Romeo & Juliet Unit Plan
Voice, Place, and Space: Playing with Dramatic Elements
Created and Designed by: Daniel Sedaros & Brandon Waldman
Global Rational
The name William Shakespeare is feared by those who do not know him and
admired by those who know him through his writing. The rational for teaching this play
to a Grade 10 class is to ensure that our students are knowledgeable about the language
and culture of the 16th Century. In Romeo and Juliet the plot is simple and the themes
throughout appeal to students in Grade 10 which allows them to gain an appreciation for
this great piece of literature. I will use current interpretations of the play and allow the
students to show creativity in many forms to associate Shakespeare with a positive
experience. The universality o the play extends beyond European culture and extends to
readers around the world which makes this literature more meaningful to life. No matter
where our students go in life, they will connect with the themes and ideas that are
presented in all of Shakespeare’s work especially Romeo and Juliet.
Grade Level: 10
Subject: English
Duration: 3-4 Weeks
Desired Learning Outcomes
Objectives:
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Students will get a grasp of who Shakespeare is and why we
study him.
SWBAT describe Shakespeare’s stage and the times that he
lived in
(comprehension)
Students will gain familiarity with Shakespeare’s style and
language by
blocking, rehearsing, and performing a scene from R&J in
groups (strategies and skills)(presenting and valuing)
SWBAT locate and interpret examples of literary techniques,
including
symbolism, theme, paradox. (strategies and skills)
Students will have a clear understanding of the plot and themes
of R&J.(critical analysis)
SWBAT critically compare and contrast the play with the Baz
Luhrmann movie as well as critically analyze it. (critical
analysis)
Students will improve their critical thinking; they will think
beyond simple who, what, and where questions (engagement and
personal response)
Students will form a foundation of knowledge, and an approach
to Shakespeare that they will build upon in studying subsequent
Shakespeare plays. (comprehension)(strategies and skills)

Students will practice their group-work skills by working in
pairs and small groups on activities and projects.(working
together/building community)
 Students will practice, in class discussions, articulating their
views and ideas connected to the play.(communicating ideas and
information—presenting and valuing)
 Students will get a grasp of who Shakespeare is and why we
study him.
 SWBAT describe Shakespeare’s stage and the times that he
lived in (comprehension)
 Students will gain familiarity with Shakespeare’s style and
language by blocking, rehearsing, and performing a scene from
R&J in groups (strategies and skills)(presenting and valuing)
 SWBAT locate and interpret examples of literary techniques,
including symbolism, theme, paradox. (strategies and skills)
 Students will have a clear understanding of the plot and themes
of R&J.(critical analysis)
 SWBAT critically compare and contrast the play with the Baz
Luhrmann movie as well as critically analyze it. (critical
analysis)
 Students will improve their critical thinking; they will think
beyond simple who, what, and where questions (engagement and
personal response)
 Students will form a foundation of knowledge, and an approach
to Shakespeare that they will build upon in studying subsequent
Shakespeare plays. (comprehension)(strategies and skills)
 Students will practice their group-work skills by working in
pairs and small groups on activities and projects. (working
together/building community)
 Students will practice, in class discussions, articulating their
views and ideas connected to the play.(communicating ideas and
information—presenting and valuing)
Lesson Plan # 1 for Romeo and Juliet
Learning Outcomes:
 SWBAT articulate their present understanding of the play and key elements
within the play.
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SWBAT develop their understandings of any grudges or feuds they have
witnessed or experience and develop their empathic skills.
Introduction: 5MINS Show a clip of the movie Zoolander where the two model/lead
characters face for their grudge inspired “walk-off”. I thought this was a good example
of a continuous grudge between the two characters. Write, “Grudge” on the board and
ask students, “What is a grudge?” and “What kind of grudges are there?” (Racial
grudges, history based, legal, martial, moral, friendship, and neighbors).
Activity:
 5-7MINS Have students write down an incident (real or believable fiction) that
describes a grudge (any type)
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10-12MINS Divide participants into pairs-each participant to interview his/her
partner on the nature and the cause of a grudge situation that they have
experienced (can be fictitious, but needs to be believable).
30-35MINS Put pairs together to make groups of four- the group is to physicalize
in the form of a tableau the incident and have one line to say out loud (while
frozen) that exposes their type of grudge/subtext. a) Model tableau
b) Express in frozen form first, (audience
guesses) then in words
c) All act, then freeze, audience guesses, then
speak
Brainstorm Criteria (class/teacher generated)
“What would make an interesting tableau??” (possible answers…)
-facial expression
-sense of movement and what it expresses
-focus your attention on expressing the main idea
-avoid blocking or masking of other characters
-how well does the statement match the action
-clear actions
Criteria
- Ask students to chose four criteria elements from their list and create a groupmarking sheet. They are to hand this sheet to you before they perform their
tableau and they are to be marked on the skills of their own choosing.
- Performing for their peers while students are frozen ask audience to state what
they see. Note: the performers are not allowed to respond, they must hold the
freeze.
- Once audience has responded tap each frozen participant on the shoulder- at this
point they are to say one line from their character’s point of view.
Closure: 5MINS “Given that we’ve seen and heard some great examples of grudges,
how do you feel about them.
