My name………………………………………
My class………………………………………..
What will these activities help me to be able to do?
By the end of Key Stage 4, we would like you to be able to:
Choose and read books independently for challenge, interest and enjoyment;
Understand and critically evaluate texts through:
Reading in different ways for different purposes, summarising and synthesising ideas and
information, and evaluating their usefulness for particular purposes;
Drawing on knowledge of the purpose, audience for and context of the writing, including
its social, historical and cultural context and the literary tradition to which it belongs, to
inform evaluation;
Identifying and interpreting themes, ideas and information;
Exploring aspects of plot, characterisation, events and settings, the relationships
between them and their effects;
Seeking evidence in the text to support a point of view, including justifying inferences
with evidence;
Distinguishing between statements that are supported by evidence and those that are
not, and identifying bias and misuse of evidence;
Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and
evaluating their effectiveness and impact;
Making critical comparisons, referring to the contexts, themes, characterisation, style
and literary quality of texts, and drawing on knowledge and skills from wider reading;
Make an informed personal response, recognising that other responses to a text are
possible and evaluating these.
2
Focus: Making inferences and referring to evidence in the text.
Read the text below, and then answer the questions on
the next page:
ACT I
PROLOGUE
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
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
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
3
Then complete these tasks:
Explain two things that can be inferred about the Montagues and Capulets from the
play opening. Back up your ideas with evidence from the text.
Point 1:
Evidence:
Point 2:
Evidence:
What does the reader learn about the two ‘star-crossed lovers?’
What is the meaning of the last two lines of the play opening?
4
Focus: Exploring aspects of plot, characterisation, events and
settings, the relationships between them and their effects.
Create character profiles for each of the main characters in the play, using
appropriate evidence from the text. Then answer the questions below.
Character 1
Character 2
Image
Image
Name:
Age:
Physical Description:
Name:
Age:
Physical Description:
Personality Description:
Personality Description:
Best Quote:
Best Quote:
5
Character 3
Character 4
Image
Image
Name:
Age:
Physical Description:
Name:
Age:
Physical Description:
Personality Description:
Personality Description:
Best Quote:
Best Quote:
1. Which of the four characters is the main protagonist of the text? Explain how you know.
2. What techniques does the author use to present the characteristics of the characters? Give an
example and explain.
3. Which of the characters is your own personal favourite? Explain why.
6
Focus: Exploring aspects of plot, characterisation, events and settings, the relationships between them
and their effects.
Read the passage below and then complete the information tables about the
speechon the next page
Enter PRINCE, with Attendants
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 citizens
Cast by their grave beseeming ornaments,
To wield old partisans, 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 time, all the rest depart away:
You Capulet; shall go along with me:
And, Montague, come you this afternoon,
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.
7
Now retrieve the following information about the speech.
Who is the Prince addressing
in his speech?
A quote showing that the
Prince is angry
A metaphor or simile used by
the Prince
What does the Prince want
the families to do?
What will happen if they
don’t obey his orders?
What does the Prince say
directly to Montague and
Capulet?
Now sketch an image of Prince Escalus delivering his speech.
8
Focus: Drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical
and cultural context and the literary tradition to which it belongs, to inform evaluation.
Task: Identify the form, audience, and purpose features of Romeo and Juliet on this page, and
then retrieve information from the text to back up your ideas on the next page.
Form
Audience
When was the
play published
and what do
you know
about that
time?
_______________
_______________
_______________
What do you know
_______________
about the author?
__________________
__________________
__________________
__________________
__________________
__________________
___
____________________
____________________
____________________
____________________
____________________
____________________
___________________
___________________
___________________
___________________
___________________
___________________
Who would have
been watching
this play at the
time, and how
may they have
reacted to this
text?
Give one example.
ROMEO AND JULIET
Purpose
__________________
__________________
__________________
__________________
What do you think
Shakespeare’s
messages are
throughout this play?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
9
Now complete these tasks related to form, audience, and purpose:
FORM: Find two ways in which the historical context of Shakespearean times is evident in
the play.
