English/ESL unit
Romeo and Juliet
A teaching unit for Stage 5 English with links to ESL pedagogy
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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A student:
1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation,
critical analysis and pleasure
2. uses and critically assesses a range of processes for responding and composing
3. selects, uses, describes and explains how different technologies affect and shape meaning
4. selects and uses language forms and features, and structures of texts according to different purposes,
audiences and contexts, and describes and explains their effects on meaning
5. transfers understanding of language concepts into new and different contexts
English syllabus
Stage 5 outcomes
6. experiments with different ways of imaginatively and interpretively transforming experience, information and
ideas into texts
7. thinks critically and interpretively using information, ideas and increasingly complex arguments to
respond to and compose texts in a range of contexts
8. investigates the relationships between and among texts
9. demonstrates understanding of the ways texts reflect personal and public worlds
10. questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
11. uses, reflects on, assesses and adapts their individual and collaborative skills for learning with
increasing independence and effectiveness.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Content
ESL Scales
Teaching and learning activities
Resources
Introduction to Shakespeare and stage play
2.2 Students learn to use
writing and representing as
an aid to research,
planning, classifying
information and learning
5.9 Students learn about
the selection, organisation
and coherence of
information and ideas in
texts
5.7 Students learn about
predicting, speculating,
hypothesising and
paraphrasing as strategies
for accessing texts with
unfamiliar ideas and
structures
4.1e Contribute
information and express
ideas in group tasks and
classroom discussion.
Research the life of Shakespeare by brainstorming what
students already know about Shakespeare and the era in
which he lived.
Handout 1:The life of
Shakespeare
6.8e Take notes when
reading texts for
information and organise
them for learning
purposes.
Visit the library and ask students to find 10 facts about
Shakespeare’s life and his plays using the Internet, CDROM and reference books.
Internet access
5.5h Transfer information
from texts into given
formats (tables,
diagrams, story maps).
6.8e Take notes when
reading texts for
information and organise
them for learning
purposes.
11.5 Students learn to use
individual and group
processes to generate,
investigate, document,
clarify, refine critically
evaluate and present ideas
and information drawn
from books, the internet
and other sources of
information.
NSW Department of Education and Training
Curriculum K-12 Directorate
Handout 2: The Globe Theatre
Working in groups of three, students read Handout The Life
of Shakespeare. Ask students to use their library research
information and the information from the handout to create a
timeline of the key events in Shakespeare’s life. Students
should select the events and details they think are most
relevant to someone studying one of Shakespeare’s plays.
Groups present their timeline and explain choices to the
class.
Research The Globe Theatre. Give students research
questions on the Globe Theatre. Students will need access
to the Internet to complete their research. If time or
computer access is limited, divide the questions into lots of 3
or 4 and distribute to students in pairs.
Discuss findings as a class.
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Content
ESL Scales
10.9 Students learn about
the ways in which
particular texts relate
to their cultural
experiences and the
culture of others.
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussion.
8. 4 Students learn to
track and explain the
treatment of a
common theme or
idea in a range of
texts in different
modes and media.
4.6c Respond to different
cultural attitudes
and practices as
exemplified in
stories (express
opinion, ask
questions, make
comparisons).
7.1 Students learn to ask
perceptive and
relevant questions,
make logical
predictions, draw
analogies and
challenge ideas and
information in texts.
7.4 Students learn to
compare and contrast
aspects of texts
7.8 Students learns to
demonstrate abstract
principles through
concrete examples.
5.6 c Identify some
common social and
literary stereotypes
in texts (villains and
