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Romeo and Juliet

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Brad Lehman

on 26 February 2015

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Transcript of Romeo and Juliet

Entry Slip
Let's Review
"Romeo and Juliet"
by William Shakespeare

What happens after the altercation?
By the end of this lesson, you will be able to:

1. Become familiar with and determine the meaning of basic Early-Modern English colloquialisms frequently used in "Romeo and Juliet."
2. Become familiar with strategies for deciphering Early-Modern English into Modern English.
3. Paraphrase a line from "Romeo and Juliet" into Modern English.
Act I, Scene ii
Act I, iii
Act I, iv
Let's Review
The Prince Speaks
Benvolio talks with Romeo
Why so sad, Romeo?
Romeo is NOT loved back by who...
Characters in this scene
Love Connection
1) The class will be divided into two groups
2) The left side of the classroom is going to have characters Romeo, Benvolio, and Capulet
3) The right side of the classroom is going to have characters Juliet, Lady Capulet, and Nurse
4) Find the line in the play, write it down in the "lines" box, and write your own thoughts about what the character thinks of love in the "conclusions" box
5) Find another person who did the other characters and fill in the rest of the boxes.
-You are going to read this scene with a partner
Extension Activity
1) Half the class will be Romeo and the other half will be Tybalt
2) Tybalts get out a piece of paper
3) Write a note to Romeo about how much you hate him and that you know he was at the dance
4) Crumple up the note, and throw it into the middle of the room
5) Romeos retrieve the note
6) Respond to note and REMEMBER, Romeo hates the feud, but what does he love?
Act II
Entry Slip
-Take 5 minutes to respond to this prompt:
What are the 3 most frequent nonverbal communications you see on a daily basis?
Everyday Edit
You have 7 minutes to find 10 mistakes.
Prompt Books
Stage Directions
Stage Direction Activity
1) Work with a partner of my choosing
2) You are going to work on creating stage directions and and indicating nonverbal movements with a short script
*NONVERBAL: is the process of communication through sending and receiving wordless (mostly visual) cues between people. Ex. voice, touch, distance, and physical environments/appearance
3) After you're finished, you and your partner are going to perform for the whole class
-Open your book to page 932
-Follow along as I read the Prologue
-We're going to listen to Act II, Scene 1
-Follow along in your book
-Think about nonverbal communication as the scene unfolds
Act II, i
-Answer the questions at the end of the scene
Describe a dream of yours, either one you have had while sleeping or a dream you have for your life.
Act I, Scene v
Queen Mab
Is Juliet Interested in Marriage?
Lady Capulet
Listen to Queen Mab speech & follow along on page 921-Line 53
Pay attention to how they talk about dreams
-Pay attention to:
Character in this scene
Second Capulet
Movie Adaptation
-We're going to watch a movie adaptation of Act I, Scene iv-v
-As you watch, you will need to answer questions about the film
-Here is what you need to know:
1. Language is the same
2. Weapons
3. Drugs
Lady Capulet
A Close Study of Act I, Scene iv

2.Start at the beginning of line 53,

"Through lovers' brains..."

-What does
deliver to the following people...?
1. Open you books to page 921
1)Youth vs Old Age
2)How Romeo describes Juliet
3)Tybalt's behavior
Entry Slip
What do you hope to learn today about
Romeo and Juliet
? Explain your answer.
Exit Slip
What are
things that you learned about the play today?

Did you learn anything from this movie? If you did, what was it?
Did anything that happened in this movie remind you of something that has occurred in your own life or that you have seen occur to others?
The significance of the story is determined by the power of its comment on the human condition. What comment is being made in this movie about what it is to be human?
1) You will get the first 20 lines of Act 2, Scene 1
2) As a class, we are going to add stage directions and other notes for the first 10 lines
3)Then you will work by yourself to add stage directions and notes for the next 10 lines
Every Day Edit #11: Lebron James

