Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.5 – Inter-Relationships and Self-Reliance – The Tragedy of Romeo and Juliet - Appendix
1.
2a-b.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12a-e.
13.
14a-m.
15.
16.
17.
18.
19a-b
20.
21.
22.
23.
Unit Themes and Essential Questions [Days 1, 3]
Tear and Share [Day 1]
Prompt [Day 1]
Questions for Peer Editing [Day 2]
Rubric [Day 2]
Review of Writing Checklist [Day 2]
Quick Write Procedure [Days 3, 4, 5, 11, 12, 15, 18]
Getting the Most From Discussions and Presentations [Days 4, 7]
Genre: Informational Text [Day 3]
Think-Write-Pair-Share [Days 3, 7]
Graphic Organizer: Society for Neuroscience [Day 3]
Brain Briefings: Article “The Teenage Brain” and Article: “Young Brains on Alcohol” [Day 3]
Romeo and Juliet: Introduction to The Prologue [Day 5]
Romeo and Juliet Study Guide [Days 5-21]
Song Parents Just Don’t Understand [Day 7]
Freytag’s Pyramid [Day 8]
Queen Mab Activity [Day 9]
Handout: Why Study Shakespeare [Day 5]
Analysis of Act II, Scene II [Day 9]
Focus Question #1 [Day 10]
Focus Question #2 [Day 14]
Frontline: “Inside the Teenage Brain” [Day 19]
Criteria for Multimedia Presentation [Days 20-21]
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
1
©Macomb Intermediate School District 2007
Themes and Essential Questions
Disposition: Inter-Relationships and Self-Reliance
Themes
 Decisions can have long-term effects.
 The quality of relationships defines lives.
 We can avoid replicating the mistakes we have made only when we
recognize them as mistakes.
Essential Questions
 Who am I?
 How do my skills and talents help define me?
 How do I relate to my family, my community and society?
 How do I build networks of people to support me?
 How am I a reflection of my relationships?
 How do my relationships within and across groups affect others?
 What influence do class, religion, language, and culture have on my relationships and
my decisions?
 What can I contribute as an individual?
 What is my responsibility to society?
 How may personal decisions affect my family or neighborhood?
 How can potential consequences guide my decision making?
 Can decisions based on violence or anger have a peaceful resolution?
Appendix #1
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
2
©Macomb Intermediate School District 2007
Tear and Share Procedure
A Tear and Share is a cooperative comprehension check-up paired with the Survey,
Question, Read, Review, and Recite (SQ3R) reading strategy. Students incorporate before,
during, and after reading strategies to improve comprehension and retention of ideas and
concepts.
Directions:
 Arrange students in groups of four; assign selections of the previous readings for each
group to reread.
 Provide students with the four-squared worksheet with pre-determined numbered
questions. Questions in the four boxes include:
1. What are the most important ideas in this section?
2. What event did you find most surprising?
3. How would you describe the appearance and actions of the main character(s)?
4. Does this story remind you of a personal experience or another story you have
read?
 Groups will reread the text independently noting key ideas.
 Each student writes brief phrases to answer the question in each square. Pace
students so they are spending about the same amount of time writing in each square.
 Ask students to stop writing, fold the paper into four squares, then open and tear
along the creases to obtain four separate squares. Students redistribute the squares so
that someone has all the #1 squares, another student, all the #2 squares, etc.
 Students scan the content of the squares, and then think about and write a synthesis
that summarizes all the ideas.
 Students recite the summary statements within the group of four.
 Representatives from each group share summary statements with the whole group.
Any student may add to or challenge a summary, citing evidence from the text.
 As time permits, have each group record their summaries on large chart papers posted
in the room.
Appendix #2a
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
3
©Macomb Intermediate School District 2007
Tear and Share
1–
2–
3–
4–
Appendix #2b
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
4
©Macomb Intermediate School District 2007
Directions
Decisions can have long-term effects on someone’s life. Sometimes, decisions cannot be
taken back or reversed. Think about a big decision you have had to make. Did you gather
others’ opinions before making the decision? What influenced your decision making? Did
your parents, teachers or mentors influence your decision?
Write about the theme: Making Decisions
Do one of the following:
 Describe a decision you had to make. What went into that decision-making process? Give
specific details and/or examples.
OR
 Discuss a situation in which your personal decision had an impact on someone else.
OR
 Write about the theme in your own way.
Use examples from real life, from what you have read or watched, or from your imagination.
Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough
draft. If you need to make a correction, cross out the error and write the correction above or
next to it.
You should give careful thought to revision (rethinking ideas) and proofreading (correcting
spelling, capitalization, and punctuation). Use the checklist and rubric to help improve your
writing.
Appendix #3
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
5
©Macomb Intermediate School District 2007
Peer Editing Questions
 Is the central idea or point of the writing clear?
 Is the central idea or point supported by important and relevant details,
examples, and/or anecdotes?
 Does the writing begin with an interesting and engaging lead, continue with a
middle that supports and develops the point, and conclude with an ending that
summarizes the point?
 Is the writing interesting with engaging words and different sentence lengths
and types?
 What do I as the listener think is good about the writing?
 Do I have questions and/or suggestions for the writer?
Appendix #4
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
6
©Macomb Intermediate School District 2007
Rubric
Writing from Knowledge and Experience
Characteristics
6
5
Content and Ideas
The writing is
exceptionally clear and
focused. Ideas and
content are thoroughly
developed with relevant
details and examples
where appropriate.
The writing is clear
and focused. Ideas
and content are well
developed with
relevant details and
examples where
appropriate.
Organization
The writer’s control over
organization and the
connections between ideas
move the reader smoothly
and naturally through the
text.
Style and Voice
The writer shows a mature
command of language
including precise word
choice that results in a
compelling piece of
writing.