Feature of context 1:
Feature of context 2:
AUDIENCE – How is it anticipated the audience at the time would react towards the
character of Lady Capulet?
PURPOSE - What do you think Shakespeare’s views are about youthful love?
What messages does Shakespeare attempt to give through Romeo and Juliet’s demise?
10
Focus: Seeking evidence in the text to support a point of view, including justifying inferences with evidence;
Find quotations from within the text to back up the following statements about Juliet.
At the beginning, she
respects her parents’ wishes.
She goes against her
parents’ wishes
She loves Juliet
She is young
Drawing of Juliet using annotations from the text.
11
Focus: Seeking evidence in the text to support a point of view, including justifying inferences with evidence;
Find quotations from within the text to back up the following statements about Friar Laurence
He marries Romeo and
Juliet
He foreshadows the
tragic end to the play
He creates a plan for
Romeo and Juliet
He is a wise advisor
Drawing of Friar Laurence using annotations from the text.
12
Focus: Exploring aspects of plot, characterisation, events and settings, the relationships between them
and their effects;
Read the extract below from Romeo and Juliet. Then, complete The Nurse’s diary entry
from that evening on the next page.
I thank you, honest gentlemen; good night.More torches here!
Come on then, let's to bed.
Ah, sirrah, by my fay, it waxes late:
I'll to my rest.
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.
Exeunt all but JULIET and Nurse
JULIET
Come hither, nurse. What is yond gentleman?
JULIET
Saints do not move, though grant for prayers' sake.
Nurse
The son and heir of old Tiberio.
ROMEO
Then move not, while my prayer's effect I take.
Thus from my lips, by yours, my sin is purged.
JULIET
What's he that now is going out of door?
JULIET
Then have my lips the sin that they have took.
Nurse
Marry, that, I think, be young Petrucio.
ROMEO
Sin from thy lips? O trespass sweetly urged!
Give me my sin again.
JULIET
What's he that follows there, that would not dance?
JULIET
You kiss by the book.
Nurse
I know not.
Nurse
Madam, your mother craves a word with you.
JULIET
Go ask his name: if he be married.
My grave is like to be my wedding bed.
ROMEO
What is her mother?
Nurse
His name is Romeo, and a Montague;
The only son of your great enemy.
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.
JULIET
My only love sprung from my only hate!
Too early seen unknown, and known too late!
Prodigious birth of love it is to me,
That I must love a loathed enemy.
Nurse
What's this? what's this?
ROMEO
Is she a Capulet?
O dear account! my life is my foe's debt.
BENVOLIO
Away, begone; the sport is at the best.
JULIET
A rhyme I learn'd even now
Of one I danced withal.
ROMEO
Ay, so I fear; the more is my unrest.
One calls within 'Juliet.'
CAPULET
Nay, gentlemen, prepare not to be gone;
We have a trifling foolish banquet towards.
Is it e'en so? why, then, I thank you all
Nurse
Anon, anon!
Come, let's away; the strangers all are gone.
13
Remember the following when writing your
diary entry:
- Share the character’s deepest thoughts and
feelings;
- Write in the first person;
- Base your ideas in what you read in the extract
Dear Diary,
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Signed Nurse
14
Focus: Analysing a writer’s choice of vocabulary, form, grammatical and
structural features, and evaluating their effectiveness and impact;
Read the extract below, and then answer the questions
about Shakespeare’s language on the next page.
ROMEO
[To JULIET] If I profane with my unworthiest hand
This holy shrine, the gentle fine 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 devotion 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.
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.
JULIET
You kiss by the book.
15
Now answer these questions about Shakespeare’s language devices:
1. How does Shakespeare use religious metaphors for effect in this passage?
2. How do Romeo and Juliet use this metaphor to convince themselves that they
should kiss?
3. What is meant by the term ‘you kiss by the book?’
16
Focus: Distinguishing between statements that are supported by evidence and those that are not, and
identifying bias and misuse of evidence.
Do you think that Friar Laurence was right to help Romeo and Juliet? List the
points for each side of the argument, before deciding upon and explaining your
point of view in the space provided at the bottom of the page.
