Michael Rossi
Romeo and Juliet: Act I Analysis & Shakespearean Insult Activity
Time Constraints: Approximately (4) 45 minute periods
Rationale: Shakespeare’s characters and the way he uses them against one another are trademarks of the
playwrights’ style. Students need to become acquainted with this aspect of W.S.’ writing in order to understand the
plot of Romeo and Juliet and other plays.
Objectives: Students will identify characters, their traits, and their motivations by participating in analytic
discussion.
Students will interpret the meaning of Shakespeare’s text by participating in group reading s and discussions.
Students will investigate Shakespearean language by participating in a Shakespearean Insult Activity.
Standards:
1.2.9.E: Read, understand, and respond to essential content in a variety of informational texts and documents across
all academic content areas.
1.3.9.C: Analyze the use and effectiveness of literary elements used by one or more authors, including
characterization, setting, plot, theme, point of view, tone, mood, and style
1.3.9.B: Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres,
explaining the appropriateness of the form chosen by an author for a specific purpose.
1.6.9.A: Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.
Materials:
-
Character and Foil handout (see attached)
Shakespearean Insults handout (see attached)
List of Guiding Analytical Questions (see attached)
Anticipatory Set: Students will receive character handout sheet prior to reading the act. Instructions for completion
will be as follows:
-
When a new character appears throughout the course of the act, record their name, personality, age,
foils, scene in which they foil given character, various reasons why they are a foil, and a real world
comparison.
o Students will receive a fresh sheet for each act in order to chronicle character changes and
comparisons throughout the play.
Procedures and Assessment: We will read the play as a group in order to familiarize the entire class with the
complexity of Shakespearean language. As students read, discuss, and analyze the tragedy, we will fill the handouts
that will act as the students’ notes. By the completion of the Act, students will have recorded all comprehensive
knowledge required for success on the unit exam.
Assessment: Students will be required to participate in readings and discussions over the course of the unit.
Volunteering to read/act out the text is worth 2 points per contribution.
Adding relevant discussion is worth 1 point per contribution.
Students are required to obtain 15 total participation points by the end of the unit.
Closing Activity: Students will participate in the Shakespearean Insults Activity (see attached).
Reflection:
NAME:
PD:
Romeo and Juliet: Act I Character Log
Character
Name/Family
Affiliation
Description of
personality
Age?
Foils? Scene?
Why?
Real World
Comparison
Romeo and Juliet: Act I Guiding Discussion Questions
i.
What is meant by the gesture of biting one’s thumb at another person?
Why is Romeo so upset over Rosaline? What are his motivations for pursuing her?
Include an example of oxymoron from the text.
How is Benvolio related to Romeo? How does he try to persuade Romeo to do overcome his
lovesickness?
ii.
What happened to the rest of the Capulet children? Why does that make it important for Juliet to
marry Paris?
What is the Capulet servant’s problem? How does this relate to Shakespeare’s time?
Reflection: Romeo is a romantic dreamer while Benvolio is very practical. How do you think this
will influence their actions throughout the play? Who do you think should run the family?
iii.
Why is Juliet’s nurse named Nurse?
Why does Lady Capulet think Juliet should marry at a young age? How does she feel about
Paris?
What happened to the Nurse’s daughter?
What are Juliet’s true feelings about marriage?
Reflection: What does the Nurse’s ability to speak sarcastically in front of Lady Capulet say
about the relationship that she and Juliet share?
iv.
Where is the Montague gang headed at the beginning of the scene?
Why are Romeo and Mercutio so close? How can you tell?
What do Mercutio and Benvolio have to say about the effects of dreams on individuals?
What are the young men (with the exception of Romeo) seeking at the party?
v.
Shakespeare typically gave comic or minor characters names that described/did not describe their
personalities or jobs.
What is Tybalt’s motivation to kill Romeo when he sees him? How is he different from
Benvolio?
What are Capulet’s initial impressions of Romeo?
Capulet is at ease and very non-confrontational in this scene. Why is this?
Reflection: How would you characterize the way Romeo and Juliet meet? Is it similar to the
relationship that Romeo and Rosaline shared?