ROMEO AND JULIET OUSE. ISBN Reorder No. PA0126

Transcription

1 P RESTWICK H Pack OUSE ROMEO AND JULIET B Y W I L L I A M S H A K E S P E A R E Copyright 2003 by Prestwick House, Inc., P.O. Box 246, Cheswold, DE Permission to use this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Reorder No. PA0126

2 Romeo and Juliet Table of Contents Acting Act I-V Advertising Pre-reading... 6 Alliteration Act III Characterization Act I... 7 Act II Acts I-V Acts I-V WrapUp Communicating Act IV Drawing Acts I-V Emotions Wrap Up Foreshadowing Acts I-V Game Playing Pre-reading (Word game)... 4 Wrap Up Wrap Up (Crossword) History Pre-reading... 2 Interpreting Shakespeare Act III Acts I-V Interviewing Act V Irony Wrap Up Metaphor Wrap Up... 38

3 Motif Acts I-V Newspaper Reporting Act II Outlining Act II Personification Act I... 9 Plot Acts I-V Wrap Up Wrap Up Quiz Wrap Up Quotations Wrap Up Research Pre-reading... 1 Pre-reading... 5 Setting Pre-reading... 2 Sequels Wrap Up Simile Act II Theme Act III Writing Act II (Journal) Act II (Letter) Acts I-V (Creative) Wrap Up (To Shakespeare) Wrap Up (Headlines) Wrap Up (Letter) Wrap Up (Creative)... 57

4 ROMEO AND JULIET Pack Teacher s Edition Note: All references come from the Dover Thrift Edition of Romeo and Juliet, copyright Objective: Researching the author Pre-reading Research Research the life of William Shakespeare and write a short biography. Explain why most scholars consider him to be the greatest playwright who ever wrote in English. Include any significant facts about Shakespeare s inspiration for Romeo and Juliet. Write at least four paragraphs. T-1

5 ROMEO AND JULIET Pack Student Edition Note: All references come from the Dover Thrift Edition of Romeo and Juliet, copyright Objective: Researching the author Pre-reading Research Research the life of William Shakespeare and write a short biography. Explain why most scholars consider him to be the greatest playwright who ever wrote in English. Include any significant facts about Shakespeare s inspiration for Romeo and Juliet. Write at least four paragraphs. 1

6 Pre-reading Setting History Objective: Researching the historical setting of the play The characters in Romeo and Juliet are fictional, but the setting and social elements of the play are quite realistic for the time and place in which the play is set. Arranged marriages, family feuds, and duels are often associated with sixteenth and seventeenth century Europe. Use the library, the Internet, or both to research the setting of Romeo and Juliet. Begin by searching for the history of Verona, Italy. Romeo and Juliet and Shakespeare websites will be helpful, as will the history of specific places in the setting. Use the information that you find to fill out the Setting Chart on the next page. Some of the topics on the Setting Chart are more applicable to the timeframe than the location of Romeo and Juliet, such as Historical Events or Inventions. These apply to the entire world during the target period of your research. T-2

7 Pre-reading Setting History Objective: Researching the historical setting of the play The characters in Romeo and Juliet are fictional, but the setting and social elements of the play are quite realistic for the time and place in which the play is set. Arranged marriages, family feuds, and duels are often associated with sixteenth and seventeenth century Europe. Use the library, the Internet, or both to research the setting of Romeo and Juliet. Begin by searching for the history of Verona, Italy. Romeo and Juliet and Shakespeare websites will be helpful, as will the history of specific places in the setting. Use the information that you find to fill out the Setting Chart on the next page. Some of the topics on the Setting Chart are more applicable to the timeframe than the location of Romeo and Juliet, such as Historical Events or Inventions. These apply to the entire world during the target period of your research. 2

8 Area Topic Setting Chart: Italy, C.E. Description Location Italy Population Bordering Nations Geographic Description Government Political System Succession of Rulers Economic System Major Religions World Facts Significant Names Historical Events Inventions Literature Approximate period in which Romeo and Juliet takes place Note to teacher: For an extended activity, students could consolidate information acquired and write a three-page research paper. T-3

9 Area Topic Setting Chart: Italy, C.E. Description Location Italy Population Bordering Nations Geographic Description Government Political System Succession of Rulers Economic System Major Religions World Facts Significant Names Historical Events Inventions Literature Approximate period in which Romeo and Juliet takes place 3

10 Pre-reading Word Game Objective: Finding words within words Many of the names in Romeo and Juliet are uncommon in our culture; however, they all contain many hidden words. Your job is to find these hidden words. Example: The word Montague contains the letters to spell many other words: man, mate, tag, tan, game, team, mute, tongue, etc. See how many words you can make from each word on the list below. Use each letter only as many times as it appears in each word. The words you find must have at least three letters. Romeo Benvolio Abraham Balthazar Juliet Capulet Tybalt Petruccio Escalus Mercutio T-4

11 Pre-reading Word Game Objective: Finding words within words Many of the names in Romeo and Juliet are uncommon in our culture; however, they all contain many hidden words. Your job is to find these hidden words. Example: The word Montague contains the letters to spell many other words: man, mate, tag, tan, game, team, mute, tongue, etc. See how many words you can make from each word on the list below. Use each letter only as many times as it appears in each word. The words you find must have at least three letters. Romeo Benvolio Abraham Balthazar Juliet Capulet Tybalt Petruccio Escalus Mercutio 4

12 Pre-reading Research Objective: Comparing the author s contemporaries Research and make notations on the list of people on the Shakespeare s Contemporaries Chart. These are notable people from Shakespeare s time period. Complete the chart for each of the names. Record the respective field for the contemporary, his country of origin, year of birth and death, and any historical accomplishments. The first example has been completed for you. Shakespeare s Contemporaries Chart Person Origin Field Accomplishment John Donne ( ) England Literature Poet Songs & Sonnets John Milton ( ) Ambroise Pare ( ) Konrad Gesner ( ) Zacharius Jansen (circa ) Johann Sebastian Bach ( ) Antonio Vivaldi ( ) Rene Descartes ( ) Benedict Spinoza ( ) England Literature Poet Paradise Lost France Science Invented early prosthetics Switzerland Science Invented graphite pencil Netherlands Science Invented compound microscope Germany Music Composer Italy Music Composer France Philosophy Philosopher; famous for I think, therefore I am Netherlands Philosophy Theories of deductive reasoning; famous for knowledge is power T-5

13 Pre-reading Research Objective: Comparing the author s contemporaries Research and make notations on the list of people on the Shakespeare s Contemporaries Chart. These are notable people from Shakespeare s time period. Complete the chart for each of the names. Record the respective field for the contemporary, his country of origin, year of birth and death, and any historical accomplishments. The first example has been completed for you. Shakespeare s Contemporaries Chart Person Origin Field Accomplishment John Donne ( ) England Literature Poet Songs & Sonnets John Milton ( ) Ambroise Pare ( ) Konrad Gesner ( ) Zacharius Jansen (circa ) Johann Sebastian Bach ( ) Antonio Vivaldi ( ) Rene Descartes ( ) Benedict Spinoza ( ) 5

14 Pre-reading Advertising Objective: Creating a playbill Shakespeare existed long before the present age of mass communication. Playwrights in Shakespeare s era had to rely on word-of-mouth and simple playbills, or flyers, to advertise their productions. Limited printing technology meant that playbills were mostly text and had only one if any simple drawing. The playbill usually included the name of the production, the playwright, the time and location of the performance, the names of the actors and characters, and a brief description of the play. Divide the class into small groups. Each group should design a modern playbill for Romeo and Juliet. The playbill should be no larger than one page, but it should contain enough information to convince someone to see Romeo and Juliet. Use any available resources to make the playbills. They can be completely hand drawn, computer generated, or any combination of the two. Remember, the text on the playbill should be eye-catching but readable. Any drawings should be relevant to the play, but dramatic enough to spark someone s interest. Complete one flyer per group. T-6

15 Pre-reading Advertising Objective: Creating a playbill Shakespeare existed long before the present age of mass communication. Playwrights in Shakespeare s era had to rely on word-of-mouth and simple playbills, or flyers, to advertise their productions. Limited printing technology meant that playbills were mostly text and had only one if any simple drawing. The playbill usually included the name of the production, the playwright, the time and location of the performance, the names of the actors and characters, and a brief description of the play. Divide the class into small groups. Each group should design a modern playbill for Romeo and Juliet. The playbill should be no larger than one page, but it should contain enough information to convince someone to see Romeo and Juliet. Use any available resources to make the playbills. They can be completely hand drawn, computer generated, or any combination of the two. Remember, the text on the playbill should be eye-catching but readable. Any drawings should be relevant to the play, but dramatic enough to spark someone s interest. Complete one flyer per group. 6

16 Objective: Recognizing character traits Act I Characterization Reading a play like Romeo and Juliet is exciting, but unfortunately one element is missing: physical descriptions of the characters. Drama is designed to be watched not read. Viewers may see for themselves the physical details of characters in a play, so the printed form need not contain descriptions common to standard literature. When reading drama, one must pay close attention in order to mentally complete the character details. Much of the detail is secondary; we read what one character says or thinks about another character. We also gain character information by observing the actions of characters. Complete the Character Chart to reveal your assessment of the characters in the first Act. When you are finished with the chart, review the characters that you designated as major characters. Select the two most similar characters and write one paragraph comparing them. Next, select the two least similar characters and write another paragraph, this time contrasting them. You may not yet have the information to fill in some of the blocks. When this occurs, write NI in the appropriate space. T-7

17 Objective: Recognizing character traits Act I Characterization Reading a play like Romeo and Juliet is exciting, but unfortunately one element is missing: physical descriptions of the characters. Drama is designed to be watched not read. Viewers may see for themselves the physical details of characters in a play, so the printed form need not contain descriptions common to standard literature. When reading drama, one must pay close attention in order to mentally complete the character details. Much of the detail is secondary; we read what one character says or thinks about another character. We also gain character information by observing the actions of characters. Complete the Character Chart to reveal your assessment of the characters in the first Act. When you are finished with the chart, review the characters that you designated as major characters. Select the two most similar characters and write one paragraph comparing them. Next, select the two least similar characters and write another paragraph, this time contrasting them. You may not yet have the information to fill in some of the blocks. When this occurs, write NI in the appropriate space. 7

18 CHARACTER CHART Character Samson Trade Servant to Montague Moral Alignment Personality Traits NI. Mischievous. Concerns, Goals Being with Juliet Major Character? No Benvolio Tybalt Capulet Montague Romeo s servant Good. Rational. Concerned by Romeo s behavior; maintaining peace Capulet kinsman Evil. Hateful Killing Montagues. instigator; hottempered. Aristocrat NI. Short-tempered. Juliet s happiness. Aristocrat NI. Short-tempered. Concerned by Romeo s behavior. NI Yes No No Prince Prince of Verona Good. Patient and authoritative. Maintaining peace in Verona. Yes Romeo Paris Son of Montague Good. Passionate; depressed; sentimental. Finding love. Count (Aristocrat) NI. Slightly impatient. Marrying Juliet. Yes No Peter Servant to Capulet NI. Sociable; slowwitted. Carrying out Capulet s orders. No Capulet s Wife Wife of Capulet NI. Greedy, unemotional. Getting Juliet married to the Count. No Nurse Maid to Juliet Good. Motherly; outspoken. Juliet s happiness. Yes Juliet Daughter of Capulet Good. Passionate. Being with Romeo. Yes Mercutio Kinsman to Prince Good. Extrovert; witty; imaginative. Entertaining himself and amusing others. Yes T-8

19 CHARACTER CHART Character Trade Moral Alignment Personality Traits Concerns, Goals Major Character? Samson Benvolio Tybalt Capulet Montague Prince Romeo Paris Peter Capulet s Wife Nurse Juliet Mercutio 8

20 Act I Personification Objective: Identifying personification : Identify ten instances of personification in Act I. Include the location of each example. The first is completed for you. When you finish, write five of your own personified phrases. Personification Scene 1. O brawling love! O loving hate! Scene 1 2. all-cheering sun Scene 1 3. he can spread his sweet leaves to the air Scene 1 4. beauty starved with her severity, / Cuts beauty off Scene 1 5. These happy masks that kiss fair ladies brows Scene 1 6. summers wither in their pride Scene 2 7. love [...] pricks like thorn Scene 4 8. love, so gentle in his view, / Should be so Scene 1 tyrannous and rough in proof! 9. a sea nourish d with lovers tears Scene dew-dropping south Scene 5 1. Your Personification T-9

