Romeo and
Juliet
WebQuest
By Jessica Cannella
Introduction
We are about to enter fair Verona and meet
the characters of one of Shakespeare’s
greatest tragedies, Romeo and Juliet.
We will be reading and studying Romeo and
Juliet; but first lets take a look at the author,
William Shakespeare.
Click here and view a
short video about William
Shakespeare. 
Task
 In
order to understand Shakespeare’s
language we will be reading together in
class.
 Take this quiz on Shakespeare
http://shakespeare.palomar.edu/quiz/bioq
uiz.htm Print out your score and bring it to
class.
Click on the Shakespeares
To find out more info
Task
 We
will be reading and studying Romeo and
Juliet
 In order to understand Shakespeare’s language
we will be reading together in class.
 Your task in this WebQuest is to create an
“interview” with one of the characters or with
Shakespeare himself.
 Find a partner, film the interview and upload it to
the school YouTube page.
Process
 First
pick a partner.
 You
and your partner will share the work
equally.
 You and your partner will both make up the
interview questions and answers
Process
 Next,

you need to pick a character.
Decide this carefully. I know everyone will want
to jump to either Romeo or Juliet but remember
even the smallest roles in the play have an
enormous impact in the events of the play. (Ex:
Juliet's maid or Friar Lawrence)
Use this character list
 http://www.shakespeare-
online.com/plays/romeodp.html
Process
Now you need to make sure you research the characters
and the play so you can ask and answer the important
questions
Simple steps to
researching
The more you climb the
better the research.
Process
 Ask



and Answer important questions.
Think as the interviewer, you want to get to
the bottom of what happened.
Who is this person and why is it important to
know about their part in the story.
As the character make sure you know who
you are.
Click on the picture to learn
more about how to write an
interview.       
Process
 Some






questions I would like answered are:
Was this fate?
Explain how the deaths where meant to be.
What caused the hatred between the
families?
What is the true tragedy?
How are Romeo and Juliet Star-Cross Lovers?
Would the play have the same impact if they
main characters did not die?
Process
 Type
up the interview. The last part
of the interview should be a
summery of everything talked
about.
 This
interview should be at least 5
to 10 minutes long.
 Please
include the interview typed
up, pictures and sources.
Evaluation
Make sure you hit all these points:






The interview must be 5-10 minutes long.
The interview must be typed up and
grammatically correct.
Each person has to share the work equally.
Teams need to pick a character and submit it for
approval.
There is one character per team and it will be
approved on a first come first serve basis. If your
character is taken you must pick someone else.
Your character needs to be well researched. If
you cannot find enough information you are
allowed to change it.
Evaluation
Rubric
Category
4
3
2
1
Report Writing
The report is well organized
and contains accurate
quotations and facets taken
from the interview
The report is will
organized and
contains accurate
facts taken from the
interview
The report contains
accurate quotations
and facts taken
from the interview
The report is lacking facts and
quotations from the interview
OR the quotes and facts are
not accurately reported
Preparation
Before the interview, the
student prepared several indepth AND factual questions
to ask.
Before the interview
the student prepared
a couple of in-depth
questions and several
factual questions
Before the interview
the student
prepared several
factual questions to
ask.
The student did not prepare
any questions before the
interview.
Knowledge
Gained
Student can accurately
answer several questions
about the person who was
interviewed and can tell
how this interview relates to
the material being studied in
class.
Student can
accurately answer a
few questions about
the person who was
interviewed and can
tell how this interview
relates to the material
being studied in class.
Student can
accurately answer a
few questions about
the person who was
interviewed.
Student cannot accurately
answer questions about the
person who was interviewed
Videography
Video does not rock/shake
and the focus is excellent
throughout.
Video does not
rock/shake and the
focus is adequate
throughout.
Video has a little
rocking or shaking,
but the focus is
excellent
throughout.
The video rocks/shakes often
OR the focus is not adequate.
Research
Student followed all the
steps to research effectively.
Students followed
most of the steps to
research.
Students somewhat
followed the steps to
research.
Students did not follow the
steps to research.
Resources
 http://shakespeare.palomar.edu/timeline/timeli
ne.htm
 http://www.holmdelschools.org/schools/satz/en
g_dept/Writing%20styles/Journalism/how_to_writ
e_up_an_interview.htm
 http://www.shakespeareonline.com/plays/romeodp.html
 http://www.nosweatshakespeare.com/
 http://shakespeare.palomar.edu/timeline/timeli
ne.htm
 http://www.kidzworld.com/article/3891-williamshakespeare-biography
Conclusion
YAY! Now we understand all the characters
in the play.
We will be watching the interviews together.
We will also watch the movie.
*Bring Tissues*
Teacher’s Page
 Overview



This is WebQuest is a week long study on the
characters of Romeo and Juliet.
Students will read in class and work on the
WebQuest project at home and in the
computer lab
I hope with this WebQuest the students will
understand the story and the characters in
depth.
Task
 We
will be reading and studying Romeo
and Juliet
 In order to understand Shakespeare’s
language we will be reading together in
class.
 They will fist have to take a short quiz on
Shakespeare.
 Student will have to create an “interview”
with one of the characters or with
Shakespeare himself.
 They must find a partner, film the interview
and upload it to the school YouTube page.
Evaluations
We will be following the Common Core Standards



CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex
characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text,
interact with other characters, and advance the plot
or develop the theme.
CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s
choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate
time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular
point of view or cultural experience reflected in a
work of literature from outside the United States,
drawing on a wide reading of world literature.
Evaluations
We will be following the Common Core Standards



CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained
research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.


CCSS.ELA-Literacy.W.9-10.9a Apply grades 9–10 Reading standards to
literature (e.g., “Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a theme or topic
from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
CCSS.ELA-Literacy.W.9-10.9b Apply grades 9–10 Reading standards to
literary nonfiction (e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).