Assessment/evaluation: Write in their journals in ANY form of expression something
anything about the experience. Remainder of classtime
Materials: Video clip of Zoolander cued up to the walk-off scene.
Romeo & Juliet # 2
Learning Outcomes:
 SWBAT start to think critically about the themes in Romeo and Juliet and attempt
to relate them to their lives.

SWBAT begin to become familiar with the language used in Shakespeare’s plays.
Introduction: 5-10MINS Write LOVE on the board and ask the question, “If you loved
someone but your parents would not let you be with that person, what would you do?”
Have students write down their opinions in their journals and then randomly chose
students to contribute their ideas to the class.
Activities:
 5-10MINS Hand out copies of the play to the entire class. Have them open up
their journals and write down from the board, “Were Romeo and Juliet victims of
fate or were they agents of their own demise?” Tell the students that this is an
essential question that we will be trying to answer as we read the play. Tell the
students that they are to start a journal to write their feelings about the play or
whenever they have ideas about the answer to this question or any others that we
might address. Ask the class, “Do you all have a play in front of you?” When
they answer yes you say, “No! You have a script in front of you. The script only
possesses the words. When those words get performed, they come alive and
THEN you have a play.” Tell them that we will read the prologue in class, but
you must read Act 1 at home. Hand out the cartoon synopsis of the play and tell
them about Sparknotes.com. “My purpose is not to present the play as some big
mystery, I want you to enjoy it. We’ll start with the general storyline so that we
all can get our bearings and then we’ll dig a little deeper into the heart of the
matter.”
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5-10MINS I will read the prologue to the class, I will reassure them that although
some of the language seems difficult that with time they will get used to it and
remind them to not let it bother you. After reading the prologue, we will have a
class discussion about some of the themes that have come up as I write them on
the board. (Love, death, intolerance, fate, responsibility of youth)
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5-8MINS Then I will have students write in their journals. The question, “Do
you think that fate plays a large role in your life or are your actions what
determine what will happen to you?”
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20MINS Read scene 1 as a class-Reader’s theatre (option to pass but tell me later
why)and then have a class discussion on why they think the families are feuding.
Was the Prince’s warning fair?
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10MINS Open their journals and write the name of every character thus far and
then list what they know/think/feel about this person. Encourage anything and
everything students have on their mind concerning the play to be written down
immediately so that they don’t have to do it all at the end of the unit. Remind
them this will be handed in and marked for content.
Closure: 5MINS Hand out cue cards and have them write down any specific questions
that they would like me to address about the play or Shakespeare so that I can incorporate
them into the lesson.
Assessment/evaluation: Informal assessment based on class discussions and
contributions. Journals will be marked at the end of the unit.
Materials: Copies of the play, Cue cards.
Romeo and Juliet # 3
Learning Outcomes:
 SWBAT use Shakespearean language in a playful manner so that they become
familiar and comfortable with the play and language.

SWBAT appreciate the interactive nature of a play and will be more actively
engaged in Romeo & Juliet.
Introduction: 10-15MINS Show clip of Eminem movie, Eight Mile during Rapfight
and show clip from Beatstreet showing Breakfight. Ask class to comment on the clips.
“What do you find interesting about the ways different people and groups battle each
other?” (sounds and gestures)
Activity
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5MINS What is a feud? What other feuds do we know of? What does it take to
resolve a feud?
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15MINS Divide class into half with one representing the Montagues and the
other half representing the Capulets. Break them down into pairs within their
respective sides. Hand out the Shakespearean Insult Sheet. Have each student
work with another in their family to create and memorize a performance where
they hurl an insult to the other side. First they must design three or more
combinations. Second, memorize the insult.
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5-10MINS Warm up the students by having the Montagues boo the Capulets and
vice versa. Students can practice by reading insults from their sheets.
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15-20MINS The Duel: Pairs from each clan come up into the center, without
script, and have the verbal duel. Stress that gestures and mannerisms are
important. Explain the rules that the person who loses his or her focus, runs out
of insults, or speaks the insult without conviction loses the duel and sites at the
back of the class. Promote the rivalry!
Closure: 5MINS Ask students, “How do feel about the language during the time of
Shakespeare after this duel?” “Do you understand the insults despite the difference in
language?”
Assessment/evaluation: Have students take insult sheets home and define in modern day
English what their three insults mean. Ask student to write a journal entry about the
experience. Students evaluated on participation, journal entry, and insult definitions.
Materials: Eight Mile & Beatstreet movie clips, Shakespeare insult sheet
Romeo & Juliet # 4
Learning Outcomes:
 SWBAT relate the themes of the play to their own lives.
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SWBAT critically think about the themes in the play.
Introduction: 15MINS Write on the board, “If your parents set you up on a date would
you go? Why or why not?” Have students write about this in their journals and then
have them share in their groups.
Activities
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15MINS Read Act 1 Scene 2 in their groups. Divide students into pairs and have
them discuss if they think that fate is involved in this scene and where it comes
into play. Have them individually record their answers in their journals and
remind them to keep track of the line numbers for future reference.
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5MINS Debrief as a class to reinforce good ideas.