Tight control over
language use and mastery
of writing conventions
contribute to the effect of
the response.
The writer’s control
over organization
and the connections
between ideas
effectively move the
reader through the
text.
The writer shows a
command of
language including
precise word choice.
Conventions
The language is well
controlled, and
occasional lapses in
writing conventions
are hardly noticeable.
4
3
The writing is
generally clear and
focused. Ideas and
content are developed
with relevant details
and examples where
appropriate, although
there may be some
unevenness.
The response is
generally coherent,
and its organization is
functional.
The writing is
somewhat clear and
focused. Ideas and
content are developed
with limited or partially
successful use of
examples and details.
The writing is only
occasionally clear
and focused. Ideas
and content are
underdeveloped.
The writing is
generally unclear
and unfocused.
Ideas and content
are not developed
or connected.
There may be evidence
of an organizational
structure, but it may be
artificial or ineffective.
There may be little
evidence of
organizational
structure.
There may be no
noticeable
organizational
structure.
The writer’s command
of language, including
word choice, supports
meaning.
Vocabulary may be
basic.
Vocabulary may be
limited.
Lapses in writing
conventions are not
distracting.
Incomplete mastery of
over writing
conventions and
language use may
interfere with meaning
some of the time.
Limited control
over writing
conventions may
make the writing
difficult to
understand.
Not ratable if: a) off topic b) illegible c) written in language other than English d) blank/refused to respond
Appendix # 5
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
7
©Macomb Intermediate School District 2007
2
1
Lack of control
over writing
conventions may
make the writing
difficult to
understand.
Review of Writing: Publishing Final Copy
DIRECTIONS
Now you will be doing three things: revising your paper (which means to rethink your ideas),
polishing your paper (which means to edit and proofread), and recopying your paper as
neatly as possible.
Use the following checklist as you revise and edit the writing that you have done. When you
are finished revising, you must make a final copy of your paper. Then proofread your final
copy to make sure that all of your revisions have been made.
CHECKLIST FOR REVISION
1. Do I have a clear central idea that connects to the topic?
2. Do I stay focused on my central idea?
3. Do I support my central idea with important and relevant details/examples?
4. Do I need to take out details/examples that DO NOT support my central idea?
5. Is my writing organized and complete, with a clear beginning, middle, and end?
6. Do I use a variety of interesting words, phrases, and/or sentences?
CHECKLIST FOR EDITING
7. Have I checked and corrected my spelling to help readers understand my writing?
8. Have I checked and corrected my punctuation and capitalization to help readers
understand my writing?
CHECKLIST FOR PROOFREADING
9. Is everything in my final copy just the way I want it?
Reread your writing. You should cross out or erase any errors you make. You will have as
much time as you need.
Appendix # 6
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
8
©Macomb Intermediate School District 2007
Quick Write Procedure
What is it?
Quick writes are most often used to develop fluency. In quick writes, students write rapidly
and without stopping in response to literature and for other types of impromptu writing.
Quick writes provide students with a means of quickly representing their thinking. Rather
than being concerned with correct spelling, punctuation, and word usage, the student is more
interested in simply responding to the prompt in a personal way. Students reflect on what
they know about a topic, ramble on paper, generate words and ideas, and make connections
among the ideas. Young children often do quick writes in which they draw pictures and add
labels. Some students do a mixture of writing and drawing.
Students do quick writes for a variety of purposes:
 Learning logs: Immediately following a particular lesson, engaging activity, or
discussion, pause and allow students to reflect in their learning logs or journals.
Share responses.
 Constructed response to literature: to activate prior knowledge, to reflect on a
theme of a story and how it relates to them personally, or to describe a favorite
character.
 Reflections on new learning: to explain what something means or to define or
explain a word on the word wall.
How to do a quick write
1. The teacher selects a purpose for the students. This prompt should be tied to a content
area and elicit a personal response from the student.
2. After listening to the prompt, the student is instructed to write a response by jotting
down whatever comes to mind. The time limit should be no longer than ten minutes.
When students are first doing quick writes, start with two minutes of writing and
increase the time gradually. Students write until instructed to stop. They are allowed
only to finish their thought when “time” is called.
3. Quick writes may be used several times in a day. They may provide a “nugget” for a
more extended piece of writing.
4. When it is time to share, students read their writing to a small group of four or five
students. Volunteers could also share with the whole group.
Appendix 7
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
9
©Macomb Intermediate School District 2007
Getting the Most From Discussions and Presentations
Group Discussion Guidelines
How to get the most out of
listening…
 Be attentive and civil.
 Monitor message for clarity and
understanding.
 Gain the floor politely.
 Pose appropriate questions.
 Ask relevant questions.
 Tolerate lack of consensus.
 Provide verbal and nonverbal
feedback.
 Notice cues such as change of
pace and emphasis that indicate
a new point is about to be
made.
 Take notes to organize essential
information.
How to be a good team member…
 Fulfill roles and
responsibilities.
 Pose relevant questions.
 Give and follow instructions.
 Acknowledge and build on
ideas of others.
What to do in discussions…
 Pose questions.
 Listen to others.
 Contribute ideas.
 Reflect on and revise initial
responses.
 Offer dissent courteously.
Appendix #8
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
10
©Macomb Intermediate School District 2007
Genre: Informational Text
Informational text gives factual information on a specific topic or event.
Definition:
 Informational text is “..designed primarily to explain, argue or describe rather than to entertain.”
(from Harris, et al. The Literacy Dictionary, IRA, 1995)
 “The main function of expository text is to present the reader information about theories, predictions,
persons, facts, dates, specifications, generalizations, limitations, and conclusions.” (Michael F.
Graves and Wayne H. Slater. “Research on Expository Text: Implications for Teachers” in Children’s
Comprehension of Text, K. Denise Muth, editor, IRA, 1989.)