heroes, traditional
gender roles).
5.6d Identify key aspects
of narrative (theme,
plot, final
resolution).
Teaching and learning activities
Resources
2. Romeo and Juliet – developing background
knowledge
Discuss as a class:
What are some of the great love stories of modern times,
from different cultures and from past times?
Draw on stories from novels, film, television, plays and
poetry including the students’ cultures.
Examples for discussion have been provided in the table
Romeo and Juliet and other love stories. Students should
come up with their own examples and identify similarities
and differences in the themes and plots of a range of love
stories to complete table in OHT1.
OHT 1: Romeo and Juliet and
other love stories
Consider: Who are the main characters in love stories?
What are the problems or complications that these
characters deal with? How do the love stories usually end?
5.1i Make simple
hypotheses and
generalisations.
7.9 Students learn about
the ways bias,
stereotypes,
perspectives and
ideologies are
constructed in texts,
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Curriculum K-12 Directorate
November 2004
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Content
ESL Scales
Teaching and learning activities
Resources
7.11 Students learn about
generalisations,
clichés, appeals to
authority, and
appeals to popularity
and public opinion.
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussion.
Ask students what they know about the story of
Romeo and Juliet. Create a plot overview on the
board.
4.9 Students learn about
appropriate language
forms and features
and structures of
texts to use in an
increasingly wide
range of contexts
6.5m
Complete Handout 3. Link the discussion back to the love
stories given as examples in OHT 1.
including the codes
and phrasings that
signal them
4.10 Students learn about
the metalanguage for
describing, explaining
and justifying the
composer’s choices
of language forms
and features and
structures of texts in
terms of purpose,
audience and
context.
Make
comparisons
between different
texts by the same
author or make
judgements about
different texts on the
same topic.
5.1i Make simple
hypotheses and
generalisations.
Discuss the ending of Romeo and Juliet and introduce the
term ‘tragedy’.
Handout 3: Shakespeare’s plays
Consider: Why does tragedy seem to be less popular in
modern love stories, particularly in film? Why are some of
the most enduring love stories tragedies?
Focus terms include:
characters
setting
plot
conflict
fate
free will
tragedy
resolution
themes
4.11 Students learn about
the influence of
purpose, audience
and context on the
use of particular
language forms and
features and
structures of texts.
4.13 Students learn about
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Curriculum K-12 Directorate
November 2004
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Content
ESL Scales
Teaching and learning activities
Resources
codes and
conventions,
including emotive,
evocative and
impersonal language
and signs, used to
signal tone, mood
and atmosphere in
spoken, written and
visual texts.
4.14 Students learn about
the appropriateness
of the use of
Standard English, its
variations and levels
of usage.
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Curriculum K-12 Directorate
November 2004
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Content
ESL Scales
Teaching and learning activities
Resources
9.1
6.5k
Hypothesise using
information from
the text (about
author, character,
ideas and events).
3. Viewing the film
Zeffirelli film version of Romeo
and Juliet
Demonstrate
understanding of
the main storyline
and most key
information points
when retelling or
paraphrasing.
Students create a viewing log in their books by drawing up 4
columns to complete whilst viewing: character development,
issues in plot, themes, film techniques.
9.2
7.3
Students learn to
respond to and
compose texts that
reflect their
expanding worlds
from the personal to
the public.
Students learn to
relate the content
and ideas in texts to
the world beyond
the texts.
Students learn to
infer from and
interpret texts
11.10 Students learn to
use conjecture and
hypothesis as
learning strategies
4.5c
5.8h
Use a dictionary
or thesaurus to check
understanding of key
words.
Students read the list of characters at the beginning of the
play and discuss what roles and relationships they think the
characters will have.
View the first few scenes of Zeffirelli’s Romeo and Juliet.
Stop briefly early in the film and ask students:

Which characters have we seen so far? Which will have the
most important roles? (Ensure students are clear about the
relationships between the families and within each family.)


What problems are going to arise?
What questions do you want answered at this point?
View about one hour of the film, completing the log as they
go.
Finalise viewing of the film revising and summarising at the
start of each lesson the key events.
1.1
Students learn to
respond to and compose a
range of imaginative,
factual and critical texts
which are increasingly
demanding in terms of
their linguistic, structural,
cognitive and emotional
and moral complexity.
5.8g Incorporate new
vocabulary from texts into
personal vocabulary
(specialised terminology).
NSW Department of Education and Training
Curriculum K-12 Directorate
Post viewing activities
Plot sequencing activity (Handout 4a). Students place key
events of plot into the order that they happened in the film.
Handout 4a: Sequencing the
events from the plot
Display OHT 2. Students match characters to appropriate
adjectives chosen. As they read Romeo and Juliet, they will
collect quotes and actions that describe a character.
OHT 2: After viewing the film
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Content
4.8
4.14
Students learn
about the ways in
which spoken,
written and visual
texts are shaped
according to
personal, historical,
cultural, social and
technological
workplace contexts.
Students learn
about the
appropriateness of
the use of Standard
English, its
variations and
levels of usage.
ESL Scales
Develop
understanding that
languages change
over time. Identify
patterns of change
in the English
language over
time.
5.8d
5.8g
Ask for guidance
and support from
the teacher to
accomplish
specialised
reading tasks.
Incorporate new
vocabulary from
texts into personal
vocabulary
(specialised
terminology).
Teaching and learning activities
Resources
4. The language of Shakespeare’s time
The following tasks are to prepare students and give them
confidence in engaging with the play, Romeo and Juliet.
Explain to students that the English language has changed
significantly over the last centuries. English can be divided
into Old English, Middle English and Modern English. Give
students Handout 5a with examples of English texts written
over the last 1200 years.
Handouts 5a and 5b: Old English,
…
Working in groups, ask students to place the texts in order
from the one they think is the oldest to the one they think is
the most modern.
Answers to 5a and 5b
Students then place all of the texts on the cline in Handout
5b, according to those which they think are Modern English,
Old English and Middle English.
Put up OHT with correct answers and a definition of modern
English.
Explain to students that they will become increasingly
confident and comfortable with Shakespearean English the
more that they hear, read and use the language. Read
student Handouts 5c and 5d on Shakespearean language
as a class. Start the activities as a class.
Handouts 5c, 5d and 5e: The
language of Shakespeare
Homework handout: Terms of
address in Shakespeare’s time
Homework: Terms of address vocabulary match-up.
5. Engaging with the playscript
3.1 Students learn to
respond to and
compose increasingly
5.6f Identify important
conventions of texts
(chapters in a book
NSW Department of Education and Training
Curriculum K-12 Directorate
Before starting the playscript, consider with students some
of the differences between film and stage play. Use Handout
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Content
complex texts in
different technologies
considering the
effects of the
technology including
layout and design on
meaning.
1.8 Students learn about
the features of
increasingly complex
imaginative, factual
and critical texts,
including the
cognitive, emotional
and moral
dimensions of the text
and its linguistic and
structural features.
ESL Scales
etc)
5.8g Incorporate new
vocabulary from
texts into personal
vocabulary
(specialised
terminology
4.8a Use knowledge of
sentence structure
and text
organisation to
identify meaning of
unknown words (in
cloze activities).
4.4 A student learns to
experiment with and
explain altered
perceptions of ideas
and information that
result from changes
in language features
and structures.
1.6 A student learns to
respond to and
compose texts that
use inference and
figurative language,
such as symbolism
and illusion, in
complex and subtle
ways.
Teaching and learning activities
Resources
6 to guide discussion and to familiarise students with the
text layout of a playscript.
Handout 6: A stage play – one
more medium
Class copies of the play Romeo
and Juliet
The Prologue:
Read the prologue to Romeo and Juliet.
Handout 7a: Vocabulary
matching
Discuss with students:

What is a prologue?

Why does the play have a prologue?

What does the prologue tell the audience?