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5MINS Discuss some of the things the students wrote on their cue cards the
previous class.
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10MINS Then have students read in groups then watch as a class Act 1 Scene 3.
Closure: I will then write the following questions on the board and have the students
copy them into their notebooks and write a paragraph or two that answers the questions.
This is for the remainder of class and for homework and is not intended to be done in
their journals, although they can be added for reference at a latter point. It will be due the
following class. Remainder of time.
Questions: Do you think that Juliet is capable of making mature decisions about love and
marriage? Supply evidence from the play.
Is Juliet’s answer to her mother consistent with what teenagers today would say? Look
for quotes to support your ideas.
Who should make the final decision about marriage? Why?
Assessment/evaluation: The paragraph assignment will be for homework. Full marks
will be rewarded if all three questions are answered and evidence through quotes are
supplied in a thoughtful manner.
Materials: Student’s copy of the play
Romeo & Juliet # 5
Learning Outcomes:
 SWBAT understand the dramatic impact of voice upon the impression of a
character. In this case it will be the character of Romeo.
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SWBAT critically analyze the relationship between Romeo and Juliet by looking
at the facts and including their opinions in a persuasive piece of writing.
Introduction: 5-10MINS Show the famous balcony scene from the latest modern
version.
Activity:
 5-10MINS Hand out random concealed labels (from a hat) each describing
various fictional/media characters (eg. Disney characters, Tupac, Donald Trump,
Britney Spears, Romeo or Juliet, the students themselves, etc.). Get the class to
sit in a large circle and read the famous balcony scene (2.2.1-50 approx.). Have
each student read up to a punctuation mark with the voice of their prescribed
character in mind as they read. Encourage students to experiment with different
tones of voice. Have students switch up their character labels with others and read
the lines again.
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5MINS Have a class discussion on how the different voices affected how we felt
about the characters and what they were saying. This would be a good way to
check for understanding.
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5MINS Show the Balcony scene from the new version of the film to center
students back. Have them follow from the script or put on the subtitles on the
screen.
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10MINS Ask students to draw an image that the scene conjured up in their heads.
Any image that they can relate to Act 2, scene 2 is sufficient
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20-25MINS. Tell the students that they must imagine themselves as
Papparazzi/Journalists during Shakespeare’s time. They must envision
themselves being present during this encounter between the lovers. Their job is to
write a persuasive newspaper/magazine article that not only explains the events
between the children of the rival families, but also addresses the opinion of the
student towards the implications and repercussions of such a relationship.
Remind students to consider four criteria. a) Summary “What happened?” b)
Implications “So what does this mean to the families and the moral issues of
denying such a relationship?” c) Repercussions “Why not let these two lovers
get together (age, family relations, etc.)? d) Voice/tone “how do you want to
approach the reader- seriously or with humour” …remind students to include their
images with their article (they were no cameras back then)
Closure: 5MINS. Ask students which activity did they like best and why? Ask students,
“If you where the papparrazzi/journalist would you consider this a juicy story?”
Assessment/evaluation: Students will complete their articles as homework and will turn
them in the next day.
Materials: Modern movie version, label with character names on them.
Romeo & Juliet # 6
Learning Outcomes:
 SWBAT describe and analyze language devices used in the play by doing a close
reading of the character of Friar Lawrence.
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SWBAT recognize these devices and apply them to a piece of their own writing.
Introduction: 5MINS. Watch the scene with Friar Lawrence’s speech from the old
version of Romeo and Juliet.
Activities:
 10-15MINS Have students read Friar Lawrence’s speech in their groups (2.3.122). (Pass out copies of the speech so the students can write on them.)
Discuss the language tricks that Shakespeare uses in this speech. Focus on the
line “The gray-eyed morn smiles on the frowning night.” Point out that in this line,
Shakespeare attributes human actions to morning and night. Ask the students to show
you which actions (smiles, frowns). Tell them (or remind them) that this trick is called
personification. Have the term written on the board or on a transparency along with the
example line.
Focus on the phrase “check’ring the eastern clouds with streaks of light”. Ask:
What picture do you get in your mind when you hear this phrase? Do you see a sky with
areas of dark and light? Why might Shakespeare have used the word check’ring? How
does the word contribute to the pattern of dark and light you see? Does it invite a
comparison with a checkerboard? Point out that this comparison is called a metaphor.
Again, have the term written on the board or on a transparency along with the example
phrase.
Focus on the line “And fleckled darkness like a drunkard reels”. Ask if this line
is a metaphor or a simile. (Someone might point out that it is also personification.) Ask:
What is compared to what? Remind the students that if the comparison uses like or as, it
is called a simile. Again, have this term written on the board or on a transparency.
Focus on the phrase “From forth day’s path and Titan’s fiery wheels.” Together,
find out who Titan is (model how you would locate information). Explain that references
like this, which refer to ancient Greek and Roman mythology, are called classical
allusions. Again, have the term and example listed on the board or on a transparency.
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10MINS Reversals- Again, look closely at 2.3.1-22. Focus on the word upfill
(line 7). Ask the students to identify what is unusual about this phrase. (They
will say “upfill” is reversed, that we usually say “fill up”.)