21 Act I Personification Objective: Identifying personification : Identify ten instances of personification in Act I. Include the location of each example. The first is completed for you. When you finish, write five of your own personified phrases. Personification Scene 1. O brawling love! O loving hate! Scene Your Personification

22 Act II Outlining Objective: Writing an outline Imagine that you are a Hollywood screenwriter who must convert the theatrical Romeo and Juliet to movie format. Each scene will be filmed separately, and the actors and crew will need help remembering the details of each scene. Outline each act by scenes and assign a title to each one. Give a brief description of the events in each scene. The title should reflect the content of the respective act or scene. Note to teacher: These pages should be retained and completed as students progress through the play. When you finish the outline, think of three alternate titles for Romeo and Juliet: the Movie. Example: I. Act I: The feuding families A. Scene I: The first fight 1. Capulet servants fight with Montague servants 2. Prince of Verona scolds the fighting parties 3. Romeo revealed to be lovesick B. Scene II: Capulet plans a feast 1. Paris asks to marry Juliet 2. Peter mistakenly invites Romeo to the feast C. Scene III: Lady Capulet reveals the marriage plan D. Scene IV: The Capulet masquerade 1. Mercutio explains the source of dreams 2. Romeo reveals uneasiness for the future E. Scene V: The masquers dance 1. Tybalt identifies Romeo as a Montague 2. Capulet demands that Romeo be treated well 3. Romeo meets Juliet II. Act II: Continue the outline as you complete each Act. T-10

23 Act II Outlining Objective: Writing an outline Imagine that you are a Hollywood screenwriter who must convert the theatrical Romeo and Juliet to movie format. Each scene will be filmed separately, and the actors and crew will need help remembering the details of each scene. Outline each act by scenes and assign a title to each one. Give a brief description of the events in each scene. The title should reflect the content of the respective act or scene. When you finish the outline, think of three alternate titles for Romeo and Juliet: the Movie. Example: I. Act I: The feuding families A. Scene I: The first fight 1. Capulet servants fight with Montague servants 2. Prince of Verona scolds the fighting parties 3. Romeo revealed to be lovesick B. Scene II: Capulet plans a feast 1. Paris asks to marry Juliet 2. Peter mistakenly invites Romeo to the feast C. Scene III: Lady Capulet reveals the marriage plan D. Scene IV: The Capulet masquerade 1. Mercutio explains the source of dreams 2. Romeo reveals uneasiness for the future E. Scene V: The masquers dance 1. Tybalt identifies Romeo as a Montague 2. Capulet demands that Romeo be treated well 3. Romeo meets Juliet II. Act II: Continue the outline as you complete each Act. 10

24 Act II Simile Objective: Recognizing a simile Shakespeare s drama often includes the use of simile; however, we might not easily recognize the objects that he uses for comparison due to the evolution of language. In Act III, Scene One, Mercutio asserts that Benvolio s head hath been beaten as addle as an egg. (Pg. 130) Today, in an equivalent simile, we would probably say that Benvolio s head has been scrambled like an egg. In Act II, identify six instances of simile. List them on the Simile Chart that follows and then interpret them. For each interpretation, try to include a modern simile that carries the same message as the original. The first example has been completed for you. Note to teacher: These are only examples. There are numerous others. T-11

25 Act II Simile Objective: Recognizing a simile Shakespeare s drama often includes the use of simile; however, we might not easily recognize the objects that he uses for comparison due to the evolution of language. In Act III, Scene One, Mercutio asserts that Benvolio s head hath been beaten as addle as an egg. (Pg. 130) Today, in an equivalent simile, we would probably say that Benvolio s head has been scrambled like an egg. In Act II, identify six instances of simile. List them on the Simile Chart that follows and then interpret them. For each interpretation, try to include a modern simile that carries the same message as the original. The first example has been completed for you. 11

26 Simile Chart Original Simile I am no pilot; yet wert thou as far / As that vast shore wash d with the farthest sea, / I would adventure for such merchandise. Act, Scene Character Act II, Scene 2 Romeo Interpretation Romeo would travel incredible distances to be with Juliet My bounty is as boundless as the sea, / My love as deep; Act II, Scene 2 Juliet Juliet has a vast, deeply felt love for Romeo Love goes toward love, as schoolboys from their books Act II, Scene 2 Romeo Lovers are attracted to one another in the same way that schoolboys are repelled by books How silver-sweet sound lovers tongues by night, / Like softest music to attending ears! Act II, Scene 2 Romeo The sound of lovers secretive night conversations is as pleasing as the sound of soft music And yet no farther than a wanton s bird, / Who lets it hop a little from his hand, / Like a poor prisoner in his twisted gyves Act II, Scene 2 Juliet The bird resembles a prisoner in shackles who can only move a short distance darkness like a drunkard reels / From forth day s path and Titan s fiery wheels. Act II, Scene 3 Friar Lawrence Night, like a drunkard sensitive to bright light, retreats from the light of day Without his [Romeo s] roe, like a dried herring. Act II, Scene 4 Mercutio Mercutio compares Romeo to a dried herring (fish), from which the roe (eggs) have been removed. In this instance, roe could imply Rosaline. old folks, many feign as they were dead; / Unwieldy, slow, heavy, and pale as lead. Act II, Scene 5 Juliet Juliet relates the elderly as having the characteristics of lead T-12

27 Simile Chart Original Simile I am no pilot; yet wert thou as far / As that vast shore wash d with the farthest sea, / I would adventure for such merchandise. Act, Scene Character Act II, Scene 2 Romeo Interpretation Romeo would travel incredible distances to be with Juliet 12

28 Act II Journal Writing Characterization Objective: Maintaining the journal of a character : Imagine for a moment that Shakespeare s Romeo and Juliet is a true story, and that all the characters involved, including servants, musicians, and citizens, maintained personal journals that are now in the vault of a modern library in Verona. These journals would increase the realism of the tragedy by providing everyone s point of view not just those of the major characters. Review the characters in Romeo and Juliet, and choose the character from the first or second act that interests you the most. Choose wisely, because you must temporarily assume the mind of this character in order to write his or her personal journal. The journal will cover your character s thoughts and experiences for the duration of Romeo and Juliet. The journal entries will be in the first person, as though the character himself wrote them. Write a single half-page entry for each act of Romeo and Juliet. If you choose a character that dies prior to Act V, continue to maintain the journal as though the character can still observe everything from beyond the grave. Pay attention to the thoughts, actions, and words of your character in order to write the most believable, accurate journal. It should reflect his or her behavior, speech patterns, and personality. Use your creativity to fill any gaps. Feel free to create any necessary filler, such as personal thoughts or experiences that would be believable for the character. Try to keep the dialect similar to Shakespeare s Elizabethan English (avoid modern expressions). Begin with an entry for Act I. You will have a total of five entries. We have provided an example below. Act I. From the personal journal of Tybalt: O, I curse thee, Montague, and thy rat kin. As thou not were enough afore, your imp doth kisseth the hand of Juliet at a feast by which thou were most unwelcome. And, you swine, how my womanly uncle scoldeth me, like a child, when thou did st offend! Zounds! My fires burn hot to vanquish thee. But I rest. By and by we shall cross again and my honour I shall recover; my blade shall be soiled with the parted vile flesh of the Montagues. Ne er shall I again walk from thee without thy blood on my rapier. Fear this, unworthy hosts. Each day brings thee closer to the clouds, where thy spirit shall flee upon release. T-13

29 Act II Journal Writing Characterization Objective: Maintaining the journal of a character : Imagine for a moment that Shakespeare s Romeo and Juliet is a true story, and that all the characters involved, including servants, musicians, and citizens, maintained personal journals that are now in the vault of a modern library in Verona. These journals would increase the realism of the tragedy by providing everyone s point of view not just those of the major characters. Review the characters in Romeo and Juliet, and choose the character from the first or second act that interests you the most. Choose wisely, because you must temporarily assume the mind of this character in order to write his or her personal journal. The journal will cover your character s thoughts and experiences for the duration of Romeo and Juliet. The journal entries will be in the first person, as though the character himself wrote them. Write a single half-page entry for each act of Romeo and Juliet. If you choose a character that dies prior to Act V, continue to maintain the journal as though the character can still observe everything from beyond the grave. Pay attention to the thoughts, actions, and words of your character in order to write the most believable, accurate journal. It should reflect his or her behavior, speech patterns, and personality. Use your creativity to fill any gaps. Feel free to create any necessary filler, such as personal thoughts or experiences that would be believable for the character. Try to keep the dialect similar to Shakespeare s Elizabethan English (avoid modern expressions). Begin with an entry for Act I. You will have a total of five entries. We have provided an example below. Act I. From the personal journal of Tybalt: O, I curse thee, Montague, and thy rat kin. As thou not were enough afore, your imp doth kisseth the hand of Juliet at a feast by which thou were most unwelcome. And, you swine, how my womanly uncle scoldeth me, like a child, when thou did st offend! Zounds! My fires burn hot to vanquish thee. But I rest. By and by we shall cross again and my honour I shall recover; my blade shall be soiled with the parted vile flesh of the Montagues. Ne er shall I again walk from thee without thy blood on my rapier. Fear this, unworthy hosts. Each day brings thee closer to the clouds, where thy spirit shall flee upon release. 13

30 Objective: Writing a news story about the play Act II Newspaper Reporting News reporters must be keen observers of the events that they cover, especially when the information they distribute has the potential to influence the general public. During war and other large-scale events, for example, people on the home front await reports from the front lines in order to evaluate the situation for themselves. The information must be carefully reviewed and free of personal opinion or exaggeration because it has the potential to cast an entire nation into panic. False or improper information may also cause harm to the public; it can sway political opinions, create enemies with other nations, or cause instability in the government. You are a modern reporter who has been transported through time in order to compile a story on the untimely deaths of Romeo and Juliet. Observe what you can from the characters involved with the event and record the answers to the fundamental questions of a reporter: who, what, when, where, how, and why? Once you ve acquired those answers, write an article covering the event. Include a headline and be sure to keep the article factual and free of your own opinion. Your first paragraph should be a condensed version of the event. The remainder of the article should contain any other significant information surrounding the event; remember, in journalism, the unanswered questions are just as important as the answered questions. Below is an example as to how your article might begin: THREE DEAD IN LOVE TRIANGLE VERONA. The remains of two Verona teenagers and a Count were found in a burial vault today in what appears to be a tragic case of misunderstanding. Romeo Montague, recently exiled from Verona, allegedly fought his way to the Capulet vault, slaying Count Paris in the process. Upon discovering the seemingly lifeless body of Juliet (his wife through elopement), Romeo used poison to end his own life. Juliet, actually alive, awoke to find her dead husband and Count Paris. In apparent grief, Juliet took her own life as well. Friar Lawrence has been detained for questioning, as well as the family of the deceased. Note to teacher: As a follow up activity, students could write the article in Elizabethan English. T-14

31 Objective: Writing a news story about the play Act II Newspaper Reporting News reporters must be keen observers of the events that they cover, especially when the information they distribute has the potential to influence the general public. During war and other large-scale events, for example, people on the home front await reports from the front lines in order to evaluate the situation for themselves. The information must be carefully reviewed and free of personal opinion or exaggeration because it has the potential to cast an entire nation into panic. False or improper information may also cause harm to the public; it can sway political opinions, create enemies with other nations, or cause instability in the government. You are a modern reporter who has been transported through time in order to compile a story on the untimely deaths of Romeo and Juliet. Observe what you can from the characters involved with the event and record the answers to the fundamental questions of a reporter: who, what, when, where, how, and why? Once you ve acquired those answers, write an article covering the event. Include a headline and be sure to keep the article factual and free of your own opinion. Your first paragraph should be a condensed version of the event. The remainder of the article should contain any other significant information surrounding the event; remember, in journalism, the unanswered questions are just as important as the answered questions. Below is an example as to how your article might begin: THREE DEAD IN LOVE TRIANGLE VERONA. The remains of two Verona teenagers and a Count were found in a burial vault today in what appears to be a tragic case of misunderstanding. Romeo Montague, recently exiled from Verona, allegedly fought his way to the Capulet vault, slaying Count Paris in the process. Upon discovering the seemingly lifeless body of Juliet (his wife through elopement), Romeo used poison to end his own life. Juliet, actually alive, awoke to find her dead husband and Count Paris. In apparent grief, Juliet took her own life as well. Friar Lawrence has been detained for questioning, as well as the family of the deceased. 14