Purpose:
 To acquire information
 To satisfy curiosity
 To understand our world more fully
 To understand new concepts and expand vocabulary
 To make connections to our lives and learning
(from Stephanie Harvey. Nonfiction Matters, Stenhouse, 1998)
Form and Features:
Informational text uses a number of forms of organization including:
 Sequence of events
 Description by categories
 Process description
 Comparison/contrast
 Problem and solution
 Cause and effect
Informational text…
 gives information,
 gives necessary explanations to understand the information,
 shows what is and is not important,
 often uses narrative(story) elements to make it interesting.
(from Barbara Reed and Elaine Weber. Expository Text: What Is A Teacher To Do? ABC Publishing, 1990.)
Informational text may have some or all of the following features:
 Table of contents and Index
 Photographs and realistic, accurate illustrations
 Captions to describe photographs, illustrations, etc.
 Maps and diagrams
 Glossary (words with definitions)
 Footnotes
 Bibliographies
Appendix #9
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
11
©Macomb Intermediate School District 2007
Think-[Write]-Pair-Share
A Think-Pair-Share (TPS) is a quick 2-5 minute verbal interaction between two or three
students that allows them to quickly process the academic language and content being
learned. TPS is not just a background knowledge activity, so also keep it in mind for
building other habits and for during- and post-reading stages. TPS can be very effective
during teacher presentations for creating breaks that push student to organize thoughts well
enough to communicate them. TPS also allows a student to hear how another person is
processing the learning; this further builds background knowledge.
You can use TPS in many different areas of instruction, such as vocabulary, content
concepts, opinions, compare-and-contrast activities, sharing parts of homework, summaries
of text or visuals, connecting to background knowledge or other classes, making predictions
or inferences, and solving problems.
Procedure:
1. Create a question or prompt that will encourage students to use their background
knowledge and experience in answering it.
2. Have students think in silence for 30-60 seconds to mentally prepare what they will
say. Variation: They write notes and/or an answer prior to turning to partners to share.
This changes the procedure to Think-Write-Pair-Share.
3. Put students into pairs. During the pair work, students should do the following:
a. Face their partner, show interest, and listen actively. They can even take notes.
b. Stay on the topic.
c. Remember what their partner says in order to share it with the class later.
d. Give reasons for any opinions, such as evidence from the book, class
discussions, or their own lives.
e. Use the vocabulary and academic language that you have modeled.
f. Ask their partners questions that call for clarification and evidence. Do you
mean that…. ? Why do you think that…? Where does it say that…? (Caution
students to be respectful and polite in their questioning of one another.)
4. After pair time, ask students to share with the class what their partner said. This forces
them to listen and also publicly validates what partners have said.
Appendix #10
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
12
©Macomb Intermediate School District 2007
Society for Neuroscience
Article “Young Brains on Alcohol”
http://www.sfn.org/index.cfm?pagename=brainBriefings_youngBrainsOnAlcohol
As you read the above article, think about the claim made below by the author. Take notes that provide
evidence to support his claim on the left and an interpretation of that evidence on the right.
Claim: “Clearly, experimentation with alcohol during youth is bad news. But now research shows it's even
worse than you think. Recent studies suggest that drinking harms the developing brains of adolescents and
teens possibly even more than it does adults. The repercussions may include learning and memory problems,
among others. If confirmed, the results provide additional evidence that young people should avoid alcohol.”
Evidence: Examples, quotes, textual references that
support the claim…
Interpretation: An explanation and/or analysis of
the evidence. . .
Appendix #11
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
13
©Macomb Intermediate School District 2007
Society for Neuroscience
The Adolescent Brain
http://www.sfn.org/index.cfm?pagename=brainBriefings_Adolescent_brain
Scientists once thought the brain's key development ended within the first few years of life. Current findings,
however, indicate that important brain regions undergo refinement through adolescence and at least into a
person's twenties. Thanks to advanced brain imaging techniquest, scientists now can map brain tissue growth
spurts and losses, allowing researchers to compare brain growth in both health and disease and to pinpoint
where brain changes are most prominent in disease. Already brain mapping research is underway for
diseases that often emerge in adolescence, including schizophrenia and bipolar disorder. From this research,
more targeted interventions are likely to be developed and administered early to treat or prevent ensuing
disorders.
Teenagers and adults often don't see eye to eye, but new brain research is shedding light on why. Although
adolescence is often characterized by increased independence and a desire for knowledge and exploration, it
is also a time when brain changes can result in high-risk behaviors, addiction vulnerability, and mental
illness, as different parts of the brain mature at different rates.
Many teens, for example, use adolescence as a time to experiment with drugs. A 2004 study found that 70
percent of high school seniors used alcohol in the previous year. What's more, the adolescent's brain may be
particularly vulnerable to the negative effects of drugs, including becoming addicted later in life more so
than people who don't use drugs before age 21.
Atypical brain changes and behaviors also can appear in adolescence. A 2005 report found that an estimated
2.7 million children and adolescents are reported by their parents to suffer from severe emotional or
behavioral difficulties.
These difficulties may persist throughout development and lead to lifelong disability, including more serious
and co-occurring mental illnesses.
Scientists once thought the brain's key development ended within the first few years of life. Now, thanks to
advanced brain imaging technology and adolescent research, scientists are learning more about the teenage
brain both in health and in disease. They know now that the brain continues to develop at least into a person's
twenties.
What's more, these findings are starting to lead to earlier and more targeted treatments for diseases that begin
with abnormal brain changes in adolescence or earlier.
Advances in adolescent brain research are leading to:
• A better understanding of the growing adolescent brain, both in typical and atypical development.
Appendix #12a
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
14
©Macomb Intermediate School District 2007
• Earlier detection of atypical brain changes that may serve as markers for diseases or disorders later in life.