Focus on “The earth that’s nature’s mother is her tomb;/ What is her burying
grave, that is her womb” (lines 9-10). Ask the students to identify what’s unusual about
these ideas. (The thoughts are reversed. What gives birth serves as a grave; what serves
as a grave gives birth.) Point out that these lines contain reversed thoughts.
Focus on “And from her womb children of divers kind / We sucking on her
natural bosom find” (lines 11-12). Ask the students to identify what is unusual about the
wording of the sentence (other from the fact that it sounds like a foreign language). The
wording is an example of reversed sentence construction. In their groups, ask students to
unscramble the sentence. For example, students might say that this is the ‘normal’ word
order: “And we find children of divers kind from her womb sucking on her natural
bosom”.
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10MINS Pass out the Shakespeare’s language tricks sheet and have students, in
their groups, look for original examples of each device from the Friar’s speech..
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15-20MINS Divide the students into partners. Give them 10 minutes to study the
rest of the speech for more examples of these language devices. Have students
copy the questions and write their answers into their journals. Then have them
share their answers with everyone in a class discussion. Draw some conclusions
about this speech:
~ What does Friar Lawrence explain about the nature of these herbs?
~ How does this nature lesson apply to life in general?
~ How does this nature lesson apply to the relationship between Romeo and Juliet?
~ How does the use of these language tricks enhance this speech for you?
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5MINS Let students return to their groups and read the rest of the scene.
Closure: 5MINS Talk about foreshadowing The Friar’s speech and the impulsiveness
of Romeo’s affections, through an informal class discussion.
Assessment/evaluation: 10MINS-Rest of class. Have students finish up the language
tricks and questions (if they haven’t done so already). Tell students to read 2.4-6 (for a
plot summary) and summarize their findings in the form of a letter to a friend. Ask them
to imagine themselves as a friend of either Juliet or Romeo and include if they approve of
the couple’s quick plunge into such a serious romance and commitment. They will be
given top marks if they include any language tricks into their letter. This assignment is to
be handed in the following day.
Materials: Older version of the film, extra copy of Friar’s speech (2.3.1-22), language
tricks hand-out sheet
Romeo & Juliet # 7
Learning outcomes:
 SWBAT evaluate the use of atmosphere in creating a dramatic effect within a
story.
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SWBAT see a situation from a different point of view and build on their empathic
skills.

SWBAT offer constructive solutions to conflicts.
Introduction: 5-10MINS Ask students, “Does the weather affect your mood?” After
short discussion show the Mercucio death scene from the modern film (3.1).
Activities:
 5MINS. Discuss the reference to and use of weather and how it foreshadows the
action that takes place in the scene.

5-10MINS Have students read scene 3.1. in their groups.

10MINS On their own, have students answer the following questions on a sheet
of paper that will be handed in at the end of class (2 paragraph format). a) How
does the weather affect the atmosphere of the scene? Why? b) Would the actions
that take place be less or more dramatic/powerful if there was no reference to the
weather? Why?

5MINS Have students offer responses to the questions.

20MINS Have students rewrite the scene as if they are an innocent bystander
who knows nothing about the story prior to witnessing Mercucio’s death (up until
Romeo exits). Get them to write a scene with the understanding they are being
interviewed by an investigating officer (in the form of a dialogue).
Closure: 5MINS In a class discussion, ask students “as the bystander what would you
do or what could you do during the conflict and after it?”
5-10MINS Have students write in their journals three or more strategies they could have
done to disrupt or resolve the conflict between the two groups.
Evaluation/Assessment: The two paragraph answers to the questions will be handed in
at the end of class.
Rewriting the scene will be completed for homework.
The three or more conflict resolution strategies will contribute to their journal mark.
Materials: New film version cued to Mercucio’s death scene.
Romeo & Juliet #8: Acting
Objectives:
 SWBAT feel as though they are a part of Shakespearian times through the
acting process
 SWBAT gain a new appreciation for the play through being aware of the
acting, stage directions and props
 SWBAT enjoy the play by viewing their class mates perform
The Lesson
Introduction:
 Staring them in the roles of the characters
 The creativity that it takes to recreate one of the scenes in the play
Activities:
Day 1
(30 min)
I will introduce the final project that is to be completed in three
class days and on the third day it will be shown on video or in the
classroom
The students will be given one of several scenes designated by me
on a hand out that I will give out
Each student will have time to figure out what scene they would
like to do and they must fulfill the number of people to do the
scene that is provided on the sheet
We will figure out the grouping and talk about editing and what
kind of things should be cut and others that cannot
 I will give the class an example by editing the prologue
and showing them what I expect
(45 min)
this will be class time to begin with the editing process of the
scenes that were chosen
Day 2
(75 min)
entire class to work on the assignment
Day 3 and 4
(75 min)
performances and videos
Closure:

Remind that class that they have one more class to work on it and the third
class will be presentations
Assessment:
 Students will be assessed on a set of criteria that I will create
 It will be worth 25 % of their grade
 Get going on the project (Homework)
Materials:
 Romeo and Juliet text
VCR
Handout for Acting Assignment
For your final project you are to act out one of the scenes below with the following rules
and regulations:
1. You are not to change the language of the play but you are allowed to cut lines and edit
lines to have them fit into your final goal of summarizing the scene
2. You are to either act it out in front of the class (and you are allowed to use cue cards) or
to make a video of the scene (in which you are not allowed cue cards in front of the
camera)
3. This presentation is to be 15-20 min on video and 8-12 min if it is performed live. If you
need more time than this please come talk to me and we can discuss possible options
4. Each group will consist of 1-5 members dependent upon the scene that is chosen. If you
know your group then come and sees me and tells me your first choice. Be prepared to
have a second and third choice.