Born on December 30 1984, LeBron James is known as one of the worlds best basketball players. After growing up in akron, Ohio Lebron spent seven years playing for the Cleveland Cavaliers. He was abel to score lots of point and help his teammates score, too. People in Ohio were very disapointed when he left to join the Miami Heat. In 2013, LeBron led the heat to it’s second championship victory in a row.
Learning Targets
1) Demonstrate an understanding of nonverbal communication

2) Demonstrate how a text can be interpreted many different ways

3) Identify nonverbal actions in Act II, Scene i
*Nonverbal=Not using words or speech
Exit Slip
In what ways is nonverbal communication important? Explain your answer.
Have vocabulary definitions done by Thursday
Learning Targets
1. Identify how word choice and figurative language can impact tone, mood, and theme
2. Evaluate two
Romeo and Juliet
3. Demonstrate comprehension of Act 2, Scene 2
Entry Slip
While you are writing your ENTRY SLIP, I will come around and check your homework.
Act 2, Scene 2
The Balcony Scene
What does it mean to be in love?
This is one of the most famous scenes in all of English Literature
I'm going to split you into groups of three
Your group will pick roles:
, or
Read Scene 2 and answer the questions on a separate piece of paper.
1: DJ, Nick C., Yanery
2: Benson, Kayne, Malise (Outside the classroom)
3: Corell, Roy, Brylie (Outside the classroom)
4: Brittani, Dylan, Abdi
5: Tyrell, Yvette, Jolie
6: AD, Alejandro, Sara
7: Melvin, Tina, Lequon, Leora
8: Kainoa, Daisy, Tylisha
9: Dario, Ludia, Camden, Nick O.
Movie Adaptation
We are going to watch the Luhrmann movie adaptation.
As you watch, fill in the "Comparing the Balcony Scene" worksheet.
This will be turned in at the end of the class.
Act 2, Scene 3
-You are going to read this scene with a partner
-After you read, go over discussion questions
Act 2, Scene 3
-A Friar is similar to a Priest/Monk
-Friends with Romeo
-Acts as wise adviser to Romeo
-Expert in plants and remedies
Friar Laurence
Prediction: What role will he play in this story?
1) How has Romeo been "wounded"?
2) What doubts does Friar Laurence have about Romeo's love for Juliet?
4) Why does Friar Laurence agree to marry Romeo and Juliet?
Exit Slip
What would you do if you were in a situation like Romeo and Juliet's? Explain your answer.
1. entreaty (noun): A serious or earnest request
2. utter (verb): To give audible expression to; speak or pronounce
3. idolatry (noun): To worship, excessive or blind devotion
4. repose (noun): The state of being at rest; peace; calm
5. air (verb): Bring to public notice; to broadcast
6. baleful (adjective): Wretched, miserable
7. interceded (verb): To help settle an argument, mediate
8. forsake (verb): Abandon, give up, renounce
9. chide (verb): scold, rebuke, to express disapproval
10. rancor (noun): bitterness, resentful, hatred
-For each vocab word, you need to either draw a picture or write a sentence.
-You need to have 5 pictures and 5 sentences.
1. Prepare a summary of your group's passage

2. Identify the characters in your passage

3. Identify what your group thinks is the most important line, and be prepared to explain why it is important
1) Sit in your new assigned seat

2) Turn in your Vocabulary sentences/pictures

3) Get out your planner

4) Make sure you have a pencil

5) Your brain should be turned to "ON"

6) After you finish, grab a piece of lined paper

3) "Young men's love then lies Not truly in their hearts, but in their eyes." What does Friar Laurence mean by this line?
5) "Wisely and slow. They stumble that run fast." What does this line mean?
-Partners will be chosen randomly
Act 2, Scene 4-6
Tybalt's letter to Romeo
Nurse Meets with Romeo
Nurse tells Juliet the good news
Act 2, Scenes 4-6
Welcome to Verona!
1. Sit in your assigned seat