• Improved and targeted interventions that can be administered early enough to potentially prevent the
development of more serious illness.
During adolescence, brain connections and signaling mechanisms selectively change over time to meet the
needs of the environment. Overall, gray matter volume increases at earlier ages, followed by sustained loss
and thinning starting around puberty, which correlates with advancing cognitive abilities. Scientists think this
process reflects greater organization of the brain as it prunes redundant connections, and increases in myelin,
which enhance transmission of brain messages.
Other parts of the brain also undergo refinement during the teen years. Areas associated with more basic
functions, including the motor and sensory areas, mature early. Areas involved in planning and decisionmaking, including the prefrontal cortex -- the cognitive or reasoning area of the brain important for
controlling impulses and emotions -- appear not to have yet reached adult dimension during the early
twenties. The brain's reward center, the ventral striatum, also is more active during adolescence than in
adulthood, and the adolescent brain still is strengthening connections between its reasoning- and emotionrelated regions.
Scientists believe these collective findings may indicate that cognitive control over high-risk behaviors is
still maturing during adolescence, making teens more apt to engage in risky behaviors. Also, with the brain's
emotion-related areas and connections still maturing, adolescents may be more vulnerable to psychological
disorders.
Current research is looking at the manifestations of psychological disorders in adolescents, particularly
schizophrenia and bipolar disorder. Large imaging studies have shown that brain changes associated with
schizophrenia typically begin in adolescence when the brain undergoes the normal pruning sequence of
myelination growth spurts and gray matter loss. It appears that a larger and more severe wave of gray matter
loss occurs in the brains of adolescents developing schizophrenia, which eventually engulfs much of the
cortex after a period of five years.
Scientists believe that the natural teenage process of pruning may be accelerated or otherwise altered in
schizophrenia, bipolar disorder, and other neurodevelopmental disorders.
This research is leading to treatment implications, including a newer antipsychotic medication that, if
administered early, may prevent or slow the severe wave of gray matter loss in schizophrenia and keep the
disorder from progressing. Scientists also are exploring the use of low doses of medication to prevent the
functional alterations in brain cells in bipolar disorder.
Appendix #12b
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
15
©Macomb Intermediate School District 2007
The above composite MRI brain images show top views of the sequence of gray matter maturation over the
surface of the brain. Researchers found that, overall, gray matter volume increased at earlier ages, followed
by sustained loss and thinning starting around puberty, which correlates with advancing cognitive abilities.
Scientists think this process reflects greater organization of the brain as it prunes redundant connections, and
increases in myelin, which enhance transmission of brain messages.
Appendix #12c
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
16
©Macomb Intermediate School District 2007
Society for Neuroscience
Young Brains on Alcohol
http://www.sfn.org/index.cfm?pagename=brainBriefings_youngBrainsOnAlcohol
Scientists once thought the brain's key development ended within the first few years of life. Current findings,
however, indicate that important brain regions undergo refinement through adolescence and at least into a
person's twenties. Thanks to advanced brain imaging techniquest, scientists now can map brain tissue growth
spurts and losses, allowing researchers to compare brain growth in both health and disease and to pinpoint
where brain changes are most prominent in disease. Already brain mapping research is underway for
diseases that often emerge in adolescence, including schizophrenia and bipolar disorder. From this research,
more targeted interventions are likely to be developed and administered early to treat or prevent ensuing
disorders.
-------------------------------------------------------------------------------Teenagers and adults often don't see eye to eye, but new brain research is shedding light on why. Although
adolescence is often characterized by increased independence and a desire for knowledge and exploration, it
is also a time when brain changes can result in high-risk behaviors, addiction vulnerability, and mental
illness, as different parts of the brain mature at different rates.
Many teens, for example, use adolescence as a time to experiment with drugs. A 2004 study found that 70
percent of high school seniors used alcohol in the previous year. What's more, the adolescent's brain may be
particularly vulnerable to the negative effects of drugs, including becoming addicted later in life more so
than people who don't use drugs before age 21.
Atypical brain changes and behaviors also can appear in adolescence. A 2005 report found that an estimated
2.7 million children and adolescents are reported by their parents to suffer from severe emotional or
behavioral difficulties.
These difficulties may persist throughout development and lead to lifelong disability, including more serious
and co-occurring mental illnesses.
Scientists once thought the brain's key development ended within the first few years of life. Now, thanks to
advanced brain imaging technology and adolescent research, scientists are learning more about the teenage
brain both in health and in disease. They know now that the brain continues to develop at least into a person's
twenties.
What's more, these findings are starting to lead to earlier and more targeted treatments for diseases that begin
with abnormal brain changes in adolescence or earlier.
Advances in adolescent brain research are leading to:
• A better understanding of the growing adolescent brain, both in typical and atypical development.
• Earlier detection of atypical brain changes that may serve as markers for diseases or disorders later in life.
• Improved and targeted interventions that can be administered early enough to potentially prevent the
development of more serious illness.
Appendix #12d
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
17
©Macomb Intermediate School District 2007
During adolescence, brain connections and signaling mechanisms selectively change over time to meet the
needs of the environment. Overall, gray matter volume increases at earlier ages, followed by sustained loss
and thinning starting around puberty, which correlates with advancing cognitive abilities. Scientists think this
process reflects greater organization of the brain as it prunes redundant connections, and increases in myelin,
which enhance transmission of brain messages.
Other parts of the brain also undergo refinement during the teen years. Areas associated with more basic
functions, including the motor and sensory areas, mature early. Areas involved in planning and decisionmaking, including the prefrontal cortex -- the cognitive or reasoning area of the brain important for
controlling impulses and emotions -- appear not to have yet reached adult dimension during the early
twenties. The brain's reward center, the ventral striatum, also is more active during adolescence than in
adulthood, and the adolescent brain still is strengthening connections between its reasoning- and emotionrelated regions.