5. each group will have to submit their edited scene to me on day 2 and some things to make
sure that you think about when editing: number of lines per actor should be equal,
minimum of 20 lines per person, and ensure that you have an overall theme in the scene
that is maintained
6. the chose of scene will determine the order in which you will present the video or scene
This assignment is worth 25% of your grad for this unit.
Editing process on time and done well
/15
Costumes and scenery
/15
Uses class time effectively
/10
Fluidity of lines and transitions
/25
Final product
/35
You will have a choice of the following scenes:
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Act 1 Scene 1 (5 people)
Act 1 Scene 3 (3 people)
Act 1 Scene 5 (5 people)
Act 2 Scene 2 (2 people)
Act 2 Scene 3 (2 people)
Act 2 Scene 5 (2 people)
Act 2 Scene 5 (3 people)
Act 3 Scene 1 (5 people)
Act 3 Scene 2 (3 people)
Act 3 Scene 5 (2 people)
Act 4 Scene 3 (1 person)
Act 5 Scene 1 (2 people)
Act 5 Scene 3 (5 people)
Romeo & Juliet # 9: The Eye and I
Objectives:
 SWBAT gain insight into a major or minor character through the use of visual
aids
 SWBAT find and apply quotations from the play to describe their chosen
character
 SWBAT demonstrate knowledge of the inner thoughts of a chosen character
and the perception that others have of them in the context of the play
The Lesson
Introduction:
 The idea that we are viewed in the world by ourselves and by others
 The artistic aspect of the project and the creativity that it allows
Activities:
(15-20 min)
put them into groups of 6-7 students and divide the passages up
and have them read them as a group
the following passages will be given to a group:
Act 1 Scene 1 Lines 197-198
Act 1 Scene 1 Lines 235-245
Act 1 Scene 3 Lines 92-97
Act 1 Scene 3 Lines 48-66
(there are many examples and these are just a few)
Have the students count out how many times Shakespeare uses I
and eye and have them discuss the sound but be careful of how it is
written
Ask the students if they noticed any other parts of the play where
he uses and plays with the idea of orality (pun)
Talk about the idea of the Objectivity and physicality vs. the
subjectivity and the inner
The “I” represents the subjectivity and the “Eye” represents the
subjectivity
Ask the students to give example when it comes to me and what I
look like physically and how I view myself
Talk about the idea of characters based on the perceptions that they
are portrayed in the play
Then I will assign an assignment that involves choosing a character
and creating a collage, drawing or some visual representation
based on the view of how the character views themselves (I) and
how the character is viewed by those around them in the play (eye)
Need to prepare this piece and write a 2 paragraph rational that
explains the reasons for using certain pictures, colours and
anything else that is presented on the piece of art
(55-60 min)
the class will be given the rest of the class to do this assignment
Closure:
 at the end of the class bring them together and inform them that the project is
due next class (or can compromise) and they will be expected to share it with
the class so bring it
 there 2 paragraph rational should also be brought to hand it with the
assignment at the end of next class
Assessment/Evaluation:
 students will be marked on if the assignment is completed and handed in on
time
 finish the assignment at home and write a 2 paragraph rational for your
assignment for next class
Materials:
 Bring a barrage of magazines, scrap paper, and any other art materials from
the art room
Romeo and Juliet text
Romeo & Juliet # 10: Writers work shop
Objectives:
 SWBAT to use quotes properly from the play in an essay
 SWBAT understand the basic structure of an essay
 SWBAT show their understanding of issues in the play through a formal essay
The Lesson
Introduction:
 Use of personal voice to add to the play
Activities:
Day 1
(10 min)
start by introducing a major paper for this unit
Hand out the sheet with different suggested topics and tell them
that you are open to new topics but they have to come see you
before the begin their essay
(20 min)
go over the basic structure of an essay
go over any other aspects of grammar and punctuation that are
necessary dependent upon previous assignments
(60 min)
have the students chose three questions and hand back all previous
assignments that will be useful for them in the writing of the essay
(past ideas that are worth looking at deeper) – hand back old
assignment for any new ideas
have them brain storm and then let them do silent writing for the
rest of the class
warn them that they will have to use class time productively
because we will be going over them next class – outline for next
class
Day 2
(20 min)
have a brief discussion of the structure of outline
Begin writing first draft
(20 min)
make sure that all students have a first draft and then have them
pair up with another student to read each others essays
(30 min)
now have them pair up with another pair so that they are in groups
of 4 and they will now exchange papers and make corrections and
offer suggestions
They are reminded that only positive comments are allowed and
that you must offer constructive criticism
Closure:
 They will be told that they are to go home and write a second draft and bring
it for the next class
Assessment/Evaluation:
 They will then show this second draft to another student that was not in there
group and have them correct it before they write their final paper
 There will be given a rubric that they will have for evaluation and it will be
given on day 1:
 Have second draft for next class done for homework
Materials:
 Romeo and Juliet text
Rubric for essay
Essay Topics
All essays will use quotations to support any argument that you propose, it is important to
base you argument with few strong quotes rather than many weak ones. You are to only
use the text for quotations. The text will be the support for your argument and no other
sources are needed.