2. Make sure your desk is cleared

3. Have a pencil

4. Give someone a high five before class starts

5. Study for Vocab Quiz
Agenda For Today
A. Take Vocabulary Quiz

B. Finish up Group Work for Act 2

C. Work in pairs and analyze important lines from Act 3, Scene 1

D. Read Act 3, Scene 1

E. Everyday Edit (if time)

F. Get new vocabulary words
-Get back in your groups from Thursday
-Figure out how you're going to present the information from your passage
-Present your passage to the class
-Takes notes on what groups present
-This will be turned in
Act 3, Scene 1
1. You are going to get a slip of paper
2. Half of you will have a character from Romeo and Juliet on the paper
3. Half will have a description of a character
4. Find your partner
Fighting in the Streets
Each person will get a handout with quotes from Act 3, Scene 1

With your partner,
read each quote
write what you think it means
, and then
predict what might happen because of this line
Act 3, Scene 1
EDE #12
Many people told her it was impossible four a woman to be a doctor, but Elizabeth Blackwell proved them wrong. First, she atended New York's Geneva Medical College. Than, in january, 1849, she became the first women in America to earn an M.D degree. Blackwell helped open the New York Infirmary for Women and Children, which provided training for women doctor's and medecal care for the poor. Even after she retired from medicine, she continue to support womens rights.
Characters in this scene:
Lady Capulet
Prince of Cats
-Tybalt the Cat was a well known character in of Reynard the Fox in Shakespeare's time.
-That particular character (Tybalt the Cat) was vicious and argued a lot.
-Tybalt may have been named so because he was very much like Tybalt the Cat and it gave the audience an idea of who he was.
-stealthy, sly and swift moving - a skilled swordsman/fighter

Welcome to Verona
Entry Slip
1. Grab a note card

2. Sit in your assigned seat

3. Have your homework out

4. Give yourself a high-five
(noun)- a lack of agreement between people, ideas.
(adjective)-read to conform to authority or will of others
(noun, verb)-a deceptive or pretended blow, thrust, or other movement, especially in boxing or fencing.
(adjective)-demonstrating neat skill, especially with the hands.
(verb)-conceal one's true motives, feelings, or beliefs.
(verb)-charm or enchant (someone), sometimes in a deceptive way.
(noun)-an event causing great and often sudden damage or distress; a disaster.
(noun)-the offense of willfully telling an untruth in a court after having taken an oath or affirmation.
(verb)-go up or climb.
(noun)-the state of being annoyed, frustrated, or worried.
Act 3, Scenes 2-3
1)You are going to read scenes 2 & 3 with a partner
2)When you're finished reading, answer questions on
a separate piece
of paper
1. Juliet says, "Can heaven be so envious." What does she mean?
2. What is Juliet confused about at the beginning of play?
3."Dove-feather raven, wolvish-ravening lamb!" What does Juliet mean by these statements?
4. What are Friar Laurence and the Nurse encouraging Romeo to do at the beginning of Scene 3?
5. "The law that threatened death becomes they friend and turns it to exile." What does Friar Laurence mean by that?
6. Is Friar Laurence right to promise Romeo that one day he will be able to return and everything will turn out right?
Act 3, Scene 4
Act 3, Scene 5
Act 3 Summary Review
-Due on Thursday
Make sure you come to 7th period on Thursday!
What is going to happen in Act IV?
"A curse upon both your houses!"

What do you think Mercutio means by this?
Finish Act 3, Scene 1 as a class
Read Scenes 2-3 and answer questions with a partner
Summarize Scene 4
Watch Scene 5
1. Sit in your assigned seat
2. Have your homework out
3. Get ready to finish ROMEO AND JULIET!