Scientists believe these collective findings may indicate that cognitive control over high-risk behaviors is
still maturing during adolescence, making teens more apt to engage in risky behaviors. Also, with the brain's
emotion-related areas and connections still maturing, adolescents may be more vulnerable to psychological
disorders.
Current research is looking at the manifestations of psychological disorders in adolescents, particularly
schizophrenia and bipolar disorder. Large imaging studies have shown that brain changes associated with
schizophrenia typically begin in adolescence when the brain undergoes the normal pruning sequence of
myelination growth spurts and gray matter loss. It appears that a larger and more severe wave of gray matter
loss occurs in the brains of adolescents developing schizophrenia, which eventually engulfs much of the
cortex after a period of five years.
Scientists believe that the natural teenage process of pruning may be accelerated or otherwise altered in
schizophrenia, bipolar disorder, and other neurodevelopmental disorders.
This research is leading to treatment implications, including a newer antipsychotic medication that, if
administered early, may prevent or slow the severe wave of gray matter loss in schizophrenia and keep the
disorder from progressing. Scientists also are exploring the use of low doses of medication to prevent the
functional alterations in brain cells in bipolar disorder.
-------------------------------------------------------------------------------The above composite MRI brain images show top views of the sequence of gray matter maturation over the
surface of the brain. Researchers found that, overall, gray matter volume increased at earlier ages, followed
by sustained loss and thinning starting around puberty, which correlates with advancing cognitive abilities.
Scientists think this process reflects greater organization of the brain as it prunes redundant connections, and
increases in myelin, which enhance transmission of brain messages.
--------------------------------------------------------------------------------
Appendix #12e
ELA High School Unit 9.5 – Romeo and Juliet – Appendix
18
©Macomb Intermediate School District 2007
Romeo and Juliet
Introduction to The Prologue
Name: _______________________
Period: ______
Elizabethan Version (Bryant Translation)
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-crossed lovers take their life
Whose misadventured piteous overthrows
Doth with their death bury their parents' strife.
The fearful passage of their death-marked love,
And the continuance of their parents' rage,
Which, but their children's end, naught could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
The Shakespearean sonnet (also called the
English or Elizabethan sonnet) has three
four-line units (quatrains) and a two-line
unit (couplet).
A couplet is always indented; both lines
rhyme.
The meter of Shakespeare's sonnets is iambic
pentameter. This means that each line
contains five iambs. An iamb is a unit of
poetry with two syllables; the first syllable is
pronounced quietly, and the second is
accented (emphasized). For example, the first
line of the Prologue would be pronounced
with every other syllable accented:
Two households, both alike
in dignity,
The rhyming lines in each quatrain are the
first and third and the second and fourth. For
example, in the Prologue, “dignity” rhymes
with “mutiny” and “scene” rhymes with
“unclean”. A couplet ends the poem. All of
Shakespeare's sonnets follow the same
pattern.
1. What is the setting of the play?
2. What is the conflict?
3. What are the consequences of the conflict?
4. Can you think of any modern day feuds?
The Shakespearean sonnet
5. Mark the rhyme scheme (abab cdcd efef gg).
6. Mark the three quatrains and final couplet.
Appendix #13
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Name _______________________
Period _______________
ROMEO AND JULIET: Act I Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in the
play.
adversary ________________________________________________________________
boisterous ________________________________________________________________
nuptial __________________________________________________________________
II. LITERARY TERMS: Below, find literary terms listed in alphabetical order. Be able to define each term
and apply each term to the play.
aside ____________________________________________________________________
Example: ____________________________________________________
blank verse ______________________________________________________________
characterization ___________________________________________________________
conflict ___________________________________________
External: 1. _______________ vs. ________________
2. _______________ vs. ________________
3. _______________ vs. ________________
Internal: 4. ________________ vs. ________________
Example: ________________________________________________________
couplet ______________________________________________________________________
epithet ______________________________________________________________________
figurative language ____________________________________________________________
Example: ________________________________________________________
foil ________________________________________________________________________
Example: ________________________________________________________
foreshadowing _______________________________________________________________
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Appendix #14a
Example: ________________________________________________________
iambic meter _________________________________________________________________
iambic pentameter _____________________________________________________________
metaphor ____________________________________________________________________
Example: ________________________________________________________
pun ________________________________________________________________________
Example: ________________________________________________________
quatrain _____________________________________________________________________
simile _______________________________________________________________________
Example: ________________________________________________________
sonnet _______________________________________________________________________
III. Questions: answer the following questions.
Prologue:
1. In what city does this play take place?
2. Why are Romeo and Juliet called “star-cross’d lovers”?
Scene 1:
3. Who is fighting at the beginning of the first scene?
4. Who tries to break up the fighting?
5. What threat does the Prince make to Lord Montague and Lord Capulet?
6. Benvolio and Montague describe the way Romeo has been acting. What do they have to say about him?
7. Why is Romeo so sad? Explain.
8. What is Benvolio’s advice to Romeo?
Scene 2:
9. Why does Capulet think it will be easy for Montague and him to keep the peace?
Appendix #14b
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10. What does Paris ask about Capulet?
11. What is Capulet’s first answer?
12. A bit later Capulet appears to change his mind about Paris’ question. What does he then tell Paris?
13. What problem does the servant have?
14. What is the name of the woman Romeo loves?
15. What do Romeo and Benvolio decide to do?
Scene 3:
16. How old is Juliet?
17. When Lady Capulet asks Juliet how she feels about marriage, what is Juliet’s answer?
18. Following Juliet’s answer, what does Lady Capulet then tell Juliet?
Scene 4:
19. According to Mercutio, who or what is Queen Mab, and what does she or it do?
20. What does Mercutio say about dreams?
21. What is Romeo’s mood at the end of this scene? Explain.
Scene 5:
22. What does Romeo think of Juliet the first time he sees her?
23. How does Tybalt recognize Romeo?
24. When Tybaltt is ready to seize Romeo and throw him out of the party, what does Capulet say to
Tybalt?