This essay will be 3-4 pages typed, double spaced, 12 point font
1. Compare and contrast one of the scenes in the play with one found in the
Lurhmann version of Romeo and Juliet using one of the three levels of film
analysis
2. Explain the purpose of the prologue in Romeo and Juliet
3. Explain the light and dark imagery in Act 1 and explain how it is used as symbols
for two characters in the play
4. Name the two other people in the play who know about the love between Romeo
and Juliet and explain how they help the lovers achieve their goals.
5. closely analyze Act 2 Scene 3 and explain Friar Lawrence’s philosophy
concerning parts of plants as compared to the potential actions of man
6. Explain the relationship between the Nurse and Juliet
Is the idea of “Star Crossed Lovers” one of myth in the world that we live in today or is it
possible to have the true fantasy of love?
Rubric for Essays
4  The response is a thoroughly developed persuasive essay, which fulfills
the purpose by including:
- a valid, clearly focused and defined issue
- relevant, sufficient, documented support from several valid sources
- synthesis of all information to determine implications
- precise organization of evidence and implications to enhance purpose
- effective use of appropriate technology tools for research, analysis, and communication
- careful attention to audience understanding and interest
- appropriate language and conventions
- effective form, sequence, delivery of presentation
3  The response is a well-developed persuasive essay, which fulfills the
purpose with:
- a valid, focused issue
- relevant, specific, documented support from valid sources
- adequate synthesis of information to determine implications
- effective organization of evidence and implications to achieve purpose
- sufficient use of appropriate technology tools for research, analysis, and
communication
- a clear voice and consistent tone
- attention to audience knowledge and interest
- few errors in language and conventions
- suitable form, sequence, delivery of presentation
2  The response is an incomplete or oversimplified persuasive essay, which
attempts to fulfill the purpose with:
- a valid issue
- irrelevant, inconclusive support from limited sources
- incomplete synthesis of information
- inconsistent organization of evidence and implications
- lack of clear voice and consis insufficient use of appropriate technology tools for
research, analysis, and communication tent tone
- consideration of audience awareness and interest
- errors in language and conventions that interfere with meaning
inappropriate form, sequence, delivery of presentation
1  The response is a poorly-written, inadequate essay, which attempts to
fulfill the purpose with:
- unfocused or invalid issue
- incomplete, irrelevant support
- lack of synthesis of information
- unclear organization of evidence and implications
- lack of appropriate technology tools for research, analysis, and communication
- weak sense of audience awareness and interest
- errors in language and conventions that obscure meaning
- inconsistent, unclear form, sequence, delivery of presentation
Romeo & Juliet #11: The Opener and Closer
Objectives:
 SWBAT show that they understood the plot of the play
 SWBAT appreciate the romanticizing of the play as a whole by showing that
they understand the main themes of the play
The Lesson
Introduction:
 Use of personal voice to add to the play
 Listening to me read in an amazing English accent
Activities:
Day 1
(15 min)
read out the Prologue Lines 1-14, and now that we have discussed
many aspects of the play and what the prologue entails
read the Prologue to Act 2 Lines 1-14 and compare it to the
prologue for act 1
Now read the last part of Act 5 Scene 3 Lines 309-321 and have a
class discussion around the concepts of a Tragedy.
(5 min)
we will now discuss the assignment that is to be handed in at the
end of class. The students are to show their knowledge of the plot
by creating a journal entry of the events that occurred and that
characters perspective on what has happened, how they feel, and
predictions of what is to come.