32 Objective: Writing to characters in the play Act II Letter Writing In a parallel to modern riots or gang wars, Romeo and Juliet contains a considerable amount of violence that accomplishes nothing. Death only fuels the existing malice between the Capulets and the Montagues, and only after the deaths of Romeo and Juliet do the families appear to set aside their outdated contempt for one another. You now have the opportunity to prevent some or all of the unnecessary bloodshed in Romeo and Juliet, but you can only accomplish this task through well-chosen words of reason. To complete this exercise, assume that you now have access to a message service that can reach any of the major characters in the play. Write two letters that will persuade characters in Romeo and Juliet to find better solutions to their problems. Choose who you believe will be the most influential characters capable of heeding your advice. In your letters, include anything that you know about the characters (beliefs, longings, past behavior, etc.) that might help to guide their actions. Remember, you may write to any characters, and you may advise them on what to do or what not to do. Try to keep your language similar to Shakespeare s Elizabethan English. Examples: Your Highness, the Prince of Verona: I uneasily write to implore thy intercession to ease the hostility between the Capulet and Montague families of Verona. I fear that their communal hatred outweighs your standing decree, and that blood will be spilled on thy peaceful streets for want of increase to the penalty of their combat. Please address Capulet and Montague in kind, before their kinsmen and servants submit to their anger and lie cold, with sword, in the streets. Romeo, of the Montagues: Heed my advice avoid the company of thy kinsmen, for most certain death will shroud those at their side. Retreat with your wife and you shall save both her and yourself. T-15

33 Objective: Writing to characters in the play Act II Letter Writing In a parallel to modern riots or gang wars, Romeo and Juliet contains a considerable amount of violence that accomplishes nothing. Death only fuels the existing malice between the Capulets and the Montagues, and only after the deaths of Romeo and Juliet do the families appear to set aside their outdated contempt for one another. You now have the opportunity to prevent some or all of the unnecessary bloodshed in Romeo and Juliet, but you can only accomplish this task through well-chosen words of reason. To complete this exercise, assume that you now have access to a message service that can reach any of the major characters in the play. Write two letters that will persuade characters in Romeo and Juliet to find better solutions to their problems. Choose who you believe will be the most influential characters capable of heeding your advice. In your letters, include anything that you know about the characters (beliefs, longings, past behavior, etc.) that might help to guide their actions. Remember, you may write to any characters, and you may advise them on what to do or what not to do. Try to keep your language similar to Shakespeare s Elizabethan English. Examples: Your Highness, the Prince of Verona: I uneasily write to implore thy intercession to ease the hostility between the Capulet and Montague families of Verona. I fear that their communal hatred outweighs your standing decree, and that blood will be spilled on thy peaceful streets for want of increase to the penalty of their combat. Please address Capulet and Montague in kind, before their kinsmen and servants submit to their anger and lie cold, with sword, in the streets. Romeo, of the Montagues: Heed my advice avoid the company of thy kinsmen, for most certain death will shroud those at their side. Retreat with your wife and you shall save both her and yourself. 15

34 Act III Interpreting Shakespeare Objective: Interpreting the meaning of Shakespeare s language In the third act, Friar Lawrence responds to Romeo s contemplation of suicide: Friar Lawrence: Hold thy desperate hand: Art thou a man? Thy form cries out thou art: Thy tears are womanish; thy wild acts denote The unreasonable fury of a beast: Unseemly woman in a seeming man! Or ill-beseeming beast in seeming both! Thou hast amazed me: By my holy order, I thought thy disposition better temper d. Hast thou slain Tybalt? Wilt thou slay thyself? And slay thy lady that in thy life lives, By doing damned hate upon thyself? Why rail st thou on thy birth, the heaven, and earth? Since birth and heaven and earth, all three, do meet In thee at once, which thou at once wouldst lose. Fie, fie, thou sham st thy shape, thy love, thy wit: Which, like a usurer, abound st in all, And usest none in that true use indeed Which should bedeck thy shape, thy love, thy wit: Thy noble shape is but a form of wax, Digressing from the valour of a man; Thy dear love sworn, but hollow perjury, Killing that love which thou hast vow d to cherish; Thy wit, that ornament to shape and love, Mis-shapen in the conduct of them both, Like powder in a skilless soldier s flask Is set a-fire by thine own ignorance, And thou dismember d with thine own defence. Rewrite Friar Lawrence s statement in your own words. Use modern English. When you complete the interpretation, explain the purpose of his statement. T-16

35 Act III Interpreting Shakespeare Objective: Interpreting the meaning of Shakespeare s language In the third act, Friar Lawrence responds to Romeo s contemplation of suicide: Friar Lawrence: Hold thy desperate hand: Art thou a man? Thy form cries out thou art: Thy tears are womanish; thy wild acts denote The unreasonable fury of a beast: Unseemly woman in a seeming man! Or ill-beseeming beast in seeming both! Thou hast amazed me: By my holy order, I thought thy disposition better temper d. Hast thou slain Tybalt? Wilt thou slay thyself? And slay thy lady that in thy life lives, By doing damned hate upon thyself? Why rail st thou on thy birth, the heaven, and earth? Since birth and heaven and earth, all three, do meet In thee at once, which thou at once wouldst lose. Fie, fie, thou sham st thy shape, thy love, thy wit: Which, like a usurer, abound st in all, And usest none in that true use indeed Which should bedeck thy shape, thy love, thy wit: Thy noble shape is but a form of wax, Digressing from the valour of a man; Thy dear love sworn, but hollow perjury, Killing that love which thou hast vow d to cherish; Thy wit, that ornament to shape and love, Mis-shapen in the conduct of them both, Like powder in a skilless soldier s flask Is set a-fire by thine own ignorance, And thou dismember d with thine own defence. Rewrite Friar Lawrence s statement in your own words. Use modern English. When you complete the interpretation, explain the purpose of his statement. 16

36 Example: Act III, Scene 3 Friar Lawrence: Restrain yourself. Are you a man? You look like a man, but your tears are feminine, and your behavior resembles that of an unreasonable beast. Though you seem to be a man, you act like an improper woman, and the combination of the two makes you an unnatural beast! You have amazed me. I swear on my faith that I thought you were better than this. You ve killed Tybalt; are you going to kill yourself now, too, and in the process kill your wife whose life you share by damning your soul through suicide? Why do you rant about your nobility, your soul, and your body? These things are all a part of you, and you would lose them all at once. Come now; you re disgracing your body, your love, and your intelligence. Like a greedy loan shark, you have all the wealth in the world, but you don t use it for anything good to improve your body, your love, or your intelligence. You are but a wax figure that only looks like a man; you make empty promises that kill the love that you vowed to hold dear. Your intelligence a necessity for body and love fails to manage either; and like the gunpowder in an untrained soldier s flask, it explodes due to your own ignorance, and that which should help you instead kills you. Friar Lawrence is trying to impart sense to Romeo. He wants Romeo to understand that suicide would only make matters worse. It would only destroy the things that Romeo claims to care about. Lawrence also explains that Romeo is allowing his own intelligence to work against himself, and that it will destroy him if he fails to properly use it to improve his love and body. T-17

37 Example: Act III, Scene 3 Friar Lawrence: Restrain yourself. Are you a man? You look like a man, but your tears are feminine, and your behavior resembles that of an unreasonable beast. 17

38 Act III Alliteration Objective: Recognizing alliteration Alliteration may occur in numerous words in succession; however, many cases of alliteration in poetry involve only two successive words, and sometimes there may be a word separating the two alliterative words. Alliteration is one of the several poetic devices that Shakespeare includes in his drama. In the prologue we find From forth the fatal loins of these two foes. Read through Act III carefully and identify as many instances of alliteration as you can (at least ten). List each instance and cite the scene in which it appears. When you finish, write ten of your own alliterative phrases. Examples: Act I, Scene 1 Act II, Prologue Act II, Scene 2 hartless hinds desire doth in his deathbed lie So thou wilt woo; but else, not for the world T-18

39 Act III Alliteration Objective: Recognizing alliteration Alliteration may occur in numerous words in succession; however, many cases of alliteration in poetry involve only two successive words, and sometimes there may be a word separating the two alliterative words. Alliteration is one of the several poetic devices that Shakespeare includes in his drama. In the prologue we find From forth the fatal loins of these two foes. Read through Act III carefully and identify as many instances of alliteration as you can (at least ten). List each instance and cite the scene in which it appears. When you finish, write ten of your own alliterative phrases. Examples: Act I, Scene 1 Act II, Prologue Act II, Scene 2 hartless hinds desire doth in his deathbed lie So thou wilt woo; but else, not for the world 18

40 Act III Theme Objective: Identifying thematic occurrences Love and fate are the dominant themes of Romeo and Juliet, but a close third is that of the conflicting ideas among social groups. The feuding families, the parental figures, the church, Romeo s peers, and the government all have varying perspectives of what is right and wrong. A simple example of this conflict is the secret marriage of Romeo and Juliet. Romeo and Juliet regard the marriage as proper, but the feuding families do not; therefore, a conflict exists between Romeo and Juliet s representative group and that of the feuding families. Complete the Conflict Chart by identifying at least two conflicting parties represented in each quote. We have provided a list of quotations and events from Romeo and Juliet, as well as a bank of social groups to choose from. Remember, this theme involves conflicts between two institutions. Each quote will require two answers. Example: 1 Quotation (Act.Scene) Answer Social Institutions What, art thou drawn among these A. Romeo and Juliet (teenagers) I, J heartless hinds? (1.1) B. The Church The answer to this quote is I (The Upper Class) and J (The Lower Class), because Tybalt, a kinsman of the Capulets, uses a condescending reference to the servants in order to insult Benvolio. C. The Government D. The Feuding Families E. Parental Figures F. Romeo s Peers G. Fathers H. Mothers I. The Upper Class (the wealthy) J. The Lower Class (servants) T-19

41 Act III Theme Objective: Identifying thematic occurrences Love and fate are the dominant themes of Romeo and Juliet, but a close third is that of the conflicting ideas among social groups. The feuding families, the parental figures, the church, Romeo s peers, and the government all have varying perspectives of what is right and wrong. A simple example of this conflict is the secret marriage of Romeo and Juliet. Romeo and Juliet regard the marriage as proper, but the feuding families do not; therefore, a conflict exists between Romeo and Juliet s representative group and that of the feuding families. Complete the Conflict Chart by identifying at least two conflicting parties represented in each quote. We have provided a list of quotations and events from Romeo and Juliet, as well as a bank of social groups to choose from. Remember, this theme involves conflicts between two institutions. Each quote will require two answers. Example: 1 Quotation (Act.Scene) Answer Social Institutions What, art thou drawn among these A. Romeo and Juliet (teenagers) I, J heartless hinds? (1.1) B. The Church The answer to this quote is I (The Upper Class) and J (The Lower Class), because Tybalt, a kinsman of the Capulets, uses a condescending reference to the servants in order to insult Benvolio. C. The Government D. The Feuding Families E. Parental Figures F. Romeo s Peers G. Fathers H. Mothers I. The Upper Class (the wealthy) J. The Lower Class (servants) 19

42 Conflict Chart Quotation (Act.Scene) Answer Social Institutions What, art thou drawn among these I, J heartless hinds? (1.1) A. Young Lovers (Romeo and Juliet) I ll look to like, if looking liking move: / But no more deep will I endart B. The Church (Father Lawrence) A, E mine eye / Than your consent gives strength to make it fly. (1.3) C. The Government (the Prince) If ever you disturb our streets again / Your lives shall pay the forfeit of the C, D D. The Feuding Families peace (1.1) Content thee, gentle coz, let him E. Parental Figures (Parents, Nurse) alone, / [... ] I would not for the wealth of all this town / Here in my F, G F. Romeo s Male Peers house do him disparagement. (1.5) Deny thy father and refuse thy name; G. Fathers / Or, if thou wilt not, be but sworn my love, / And I ll no longer be a A, D H. Mothers Capulet. (2.2) O, she knew well / Thy love did read I. Men A, B by rote and could not spell. (2.3) But come, young waverer, come, go J. Women with me, / In one respect I ll thy assistant be; / For this alliance may so B, D happy prove, / To turn your K. Citizens of Verona households rancour to pure love. (2.3) O flesh, flesh, how art thou fishified! Now is he for the numbers that A, F Petrarch flowed in. (2.4) But old folks, many feign as they were dead-- / Unwieldy, slow, heavy, A, E and pale as lead. (2.4) (to Romeo, before fighting with Tybalt) O calm, dishonourable, vile A, F submission! (3.1) Clubs, bills, and partisans! strike! beat them down! / Down with the Capulets! down with the Montagues! D, K (1.1) There s no trust, no faith, no honesty in men; / All perjured, all forsworn, all I, J naught, all dissemblers. (3.2) swear by thy gracious self [Romeo], / Which is the god of my idolatry (2.2) A, B T-20