25. Explain what the conversation is between Romeo and Juliet.
26. How does Romeo find out Juliet’s last name?
27. How does Juliet find out Romeo’s last name?
Source: http://www.argo217.k12.il.us/departs/english/blettiere/romeojuliet.htm#act_04
Appendix #14c
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Name_______________________
Pd._______________
ROMEO AND JULIET: Act II Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in the
play.
cunning _______________________________________________________________
vile __________________________________________________________________
predominant ____________________________________________________________
unwieldy
______________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the play.
analogy: ____________________________________________________________________
Example: ____________________________________________________
imagery: _____________________________________________________________________
irony:_____________________________________________________________
Example: ________________________________________________________
I. dramatic irony ________________________________________________________
Example: ________________________________________________________
II. situational irony ______________________________________________________
Example: _______________________________________________________
III. verbal irony: ________________________________________________________
Example: _______________________________________________________
monologue: __________________________________________________________________
oxymoron:_________________________________________________________
Example: ________________________________________________________
personification: ______________________________________________________________
Appendix #14d
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Example: ________________________________________________________
soliloquy: ____________________________________________________________________
III. Questions: answer the following questions.
Scene 1:
1. What does Mercutio say about “blind love”?
Scene 2:
2. When Juliet appears on her balcony, what does Romeo compare her to?
3. How does Juliet “speak, yet . . . [say] nothing”?
4. When Juliet leans her cheek on her hand, what does Romeo say?
5. Unaware of his presence, what does Juliet ask Romeo to say?
6. In a sentence or two, explain what Juliet says about names.
7. Juliet asks how Romeo got into her place. The orchard walls are high, and Romeo’s life would be in
danger if her relatives were to find him there. What is Romeo’s response to these questions?
8. Why is Juliet embarrassed?
9. Juliet is going to send someone to Romeo on the following day for what purpose?
Scene 3:
10. What has friar Laurence been out gathering in his basket?
11. Explain lines 21-22: “Virtue itself turns vice, being misapplied,/And vice sometime by action
dignified”?
12. When Friar Laurence sees Romeo, what comment does Friar Laurence make about seeing Romeo so
early in the morning?
13. What does Friar Laurence mean when he says to Romeo, “Young men’s love then lies not truly in their
hearts, but in their eyes?
14. Friar Laurence agrees to perform the marriage ceremony for Romeo and Juliet for what reason?
Scene 4:
15. According to Mercutio, what kind of man is Tybalt?
16. What is the nurse saying to Romeo in lines 157 – 163?
17. How is Juliet to arrange to meet Romeo?
Appendix #14e
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Scene 5:
18. The nurse is supposed to be gone only a half hour, but she is actually gone for how long?
19. How is the nurse behaving that is frustrating to Juliet?
Scene 6:
20. What does Friar Laurence mean when he says, “Therefore, love moderately; long love doth so”?
Source: http://www.argo217.k12.il.us/departs/english/blettiere/romeojuliet.htm#act_04
Appendix #14f
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Name_______________________
Pd._______________
ROMEO AND JULIET: Act III Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in the
play.
banishment
_______________________________________________________________________
idolatry
________________________________________________________________________
reconcile
________________________________________________________________________
exile
________________________________________________________________________
fickle ______________________________________________________________________
gallant _____________________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the play.
allusion: ____________________________________________________________________
Example: ____________________________________________________
climax: ________________________________________________________________________
dramatic structure:
____________________________________________________________________
symbol: ________________________________________________________________________
Example: ________________________________________________________
III. Questions: answer the following questions.
Scene 1:
1. At the beginning of the scene, why does Benvolio think that there will be a fight?
Appendix #14g
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2. What does Mercutio accuse Benvolio of in lines 15-30?
3. When Tybalt and Mercutio first begin arguing, what does Benvolio try to them to do?
4. What does Tybalt call Romeo?
5. Why won’t Romeo fight Tybalt?
6. What does Mercutio think is the reason Romeo refuses to fight?
7. Why does Mercutio keep repeating, “A plague o’ both your houses”?
8. What does Romeo say that Juliet’s love has done to him?
9. Why does Romeo call himself “fortune’s fool”?
10. When Benvolio relates to the Prince what happened, what does he say Romeo tried to before Mercutio
was
killed?
11. What does Lady Capulet accuse Benvolio of? Why?
12. What is Romeo’s punishment for killing Tybalt?
Scene 2:
13. Why is Juliet so impatient for the nurse to return?
14. Describe Juliet’s rapidly changing attitudes toward Romeo in this scene.
15. What piece of news has upset Juliet the most?
16. What does the nurse promise to do?
Scene 3:
17. Explain Romeo’s reaction to the news of his banishment.
18. Romeo tells Friar Laurence that the priest cannot know or understand how Romeo feels. Why?
19. What argument does Friar Laurence use to prevent Romeo from killing himself?
20. What does the nurse give to Romeo?
Scene 4:
21. What does Capulet tell his wife to say to Juliet?
Appendix #14h
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Scene 5:
22. As Romeo is preparing to leave Juliet, what argument does she use to convince him to stay?
23. Later, why does Juliet think Romeo should leave?
24. Just as Romeo is about to descend the rope ladder and leave Juliet, what does Juliet say about the way
Romeo looks?