(50 min)
they will have this time to write the piece of writing and will be
told that they will hand it in at the end of class and it is to be a
minimum of 2 pages double spaced and it must be legible
Closure:
 I will wrap up with the main ideas in the play and remind them that they have
a paper due soon
Assessment/Evaluation:
 They will be marked on creativity, completion and legibility of their
assignment
Materials:
 Romeo and Juliet text
Romeo & Juliet# 12: Video analysis of Romeo and Juliet
Objectives:
 SWBAT analyze a film critically and understand how important
cinematography is to create the right atmosphere in a film
 SWBAT appreciate a modern day version of Shakespeare’s Romeo and Juliet
but to endure the authenticity of the language
The Lesson
Introduction:
 Deals with movies and the modern day life of cars, guns and love
Activities / Questions to pose:
Day 1
(15 min)
Give the students the two sheets: the one information and the other
is to be filled out by the end of the two days
Explain the sheet that I hand out and go over it with the students
pointing out the significant points of analyzing a film
Have the students get into groups of three quickly (30 students, 10
Groups) and sit with these people
Then I will ask each group to assign numbers 1-3 to each member
of the group, form this I will assign either Literary, Dramatic or
Cinematic roles
Each student in the group is to fill to take notes on their category
during the film and make sure that they fill out that information on
the worksheet; they should have at least one page full of notes by
the end of the two days
These notes will be shared with classmates in the groups that they
are in and they will discuss the different perspective and share
them on day 2 to make sure that the whole worksheet is filled out
At the end of day 2 they will hand in the completed worksheet and
will not be able to write their final paper if it is not handed in as it
is part of their final paper
On day 2 they will be given time to get together and share
information from the movie and discuss any issues that they have
in an open discussion
(60 min)
play the movie
Day 2
(60 min)
(15 min)
play the rest of the movie
allow for sharing and questions
Closure:
 At the end of the class on day 2 they will be able to ask any questions about
the film and will share information to fill ion the worksheet
Assessment/Evaluation:
 students will be marked on if the assignment is completed and handed in on
time
 finish the assignment in class and hand it in for homework
Materials:
 Bring the Lurhman version of Romeo and Juliet (De Caprio, Danes)
 Romeo and Juliet text
Handout and worksheet
How to Read a Movie
Literary
Definition:
Dramatic
Definition:
Cinematic
Sounds
Sights
Definition:
Literary
Plot
Dramatic
Actors Playing Actors
Cinematic
Camera Angles
Characters
Dialogue
Types of shots
Setting
Costumes
Camera Movement
Theme
Make up
Duration of shots
Point of view
Set/Location
Editing
Motifs
Director
Sound
Symbols
The Cinematic Classroom
Using film meaningfully in the Language
arts
There are 3 levels of film analysis:
1. Literary – elements that film shares with literature
a. Plot
b. Characters
c. Setting
d. Theme
e. Point of view
f. Motifs
g. Symbols
2. Dramatic – elements that film shares with live drama
a. Actors playing actors
b. Dialogue
c. Costumes
d. Make up
e. Set/locations
f. Director
3. Cinematic – elements of the film that are different from literature and live
drama
a. Types of shot – long shots, close ups, extremem close ups
b. Camera angles – high, eye level, low
c. Camera movement – pan, tilt, tracking shot
d. Duration of shots – subliminal, quick, average lengthy
e. Editing – cut, fadeout/in, dissolve, wipe
Sound – voice over narrator, dialogue, sound effects, music
Romeo & Juliet #13: Final Rest
Objectives:
 SWBAT piece together all of the concepts, themes and ideas of the play into
the last scene
 SWBAT gain an understanding of the true passions of love through the “eyes”
of Romeo
 SWBAT have a clear understanding of the sequence of the events that
occurred in the play
The Lesson
Introduction:
 The students may have dealt with friends or themselves about the idea of
suicide
Activities:
Day 1
(10 min)
open our texts to Act 5 Scene 3 Lines 74-120 and give the students
the background or ask for a volunteer to give it to us
read it aloud to the class
(20 min)
discuss issues of imagery, the use of I, breath, lips and the
significance to the play as a whole
o in this soliloquy Romeo talks of four of the five senses
and this is interesting because it is the senses that
destroys him when he does not recognize that Juliet is
alive
o there is also the idea of Orality in the passage as Romeo
speaks of breath, lips, and cheeks which significance is
in the only colour that remains in Juliet
o imagery of beauty and youth is explored
(20 min)
now that the play comes to an end I need to hand out the time line
sheet and have the students work on it in pairs
we will come back to the class to discuss the sheet and make sure
that all students have the proper order
(10 min)
go over the sheet with the class and make sure the plot line is well
understood and emphasize the importance it will play for their final
paper and assignment
(15 min)
I will give them the assignment for next day. It is to take any
scene of the play and find a piece of music that would fit this scene
and write a 1 page rational of why you chose this piece
We will be sharing them next class and it will be handed in for
marks next class
Closure:
 At the end of the class on day 2 they will be able to ask any questions and
comments that they want to share
Assessment:
 students will be marked on if the assignment is completed and handed in on
time
 make sure that they bring the song and rational to day 2
Materials:
Romeo and Juliet text
A Timeline of What Happens in Romeo and Juliet
Rearrange the following events into the proper sequence:
Day ___
Juliet's wedding to Paris is moved to Wednesday.
Juliet is told she will marry Paris.
Juliet returns and apologizes to her family.
Juliet takes the potion at night.
Juliet goes to Friar Laurence to get a potion.
Romeo leaves Juliet at dawn.
Friar Laurence sends a message to Romeo.
Day ___
Invitations to Capulet's masked ball are sent.
Lord Capulet promises Juliet's hand to Paris.
Romeo and Juliet meet and fall in love.
After the ball, Romeo comes to Juliet's balcony and they profess their love
for each other.
The Capulets and Montagues fight in the street
Day ___
Romeo drinks poison, dies.
Romeo returns to Verona.
Juliet is placed in the Capulet tomb.
Juliet is discovered at dawn.
Romeo goes to Juliet's tomb, kills Paris.
Romeo is told Juliet is dead.
Day ___
The two feuding families are reconciled.
Juliet wakes and, discovering Romeo dead, kills herself.