43 Conflict Chart Quotation (Act.Scene) Answer Social Institutions What, art thou drawn among these I, J heartless hinds? (1.1) A. Young Lovers (Romeo and Juliet) I ll look to like, if looking liking move: / But no more deep will I endart B. The Church (Father Lawrence) mine eye / Than your consent gives strength to make it fly. (1.3) C. The Government (the Prince) If ever you disturb our streets again / Your lives shall pay the forfeit of the D. The Feuding Families peace (1.1) Content thee, gentle coz, let him E. Parental Figures (Parents, Nurse) alone, / [... ] I would not for the wealth of all this town / Here in my F. Romeo s Male Peers house do him disparagement. (1.5) Deny thy father and refuse thy name; G. Fathers / Or, if thou wilt not, be but sworn my love, / And I ll no longer be a H. Mothers Capulet. (2.2) O, she knew well / Thy love did read I. Men by rote and could not spell. (2.3) But come, young waverer, come, go J. Women with me, / In one respect I ll thy assistant be; / For this alliance may so K. Citizens of Verona happy prove, / To turn your households rancour to pure love. (2.3) O flesh, flesh, how art thou fishified! Now is he for the numbers that Petrarch flowed in. (2.4) But old folks, many feign as they were dead-- / Unwieldy, slow, heavy, and pale as lead. (2.4) (to Romeo, before fighting with Tybalt) O calm, dishonourable, vile submission! (3.1) Clubs, bills, and partisans! strike! beat them down! / Down with the Capulets! down with the Montagues! (1.1) There s no trust, no faith, no honesty in men; / All perjured, all forsworn, all naught, all dissemblers. (3.2) swear by thy gracious self [Romeo], / Which is the god of my idolatry (2.2) 20

44 Act IV Communicating Objective: Writing a speech Speaking effectively Not even the penalty of death halts the violent feud between the Montagues and the Capulets. In an effort to prevent fighting in the streets of Verona, citizens both young and old must constantly monitor the feuding families and intervene as necessary. The Prince of Verona knows that the citizens, many of whom are elderly, are concerned about the recent brawls and killings. Divide the class into small groups. Each group will act as the Prince s staff, including chief advisors and speechwriters. Consult the text and each other to come up with the topics that the Prince will need to address when he speaks to the people. Have one person list these topics. Using the list, each group should prepare a short speech for the Prince (no more than three minutes). While compiling the speech, remember to address the major problems of Verona according to the play. Also, ensure that the speech reflects the Prince s personality. When the speeches are complete, each group should have a volunteer stand up and read the speech to the class. Example topics to include in the speech: What is the reason for the feud between the families? How is the government trying to stop the feud? Why did a kinsman to the Prince fight in a quarrel between other families? When will the feuding stop? The futility of street violence. T-21

45 Act IV Communicating Objective: Writing a speech Speaking effectively Not even the penalty of death halts the violent feud between the Montagues and the Capulets. In an effort to prevent fighting in the streets of Verona, citizens both young and old must constantly monitor the feuding families and intervene as necessary. The Prince of Verona knows that the citizens, many of whom are elderly, are concerned about the recent brawls and killings. Divide the class into small groups. Each group will act as the Prince s staff, including chief advisors and speechwriters. Consult the text and each other to come up with the topics that the Prince will need to address when he speaks to the people. Have one person list these topics. Using the list, each group should prepare a short speech for the Prince (no more than three minutes). While compiling the speech, remember to address the major problems of Verona according to the play. Also, ensure that the speech reflects the Prince s personality. When the speeches are complete, each group should have a volunteer stand up and read the speech to the class. 21

46 Objective: Interviewing a main character Act V Interviewing Both Friar Lawrence and the Nurse know about the secret marriage, but only Lawrence knows the details of Juliet s fatal escape plan. Lawrence is, in effect, the leading witness to the cumulative tragedy. For the purpose of this exercise, assume that Friar Lawrence is allowed to continue his career, unpunished for his involvement in the tragedy. You are a news-radio host popular for your ability to extract the memories of witnesses to historic events. Your interviewing skill often helps your guests to reveal new details to popular events. You now have the chance to interview Friar Lawrence (after the tragedy) on your talkradio show. It will be an open mike show, and you will be taking calls from listeners. Before the interview, you will want to research the story of Romeo and Juliet a little in order to know what types of questions you ll be able to ask. Remember, you are a talk-radio host. It is your job to pry the most interesting information from your guest so that listeners will continue to support you. Do not be afraid to unearth debatable issues that will draw phone calls. The public is still shocked by what it knows about the tragedy, and it wants to how and why it happened. Divide the class into four groups. Each group will work together to produce a list of questions to ask Friar Lawrence. The first question has been written for you. Why did you agree to wed Romeo to Juliet? Do you feel that you overstepped your authority as the Friar? If you had the chance to do things differently, what would you change? How do the Capulet and Montague families regard you now? Do you feel that you are responsible for the deaths of Romeo, Juliet, and Count Paris? Why do you feel that your decision to wed Romeo to Juliet was ethical? How did you know that Romeo and Juliet were in love? Note to teacher: As a follow up activity, students could create answers to the questions based on their knowledge of Friar Lawrence. Students could then dramatize the radio show, including the call-ins. T-22

47 Objective: Interviewing a main character Act V Interviewing Both Friar Lawrence and the Nurse know about the secret marriage, but only Lawrence knows the details of Juliet s fatal escape plan. Lawrence is, in effect, the leading witness to the cumulative tragedy. For the purpose of this exercise, assume that Friar Lawrence is allowed to continue his career, unpunished for his involvement in the tragedy. You are a news-radio host popular for your ability to extract the memories of witnesses to historic events. Your interviewing skill often helps your guests to reveal new details to popular events. You now have the chance to interview Friar Lawrence (after the tragedy) on your talkradio show. It will be an open mike show, and you will be taking calls from listeners. Before the interview, you will want to research the story of Romeo and Juliet a little in order to know what types of questions you ll be able to ask. Remember, you are a talk-radio host. It is your job to pry the most interesting information from your guest so that listeners will continue to support you. Do not be afraid to unearth debatable issues that will draw phone calls. The public is still shocked by what it knows about the tragedy, and it wants to how and why it happened. Divide the class into four groups. Each group will work together to produce a list of questions to ask Friar Lawrence. The first question has been written for you. Why did you agree to wed Romeo to Juliet? 22

48 Acts I - V Motif Objective: Identifying motifs Romeo and Juliet is rich with Shakespeare s standard poetic devices, but it is unique among Shakespearean drama due to its lack of symbols. Though modest in symbolism, Romeo and Juliet contains numerous motifs, many of which appear throughout the entire play. One example of a motif is Romeo s recurring description of life as a voyage, in which someone other than Romeo is piloting the ship: But He, that hath the steerage of my course, / Direct my sail! (Act I, Scene 4) This occurs on two more occasions in the play. The Motif Chart supplies you with Romeo and Juliet motifs and locations at which they can be found in the text. Use the reference to find the occurrence of each motif, and then quote the text in which it occurs. Remember, motifs are recurring, so each motif will have more than one reference. The first motif has been started for you. Note to teacher: These are only examples. There are numerous sources for the provided motifs. T-23

49 Acts I - V Motif Objective: Identifying motifs Romeo and Juliet is rich with Shakespeare s standard poetic devices, but it is unique among Shakespearean drama due to its lack of symbols. Though modest in symbolism, Romeo and Juliet contains numerous motifs, many of which appear throughout the entire play. One example of a motif is Romeo s recurring description of life as a voyage, in which someone other than Romeo is piloting the ship: But He, that hath the steerage of my course, / Direct my sail! (Act I, Scene 4) This occurs on two more occasions in the play. The Motif Chart supplies you with Romeo and Juliet motifs and locations at which they can be found in the text. Use the reference to find the occurrence of each motif, and then quote the text in which it occurs. Remember, motifs are recurring, so each motif will have more than one reference. The first motif has been started for you. 23

50 Motif Occurrence (Act.Scene) MOTIF CHART Supporting Evidence Piloting a Ship But He, that hath the steerage of my course, / Direct my sail! I am no pilot; yet, wert thou as far / As that vast shore wash d with the farthest sea, / I would adventure for such merchandise. Thou desperate pilot, now at once run on / The dashing rocks thy sea-sick weary bark. Stars Prologue A pair of star-cross d lovers take their life Earth-treading stars that make dark heaven light Two of the fairest stars in all the heaven, / Having some business, do intreat her eyes / To twinkle in their spheres till they return. Give me my Romeo; and, when he shall die, / Take him and cut him out in little stars Is it e en so? then I defy you, stars! Names and Significance of Names Find those persons out / Whose names are written there. if you be not of the house of Montagues, I pray, come / and crush a cup of wine. Deny thy father and refuse thy name Tis but thy name that is my enemy; / [... ] What s in a name? that which we call a rose / By any other name would smell as sweet. Ah, poor my lord, what tongue shall smooth thy name, / When I, thy three-hours wife, have mangled it? As if that name, / Shot from the deadly level of a gun, / Did murder her, as that name s cursed hand / Murder d her kinsman. T-24

51 Motif Occurrence (Act.Scene) MOTIF CHART Supporting Evidence Piloting a Ship But He, that hath the steerage of my course, / Direct my sail! I am no pilot; yet, wert thou as far / As that vast shore wash d with the farthest sea, / I would adventure for such merchandise. 5.3 Stars Prologue Names and Significance of Names

52 Motif MOTIF CHART Continued Occurrence Supporting Evidence (Act.Scene) Light and Dark Includes: Sunrise/Sunset Dawn/Dusk Day/Night East/West Sun/Moon At my poor house look to behold this night / Earth-treading stars that make dark heaven light. But, soft! what light through yonder window breaks? / It is the east, and Juliet is the sun! / Arise, fair sun, and kill the envious moon Come, night, come, Romeo, come, thou day in night More light and light; more dark and dark our woes! A glooming peace this morning with it brings; / The sun for sorrow will not show his head. High and Low Includes: Flying Rising Climbing Sinking Falling Over/Under Up/Down borrow Cupid s wings, / And soar with them above a common bound. As glorious to this night, being o er my head, / As is a winged messenger of heaven / [... ] When he bestrides the lazy-pacing clouds / And sails upon the bosom of the air. I must another way, / To fetch a ladder, by the which your love / Must climb a bird s nest soon Mercutio s soul / Is but a little way above our heads Methinks I see thee, now thou art below, / As one dead in the bottom of a tomb. And weep ye now, seeing she is advanced / Above the clouds, as high as heaven itself? T-25

53 Motif Light and Dark Includes: Sunrise/Sunset Dawn/Dusk Day/Night East/West Sun/Moon MOTIF CHART Continued Occurrence Supporting Evidence (Act.Scene) High and Low Includes: Flying Rising Climbing Sinking Falling Over/Under Up/Down

54 Acts I V Creative Writing Drawing Objective: Identifying major themes and events in a drama The old adage, don t judge a book by its cover, is excellent advice; unfortunately, in modern culture, it is often the cover that first attracts potential customers to a book. Romeo and Juliet was first published in the late sixteenth century, a time when books hardly required glossy, highresolution graphics on the front and reviews from several major newspapers on the back in order to sell. Today, there are so many books on store shelves that flashy covers are necessary to seize attention long enough to capture readers curiosity. Imagine that Romeo and Juliet has just been written and that you work for Shakespeare s publisher. In order to catch the eye of consumers, the published play will need an effective jacket. It should command attention and at the same time truthfully portray the content of the play. Divide the class into small groups. Within each group are two teams with the task of producing a new cover for Romeo and Juliet. The illustrators in the groups will draw or compile pictures for the front cover of the book. The cover art must include depictions of the story as well as the title and the author s name. The writers in the groups will write a review for the back cover that addresses the following questions: 1. What is the most interesting incident in the story? (Be careful not to give the story away.) 2. What are the themes of the play? 3. What does the story teach? 4. Why do you recommend this drama to other students? 5. Why is this a good drama for the classroom? T-26

55 Acts I V Creative Writing Drawing Objective: Identifying major themes and events in a drama The old adage, don t judge a book by its cover, is excellent advice; unfortunately, in modern culture, it is often the cover that first attracts potential customers to a book. Romeo and Juliet was first published in the late sixteenth century, a time when books hardly required glossy, highresolution graphics on the front and reviews from several major newspapers on the back in order to sell. Today, there are so many books on store shelves that flashy covers are necessary to seize attention long enough to capture readers curiosity. Imagine that Romeo and Juliet has just been written and that you work for Shakespeare s publisher. In order to catch the eye of consumers, the published play will need an effective jacket. It should command attention and at the same time truthfully portray the content of the play. Divide the class into small groups. Within each group are two teams with the task of producing a new cover for Romeo and Juliet. The illustrators in the groups will draw or compile pictures for the front cover of the book. The cover art must include depictions of the story as well as the title and the author s name. The writers in the groups will write a review for the back cover that addresses the following questions: 1. What is the most interesting incident in the story? (Be careful not to give the story away.) 2. What are the themes of the play? 3. What does the story teach? 4. Why do you recommend this drama to other students? 5. Why is this a good drama for the classroom? 26