What is the role of the chorus in the play?
Handout 7b: Romeo and Juliet,
The Prologue
Handout 7c (optional): The
Prologue
Students match the terms and definitions from The
Prologue. (recently arrived ESL students)
Students complete cloze exercise on the prologue and
complete student activities.
Place students in groups and ask them to write out a plain
English version of the prologue or sequence the plain
English version provided. (recently arrived ESL students.)
Discussion questions:
What have we learned from the prologue?
Why do you think the audience has been told the ending at
the start of the play?
1.7 Students learn about
the ideas,
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Content
ESL Scales
Teaching and learning activities
Resources
information,
perspectives and
ideologies presented
in increasingly
demanding
imaginative, factual
and critical texts and
the ways they are
presented.
6. (a) Close analysis of the play
1.1 Students learn to
respond to and
compose a range of
imaginative, factual
and critical texts
which are
increasingly
demanding in terms
of their linguistic,
structural, cognitive,
emotional and moral
complexity.
4.8 Students learn about
the ways in which
spoken, written and
visual texts are
shaped according to
personal, historical,
cultural, social,
technological and
workplace text.
4.4c Use language
acquired from new
sources or
experiences
(excursions,
performances,
conversations,
English-speaking
peers).
4.6a Talk about the text,
relating ideas to
personal experience
or previous learning.
4.6b Make comparisons
with own country
and culture when
reading.
Class copies of the play.
Briefly revise the plot sequence and discuss what happens
in scene i. Read the scene as a class.
Shakespearean insults can be
found at
http://www.wardell.org/jotd/shake
spearean_insults.htm
Discuss how the fight erupted between the servants.
Introduce some of the insults used in Shakespeare’s time
and encourage students to experiment with insulting each
other in Shakespearean English. (Go to the web site
referred to in the resources column for an easy sheet on
constructing a Shakespearean insult. There are many other
examples on the web).
Create a mindmap of the kinds of topics and actions that
were considered insulting in Shakespeare’s time. Compare
this to the topics and actions that are considered insulting
today. (e.g. insult to employer, family, etc.)
4.6g Show awareness
that different
cultures may have
different
interpretations of
text (in class
discussion about a
character’s action in
NSW Department of Education and Training
Curriculum K-12 Directorate
Act I, scene i: Focus on the fight
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Content
ESL Scales
Teaching and learning activities
Resources
a story).
1.6 Students learn to
respond to and
compose texts that
use inference and
figurative language,
such as symbolism
and illusion, in
complex and subtle
ways.
5.9 Students learn about
the selection,
organisation and
coherence of
information and ideas
in texts.
4.9f
Reconstruct a text
(using notes or
through
discussion).
7.10g Mimic or parody
particular styles
(write a fairy story
written in modern
times).
6.6j
9.2 Students learn to
relate the content and
ideas in texts to the
world beyond the
texts
Demonstrate
understanding of
some literary
devices such as
metaphors and
similes in context
(sour grapes).
Discuss Romeo’s behaviour in this scene. He seems to be
separated from the events of this scene. Why? What do
students think of Romeo’s behaviour?
Handout 8: Courtly love
Introduce idea of courtly love.
Explain what a dictagloss is and ask students to take notes
in pairs as you read the conventions of courtly love from
Handout 8.
Key words need to be provided and explained before
listening: Courtly love, social class, advances, perform
deeds, consumed, jealous.
Follow-up
Students complete the discussion questions from
Handout 8 in groups.
Ask students to brainstorm a set of modern rules for love
from either the perspective of the man (as in the handout) or
of a young woman.
9.7 Students learn about
the ways personal
perspective is shaped
by social, cultural and
historical influences
Note: Question 1 on Handout 8 can be completed after the
work on oxymoron. Questions 2 and 3 will need to be
completed at the appropriate time as students read the play.
4.4c
Use language
NSW Department of Education and Training
Curriculum K-12 Directorate
Courtly love
Place students in pairs to reconstruct the conventions and
rules focusing on the main ideas.
9.6 Students learn about
the ways different
and changing views
of the world shape
meaning
9.9 Students learn about
aspects of their own
context that influence
Act I, scene i: Focus on Romeo
Oxymoron: Taking a closer look at the language used by
Romeo in this scene.
November 2004
OHT 3: Shakespeare’s language
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Content
their responses and
compositions
4.10 Students learn about
the metalanguage for
describing, explaining
and justifying the
composer’s choices
of language forms
and features and
structures of texts in
terms of purpose,
audience and
context.
ESL Scales
acquired from new
sources or
experiences
(excursions,
performances,
conversations,
English-speaking
peers).
Teaching and learning activities
Resources
Explain to students what an oxymoron is. Ask them to
complete the table in OHT 2 trying to explain the meaning
and effect of the language in this scene.
Discuss and jointly, or independently write a paragraph
responding to the following question:

How does the use of oxymoron help to shape the
audience’s view of Romeo’s character at this stage in the
play?
4.11 Students learn about
the influence of
purpose, audience
and context on the
use of particular
language forms and
features and
structures of texts.
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Curriculum K-12 Directorate
November 2004
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Content
7.3 Students learn to infer
from and interpret
texts
ESL Scales
6 (b) Close analysis of the play
Copies of the play
Act I, scene ii
6.5b Participate in class
/group discussions
of text
interpretations.
Discuss the servant in this scene.
4.2 Students learn to
describe, explain and
evaluate the
composer’s choices
of language forms
and features and
structures of texts in
terms of purposes,
audience and
context.
6.6b
4.8
6.10b Use and sustain a
register
appropriate to
subject content,
purpose and
audience.
Infer the purpose,
audience and
context of
particular texts.
6.12d Plan with particular
audiences in mind.
5.10h Sustain an
appropriate tone
throughout a text.
6.12e Monitor writing to
ensure that
register has been
NSW Department of Education and Training
Curriculum K-12 Directorate
Resources
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussions.
6.5c
Give own opinion
of a text and compare it
with
Students learn
about the ways in
which spoken,
written and visual
texts are shaped
according to
personal, historical,
cultural, social,
technological and
workplace contexts
Teaching and learning activities
Briefly revise the plot sequence and discuss what happens
in scene ii. Read the scene as a class.