Day ___
Juliet's marriage to Paris is arranged for Thursday.
Romeo and Juliet marry in the afternoon.
Romeo kills Tybalt after the marriage.
Romeo visits Friar Laurence at dawn.
Romeo spends the wedding night with Juliet.
Juliet sends a message to Romeo later that morning.
Time Line Answers
A Timeline of What Happens in Romeo and Juliet
Day 1 SUNDAY
The Capulets and Montagues fight in the street.
Lord Capulet promises Juliet's hand to Paris.
Invitations to Capulet's masked ball are sent.
Romeo and Juliet meet and fall in love.
After the ball, Romeo comes to Juliet's balcony and they profess their love
for each other.
Day 2 MONDAY
Romeo visits Friar Laurence at dawn.
Juliet sends a message to Romeo later that morning.
Romeo and Juliet marry in the afternoon.
Romeo kills Tybalt after the marriage.
Juliet's marriage to Paris is arranged for Thursday.
Romeo spends the wedding night with Juliet.
Day 3 TUESDAY
Romeo leaves Juliet at dawn.
Juliet is told she will marry Paris.
Juliet goes to Friar Laurence to get a potion.
Juliet returns and apologizes to her family.
Juliet's wedding to Paris is moved to Wednesday.
Juliet takes the potion at night.
Friar Laurence sends a message to Romeo.
Day 4 WEDNESDAY
Juliet is discovered at dawn.
Juliet is placed in the Capulet tomb.
Romeo is told Juliet is dead.
Romeo returns to Verona.
Romeo goes to Juliet's tomb, kills Paris.
Romeo drinks poison, dies.
Day 5 THURSDAY
Juliet wakes and, discovering Romeo dead, kills herself.
The two feuding families are reconciled.
Assessment:
UNIT/100
Mark for In-class Work and Participation
Journal
Character Sketch
Music Assignment
Video Presentation
Final Paper
/20
/18
/6
/6
/25
/25
Resources
The Friendly Shakespeare by Norrie Epstein
This is the very best book for stimulating interest in Shakespeare’s works.
It contains fascinating facts, discussions of each play, great pictures, as
well as a chapter on the film versions of Shakespeare’s plays—invaluable!
Shakespeare’s Language by Frank Kermode
A fascinating book that traces the development of Shakespeare’s
language throughout his plays.
Who’s Who in Shakespeare by Wendy Nelson-Cave
An alphabetically-arranged book that covers every character in
Shakespeare’s plays as well as all the troublesome vocabulary.
William Shakespeare: The Extraordinary Life of the Most Successful
Writer of All Time by Andrew Gurr
An invaluable classroom resource. It is a essentially a 300 colourphotograph
picture book that shows exactly what life was like in
Shakespeare’s times. Andrew Gurr is an authoritarian on the subject.
William Shakespeare’s Romeo and Juliet (movie, 1996) (Leonardo
DiCaprio/Claire Danes version)
http://shakespeare.palomar.edu/lambtales/LAMBTALE.HTM
Lamb’s Tales: This is a website that has all the Shakespeare plays told in
narrative format. A great way to quickly review a play.
http://shakespeare.palomar.edu/default.htm
Mr. Shakespeare and the Internet: The biggest and best Shakespeare
website; includes timelines, synopsis, links to complete works, as well as
other oddities to make Shakespeare more engaging and fun.
http://sites.micro-link.net/zekscrab/index.html
Shakes Sphere: A great site for teachers with lots of interesting articles
exploring different aspects of Shakespeare’s artistry.
Shakespeare: True and False
___ In Shakespeare’s time, you had to have a license to put on a
play.
___ There was no censorship like there is today. Playwrights and
acting companies could do whatever they wanted.
___ Both rich and poor people went to Shakespeare’s play’s; they
were the popular like movies are today.
___ Shakespeare wrote mostly in Latin; when his works were
translated a hundred years ago, they became really popular
with English-speaking people.
___ Most of Shakespeare’s plays were performed at the Globe
Theatre.
___ Everyone had to stand during a play but rich people could pay
extra and sit on the stage.
___ Popcorn and apples were the most popular treats of the day.
___ You were not aloud to drink during a play, and if you threw fruit
at the actors you could go to jail.
___ Shakespeare was born in 1564 and died in 1616.
___ Playwrights were not considered serious artists in their day.
___ Shakespeare wrote a lot of critically acclaimed plays, but died
poor and penniless in a tavern.
___ His most popular play was Titus Andronicus which featured
people being killed, ground up into flour, and served as bread to
other people.
___ There was no copywriting in Shakespeare’s day, and other
actors wrote down Shakespeare’s plays during performances
and put on the same play with their theater companies.
___ Shakespeare was famous for his elaborate, realistic props
which won him many theatre awards.
___ Women were not permitted to appear on stage, and Romeo
and Juliet was performed with a young boy playing Juliet.
___ There were no directors in Shakespeare’s time; the actors
directed the plays themselves.
___ Playgoers during the Renaissance were mostly illiterate and
didn’t understand the language; they just enjoyed the costumes
and the party-like atmosphere of a Shakespeare play.
___ Shakespeare himself was a well known actor.