56 Objective: Analyzing characters in the play Acts I - V Characterization Psychiatrists are trained to examine patients, determine the source of problems, and implement possible solutions. The proper examination of a patient may require detailed information regarding the patient s family life and social environment. Using personal observations and facts gathered from the patient, the doctor makes a diagnosis. You are now a modern psychiatrist, and below is a list of your patients for today. Write down your initial analysis for each patient and the possible source of the problem. In the TREATMENT column, suggest a treatment. Remember, one character may have multiple disorders, each of which may require a different treatment. PATIENT PROBLEM CAUSE TREATMENT 8:00 Romeo Depression Rejection (Rosaline) Counseling Depression Family disputes Family counseling Anxiety Separation from Juliet Therapy 9:00 Tybalt Violent; Instigates fights Violent Temper Rehabilitation; productive outlets 10:00 Juliet Depression Forced marriage Family Counseling Suicidal Tendencies Anxiety over secret Therapy; medication marriage 11:00 Prince Stress Family feuds in Verona Counseling; relaxation exercises 1:00 Mercutio Violent; Instigates fights Mischievous; arrogant Counseling 2:00 Friar Lawrence Guilt Deaths of Romeo, Juliet, and Count Paris Counseling 3:00 - Benvolio Anxiety; trauma Exposure to deaths Counseling 4:00 Capulets and Montagues Longstanding hatred Family feud Group Counseling Poor relations with Poor communication Family Counseling children T-27

57 Objective: Analyzing characters in the play Acts I - V Characterization Psychiatrists are trained to examine patients, determine the source of problems, and implement possible solutions. The proper examination of a patient may require detailed information regarding the patient s family life and social environment. Using personal observations and facts gathered from the patient, the doctor makes a diagnosis. You are now a modern psychiatrist, and below is a list of your patients for today. Write down your initial analysis for each patient and the possible source of the problem. In the TREATMENT column, suggest a treatment. Remember, one character may have multiple disorders, each of which may require a different treatment. PATIENT PROBLEM CAUSE TREATMENT 8:00 Romeo Depression Rejection (Rosaline) Counseling 9:00 Tybalt 10:00 Juliet 11:00 Prince 1:00 Mercutio 2:00 Friar Lawrence 3:00 - Benvolio 4:00 Capulets and Montagues 27

58 Acts I V Foreshadowing Objective: Interpreting instances of foreshadowing : Even before the first act of Romeo and Juliet, the Chorus reveals how the play ends. The audiences learns that Romeo and Juliet take their lives, but if it with patient ears attend, / What here [the Prologue] shall miss, our toil shall strive to mend. In other words, the end is merely a single element of the forthcoming tragedy; it is the story that is most important--not just the end. One of the many techniques that Shakespeare employs to enhance the story of Romeo and Juliet is foreshadowing. Unlike the revelation in the Prologue, which is not considered foreshadowing, the occurrences throughout the play are subtle and indirect. Sometimes they are overlooked, but if not, they become catalysts that intensify the drama. We have provided eight instances of foreshadowing in Romeo and Juliet on the Foreshadow Interpretation Chart. Each instance includes a reference to its location in the play. Knowing the character sources and the contexts of the foreshadowing might help your interpretations. Complete the Foreshadow Interpretation Chart by identifying the real event to which each instance of foreshadowing refers. The first item is completed for you. T-28

59 Acts I V Foreshadowing Objective: Interpreting instances of foreshadowing : Even before the first act of Romeo and Juliet, the Chorus reveals how the play ends. The audiences learns that Romeo and Juliet take their lives, but if it with patient ears attend, / What here [the Prologue] shall miss, our toil shall strive to mend. In other words, the end is merely a single element of the forthcoming tragedy; it is the story that is most important--not just the end. One of the many techniques that Shakespeare employs to enhance the story of Romeo and Juliet is foreshadowing. Unlike the revelation in the Prologue, which is not considered foreshadowing, the occurrences throughout the play are subtle and indirect. Sometimes they are overlooked, but if not, they become catalysts that intensify the drama. We have provided eight instances of foreshadowing in Romeo and Juliet on the Foreshadow Interpretation Chart. Each instance includes a reference to its location in the play. Knowing the character sources and the contexts of the foreshadowing might help your interpretations. Complete the Foreshadow Interpretation Chart by identifying the real event to which each instance of foreshadowing refers. The first item is completed for you. 28

60 FORESHADOW INTERPRETATION CHART Foreshadowing Act.Scene Interpretation Object of Foreshadow Take thou some new infection Benvolio tells Romeo that his lovesickness will to thy eye, / And the rank poison fade when he allows himself to see a new mate. 1.2 of the old will die. Romeo s depression does fade when he sees Juliet for the first time. I fear, too early: for my mind misgives / Some consequence, yet hanging in the stars, / Shall bitterly begin his fearful date / With this night s revels, and expire the term / Of a despised life closed in my breast, / By some vile forfeit of untimely death. 1.4 I will withdraw: but this intrusion shall / Now seeming sweet, convert to bitterest gall. 1.5 Go ask his name. If he be married, / My grave is like to be my wedding bed. but come what sorrow can, / It cannot countervail the exchange of joy / That one short minute gives me in her sight: / Do thou but close our hands with holy words, / Then love-devouring death do what he dare. / It is enough I may but call her mine. This day s black fate on more days doth depend; / This but begins the woe others must end. Methinks I see thee, now thou art below, / As one dead in the bottom of a tomb: / Either my eyesight fails or thou look st pale. Delay this marriage for a month, a week; / Or, if you do not, make the bridal bed / In that dim monument where Tybalt lies Romeo is right about his bad feeling that a series of problems will begin on the night of the feast. On that evening, Romeo not only meets Juliet, but Tybalt vows to strike against Romeo and his family. Tybalt s later death leads to Romeo s banishment, which then leads to Romeo s untimely death. Tybalt reveals his plan for revenge against Romeo s intrusion at the feast. This foreshadows Tybalt s run-in with Mercutio, in which Tybalt seeks Romeo, but instead opts to confront Romeo s friends. Romeo does get married--to Juliet. As Juliet predicts, since Romeo is married, she dies and is consequently buried in a grave on her wedding day (to wed Count Paris). Romeo prompts sorrow and challenges death, and both accept. Mercutio s death shortly after the wedding (a short minute ) is the love-devouring death that causes Romeo s revenge and subsequent banishment. Romeo s banishment initiates Juliet s doomed plan to run away, which results in both of their deaths. Romeo knows that the death of Mercutio is only the beginning of a chain of events that will not end until another day. That is the day on which Romeo dies, thus ending the woe. Juliet describes Romeo s future death in the tomb. The marriage does not get delayed, and Juliet, dead on the wedding day, is placed in the tomb with the dead Tybalt. T-29

61 FORESHADOW INTERPRETATION CHART Foreshadowing Act.Scene Interpretation Object of Foreshadow Benvolio tells Romeo that his lovesickness will 1.2 fade when he allows himself to see a new mate. Romeo s depression does fade when he sees Juliet for the first time. Take thou some new infection to thy eye, / And the rank poison of the old will die. I fear, too early: for my mind misgives / Some consequence, yet hanging in the stars, / Shall bitterly begin his fearful date / With this night s revels, and expire the term / Of a despised life closed in my breast, / By some vile forfeit of untimely death. I will withdraw: but this intrusion shall / Now seeming sweet, convert to bitterest gall. Go ask his name. If he be married, / My grave is like to be my wedding bed. but come what sorrow can, / It cannot countervail the exchange of joy / That one short minute gives me in her sight: / Do thou but close our hands with holy words, / Then love-devouring death do what he dare. / It is enough I may but call her mine. This day s black fate on more days doth depend; / This but begins the woe others must end. Methinks I see thee, now thou art below, / As one dead in the bottom of a tomb: / Either my eyesight fails or thou look st pale. Delay this marriage for a month, a week; / Or, if you do not, make the bridal bed / In that dim monument where Tybalt lies

62 Objective: Understanding Elizabethan English Acts I V Understanding Shakespeare s Language Rewrite the following script in Shakespeare s dialect so that it would make sense to characters in the play. Remember to adjust the scene and the items in the dialogue to fit Shakespeare s time period. Scene: A food court at a shopping mall. Linda has just finished shopping when she sees her friends, Katie and Charles, waiting for their order at a sandwich shop. Linda: Hey, what s going on? Katie: Oh hi, Linda! I was hoping to run into you. Did you get the message I left on your answering machine? Charles: How are you Linda? Linda: No, I didn t; my machine s not working right. What was it? Katie: Charles asked me to marry him! We re engaged! Linda [happy]: No way! When? When are you getting married? Katie: Yep. Last Saturday night. We re getting married in June. Charles [musing]: What, it s not that surprising, is it? Linda [hugging Katie]: Oh, I m so happy for you. Congratulations, both of you. Katie: Thank you Linda. Charles [holding a food tray]: Say, can we go find a table? This is getting heavy. Katie [pointing]: Oh, grab that table over there. We ll be over in a minute. Linda: So what did you mother say? Does she know? Katie: No, not yet. I want to tell her in person, but I can t until I fix the wheel on my car. Charles can t get out of work to take me. T-30

63 Objective: Understanding Elizabethan English Acts I V Understanding Shakespeare s Language Rewrite the following script in Shakespeare s dialect so that it would make sense to characters in the play. Remember to adjust the scene and the items in the dialogue to fit Shakespeare s time period. Scene: A food court at a shopping mall. Linda has just finished shopping when she sees her friends, Katie and Charles, waiting for their order at a sandwich shop. Linda: Hey, what s going on? Katie: Oh hi, Linda! I was hoping to run into you. Did you get the message I left on your answering machine? Charles: How are you Linda? Linda: No, I didn t; my machine s not working right. What was it? Katie: Charles asked me to marry him! We re engaged! Linda [happy]: No way! When? When are you getting married? Katie: Yep. Last Saturday night. We re getting married in June. Charles [musing]: What, it s not that surprising, is it? Linda [hugging Katie]: Oh, I m so happy for you. Congratulations, both of you. Katie: Thank you Linda. Charles [holding a food tray]: Say, can we go find a table? This is getting heavy. Katie [pointing]: Oh, grab that table over there. We ll be over in a minute. Linda: So what did you mother say? Does she know? Katie: No, not yet. I want to tell her in person, but I can t until I fix the wheel on my car. Charles can t get out of work to take me. 30

64 We have begun the script for you: Scene: The village marketplace. Lynn has been shopping and spots Katherine and Charles in the square. They re walking together, and Charles is carrying a bolt of fine linen. Lynn: Dear Katherine, how goes the day with you? Katherine: Lynn! I am want to cross your path. Didst thou claim the word I parted with thy man? Charles: How fare thee Lynn? Lynn: No, my post hath no haste. Pray you tell. Katherine: Charles hath assured my love! Our affections are contract! Lynn [happy]: Marry! When? When shall thee wed? Katherine: Ay. The eve of last Sabbath. We wed in June. Charles [musing]: It amazes thee so? Lynn [hugging Katie]: Plause; I share thy joy. Katherine: Gramercies. Charles [holding a food tray]: Pray we sit? T would ease the carriage. Katherine [pointing]: Away, before. We ll wait on. Lynn: And what say your dam? She doth know? Katherine: No, I ll to her person, but not fore a mend to a cart-wheel. Charles is about his labor too oft to be my carter. T-31

65 We have begun the script for you: Lynn: Dear Katherine, how goes the day with you? Katherine: Lynn! I am want to cross your path. Didst thou claim the word I parted with thy man? Charles: Lynn: Katherine: Lynn [happy]: Katherine: Charles [musing]: Lynn [hugging Katie]: Katherine: Charles [holding a food tray]: Katherine [pointing]: Lynn: Katherine: 31

66 Acts I V Plot Objective: Relating conflicts and characters in Romeo and Juliet to contemporary conflicts Shakespeare s drama is often described as universal, meaning it appeals to all audiences and cultures anywhere in history. Shakespeare achieves this universal appeal by using age-old themes to which anyone can relate, regardless of time or geography. Romeo and Juliet, for example, portrays lovers whose families do not like one another a story that could take place as easily in present-day America as it could in medieval Europe. Consider the storyline of Romeo and Juliet and think of where or how it could occur in the present day. Be sure to take into account the many unpredictable organizations that exist in the world: governments (including monarchies, like that of Verona), corporations, organized crime families, etc. Once you have identified a situation that parallels Romeo and Juliet, fill in the supplied chart, The Modern Romeo and Juliet, with the equivalent events and characters. Several examples have been completed for you. These need be only short comments. Note to teacher: Answers will vary. T-32