25. Why does Lady Capulet think Juliet is crying?
26. When Lady Capulet threatens to send someone to Mantua to poison Romeo, what does Juliet say?
27. After Lady Capulet breaks the news about Paris, what is Juliet’s response?
28. If Juliet’s mother does not arrange to delay the marriage, what will Juliet do?
29. What is Capulet’s reaction to Juliet’s threats?
30. What is the nurse’s advice to Juliet?
31. How does Juliet’s attitude toward the nurse change?
32. What “scheme” does Juliet devise to get rid of the nurse and to get out of the house?
Source: http://www.argo217.k12.il.us/departs/english/blettiere/romeojuliet.htm#act_04
Appendix #14i
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Name____________________
Pd.____________
ROMEO AND JULIET: Act IV Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they
appear in the play.
lament
________________________________________________________________________
shroud
________________________________________________________________________
dismal
_______________________________________________________________________
vial ________________________________________________________________________
loathsome
_______________________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the play.
protagonist: _______________________________________________________________________
Example: __________________________________________________________________
antagonist: ________________________________________________________________________
Example: __________________________________________________________________
soliloquy _________________________________________________________________________
III. QUESTIONS: answer the following questions.
Scene 1:
1. Why is Friar Laurence reluctant to marry Paris to Juliet?
2. How does Paris explain the sudden haste of the marriage plans?
3. What is ironic about the conversation between Juliet and Paris?
4. If Friar Laurence cannot help her, what does Juliet threaten to do?
5. Why does Friar Laurence think that Juliet will accept his plan?
6. Describe the friar’s plan for Juliet.
Appendix #14j
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Scene 2:
7. What does Juliet say that makes her father happy?
8. How does Capulet change the wedding plans? What implication does this have?
Scene 3:
9. How does Juliet show her maturity and independence in this scene?
10. If the potion does not work, what will Juliet do?
11. What are some of the fears Juliet has about the potion?
Scene 4:
12. What is happening in this brief scene?
Scene 5:
1. Describe the imagery Shakespeare uses in describing Juliet’s “death”?
2. What does Friar Laurence say to comfort the Capulet family?
3. What even are the Capulets now preparing for?
Source: http://www.argo217.k12.il.us/departs/english/blettiere/romeojuliet.htm#act_04
Appendix #14k
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Name____________________
Pd.____________
ROMEO AND JULIET: Act V Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in the
play.
Ambiguity
________________________________________________________________________
peruse
________________________________________________________________________
remnants
________________________________________________________________________
haughty
________________________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the play.
motivation:
________________________________________________________________________
theme: ________________________________________________________________________
Example: __________________________________________________________________
III. QUESTIONS: answer the following questions.
Scene 1:
1. What news does Balthasar bring Romeo?
2. What does Romeo mean when he says, “Then I defy you, stars!”?
3. What actions does Balthasar’s news prompt Romeo to do?
Scene 2:
4. What does Friar John tell Friar Laurence?
5. After hearing this news from Friar John, what does Friar Laurence intend to do?
Scene 3:
6. Why is Paris at Juliet’s tomb?
7. Romeo gives Balthasar two reasons for entering the Capulet’s tomb. What are those two reasons?
Appendix #14l
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8. Why does Paris think that Romeo has come to the tomb?
9. What is it about Juliet that should have told Romeo that she was not dead?
10. Why doesn’t Friar Laurence stay in the tomb with Juliet after she awakens?
11. Why does Juliet kiss Romeo after he is dead?
12. When Montague first arrives on the scene, what does he tell those gathered?
13. Relate the events that lead to Romeo and Juliet’s death as they are told by Friar Laurence near the play’s
end.
14. What information does Romeo’s letter give?
15. How do Montague and Capulet plan to honor the memories of their children?
Source: http://www.argo217.k12.il.us/departs/english/blettiere/romeojuliet.htm#act_04
Appendix #14m
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Except from “Parents Just Don’t Understand” By: Will Smith and D.J. Jazzy Jeff
http://www.tsrocks.com/w/will_smith_texts/parents_just_dont_understand.html
You know parents are the same
No matter time nor place
They don't understand that us kids
Are going to make some mistakes
So to you, all the kids all across the land
There's no need to argue
Parents just don't understand
I remember one year
My mom took me school shopping
It was me, my brother, my mom, oh, my pop, and my little sister
All hopped in the car
We headed downtown to the Gallery Mall
My mom started bugging with the clothes she chose
I didn't say nothing at first
I just turned up my nose
She said, "What's wrong? This shirt cost $20"
I said, "Mom, this shirt is plaid with a butterfly collar!"
The next half hour was the same old thing
My mother buying me clothes from 1963
And then she lost her mind and did the ultimate
I asked her for Adidas and she bought me Zips!
I said, "Mom, what are you doing, you're ruining my rep"
She said, "You're only sixteen, you don't have a rep yet"
I said, "Mom, let's put these clothes back, please"
She said "No, you go to school to learn not for a fashion show"
I said, "This isn't Sha Na Na, come on Mom, I'm not Bowzer
Mom, please put back the bell-bottom Brady Bunch trousers
But if you don't want to I can live with that, but
You gotta put back the double-knit reversible slacks"
She wasn't moved - everything stayed the same
Inevitably the first day of school came
I thought I could get over, I tried to play sick
But my mom said, "No, no way, uh-uh, forget it"
There was nothing I could do, I tried to relax
I got dressed up in those ancient artifacts
And when I walked into school, it was just as I thought
The kids were cracking up laughing at the clothes Mom bought
And those who weren't laughing still had a ball
Because they were pointing and whispering
As I walked down the hall
I got home and told my Mom how my day went
She said, "If they were laughing you don't need them,
"Cuz they're not good friends"
For the next six hours I tried to explain to my Mom
That I was gonna have to go through this about 200 more times…
Appendix #15
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Freytag’s Pyramid
William Shakespeare
Romeo and Juliet
Setting:
The Climax:
Appendix 16
Major Characters:
ELA High
School Unit 9.5 – Romeo and Juliet – Appendix
Minor
Characters:
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Appendix #17
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Why Study Shakespeare?
