Romeo and Juliet Unit
Love: Me or We?
Essential Questions
1. Is true love more individual or collective? What does our culture say? What would other
cultures say?
2. Is personal love worth the cost of your life? Your lovers life? Your family member’s lives?
3. Can love develop at a moment’s notice? Is love worth leaving everything else behind for?
Objectives
1. Students leave the unit feeling confident if they ever have to tackle Shakespeare again
2. Students engage in conversations of substance about individualistic and collectivistic views of
love and critically analyze American ideal of “love”
3. Students differentiate between novels and theatre and understand how writers use different
means to get to same goals
Assessments
1. Plot Summary Quiz… students will draw from plot summary handout, SparkNotes, Cliff
Notes, Wikipedia, and any other summative sources in order to create a quiz that answers the
question “How would you quiz someone on the content of Romeo and Juliet?”
2. Family Interaction Journals
3. Perform an Act
4. Ask a Question About the Nature of Love.
Answer it with a creative writing
“Thirteen Ways”
Rationale
Students today are growing up in a society that has very distinctive views on what counts
as legitimate love and the hierarchies that exist once love spawns. In teaching Romeo and Juliet,
we are afforded the opportunity to reconsider our preconceived notions about love as well as the
consequences of the notions we hold. Students from the U.S. often do not realize the type of
family structures that exist in other cultures, even in inner cities. Both the gangs of Chicago and
the families of the Arab world demonstrate similar tendencies. Why is this so appealing to the
human nature? Why does it exist in many communities, but not in ours? It is imperative that we
understand the inner workings of these systems so that we do not automatically judge those
participating in them (ethnocentrism). Plus a highly individualistic view of love has
consequences as we will see in the case of Romeo and Juliet. The reality is that students will face
moments in life where they will have similar tension. Will they choose to stay faithful to the
group they have been involved in for a long time (whether it be family, friend circle, sports team,
church, etc.), or will they choose the one relationship (new friend or lover) that will draw them
away from it all. Is there a correct choice? Is one choice more loving than the other? Both routes
have consequences.
Resources
Article demonstrating family feuds are still a relevant thing today.
Collective v. Individualistic Culture Guide
Compare Gangs/Collective Cultures/Montagues v. Capulets
Monday (11/10)
(10 minutes) Review Reading/Video Questions Pair Compare
(5 minutes) Handout: Plot Summary Quiz
(5 minutes) KWL Word Cloud
(15 minutes) Prep Guide and Prologue
(15 minutes) Review: Poe/Hawthorne
Objectives
Students visualize the staging and propping available in Shakespeare’s time
Students vocalize background knowledge about both Romeo and Juliet and situations like it
Tuesday (11/11)
(25 min) Poe/Hawthorne Quiz
(15 min) How to read Shakespeare (p. XVI – XXV)
HW: Take books home, browse ACT 1. Look solely at structure. How is reading a play different
than reading a novel or short story? Make a list of tips.
Wednesday (11/12)
Plot Quiz or Maps due
(15 min) How is reading a play different than novel/SS?
(20 min) Collective Culture EQ and Explanation
(5 min) Divide Montagues/Capulets
(10 min) Begin Reading ACT I (Scene I-II)
1.1 Street Fight b/w Caps and Monts
1.2 Papa Cap talks marriage w/ Prince, invites to party
HW: Find one modern example of 2 feuding groups/families/organizations. Bring in an article or
story. Reflect: Why do they operate on cycle of vengeance?
Thursday (11/13)
(10 min) Love at First Sight Questionnaire
(40 min) Continue ACT 1 (Scenes III – V)
1.3 Juliet and mom prep for party
1.4 Romeo and Co. scheme party entrance
1.5 Romeo and Juliet meet at party, kiss, discover identities
Friday (11/14)
(10 min) Finish ACT I if not done.
(10 min) At what point does love warrant leaving your friend group/organization/bros?
(30 min) ACT II
2.1 Romeo sees Juliet on her balcony
2.2 Romeo discusses with Friar about new love, marriage
2.3 Ben and Merc mock Romeo, Nurse and Romeo discuss plans
Monday (11/17)
ACT II
2.4 Juliet waits for nurse expectantly
2.5 Romeo waits at Friar’s for Juliet, marries her
Tuesday (11/18)
(15 min) Which Romeo is the real Romeo? Who does he betray more…His wife, who he has
known for a few days…or his family, whom he has known his entire life?
(35 min) ACT III
3.1 Street Brawl Round 2, Tybalt kills Mercutio, Romeo kills Tybalt
3.2 Nurse gives news of Tybalt’s death, Juliet thinks R is dead
Wednesday (11/19)
(40 min) ACT III
3.3 Romeo waits in Friar L’s place to hear his sentence, learns banishment
3.4 Capulet, Lady Cap, and Prince decide Prince will marry J in 3 days
3.5 Romeo and Juliet’s morning after, Romeo leaves. Capu tells Juliet she must marry,
nurse
Thursday (11/20)
(10 min) How much do the voices of close family and friends matter in love?