Yes
No
YOUR DECISION: What is your point of view?
17
Focus: Make an informed personal response, recognising that other
responses to a text are possible and evaluating these.
How would you change Romeo and Juliet? What do you think
would make the play even better? Explain how you would
consider editing the play to introduce a new/ revised plot
element, character, and setting.
Plot Element
Character
Setting
18
Focus: Identifying and interpreting themes, ideas and information;
Themes are ideas that run throughout a text.
Inspect the text to find evidence of each of the
themes named below. Quote where you see the
theme in the text, and then explain its relevance.
Quote
Explanation
Quote
Explanation
Quote
Explanation
Theme 1:
Love
Theme 2:
Patriarchal
society
Theme 3:
Tragedy
19
Date: A long, long, time ago
Disclaimer: All
stories printed
in this
newspaper may
be entirely
fictional.
SPECIAL
OFFER:
ONLY
$1.99!
Headline
Sub-Heading 1
Image
Sub-Heading 2
Story
Task: Imagine that the local news have got hold of the demise of Romeo and Juliet. Write up the
news report of the story.
Focus: Reading in different ways for different purposes, summarising and synthesising ideas and information, and
evaluating their usefulness for particular purposes;
20
Focus: Drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical
and cultural context and the literary tradition to which it belongs, to inform evaluation;
Task: Use your researching skills to find out more about Shakespearean times. Then, link
your findings to what you read in the text.
Key Context Fact - Example
Links to Romeo and Juliet
Society was patriarchal. Wives and daughters would
follow the command of their husbands/fathers.
Capulet expects Juliet to follow the orders that he
gives her, to marry Paris.
Key Context Fact 1
Links to Romeo and Juliet
Key Context Fact 2
Links to Romeo and Juliet
Key Context Fact 3
Links to Romeo and Juliet
Key Context Fact 4
Links to Romeo and Juliet
Key Context Fact 5
Links to Romeo and Juliet
Key Context Fact 6
Links to Romeo and Juliet
21
Focus: Reading in different ways for different purposes, summarising and synthesising ideas and information, and
evaluating their usefulness for particular purposes;
Describe the main plot events in Romeo and Juliet by completing a storyboard in the space below.
Main Action:
Narrative:
Main Action:
Narrative:
Main Action:
Narrative:
Characters:
Quote:
Characters:
Quote:
Characters:
Quote:
Main Action:
Narrative:
Main Action:
Narrative:
Main Action:
Narrative:
Characters:
Quote:
Characters:
Quote:
Characters:
Quote:
22
Focus: Making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of
texts, and drawing on knowledge and skills from wider reading;
Task: Critically compare Romeo and Juliet with another text that you have read.
Romeo and Juliet
Book 2
Context
Context
23
Themes
Themes
Characters
Characters
Style
Style
24
Focus: Make an informed personal response, recognising that other responses to a text are possible and evaluating these.
Romeo and Juliet – by William
Shakespeare
Book Review
Image
Author:
Publisher:
Similar to:
Genre:
Audience:
Available from:
25
Choose one of the essay questions below, and answer in the space
provided on the following pages.
1. Consider the role of Friar Laurence in the play. What makes him an important
character?
You should consider:
- His counsel to Romeo;
- How he marries Romeo and Juliet;
- How he assists Romeo and Juliet thereafter.
2. Compare and contrast the characters of Tybalt and Mercutio.
You should consider:
-Their appearance;
-Their personalities;
-The ways that others react to each of them.
3. How does Romeo’s character develop throughout the novel?
You should consider:
-His introduction at the start of the novel;
-His personality and actions throughout the middle section of the novel;
-His actions at the end of the novel.
4. Trace the different levels of tension used throughout the novel. How does
Shakespeare create tension?
You should consider:
-The way in which he foreshadows events;
-The use of dramatic irony.
26
Write your essay responses in the space below.
27
Write your essay responses in the space below.
28
Log your reading of the story by filling out this reading log!
Date
Book
Pages
29
Main Points
Rating /10