Someone that would ask, “Why do you study Shakespeare?” hasn’t really taken the time to
know him. Give yourself the patience to get into the language and see what all the hype is
about…
 Look at the sheer scope of his achievement. Over some thirty-eight plays, Shakespeare
addressed virtually every aspect of human experience. His plays include comedies,
tragedies, histories, romances, and problems plays. It is difficult to think of a dramatic
situation, a human dilemma, or a major theme that his works do not touch upon.
 If you can read and understand Shakespeare, you can read and understand almost
anything.
 Shakespeare can be used as a pivot point for mythology (Midsummer’s Night Dream),
marriage, Greek Tragedy (Titus Andronicus), Italian Comedy, Elizabethan culture and
history, Catholicism, English history, Scottish history (Macbeth), the world of fantasy
(fairies, monsters, ghosts, spirits, witches, as in The Tempest, Midsummer’s Night
Dream, Hamlet), etc.
 Then, of course, there’s the poetry (rhymed and unrhymed, iambic pentameter). If you
can write a Shakespearean sonnet, you can write any kind of poem.
 The language is challenging and well-crafted. The sentences are tight and concise.
 The language shows us how language has changed.
 A study of drama MUST include Shakespeare, since he was the best playwright in the
world. Did you know he is translated into hundreds of languages? He is an
international star. Think about this: his work is still read hundreds of years after he
wrote it.
 Shakespeare is a master of plot. If you do anything at all with Shakespeare, study the
stories.
 He is a master of character. If I saw his characters on the street, I would know them.
 Shakespeare is logical. He presents a knot and then unties it.
 Shakespeare is timeless. He writes about themes that never go out of style. Traits such
as greed, power, lust, compassion and jealousy are indeed commonly found both now
and in Shakespeare’s time.
Appendix #18
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Name: ______________________________________
Period: _______
In Act II, Scene II of Romeo and Juliet, Romeo begins with a soliloquy while expressing his love for Juliet.
Translate the dialogue between the two characters as they go back and forth in their speech.
1. Romeo says. . .
2. Juliet says . . .
3. Romeo says . . .
4. Juliet says . . .
5. Romeo says. . .
6. Juliet says . . .
Appendix #19a
TEACHER COPY: ANSWER KEY
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In Act II, Scene II of Romeo and Juliet, Romeo begins with a soliloquy while expressing his
love for Juliet. Translate the dialogue between the two characters as go back and forth in their
speech.
Romeo
1. Juliet is beautiful
Juliet
2. Why do you have to be a
Montague?
3. I will no longer be a Montague if
you don’t want me to.
4. Who are you?
5. I can’t tell you, because I can’t use 6. Are you Romeo?
a name to do it.
Appendix #19b
Focus Question #1
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Do you think Shakespeare understood in some way that the
adolescent brain may not be as strong at decision making as an
adult brain? Draw support for your position from the play.
Possible Response: Shakespeare must, indeed, have understood the
adolescent brain, for Romeo and Juliet make incredibly hasty, lifealtering decisions. Amazingly, they have known each other for only one
day, yet their love blooms with incredible speed. In fact, Romeo, who
begins the play lovesick over Rosaline, has now forgotten her
completely. This suggests that Romeo’s love may waver over time. A
third supporting detail is that Friar Laurence is reluctant about the idea
of marrying the two at first. This implies he, as an adult with adult
reasoning powers, is concerned about Romeo’s true intentions with love.
Also, during the balcony scene, even Juliet is anxious that they may be
rushing into expressing their love for one another. Shakespeare does not
tell the reader why the families are feuding, but this still is a factor—
they simply ignore a potentially dangerous feud. The families will
probably not approve of their marriage, even if Friar Laurence hopes
that marrying them will end the feud. Despite all of these factors,
Romeo and Juliet decide to marry—revealing that in the 1600’s
Shakespeare was a man with insight into human nature.
Appendix #20
Focus Question #2:
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Misunderstandings can be a big part of our lives. Think about a
time in your life when someone misunderstood something you did or
said or about a time when you misunderstood someone else. Explain
the situation, the complication and the outcome. In what way would
you have handled the situation differently or better?
Possible Response:
Answers will vary. Students should be able to explain that the problem
with making assumptions is that lack of information can be deceiving.
When someone assumes something about someone else, he/she may be
basing decisions on opinion rather than fact. It is important to not make
judgments about others and to understand clearly what a person is trying
to convey. This is often how rumors are developed and spread about
people.
Appendix #21
Frontline: “Inside the Teenage Brain”
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Reflections
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/#here
As you view this episode of “Frontline”, reflect upon what you think this new information on brain research
means for parents, teachers, and you. Use the graphic organizer below to record your thoughts.
Person/Persons Impacted
Teachers
Reflections
Parents
Teenagers
You
What new information have you gained?
How do you think this research may have impacted the decisions made by Romeo and Juliet?
Appendix #22
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Culminating Romeo and Juliet Project
Directions: Create a multimedia presentation for teens providing a primer for decisionmaking that includes the following:
o Examples of ineffective decision-making leading to tragic outcomes drawn from real
life and literature.
o Advice on a decision-making process with built-in safeguards for teens.
You will be using the following resources:




A computer with Internet access and a word processing program
PowerPoint and projector (or other resources for podcast or video)
Library access
Printer
Your final presentation needs to be a written paper and either a PowerPoint presentation,
podcast, or video.
Criteria for Written Paper:
o Clearly address the two bulleted points above.
o You will be graded on ideas and voice, but don’t neglect conventions.
Criteria for Media Presentation
o Smooth organization of information
o Visual aspect is done well
o Concrete examples of ineffective decision-making from both real life and literature
o Your advice to teens on how to make better decisions
Appendix #23
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