67 Acts I V Plot Objective: Relating conflicts and characters in Romeo and Juliet to contemporary conflicts Shakespeare s drama is often described as universal, meaning it appeals to all audiences and cultures anywhere in history. Shakespeare achieves this universal appeal by using age-old themes to which anyone can relate, regardless of time or geography. Romeo and Juliet, for example, portrays lovers whose families do not like one another a story that could take place as easily in present-day America as it could in medieval Europe. Consider the storyline of Romeo and Juliet and think of where or how it could occur in the present day. Be sure to take into account the many unpredictable organizations that exist in the world: governments (including monarchies, like that of Verona), corporations, organized crime families, etc. Once you have identified a situation that parallels Romeo and Juliet, fill in the supplied chart, The Modern Romeo and Juliet, with the equivalent events and characters. Several examples have been completed for you. These need be only short comments. 32

68 THE MODERN ROMEO AND JULIET Original Romeo and Juliet Alternate Romeo and Juliet (Today) SETTING Italy Verona Montague House Capulet House United States Detroit, Michigan The Douglas Mansion The Bradford s Condominium CHARACTERS Capulet Montague Prince Romeo Juliet Friar Lawrence Nurse A Senator Mr. Douglas, a wealthy real estate developer District attorney Son of Mr. Douglas Daughter of Senator Bradford Professor Lawrence, Romeo and Juliet s mutual academic tutor Juliet s Aunt PLOT Boy and girl from opposing families fall in love Feuding results in violent street fights Romeo secretly helped by priest Juliet stages her own death Romeo never gets message about staged death Romeo kills himself Boy and girl from opposing families fall in love Political and business rivalry results in frequent slander and mudslinging Romeo secretly helped by Professor Lawrence Girl stages her own kidnapping Romeo is arrested and misses the phone call about Juliet s phony kidnapping Romeo runs away from home ACTION Tybalt kills Mercutio Romeo kills Tybalt Friar Lawrence supplies a sleeping potion Tybalt, aid to the Senator, gets Romeo s best friend fired from his job Romeo causes a car accident in which Tybalt is killed Professor Lawrence supplies a hiding place for the kidnapping T-33

69 THE MODERN ROMEO AND JULIET Original Romeo and Juliet Alternate Romeo and Juliet (Today) SETTING Italy Verona United States CHARACTERS Capulet Montague A Senator Prince Romeo PLOT Boy and girl from opposing families fall in love Boy and girl from opposing families fall in love ACTION Tybalt kills Mercutio Tybalt, aid to the Senator, gets Romeo s best friend fired from his job 33

70 Acts I V Characterization Objective: Creating a character map Character relationships vary within and at the end of each Act. For each Act, draw a map that depicts the relationships among the major characters. Use the following key: Example: An arrow from one character to another depicts a friendship. A double arrow indicates mutual friendship. A broken arrow indicates dislike. A double broken arrow indicates mutual dislike. Parenthesis around a name indicate that a character is no longer present. (character is absent or dead) A dashed line means that the characters are acquainted, but the reader is unsure Act I Montague Capulet Romeo Prince Juliet Benvolio Tybalt Mercutio Nurse Paris T-34

71 Acts I V Characterization Objective: Creating a character map Character relationships vary within and at the end of each Act. For each Act, draw a map that depicts the relationships among the major characters. Use the following key: Example: An arrow from one character to another depicts a friendship. A double arrow indicates mutual friendship. A broken arrow indicates dislike. A double broken arrow indicates mutual dislike. Parenthesis around a name indicate that a character is no longer present. (character is absent or dead) A dashed line means that the characters are acquainted, but the reader is unsure Act I Montague Capulet Romeo Prince Juliet Benvolio Tybalt Mercutio Nurse Paris 34

72 Act II Act III T-35

73 Act II Act III 35

74 Act IV Act V T-36

75 Act IV Act V 36

76 Acts I V Acting Objective: Understanding drama through performance Plays such as Romeo and Juliet are written for the stage. Reading a play without watching it sometimes omits elements that only a physical performance would introduce. Divide the class into small groups. Each group should select a single scene from Romeo and Juliet to act out for the class. The groups should first discuss the chosen scenes and settle on the details that the scene will require (voice, stage positions, mood, volume, etc.). Members of each group will assign themselves roles. The members of the group should divide the scene to accommodate everyone; for example, two people will act the first half of the scene, and the others will act the second half. Groups may also choose soliloquies, but no one in the group should do the same soliloquy. In addition, the group should still discuss the dramatic details of the chosen material. If scheduling permits, students should memorize the material to be performed. When the groups are ready, perform the scenes for the rest of the class. Conduct a brief discussion after each scene to determine whether the class feels that the scene was performed so that the meaning is apparent. T-37

77 Acts I V Acting Objective: Understanding drama through performance Plays such as Romeo and Juliet are written for the stage. Reading a play without watching it sometimes omits elements that only a physical performance would introduce. Divide the class into small groups. Each group should select a single scene from Romeo and Juliet to act out for the class. The groups should first discuss the chosen scenes and settle on the details that the scene will require (voice, stage positions, mood, volume, etc.). Members of each group will assign themselves roles. The members of the group should divide the scene to accommodate everyone; for example, two people will act the first half of the scene, and the others will act the second half. Groups may also choose soliloquies, but no one in the group should do the same soliloquy. In addition, the group should still discuss the dramatic details of the chosen material. If scheduling permits, students should memorize the material to be performed. When the groups are ready, perform the scenes for the rest of the class. Conduct a brief discussion after each scene to determine whether the class feels that the scene was performed so that the meaning is apparent. 37

78 Wrap-up Metaphor Objective: Recognizing and interpreting metaphors Romeo and Juliet contains many instances of metaphors. The METAPHOR CHART lists ten examples. On the chart, explain the significance or meaning of each of the examples. When you ve finished, find four more examples of metaphor and repeat the process. Be sure to list the act and scene where you find your example. The first metaphor is completed for you. T-38

79 Wrap-up Metaphor Objective: Recognizing and interpreting metaphors Romeo and Juliet contains many instances of metaphors. The METAPHOR CHART lists ten examples. On the chart, explain the significance or meaning of each of the examples. When you ve finished, find four more examples of metaphor and repeat the process. Be sure to list the act and scene where you find your example. The first metaphor is completed for you. 38

80 METAPHOR CHART Metaphor Act.Scene Explanation of Metaphor Love is a smoke raised with the fume of sighs 1.1 Love resembles smoke because, like dreams or ideas, it is shapeless and intangible. O, speak again, bright angel! for thou art / As glorious to this night, 2.2 Romeo compares Juliet to an angel. being o er my head But, soft! what light through yonder window breaks? / It is the east, and Juliet is the sun! Tybalt, you ratcatcher, will you walk? Wash they his wounds with tears: mine shall be spent, / When theirs are dry For still thy eyes, which I may call the sea, / Do ebb and flow with tears; The bark thy body is, / Sailing in this salt flood; the winds, thy sighs; / Who raging with thy tears, and they with them, / Without a sudden calm will overset / Thy tempest-tossed body. God join d my heart and Romeo s, thou our hands; / And ere this hand, by thee to Romeo s seal d, / Shall be the label to another deed, / [... ] this shall slay them both. Death is my son-in-law, Death is my heir; / My daughter he hath wedded: I will die, / And leave him all; life, living, all is Death s. Thou detestable maw, thou womb of death Oh happy dagger! / This is thy sheath. 2.2 Juliet stands before a lighted window, and Romeo compares the scene to a sunrise in which Juliet is the sun the center and source of a new dawn. 3.1 Mercutio insults Tybalt by calling him a cat. 3.2 Juliet implies that the sadness over the death of Tybalt could generate enough tears to wash his wounds. 3.5 Capulet compares Juliet s body to a ship in a storm that will soon capsize if Juliet does not relax. 4.1 God joined Romeo and Juliet s hearts, as the Friar joined their hands. Juliet would kill herself and Romeo before giving up her hand for a second marriage. 4.5 Finding Juliet dead on the morning of her wedding day, Capulet says she married death instead of Count Paris. Now death is the son-in-law and heir to the estate upon Capulet s death. 5.3 Romeo refers to Juliet s tomb as a belly of death, because it has swallowed the apparently dead Juliet. The use of womb also foreshadows that the tomb will be where Romeo is born into death. 5.3 Prior to killing herself, Juliet declares her own body to be the sheath for the dagger. T-39

81 METAPHOR CHART Metaphor Act.Scene Explanation of Metaphor Love is a smoke raised with the fume of sighs 1.1 Love resembles smoke because, like dreams or ideas, it is shapeless and intangible. O, speak again, bright angel! for 2.2 thou art / As glorious to this night, being o er my head But, soft! what light through 2.2 yonder window breaks? / It is the east, and Juliet is the sun! Tybalt, you ratcatcher, will you 3.1 walk? Wash they his wounds with tears: 3.2 mine shall be spent, / When theirs are dry For still thy eyes, which I may call 3.5 the sea, / Do ebb and flow with tears; The bark thy body is, / Sailing in this salt flood; the winds, thy sighs; / Who raging with thy tears, and they with them, / Without a sudden calm will overset / Thy tempest-tossed body. God join d my heart and Romeo s, 4.1 thou our hands; / And ere this hand, by thee to Romeo s seal d, / Shall be the label to another deed, / [... ] this shall slay them both. Death is my son-in-law, Death is 4.5 my heir; / My daughter he hath wedded: I will die, / And leave him all; life, living, all is Death s. Thou detestable maw, thou womb 5.3 of death Oh happy dagger! / This is thy sheath

82 Objective: Communicating with the author Wrap-up Writing to Shakespeare In the space below, write a letter to Shakespeare to give him your thoughts on Romeo and Juliet. Include references to specific acts and scenes to help describe your likes or dislikes in the play. Include any questions that you may have regarding the play itself, the language, or the creation of the play. Be sure to offer any advice that you think might help Shakespeare improve the play [for contemporary audiences.] The letter is started for you. Dear Mr. Shakespeare, I ve just finished reading Romeo and Juliet, and I would like to ask a few questions about the text. The teenage Romeo and Juliet meet each other, fall in love, and then kill themselves in the span of a few days. I feel that this story... T-40

83 Objective: Communicating with the author Wrap-up Writing to Shakespeare In the space below, write a letter to Shakespeare to give him your thoughts on Romeo and Juliet. Include references to specific acts and scenes to help describe your likes or dislikes in the play. Include any questions that you may have regarding the play itself, the language, or the creation of the play. Be sure to offer any advice that you think might help Shakespeare improve the play [for contemporary audiences.] The letter is started for you. Dear Mr. Shakespeare, I ve just finished reading Romeo and Juliet, and I would like to ask a few questions about the text. The teenage Romeo and Juliet meet each other, fall in love, and then kill themselves in the span of a few days. I feel that this story... 40

84 Wrap-up Plot Objective: Creating a graph that depicts the action of the play The intensity of some literature and drama follows a pattern: it rises and then falls. If one were to create a timeline and label the stages of this pattern, it might look like this: Exposition Conflict Climax Denouement Beginning of Story Middle of Story End of Story In this pattern, the intensity of the story is lowest at the beginning and end and highest during the climax. This pattern may or may not apply to Romeo and Juliet. Most businesses today use charts and graphs to visually represent their activity over a given period of time. You can use the same method to represent the activity, or intensity, of Romeo and Juliet. Create a graph that portrays the level of activity in Romeo and Juliet to the time at which it occurs. The bottom should be divided by acts, while the side should be divided by the intensity of the action in the play. The result will be a line graph that illustrates the rise and fall of action throughout the play. We have provided a list of events to place on your chart. After you place them, connect them to form a line graph. Two events have been placed for you. When you finish your graph, identify any patterns in the intensity of the play. Compare your graph to those of your classmates and discuss any outstanding similarities or differences. Put the following events in their proper places on the chart: Romeo and Juliet wed Mercutio killed Romeo buys poison Wife of Montague dies Count Paris dies Friar Lawrence reveals truth Romeo invited to masquerade Tybalt killed Juliet betrothed to Count Paris Juliet thought to be dead Juliet kills herself Servants fight in street Romeo and Juliet first meet Mercutio heckles Nurse Romeo dies Capulets and Montagues make peace T-41