What problem does the servant have?
How does he solve the problem?
This scene is quite humorous. Who is Shakespeare
making fun of in this scene?
Is this an important scene in the context of the whole
story? Why?
Creating an invitation to the ball
(Recommended for Year 9)
Look at some examples of modern invitations, e.g. compare
a text message with a child’s party invitation and an
invitation to a wedding. In what ways are the invitations
different and why?
Ask students to label the language structures and features
of each text.
Discuss as a class how the invitation to the ball in Romeo
and Juliet might be similar or different from these invitations.
What information, language and layout would be suitable for
the invitation to the ball?
Teacher-selected resources: 3
examples of invitations.
Students should also be
encouraged to bring in an
invitation they have sent or
received to compare invitations
across cultures.
Teacher created labels for the
language structures and features
of invitations.
As a class jointly compose the opening lines of an invitation
to the ball. Students use this to create their own invitation to
the Capulet Feast.
Marking criteria:
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Content
ESL Scales
maintained.
Teaching and learning activities




4.10 Students learn about
the metalanguage for
describing, explaining
and justifying the
composer’s choices
of language forms
and features and
structures of texts in
terms of purpose,
audience and
context.
6.5b Participate in class
and group
discussions of text
interpretations.
4.3 Students learn to use
appropriate language
forms and features
and structures of
texts in their own
compositions and
describe, explain and
justify their choices in
terms of purpose,
audience and
context.
Resources
use of appropriate language for the period and for the
context of the ball
use of appropriate layout and decoration for the social
purpose and historical context
use of appropriate Shakespearean terms of address
effective layout and appealing choice of colour and
decoration.
6 (c) Close analysis of the play
Read Act 1, scene v
What is the significance of this scene in terms of the whole
play?
Discuss the tradition of the mask ball.

Who participated in it?

Why might this tradition have been fashionable in
Shakespeare’s time?

What would the audiences’ reaction or attitude be to a
masked ball?
6.2 Students learn to
respond imaginatively
and interpretively to
an increasingly
demanding range of
literary and nonliterary texts.
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Content
ESL Scales
Teaching and learning activities
Resources
Year 10 only
Zeffirelli film version of Romeo
and Juliet.
7.3 Students learn to
infer from and
interpret texts.
6.8
Students learn
about ways in which
film-makers
transform concepts
into film, including
consideration of
script, story lines,
sustained
perspective, and
visual and aural
components of filmmaking and their
interaction
View the ball section in both the Zeffirelli and Baz Luhrmann
(M rated) versions of the film*. Students take notes on the
way colour has been used for the masks and costumes of
different characters in this scene.
Please note: The Baz Luhrmann film version is rated M.
Students should be 15 years and over to view this film and
must have a signed parental permission form.
The Baz Luhrmann version of
Romeo and Juliet is M rated.
Students should be 15 years and
over and must have a signed
parental permission form.
* See suggestions for other scenes to compare on the next
page.
2.9 Students learn about
processes of
representation
including use of
symbols, images,
icons, stereotypes,
connotations,
inference, and
particular visual and
aural techniques
including those of
camera, design and
sound, to create
cohesive texts.
4.6g Show awareness
that different
cultures may have
different
interpretations of
text (in class
discussion about a
character’s actions
in a story).
Ask students to complete the table in Handout 9 comparing
the use of symbolism across cultures and use the table
format to identify the use of colour and other symbolism in
each film to suggest aspects of character, e.g. red for
Tybalt.
Handout 9: Symbolism
Discuss the findings from each film and write a paragraph
describing how colour has been used in each film to portray
the personalities of different characters.
10.1 Students learn to
identify cultural
elements expressed
in the language,
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Content
ESL Scales
Teaching and learning activities
Resources
structure and content
of texts drawn from
popular culture,
cultural heritages and
the workplace.
10.9 Students learn about
the ways in which
particular texts relate
to their cultural
experiences and the
cultures of others.
4.2 A student learns to
describe, explain, and
evaluate the
composer’s choices
of language forms
and features and
structures of texts in
terms of purpose,
audience and
context.
4.3 Students learn to use
appropriate language
forms and features
and structures of
texts in their own
compositions and
describe, explain and
justify their choices in
terms of purpose,
audience and
context.
4.10 Students learn about
the metalanguage for
describing, explaining
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Content
ESL Scales
Teaching and learning activities
Resources
6.1g Organise and
present ideas in a
short talk to an
audience.
Ask students to create a mask for themselves to attend the
ball. Liaise with the art staff to explore the possibility of a
joint project to produce the masks.
Materials to create masks. Liaise
with the creative arts faculty if
possible.
and justifying the
composer’s choice of
language forms and
features and
structures of texts in
terms of purpose,
audience and
context.
6.5 Students learn to
experiment with ways
of representing the
real world
imaginatively
6.2f Use suitable
language to engage
listeners when
beginning to speak.
Students prepare a 1–2 minute talk explaining the ideas that
they wanted to convey about themselves through their mask
and how they attempted to convey these ideas.
6.4f Evaluate their own
communication
against given
criteria.
8.1 Students learn to
identify and describe
the similarities and
differences between
and among ore
demanding texts.
8.9 Students learn about
similarities of
approach, attitude,
intent, point of view,
perspective and style
in texts by different
composers.
NSW Department of Education and Training
Curriculum K-12 Directorate
Suggested additional viewing tasks
Compare the two film interpretations of:

the balcony scene

the fight scene

the tomb scene.
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Content
ESL Scales
Teaching and learning activities
Resources
4.2 Students learn to
describe, explain and
evaluate the
composer’s choices
of language forms
and features and
structures of texts in
terms of purpose,
audience and
context.
6.6j Demonstrate
understanding of
some literary
devices such a
metaphors and
similes in context
(sour grapes).
7. Metaphor and other imagery in Act 1, scene v
Reread Act I, scene v from … ‘O She doth teach the
torches to burn bright.’
Students complete Handout 10 focusing on the sonnet,
similes and metaphor in the play
Return to Handout 8: Courtly love and complete question 2.
4.10 Students learn about
the metalanguage for
describing, explaining
and justifying the
composer’s choice of
language forms and
features and
structures of texts in
terms of purpose,
audience and
context.
4.13 Students learn about
codes and
conventions,
including emotive,
evocative and
impersonal language
and signs, used to
signal tone, mood
and atmosphere in
spoken, written and
visual texts.
11.9 Students learn to
adapt current skills,
knowledge and
understandings to
new situations.
5.2a Identify when
intonation, volume,
stress, pacing and
repetition in English
support and convey
NSW Department of Education and Training
Curriculum K-12 Directorate
Complete the questions for the first song as a class.
Ask students to suggest or bring a modern love song of their
own and students answer the same questions
independently.
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Content
8.1 Students learn to
identify and describe
the similarities and
differences between
and among more
demanding texts.
8.4 Students learn to
track and explain the
treatment of a
common theme or
idea in a range of
texts in different
modes and media.
ESL Scales
meaning.
5.9g Maintain an
appropriate balance
between general
ideas and
supporting detail in
texts.
4.3 Students learn to use
appropriate language
forms and features
and structures of
texts in their own
compositions and
describe, explain and
Note:
Students will need a metalanguage to analyse the songs
both in terms of the sound and the language of the lyrics.
This song task will need to be preceded by a vocabulary
task covering terms, such as: pitch, pace, stress, tone,
pausing; and poetic terms, such as rhyme, alliteration,
repetition, and so on.
Romeo and Juliet soundtrack: Young Hearts
6.5b Participate in
class/group
discussions of text
interpretations.
6.5c Give own opinion of
a text and compare
it with others’
opinions.
5.8g Incorporate new
vocabulary from
texts into personal
vocabulary
(specialised
terminology).
NSW Department of Education and Training
Curriculum K-12 Directorate
Resources
Suggested songs:
Roberta Flack: The first time ever I saw your face
Shania Twain: From this moment
Jeff Buckley: Last Goodbye
Nick Cave: Ship Song
8.9 Students learn about
similarities of
approach, attitude,
intent, points of view,
perspective and style
in texts by different
composers.
7.1 Students learns to
ask perceptive and
relevant questions,
make logical
predictions, draw
analogies and
challenge ideas and
information in texts.
Teaching and learning activities
Taped examples of live news
reports.
8. Responding to the fight scene
Read the fight scene Act III, scene i.
Year 10 only
Consider:

What choice did Romeo have in this scene?
Baz Lurhmann’s version of the
film.

