger of relying on appeals to emotion?
Logical people may not be swayed, and see through your arguments.
Have students choose one of their thesis statements and make an appeal to emotion that they
think would support their thesis statement.
Example: Schools are not police states or jails. Students have rights.
Students are not cattle and shouldn’t be treated as such.
Basketball is a young man’s game; the old timers should clear out of the way.
Materials created/adapted by Bob Leadbetter
CASHEE Persuasive Essay
Guided Practice
Have students create an outline for the following essay question.
Should parents be allowed to monitor and restrict Internet use for their high-school aged
children?
Use the following form.
Thesis
Reason
Detail
Detail
Reason
Detail
Detail
Use Internet overhead to share and discuss examples students have used.
Independent Practice
Write an outline, an introduction and a conclusion for the following essay question.
Should high school students be forced to say the Pledge of Allegiance in school every
morning?
Remind students to use a topic sentence or grabber, bridge and thesis statement when they
write the introductory paragraph. Remind them to restate the reasons and details and
mention something about the future when writing the conclusion.
If you want to give them extra writing practice have them write the full essay.
When students have completed the introduction, outline, and conclusion review the
answers together. (See Pledge handouts)
Materials created/adapted by Bob Leadbetter
CASHEE Persuasive Essay
Writing Tasks
(See handouts)
Write a composition in which you argue whether or not your school should adopt a yearround schedule.
Write an essay in which you express your opinions about community curfews for
teenagers.
Have students exchange essays and evaluate based on the ESUHSD Writing Rubric.
Have students write an essay taking the opposite viewpoint.
Practice Essay: School Foods
Have students read both articles from the Mercury News “Hooked on Junk Food” and “The
Big Greasy”. (handout)
Discuss with class (maybe a Socratic Seminar).
Have students write a persuasive essay on the type of foods that should be served in
schools.
Materials created/adapted by Bob Leadbetter
Romeo
and
Juliet
Unit
Test
I.
Matching
_____
1.
Benvolio
_____
2.
Capulet
_____
3.
Friar
Laurence
_____
4.
Juliet
_____
5.
Lady
Capulet
_____
6.
Lady
Montague
_____
7.
Mercutio
_____
8.
Montague
A.
He
agrees
to
marry
Romeo
and
Juliet
B.
He
sends
Romeo
into
exile
C.
She
dies
grieving
for
her
son,
Romeo
D.
Romeo's
father
E.
She
refused
Romeo's
love
and
caused
his
depression
F.
He
kills
himself
when
he
thinks
Juliet
is
dead
G.
He
gives
a
feast
to
introduce
Juliet
to
bachelors
H.
He
explains
the
circumstances
of
Tybalt's
death
I.
Capulet's
favored
suitor
for
Juliet
J.
Both
Paris
and
Romeo
want
to
marry
her
K.
Juliet's
servant
and
mentor
L.
She
wants
the
Prince
to
execute
Romeo
M.
He
is
slain
by
Tybalt
N.
Romeo
kills
him
to
avenge
his
friend's
death
_____
9.
Nurse
_____
10.
Paris
_____
11.
Prince
_____
12.
Romeo
_____
13.
Rosaline
_____
14.
Tybalt
II.
Identify
the
speaker
You
may
use
a
character
more
than
once.
A=Romeo
B=Juliet
C=Friar
Laurence
D=
Capulet
E.
Montague
F=
Prince
G=Lady
Montague
H=Lady
Capulet
15.
Oh,
dear
account!
My
life
is
my
foe's
debt.
16.
That
which
we
call
a
rose/
By
any
other
name
would
smell
as
sweet.
17.
In
one
respect
I'll
thy
assistant
be;/
For
this
alliance
may
so
happy
prove,/
To
turn
your
households'
rancor
to
pure
love.
18.
Affliction
is
enamored
of
thy
parts,/
And
thou
art
wedded
to
calamity.
19.
Death
is
my
son‐in‐law.
Death
is
my
heir
20.
If
ever
you
disturb
our
streets
again,/Your
lives
shall
pay
the
forfeit
of
peace.
21.
Parting
is
such
sweet
sorrow.
22.
Oh,
I
am
fortune's
fool!
23.
Graze
where
you
will,
you
shall
not
house
with
me.
24.
A
crutch,
a
crutch!
Why
call
you
for
a
sword?
Romeo
and
Juliet
Unit
Test
III.
Multiple
Choice
25.
Why
is
Romeo
so
sad?
a.
He
wanted
to
fight,
but
he
missed
it.
b.
He
just
lost
his
best
friend.
c.
He
had
an
argument
with
his
cousin
Benvolio.
d.
The
girl
he
loves
does
not
want
to
get
married.
26.
What
does
Romeo
mean
when
he
says,
"Oh,
dear
account!
My
life
is
my
foe's
debt"?
a.
Although
the
dinner
was
expensive,
he
didn't
enjoy
it.
b.
His
love
for
Juliet
has
brought
him
out
of
his
depression.
Since
she
is
a
Capulet,
he
owes
his
enemy
for
his
new
happiness.
c.
He
is
glad
that
Tybalt
left
the
banquet
without
fighting.
d.
He
went
to
the
party
to
get
a
glimpse
of
Rosaline.
When
he
saw
Rosaline
dancing
with
another
young
man,
he
felt
jealous
and
angry.
27.
Why
does
Friar
Laurence
agree
to
marry
Romeo
and
Juliet?
a.