85 Wrap-up Plot Objective: Creating a graph that depicts the action of the play The intensity of some literature and drama follows a pattern: it rises and then falls. If one were to create a timeline and label the stages of this pattern, it might look like this: Exposition Conflict Climax Denouement Beginning of Story Middle of Story End of Story In this pattern, the intensity of the story is lowest at the beginning and end and highest during the climax. This pattern may or may not apply to Romeo and Juliet. Most businesses today use charts and graphs to visually represent their activity over a given period of time. You can use the same method to represent the activity, or intensity, of Romeo and Juliet. Create a graph that portrays the level of activity in Romeo and Juliet to the time at which it occurs. The bottom should be divided by acts, while the side should be divided by the intensity of the action in the play. The result will be a line graph that illustrates the rise and fall of action throughout the play. We have provided a list of events to place on your chart. After you place them, connect them to form a line graph. Two events have been placed for you. When you finish your graph, identify any patterns in the intensity of the play. Compare your graph to those of your classmates and discuss any outstanding similarities or differences. Put the following events in their proper places on the chart: Romeo and Juliet wed Mercutio killed Romeo buys poison Wife of Montague dies Count Paris dies Friar Lawrence reveals truth Romeo invited to masquerade Tybalt killed Juliet betrothed to Count Paris Juliet thought to be dead Juliet kills herself Servants fight in street Romeo and Juliet first meet Mercutio heckles Nurse Romeo dies Capulets and Montagues make peace 41

86 Low Level of Intensity High Juliet thought to be dead Tybalt Killed Romeo and Juliet first meet ACT I ACT II ACT III ACT IV ACT V T-42

87 Low Level of Intensity High Juliet thought to be dead Tybalt Killed Romeo and Juliet first meet ACT I ACT II ACT III ACT IV ACT V 42

88 Example: This page is the answer key for the teacher. Low Level of Intensity High Juliet kills herself Romeo dies Tybalt Killed Juliet betrothed to Paris Juliet thought to be dead Romeo buys poison Paris dies Wife of Montague dead Friar Lawrence reveals truth Servants fight in street Romeo and Juliet first meet Romeo invited to masquerade Romeo and Juliet wed Mercutio heckles Nurse Mercutio killed Capulets and Montagues make peace ACT I ACT II ACT III ACT IV ACT V T-43

89 Low Level of Intensity High ACT I ACT II ACT III ACT IV ACT V 43

90 Wrap-up Changing Plot Objective: Bringing Shakespeare to the box office You are now a major movie director who wants to make a film based on Romeo and Juliet. Romeo and Juliet has been put on the screen before, but you are going to turn it into a blockbuster. It may be set in the past, present, or future, and it will contain modern English. The story should parallel the original Romeo and Juliet, but you, along with the writers, need to make a few significant changes in order to make the movie more appealing. They are: 1. Romeo accidentally kills Juliet s father. 2. The Prince of Verona is related to the Montagues. 3. The kingdom is at war with another kingdom or nation. 4. Change the setting. 5. Friar Lawrence is against the marriage. 6. The play must have a happy ending. Write a one-page synopsis of the movie that includes your changes. When you finish, choose the cast for the included list of major characters. Use living actors, and try to select the perfect person for each part. Use the next page to write your synopsis. An example paragraph and a list of characters is provided for you. T-44

91 Wrap-up Changing Plot Objective: Bringing Shakespeare to the box office You are now a major movie director who wants to make a film based on Romeo and Juliet. Romeo and Juliet has been put on the screen before, but you are going to turn it into a blockbuster. It may be set in the past, present, or future, and it will contain modern English. The story should parallel the original Romeo and Juliet, but you, along with the writers, need to make a few significant changes in order to make the movie more appealing. They are: 1. Romeo accidentally kills Juliet s father. 2. The Prince of Verona is related to the Montagues. 3. The kingdom is at war with another kingdom or nation. 4. Change the setting. 5. Friar Lawrence is against the marriage. 6. The play must have a happy ending. Write a one-page synopsis of the movie that includes your changes. When you finish, choose the cast for the included list of major characters. Use living actors, and try to select the perfect person for each part. Use the next page to write your synopsis. An example paragraph and a list of characters is provided for you. 44

92 Example: The movie opens in the small, frontier town of Verona, Colorado, in the year The town in small but it is growing rapidly, thanks to the efforts of two established ranchers, Buck Montague and John Capulet. Both of the families are wealthy, but a longstanding feud exists between them due to a land dispute from their early days in Verona. The animosity is heightened each time the district judge, a cousin to John Capulet, passes ordinances that favor the Capulets; however, luckily for the Montagues, Buck s brother is the mayor of Verona, and he is often able to influence the judge. Contempt frequently materializes as brawls among the young men at the local saloon, but as of late, the judge tires of listening to the nonstop civil disputes of who-hitwho-first on Saturday night. He increases the fines each time the boys are arrested, but still they persist with the fighting. Prior to the autumn drive, Capulet decides to host a small festival for his ranch-hands and their families. One of Capulet s men is in town spreading the word when he encounters young Romeo Montague and, thinking he s a Capulet ranch hand, invites him to the ranch party. Romeo and his friends decide to take a chance attending the party, and the night goes well until Romeo catches a glimpse of Capulet s daughter, Julia. Astonished by her beauty, Romeo approaches her and the two speak as though they had always known each other. The only person who notices the meeting is Tyson Capulet, and when he tells his uncle John about the meeting, John dismisses his rage and warns him not to start anything. After the party, Romeo and Julia meet in secret and vow to see each other again. Romeo contacts the local pastor, Reverend Larry, and declares his love for Julia. Reverend Larry just laughs at Romeo, and he asks him if he s lost his mind. At least now they only fight with fists, the Reverend reasons. If this happened, they ll shoot each other to pieces. And you re too young. Romeo devises a plan to run away to California with Julia, but they ll have to do it soon because Capulet has just informed Julia that he s sending her to a good girl s school in Illinois, where Julia will spend the next four years. Romeo relays his plan to Juliet, and the two plan to run away the next week. While accumulating a few supplies in town, Romeo sees his best friend, Mark, having a run-in with Tyson, who is known for his temper. A fight breaks out, and Romeo steps in just as Tyson pulls his gun on Mark. Mark takes a bullet in his side, and Tyson runs to his horse and departs. Mark slowly dies in Romeo s presence, and afterward, the enraged Romeo storms off to the Capulet ranch to avenge the death of his friend. Tyson shoots and narrowly misses Romeo as he approaches the Capulet ranch. Romeo returns fire, killing Tyson instantly. At the same moment, John Capulet, who witnessed the shootout, is thrown from his horse and lands on a fence post, breaking his back. Romeo rushes to him, but there s nothing he can do to stop the death. Julia, horrified at the death of her father, refuses to see Romeo again. Romeo, wanted by the sheriff for shooting Tyson, runs to wilderness, where he sustains himself until summoning the courage to return to Verona. He returns, and the judge gives him the option of joining the cavalry instead of spending the next few years in prison. Romeo leaves Verona and spends several years with the cavalry before returning to Verona and marrying Julia, who has since forgiven Romeo for his role in the accidental death of her father. T-45

93 Example: The movie opens in the small, frontier town of Verona, Colorado, in the year The town in small but it is growing rapidly, thanks to the efforts of two established ranchers, Buck Montague and John Capulet. Both of the families are wealthy, but a longstanding feud exists between them due to a land dispute from their early days in Verona. The animosity is heightened each time the district judge, a cousin to John Capulet, passes ordinances that favor the Capulets; however, luckily for the Montagues, Buck s brother is the mayor of Verona, and he is often able to influence the judge. Contempt frequently materializes as brawls among the young men at the local saloon, but as of late, the judge tires of listening to the nonstop civil disputes of who-hitwho-first on Saturday night. He increases the fines each time the boys are arrested, but still they persist with the fighting. Prior to the autumn drive, Capulet decides to host a small festival for his ranch-hands and their families. One of Capulet s men is in town spreading the word when he encounters young Romeo Montague and, thinking he s a Capulet ranch hand, invites him to the ranch party. 45

94 CAST: Romeo Montague: Juliet Capulet: Montague s wife: Mercutio: Tybalt: Friar Lawrence: Montague: Capulet: Capulet s wife: Benvolio: The Prince: Nurse: T-46

95 CAST: Romeo Montague: Juliet Capulet: Montague s wife: Mercutio: Tybalt: Friar Lawrence: Montague: Capulet: Capulet s wife: Benvolio: The Prince: Nurse: 46

96 Objective: Finding quotes that portray emotions Wrap-up Emotions Romeo and Juliet is usually regarded as the most popular love story written in the English language. Throughout the play, we witness passions that shift from extraordinary love to senseless violence. The Emotion Chart below contains a list of emotions depicted in the text. The general location of each emotion is provided for you. Using the locations, find the source of each emotion. Identify the proper characters and quote them on the chart. Emotion Chart Emotion Source (character) Act.Scene Quote Fear Juliet 4.3 I have a faint cold fear thrills through my veins Hatred Tybalt 1.1 Happiness Romeo 2.6 Anxiety Juliet 2.5 Love Juliet 2.2 Wrath Romeo 3.1 Sadness Capulet 4.5 What, drawn, and talk of peace! I hate the word, / As I hate hell, all Montagues, and thee. Ah, Juliet, if the measure of thy joy / Be heap d like mine, and that thy skill be more / To blazon it, then sweeten with thy breath / This neighbour air, and let rich music s tongue / Unfold the imagined happiness that both / Receive in either by this dear encounter. I would thou hadst my bones and I thy news: / Nay, come, I pray thee, speak; good, good Nurse, speak. My bounty is as boundless as the sea, / My love as deep; the more I give to thee, / the more I have, for both are infinite. Away to heaven, respective lenity, / And fireeyed fury be my conduct now! Alack, my child is dead; / And with my child my joys are buried! T-47

97 Wrap-up Emotions Objective: Finding quotes that portray emotions Romeo and Juliet is usually regarded as the most popular love story written in the English language. Throughout the play, we witness passions that shift from extraordinary love to senseless violence. The Emotion Chart below contains a list of emotions depicted in the text. The general location of each emotion is provided for you. Using the locations, find the source of each emotion. Identify the proper characters and quote them on the chart. Emotion Emotion Chart Source (character) Act.Scene Quote Fear 4.3 Hatred 1.1 Happiness 2.6 Anxiety 2.5 Love 2.2 Wrath 3.1 Sadness

98 Wrap-up Sequels Objective: Writing creatively Every day you see new sequels to books and movies, and quite frequently the sequels are not as entertaining as the originals. Some sequels are redundant because the elements that they share with the original episodes do not change. Sometimes, the original work is simply not a good basis for a sequel because it leaves no loose ends or unanswered questions to address in a sequel. Romeo and Juliet may not contain any loose ends that are detrimental to the story, but the play does conclude in such a way that a sequel would be possible. Many of the major characters are alive at the end of the play, and most of them are knowledgeable of the details from the original tragedy. We have listed four examples for you to use in a sequel to Romeo and Juliet. Choose one or more of the examples for guidance, and write a one-page summary of your sequel. Feel free to create new material to help your sequel, but make sure it is based on your ideas from Romeo and Juliet. Examples of starting ideas: 1. Capulet and Montague slowly return to their old ways in the years following the tragedy. 2. The servants of the families, never fully affected by the deaths of Romeo and Juliet, continue to fight in the streets even after the tragedy. 3. Benvolio continues to blame the Capulets for the death of his friends. 4. Friar Lawrence advances in his career and establishes new policy for weddings. Example of a possible opening paragraph for a sequel summary: Two years have passed since the death of the youngest Montague and the youngest Capulet. During that time, the heads of the two households have slowly forgotten the pain of losing their children. After years of animosity, the men have returned to what had come to be their natural state, one of hatred and contempt. They remember losing their precious children, but by and by their memories fail and the blame shifts, as it did for so many preceding years, to each other. Two statues still stand to remind citizens of the tragic event, but a seed from the ageold feud has begun to sprout in the younger kinsmen. Like their fathers, the young have adopted a new contempt, based on obsolete conflicts and resentment over the tragic loss of Romeo and Juliet. T-48