1. Timeline of Romeo and Juliet
2. Act 4, Scene 1 Quiz
3. Act 4, Scene 2-5
1- Understand how directing techniques can convey the meaning of the text and the playwright’s intent in Romeo and Juliet.
2-The student can examine the choices of various characters
3-The student can summarize or paraphrase Friar Laurence's plan.
Act 4, Scene 2
Act 4, Scene 3
Romeo and Juliet Timeline
1. The class will be split into two teams

2. Each person is going to get a slip of paper with a plot point from R&J, Acts 1-3

3. Each team needs to line up in order from beginning plot points to the end of Act 3 plot points
4. One person for each team will get a slip of paper with a STAR
5. The student with the STAR is the captain, and their job is to organize their team in order of events that have happened so far in R&J
Act 4, Scene 1-Pg 990
1. Who is talking with Friar Laurence at the beginning of the scene?
2. How do you feel about Paris?
3. What does Paris think Juliet is sad about?
4. When Paris leaves, what does Juliet hope to get from the Friar? What is she prepared to do?
5. What is Friar's Laurence's plan?
6. Is Friar Laurence's plan a good idea? Explain.
-Juliet apologizes to her father and tells him she is happy to marry Paris
-Capulet is so excited that he moves the wedding up a day.
What does it mean to have internal conflict?
-Open you book to page 997
-We are going to listen to the audio version and you will follow along in the book
-As you follow along, think about what images Juliet uses to show her fear
With a partner discuss these questions
I will call on you randomly to answer
1) How have Juliet's fears affected her?

2) How well do you think she is coping?

3)What do you think of Juliet in this scene? Why?

4) Would you be willing to take the risks that Juliet does? Why or why not?
Act 4
Scenes 4-5
-In groups, you will read the modern version of the next two scenes
The role of Fate
What is fate?
Do you know anybody who believes that their lives are ruled by fate?
What are the advantages of believing in fate?
What are the disadvantages of believing in fate?
Does fate cause the tragedy of Romeo and Juliet?
-Sit down at a desk close to you and open the purple book to page
-With a partner, find evidence to support your claim
Act 5, Scene 1-2
1. Work with a partner
2. You are going to read scenes 1-2
3. Answer the questions when you're finished reading on separate paper
Act 5, Scene 3
We're going to read this scene as a class
Chief Watchman
Second Watchman
Third Watchman
Lady Capulet
-After you finish reading, answer the questions on a separate piece of paper
1. What is the purpose for Scene 4?

2. How does Friar Lawrence try to comfort the grieving Capulet family?

3. How does Paris react to Juliet's death?

4. How has Juliet's relationship with her nurse changed since the beginning of the play?

5. Make a prediction of what is going to happen in Act 5.
Movie Adaptation
1. You will need a piece of paper
2. On the paper, make a T chart
3. On the left side, write Movie Adaptation
4. On the right side, write Play
5. As you watch, record how the movie adaptation is different than the play
-If you say yes move to the left side of the room
-If you say no, move to the right side of the room
Movie Adaptations
1. Get a piece of paper
2. Draw a T-Chart
3. On the left side write Movie Adaptation
4. On the right side write Play
5. As you watch the movie, take notes on how the movie is different than the play
1. Go over Vocabulary Words
2. Recap of Act 4
3. Read Act 5, Scenes 1-2 in groups
4. Read Final Scene as Class
5. Watch movie adaptation
Learning Objectives
1. Cite textual evidence to support claim
2. Compare and Contrast movie adaptation to play
1. Write a sentence for 5 of the vocab words

2. Draw a picture that demonstrates your understanding of the other 5 words.
(adj)-easily irritated, especially by unimportant things
(verb)-make minor changes in (a text) in order to make it more accurate, or more up-to-date.
(noun)-a medieval singer or musician, especially one who sang or recited lyric or heroic poetry to a musical accompaniment for the nobility.
(adj,verb)-bending readily without breaking or becoming deformed; pliant; flexible.
(verb)-it is a duty or responsibility for someone to do something
(adj,noun)-bad-tempered and sulky; gloomy.
(adj,noun)-having or showing skill in achieving one's ends by deceit
(verb)-dislike intensely
(adj)-sharing in the knowledge of something secret or private
(noun,verb)-a passionate expression of grief or sorrow
1. What does Romeo dream about?
2. What news does Balthasar bring Romeo?
3. What is Romeo going to do?
4. Why couldn't the letter be delivered to Romeo?
5. What is Friar Laurence's plan now that he knows Romeo did not get the letter?
Full transcript