Were the events the result of human choice or the
unavoidable forces of fate?
Ensure permission notes have
been obtained.

Could Romeo alone have changed the outcome of this
scene?
November 2004
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Content
justify their choices in
terms of purpose,
audience and
context.
ESL Scales
Teaching and learning activities
6.6c Identify how parts of
a narrative engage
the reader’s (or
viewer’s) attention.
Discuss how these events would be reported in the news.
4.9 A student learns
about appropriate
language forms and
features and
structures of texts to
use in an increasingly
wide range of
contexts.
Resources

What sort of angle would a television station take?

What kind of footage would journalists want to use?
View this scene in Baz Luhrmann’s version of film if
student permission forms have been obtained.
4.11 A student learns
about the influence of
purpose, audience
and context on the
use of particular
language forms and
features and
structures of texts.
3.1 Students learn to
respond to and
compose increasingly
complex texts in
different technologies
considering the
effects of the
technology including
layout and design on
meaning.
6.1c Contribute to group
activities by
clarifying task goals
and time limits,
requesting or
accepting opinions,
negotiating roles
and suggesting
procedures
3.2 Students learn to
identify and critically
evaluate the ways
information, ideas
and issues are
shaped by and
presented through
NSW Department of Education and Training
Curriculum K-12 Directorate
Introduce the language of film and analyse the filmic
techniques used in this scene.
Handout 11: Bloodshed on
Verona’s streets
The DET CD-ROM Take One is very useful to explore the
language of film.
View 2 or 3 examples of live news reports and discuss how
each report creates a sense of drama and captures the
audience interest. Compare to the news report style used in
the Luhrmann film.
Read Handout 11 on how to create your own news report.
Ask students to create a news report about the fight for
television.
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Content
ESL Scales
Teaching and learning activities
Resources
5.4c Use circumlocution
– talk around a topic
– to compensate for
vocabulary
inadequacies.
ESL Scales
9. Read Act IV, scene i: Friar Lawrence’s cell and
Act V, scene ii
Handout 12: Terms to describe
the themes and characters.
technology.
3.5 Students learn about
different techniques
used to compose
multimedia texts.
3.6 Students learn about
the ways in which
modern technologies
of communication are
used to inform,
persuade and
entertain.
3.7 Students learn about
the ways in which
modern technologies
of communication are
used to shape, adapt
and re-present past
and present cultures,
including popular
cultures and youth
cultures, for particular
audiences.
1.1 Students learn to
respond to and
compose a range of
imaginative, factual
and critical texts
which are
increasingly
demanding in terms
of their linguistic,
structural, cognitive,
emotional and moral
complexity.
1.3 Students learn to
6.1c Contribute to group
activities by
clarifying task goals
and time limits,
requesting or
accepting opinions,
negotiating roles
NSW Department of Education and Training
Curriculum K-12 Directorate
As a class construct a series of questions that you would
like to ask Friar Lawrence about his part in the tragedy.
Students can take turns to be in the hot seat and do their
best to defend their actions from the point of view of Friar
Lawrence.
Handouts 13a and 13b: Themes in
Romeo and Juliet
Read Act v, scene iii
What are the lessons of the play?
November 2004
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Content
analyse the
effectiveness and
impact of texts on
responders in terms
of ideas, perspective
and originality.
1.7 Students learn about
the ideas,
information,
perspectives and
ideologies presented
in increasingly
demanding
imaginative, factual
and critical texts and
the ways they are
presented.
ESL Scales
and suggesting
procedures.
6.5d Discuss characters
and their
motivations in a
story.
6.6c Identify how parts of
a narrative engage
the reader’s (or
viewer’s) attention.
Teaching and learning activities
Resources
Introduce the idea of theme. This can be done effectively through
a short story such as “The Last Spin”. This is a suitable short story
to explore themes and connects well with the idea of gang
violence and the feuding in Romeo and Juliet.
This story can be found in Making Connections in English 4, p.31
Give students Handout 13: Themes in Romeo and Juliet to start to
explore the themes of the play and link them to evidence from the
text
1.8 Students learn about
the features of