(40 min) ACT IV
4.1 Juliet and Paris meet at Friar Lawrence’s, FL gives Juliet the potion
4.2 Juliet “repents” to her parents, wedding moved up a day
4.3 Juliet drinks the potion, toasting to Romeo
Friday (11/21)
ACT IV
4.4 Nurse, LadyCap find Juliet “dead” in bed
4.5 Wedding musicians refuse to play happy music for Peter (servant)
Monday (11/24)
ACT V
5.1 Balthasar informs Romeo of Juliet’s “death,” Romeo buys poison from Apothecary
5.2 Friar John tells Friar Lawrence that letter delivery failed
Tuesday (11/25)
ACT V
5.3 The tomb scene
HW: Love Lyrics Assignment
Assignments
Plot Summary Quiz
In preparation for our reading of Romeo and Juliet, your teachers have determined that it
is important for you to know the details of the plot prior to tackling Shakespearean language and
themes. As a means of accomplishing this, we have given you a plot summary handout. We also
ask that you visit SparkNotes as they have a detailed chapter summaries and an excellent
animated video ((http://www.sparknotes.com/sparknotes/video/romeojuliet). This is your license
to “cheat.” In reality, this is good reading strategy when you are reading a book (drama) for
analysis and not solely for plot. You then have two options to demonstrate your comprehension
of the plot and characters
Option 1. The Teacher.
Sick and tired of all the quizzes and tests that your teachers mercilessly send your way?
Ever wish you could make them feel how you feel when you are cramming at midnight for
tomorrow’s exam? Well, now you can…by designing your own plot quiz. Multiple choice, T/F,
Short Answer…be as ruthless as you want. What are the important details of the story that
students should know? Write up a quiz of at least 15 questions about Romeo and Juliet as if you
were having your classmates take it.
Option 2. The Artist.
Sick and tired of the basic plot maps that look like a lopsided mountain with rising action,
climax, etc.? Design a plot map that goes outside the box. Make a flow chart or draw what you
think Verona looks like. Make Juliet’s lofty window the background. Just make sure to include
the major events of the plots and the big characters involved.
Reading Guides
Reading Guides are questions designed to help you think through what we read in class
and the few assigned readings outside of class. Since you will already have a good sense of the
plot from creating a plot summary quiz, these guides are designed to help you place what you
read in the context of what you already know about the plot progression. These will be stamped
throughout the unit and awarded points upon turning in at the end.
Family Journal Entries
Much of the story of Romeo and Juliet is set on the backdrop of a family feud that has
and continues to propagate the cycle of revenge. In order to get our minds in the collectivistic
mindset that frames this play, we will be splitting the class in half with each half being members
of one family.
Congratulations! Welcome to the _______________ family. We have a storied history
here in ______________. For hundreds of years, our family has set the tone for what it means to
be a respectable Italian family that continues to leave a legacy of success. Never forget, the
______________ name is the most valuable thing you possess. It will get you out of trouble and
into inner circles quickly. Don’t believe it? Walk down to the butcher’s shop on the corner and
try to buy some sausage.
“What’s your name?” the butcher will ask at some point in the conversation. Give him only your
first name. Then when it comes time to pay, he will quote you a high price.
“Maybe you know my father?” you should submit to him.
“Oh, who’s that?” he’ll ask. “Name’s ______________.”
He will respond something to the effect of “Ah yes, old ___________. He’s done quite a lot for
me over the years. Good man. In that case, pay me ___________. Anything for a chip off of his
block.”
Your family name represents decades of dealings and relationships that have made us the
respectable group we are today. You probably don’t understand this. But ONE thing you MUST
understand… a reputation takes years to build, but only seconds to destroy. Your actions should
accord with what people have come to expect of our family: loyalty, decisiveness, passion. You
mustn’t take this lightly. Please return the years of sacrifices made in raising and educating you
by becoming an honorable young adult. You, my child, carry with you every day the greatest
inheritance I could ever give you… my name.
The Classroom Stage
Romeo and Juliet is designed for a stage. Although “All the world’s a stage,” the one
formed by your plastic chair and table isn’t a very good one. The best way to fully understand
Shakespearean drama is to put yourself in the middle of it. As we near the end of our
Shakespeare unit, you will be responsible for acting one scene out in front of the class. Take a
deep breath…these are not tryouts for the drama department nor will you be graded on your
English accent. This is simply a low stakes way of experiencing the play in a way that we
severely miss out on by reading it as a novel. You can expect one class period or the equivalent
thereof (45 minutes) to prepare as a group for the presentation of your scene. If you feel you
must prepare more, you will be responsible for finding the time. Mr. F has some props in the
back and you are welcome to bring additional ones (we will still have confiscate any real swords
or poison).
Here are your options for scene play:
Act III, Scene I (6) Lines 57-143
Act III, Scene I (8) Lines 144-207
Act V, Scene III (6) Lines 116-187
Love Lyrics: “What is love? Baby don’t hurt me…”
We have spent a little over two weeks diving into Romeo and Juliet and questioning
whether or not these two teens really loved each other or not. We have explored several angles
by looking at their collectivistic society as well as their personal decisions. Now it is your turn to
spell out what you think of their love story as it relates to the nature of love today. Select a
question about love (or formulate your own!) and answer it with either a poem or a song that
speaks to the nature of love. You need not mention Romeo and Juliet in the poem/song/rap, but
you will need to explain how your thoughts about love connect with what Shakespeare has said
through his characters in Romeo and Juliet.
Step 1. Select/Formulate a Question
Can spontaneous love last a lifetime?
How do you tell the difference between attraction and love?
Have expectations of love changed since Shakespeare’s time?
At what point is it appropriate for a lover to leave family/friends behind for love?
Step 2. Respond through lyric verse
Example: Thirteen ways of looking at a Blackbird
Step 3. Explain your conclusion
Classroom Supplements
Love at First Sight Questionnaire (perhaps via PollEverywhere?)
1. Does love at first sight exist outside of Hollywood?
2. Is love at first sight something anyone you know has experienced?
3. Have you already or do you hope to experience love at first sight?
Prep Guide