He
hopes
that
it
will
help
to
end
the
feud
between
the
families.
b.
He
doesn't
like
Paris,
and
doesn't
think
Juliet
should
marry
him.
c.
He
is
obliged
by
the
laws
of
the
church
to
marry
anyone
who
asks
him.
d.
Romeo
offers
him
a
lot
of
money.
28.
What
punishment
did
the
Prince
give
Romeo
for
fighting?
a.
Death
b.
Twenty
years
in
jail
c.
Exile
d.
A
fine
of
5,000
lira
29.
Romeo's
killing
Tybalt
put
Juliet
in
a
bad
position.
What
did
she
finally
decide?
a.
Not
to
weep
for
either
of
them
b.
To
weep
for
both
Romeo
and
Tybalt
c.
To
weep
only
for
Tybalt
d.
To
weep
only
for
Romeo's
banishment
30.
What
plans
do
Friar
Laurence
and
Juliet
make?
a.
They
will
tell
Capulet
the
truth
and
ask
him
to
beg
the
Prince
to
allow
Romeo's
return.
b.
She
should
threaten
to
kill
herself
if
her
father
makes
her
marry
Paris.
c.
Juliet
should
agree
to
marry
Paris.
On
the
eve
of
her
wedding,
she
should
drink
a
potion
that
will
make
her
appear
dead.
After
it
wears
off,
she
should
go
to
Mantua
to
be
with
Romeo.
d.
The
Nurse
will
help
her
disguise
herself
and
run
away
that
very
night.
They
will
go
to
another
town.
Friar
Laurence
will
send
Romeo
there
in
a
week.
Romeo
and
Juliet
Unit
Test
31.
What
news
does
Balthasar
bring
Romeo?
How
does
Romeo
react?
a.
Balthasar
tells
Romeo
of
Juliet's
death.
Romeo
rushes
out
to
the
apothecary
to
get
poison.
He
goes
to
Juliet's
grave
to
drink
the
poison.
b.
Balthasar
tells
Romeo
that
Juliet
has
married
Paris.
Romeo
swears
to
return
and
kill
Paris.
c.
Balthasar
tells
Romeo
where
to
meet
Juliet
and
the
Nurse.
Romeo
happily
gets
ready
to
leave.
d.
Balthasar
tells
Romeo
what
Friar
Lawrence
has
arranged
with
the
Prince.
Romeo
is
free
to
return
to
be
with
Juliet.
32.
What
went
wrong
with
the
Friar's
plan?
a.
The
Prince
changed
his
mind
about
the
pardon.
b.
His
letter
never
got
to
Romeo,
so
Romeo
didn't
know
that
Juliet
was
not
really
dead.
c.
The
nurse
would
not
cooperate.
d.
The
potion
was
too
strong
and
killed
Juliet.
33.
What
are
the
circumstances
of
Paris'
death?
a.
Capulet
is
angry
that
Juliet
killed
herself.
He
blames
Paris,
and
kills
him.
b.
Paris
kills
Romeo,
and
the
Prince
orders
him
to
be
killed.
c.
Paris
finds
the
remains
of
the
potion
that
Juliet
took.
He
swallows
it
and
kills
himself.
d.
Paris
and
Romeo
meet
at
Juliet's
tomb.
Paris
starts
a
fight,
and
Romeo
kills
him.
34.
After
she
wakes
up
from
being
drugged,
why
does
Juliet
kill
herself
with
Romeo's
dagger?
a.
She
realizes
how
foolish
she
had
been,
and
she
is
afraid
to
be
discovered
by
her
father.
b.
She
sees
Romeo
dead
from
the
poison.
Since
there
is
no
poison
left,
she
kills
herself
with
his
dagger.
c.
She
is
still
dazed
by
the
potion.
She
picks
up
the
knife
and
then
trips,
accidently
killing
herself.
d.
She
is
afraid
the
Prince
will
think
she
killed
Romeo
intentionally,
and
either
banish
her
or
put
her
to
death.
35.
Why
does
Romeo
decide
to
go
to
the
feast
even
though
he
is
not
invited?
a.
Benvolio
offers
to
introduce
him
to
Juliet.
b.
He
wants
to
make
peace
with
the
Capulets.
c.
Rosaline,
the
girl
he
loves,
will
be
there.
d.
His
favorite
foods
are
going
to
be
served.
36.
Mercutio
can
be
described
as
a
foil
to
Romeo
because
a.
he
comes
from
a
different
social
class
b.
he
is
much
older
than
Romeo
c.
he
is
a
Capulet
and
Romeo
is
a
Montague
Romeo
and
Juliet
Unit
Test
d.
unlike
Romeo,
he
does
not
take
love
seriously
IV.
True/False
53. Mercutio
is
an
African
American,
cross
dresser.
54. Romeo
took
ecstasy
before
the
Capulet
ball.
55. Romeo
and
Juliet
both
die
in
the
end.
56. Tybalt,
Mercutio
and
Paris
are
all
killed
by
Romeo.
57. The
Nurse
and
Friar
Laurence
are
used
as
comedic
reliefs
in
a
tragic
play.
58. The
Capulets
and
Montagues
come
together
and
honor
their
children,
burying
their
feud
forever.
59. Juliet
is
forced
to
marry
Paris
60. The
entire
play
is
only
4
days
long
V.
Plot/Stucture:
Label
the
plot
diagram
with
each
event
from
the
play.