increasingly complex
imaginative, factual
and critical texts
including the
cognitive, emotional
and moral
dimensions of the text
and its linguistic and
structural features.
Content
11.4
Students learn to
choose learning
processes,
resources and
technologies
appropriate for
particular tasks and
situations
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Content
11.6
Students learn to
establish and adopt
roles and
responsibilities,
negotiate and
implement
strategies and meet
deadlines.
11.9
A student learns to
adapt current skills,
knowledge and
understanding to
new situations.
ESL Scales
Teaching and learning activities
Resources
11.13 Students learn
about management
strategies including
drawing up
schedules, timing,
delegation and
sharing in group
work
11.15 Students learn about
ways in which skills,
knowledge and
understanding can
be connected to
new information and
situations
10. Performing a scene from the play
Place students into groups of four. Allocate students one of
the scenes studied in class (or a key scene that has not
been studied) and ask students to prepare the scene to
perform.
Each group will also prepare a brief talk explaining:
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Content
ESL Scales
Teaching and learning activities
Resources
what their scene is about
what emotions and atmosphere is conveyed in their scene
how their scene links to the story of Romeo and Juliet
as a whole.
7.6 Students learn to
propose, support and
elaborate points in an
argument and draw
conclusions.
7.7 Students learn to
explore and develop
arguments in a range
of modes and media
and in imaginative,
interpretive and
critical compositions.
7.9 Students learn about
the ways bias,
stereotypes,
perspectives and
ideologies are
constructed in texts,
including the codes
and phrasings that
signal them.
7.6 Students learn to
propose, support and
elaborate points in an
argument and draw
conclusions.
7.7 Students learn to
explore and develop
arguments in a range
5.11d Use a range of
conjunction to
relate ideas across
sentences or
paragraphs in a
text (although, yet,
however).
5.11f Use topic
sentences within
as well as at the
beginning of
paragraphs to
unify ideas within a
paragraph.
6.11a Develop some
sub-topics in a text
(by picking up
points made in
previous
sentences or
paragraphs).
6.9f
Write a relevant
response to an
essay topic.
6.12a Monitor own
writing for
irrelevant
sentences,
phrases or ideas.
NSW Department of Education and Training
Curriculum K-12 Directorate
Jointly-constructed model essay
11. Responding critically
(Recommended for Year 10)
Writing an essay
Write a model essay on the topic: “Romeo and Juliet still
popular today. Why?” Brainstorm reasons that could be
used in response to this question.
Essay labels of language
structures and features - teacher
to create.
Place students in groups to write a paragraph on each point.
Draw the class arguments together to construct a complete
essay and write the introduction and conclusion at the end.
Examine the structure of information in an essay, how to use
evidence from the play in a critical response and appropriate
language for a critical response.
Ask students to label the different parts of the essay.
Students respond to another essay question individually.
ESL students who have recently arrived may be given the
first sentence in each paragraph as support for their essay.
Possible essay questions:
Handout 14: Sample essay and
plan
“The real message of Romeo and Juliet is that you should
never disobey authority or it can have terrible results.” Do
you agree?
Assessment task description and
marking criteria and guidelines
“We have a different view of love today than we used to
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Content
of modes and media
and in imaginative,
interpretive and
critical compositions.
7.10 Students learn about
sequence and
hierarchy of ideas.
ESL Scales
Teaching and learning activities
6.12f Proofread for ways
to improve flow of
ideas (revise
words, phrases or
sentences that
lack clarity or are
ambiguous).
Resources
have in the past.” Discuss in relation to the play and at least
one other text of your own choosing. In your answer include
how these views of love are communicated not just what
they are.
“Shakespeare’s plays are still relevant today because they
deal with universal themes and issues that are still relevant
to people today.” Discuss in relation to the themes and
events of Romeo and Juliet.
The tragic ending to Romeo and Juliet is a result of human
actions, not fate as the Prologue suggests.” Discuss.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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