99 Wrap-up Sequels Objective: Writing creatively Every day you see new sequels to books and movies, and quite frequently the sequels are not as entertaining as the originals. Some sequels are redundant because the elements that they share with the original episodes do not change. Sometimes, the original work is simply not a good basis for a sequel because it leaves no loose ends or unanswered questions to address in a sequel. Romeo and Juliet may not contain any loose ends that are detrimental to the story, but the play does conclude in such a way that a sequel would be possible. Many of the major characters are alive at the end of the play, and most of them are knowledgeable of the details from the original tragedy. We have listed four examples for you to use in a sequel to Romeo and Juliet. Choose one or more of the examples for guidance, and write a one-page summary of your sequel. Feel free to create new material to help your sequel, but make sure it is based on your ideas from Romeo and Juliet. Examples of starting ideas: 1. Capulet and Montague slowly return to their old ways in the years following the tragedy. 2. The servants of the families, never fully affected by the deaths of Romeo and Juliet, continue to fight in the streets even after the tragedy. 3. Benvolio continues to blame the Capulets for the death of his friends. 4. Friar Lawrence advances in his career and establishes new policy for weddings. Example of a possible opening paragraph for a sequel summary: Two years have passed since the death of the youngest Montague and the youngest Capulet. During that time, the heads of the two households have slowly forgotten the pain of losing their children. After years of animosity, the men have returned to what had come to be their natural state, one of hatred and contempt. They remember losing their precious children, but by and by their memories fail and the blame shifts, as it did for so many preceding years, to each other. Two statues still stand to remind citizens of the tragic event, but a seed from the ageold feud has begun to sprout in the younger kinsmen. Like their fathers, the young have adopted a new contempt, based on obsolete conflicts and resentment over the tragic loss of Romeo and Juliet. 48

100 Wrap-up Game Playing Objective: Inventing a method to remember the events and characters of the play One good way to remember facts is to answer questions about them. This helps to create associations between answers and questions, rather than simply answering questions. Using the entire play, write a set of Jeopardy questions that cover the categories on the board below. Divide the class into two or four groups. Using the board below, each group should list at least fifteen answers to present to the rest of the class for questions. Include the act and scene in the answer if the material is quoted. Four answers are supplied for you. My Verona Love Hurts Young Love Dead Ends Fear the Rapier $200 APOTHECARY $200 $200 $200 MERCUTIO $400 $400 $400 ROMEO $800 $800 $800 POISON $800 $1000 $1000 $1000 $1000 $1000 T-49

101 Wrap-up Game Playing Objective: Inventing a method to remember the events and characters of the play One good way to remember facts is to answer questions about them. This helps to create associations between answers and questions, rather than simply answering questions. Using the entire play, write a set of Jeopardy questions that cover the categories on the board below. Divide the class into two or four groups. Using the board below, each group should list at least fifteen answers to present to the rest of the class for questions. Include the act and scene in the answer if the material is quoted. Four answers are supplied for you. My Verona Love Hurts Young Love Dead Ends Fear the Rapier $200 APOTHECARY $200 $200 $200 MERCUTIO $400 $400 $400 ROMEO $800 $800 $800 POISON $800 $1000 $1000 $1000 $1000 $

102 Example questions: MY VERONA, $400: Which kinsman of the Prince spends time with Romeo? LOVE HURTS, $200: From whom does Romeo acquire the deadly poison? DEAD ENDS, $400: In the tomb, how does Juliet first attempt to kill herself? FEAR THE RAPIER, $800: Which character stands between Mercutio and Tybalt as they fight? T-50

103 Example questions: MY VERONA, $400: Which kinsman of the Prince spends time with Romeo? LOVE HURTS, $200: From whom does Romeo acquire the deadly poison? DEAD ENDS, $400: In the tomb, how does Juliet first attempt to kill herself? FEAR THE RAPIER, $800: Which character stands between Mercutio and Tybalt as they fight? 50

104 Objective: Creating effective headlines Wrap-up Writing Headlines Many stories in magazines and tabloids use a one-line statement to briefly describe an article. Newspapers do not have this advantage; they must use concise, attention-grabbing headlines in order to spark the curiosity of potential readers. Unlike one-liners, headlines often only reveal the nature of articles and merely hint at what will follow. If the headline is enticing enough to capture the interest of the reader, the paper will sell. The tragic nature of Romeo and Juliet provides for a wealth of potential headlines. Review the play and choose ten scenes that inspire the most exciting headlines. List your headlines and note the acts and scenes of their source. Example: TWO DEAD IN STREET BRAWL Act III, Scene 1 CITIZENS DEFEND STREETS FROM GANGS Act I, Scene 1 KILLER ON THE RUN Act III, Scene 1 LAW THREATENS FAMILIES Act I, Scene 3 PRINCE LOSING CONTROL Act I, Scene 1 ROMEO BANISHED FROM VERONA Act III, Scene 1 SECRET BRIDE DIES TWICE Act V, Scene 3 DIRE END TO FAMILIY FEUD Act V, Scene 3 THREE DEAD IN LOVE TRIANGLE Act V, Scene 3 FRIAR HELD FOR QUESTIONING Act V, Scene 3 T-51

105 Objective: Creating effective headlines Wrap-up Writing Headlines Many stories in magazines and tabloids use a one-line statement to briefly describe an article. Newspapers do not have this advantage; they must use concise, attention-grabbing headlines in order to spark the curiosity of potential readers. Unlike one-liners, headlines often only reveal the nature of articles and merely hint at what will follow. If the headline is enticing enough to capture the interest of the reader, the paper will sell. The tragic nature of Romeo and Juliet provides for a wealth of potential headlines. Review the play and choose ten scenes that inspire the most exciting headlines. List your headlines and note the acts and scenes of their source. Example: TWO DEAD IN STREET BRAWL Act III, Scene 1 51

106 Wrap-up Characterization Objective: Inferring character traits based on the action of the play Divide the class into small groups. Each group should identify the traits that it thinks fit the characters of Romeo, Juliet, Mercutio, and Friar Lawrence. 1. shrewd 11. impulsive 21. loyal 2. daring 12. realist 22. civilized 3. dangerous 13. imaginative 23. composed 4. resourceful 14. content 24. intelligent 5. witty 15. honorable 25. rational 6. humble 16. generous 26. gullible 7. lonely 17. brave 27. funny 8. angry 18. simple 28. stubborn 9. quiet 19. overbearing 29. trusting 10. greedy 20. fair 30. unpredictable Of the traits that you identified, consider the following: 1. Which three or four of the traits do you infer from the characters comments or actions? A. B. C. D. 2. Which three or four of the traits do you identify because another character points it out? A. B. C. D. 3. Which three or four of the traits do you learn because a character tells you? A. B. C. D. Of the three possible ways to learn character traits, which do you think is the most effective to help you understand the four characters? After you have decided which traits apply strongly to each of the characters, choose one character, pick that character s top three traits, and write a paragraph for each. The paragraphs should describe both how the trait is represented in the play and how you learn of it. Be specific in your analysis. T-52

107 Wrap-up Characterization Objective: Inferring character traits based on the action of the play Divide the class into small groups. Each group should identify the traits that it thinks fit the characters of Romeo, Juliet, Mercutio, and Friar Lawrence. 1. shrewd 11. impulsive 21. loyal 2. daring 12. realist 22. civilized 3. dangerous 13. imaginative 23. composed 4. resourceful 14. content 24. intelligent 5. witty 15. honorable 25. rational 6. humble 16. generous 26. gullible 7. lonely 17. brave 27. funny 8. angry 18. simple 28. stubborn 9. quiet 19. overbearing 29. trusting 10. greedy 20. fair 30. unpredictable Of the traits that you identified, consider the following: 1. Which three or four of the traits do you infer from the characters comments or actions? A. B. C. D. 2. Which three or four of the traits do you identify because another character points it out? A. B. C. D. 3. Which three or four of the traits do you learn because a character tells you? A. B. C. D. Of the three possible ways to learn character traits, which do you think is the most effective to help you understand the four characters? After you have decided which traits apply strongly to each of the characters, choose one character, pick that character s top three traits, and write a paragraph for each. The paragraphs should describe both how the trait is represented in the play and how you learn of it. Be specific in your analysis. 52

108 Wrap-up Writing Query Letters Objective: Writing a query letter : Many authors today, both fiction and nonfiction, forego literary agents in order to deal directly with publishing companies. A publisher would never have time to read the thousands of manuscripts it receives. Instead, it relies on authors to submit query letters. These are concise, one page letters that identify the author, the story, selling points, and a short summary. The query letter is intended to interest the editor enough to consider publishing your story. A successful letter will result in the publisher requesting the author s manuscript, which, if suitable, stands a chance of being published. To complete this activity, you will have to assume the role of William Shakespeare, but in the present time. Imagine that you have just finished writing Romeo and Juliet, and you have found a publisher who you hope will publish the play. Complete the query letter to the publisher. The letter must be brief; the body of the letter should not be more than half of one page. Remember to identify yourself, what you ve written, the target audience, and a brief synopsis. Also, choose a passage from the text that you feel will be the best sample for the editor. Do not actually include the passage, but note in your letter which part of Romeo and Juliet you choose to include with the query letter. Remember, publishers need to know why they should consider your work. T-53

109 Wrap-up Writing Query Letters Objective: Writing a query letter : Many authors today, both fiction and nonfiction, forego literary agents in order to deal directly with publishing companies. A publisher would never have time to read the thousands of manuscripts it receives. Instead, it relies on authors to submit query letters. These are concise, one page letters that identify the author, the story, selling points, and a short summary. The query letter is intended to interest the editor enough to consider publishing your story. A successful letter will result in the publisher requesting the author s manuscript, which, if suitable, stands a chance of being published. To complete this activity, you will have to assume the role of William Shakespeare, but in the present time. Imagine that you have just finished writing Romeo and Juliet, and you have found a publisher who you hope will publish the play. Complete the query letter to the publisher. The letter must be brief; the body of the letter should not be more than half of one page. Remember to identify yourself, what you ve written, the target audience, and a brief synopsis. Also, choose a passage from the text that you feel will be the best sample for the editor. Do not actually include the passage, but note in your letter which part of Romeo and Juliet you choose to include with the query letter. Remember, publishers need to know why they should consider your work. 53

110 Query Letter: William Shakespeare 1581 King Lear Court Tragedy, NY Susan Reynolds Managing Editor Candle House, Inc. P.O. Box 5 Timbuktu, NC Dear Ms. Reynolds, I am a published playwright whose previous works include... Romeo and Juliet is... Romeo and Juliet will appeal to... Please find the enclosed sample, Romeo and Juliet, Act... Thank you for your consideration. I look forward to hearing from you. Sincerely, William Shakespeare T-54

111 Query Letter: William Shakespeare 1581 King Lear Court Tragedy, NY Susan Reynolds Managing Editor Candle House, Inc. P.O. Box 5 Timbuktu, NC Dear Ms. Reynolds, I am a published playwright whose previous works include... Romeo and Juliet is... Romeo and Juliet will appeal to... Please find the enclosed sample, Romeo and Juliet, Act... Thank you for your consideration. I look forward to hearing from you. Sincerely, William Shakespeare 54

112 Wrap-up Crossword Puzzle Objective: Identifying characters and setting using clues from the story Complete the crossword puzzle using characters and places from Romeo and Juliet T-55

113 Wrap-up Crossword Puzzle Objective: Identifying characters and setting using clues from the story Complete the crossword puzzle using characters and places from Romeo and Juliet

114 Across Down 2. Nephew of Montague 5. Parent's choice for Juliet's husband 7. The sun, in the east 9. Servant to Romeo 11. Son of the Montagues 12. Name for a cat 13. Author of this play 14. Servant to Juliet's nurse 15. Detained before delivery 16. Explains Queen Mab 1. Where Romeo hides from law 3. Kingdom of Escalus 4. How musicians are paid 6. Reminders of the tragedy 8. Juliet's last name 10. Type of drama (not funny) 11. Romeo's first love Answer Key Across Down 2. BENVOLIO 1. MANTUA 5. PARIS 3. VERONA 7. JULIET 4. SILVER 9. BALTHAZAR 6. STATUES 11. ROMEO 8. CAPULET 12. TYBALT 10. TRAGEDY 13. SHAKESPEARE 11. ROSALINE 14. PETER 15. FRIARJOHN 16. MERCUTIO T-56

115 Across Down 2. Nephew of Montague 5. Parent's choice for Juliet's husband 7. The sun, in the east 9. Servant to Romeo 11. Son of the Montagues 12. Name for a cat 13. Author of this play 14. Servant to Juliet's nurse 15. Detained before delivery 16. Explains Queen Mab 1. Where Romeo hides from law 3. Kingdom of Escalus 4. How musicians are paid 6. Reminders of the tragedy 8. Juliet's last name 10. Type of drama (not funny) 11. Romeo's first love 56

116 Objective: Creating a review about the play Wrap-up Creative Writing Find and read a few drama and movie reviews from the newspaper. Using them as guides, write a review of Romeo and Juliet. If you have seen a performance of Romeo and Juliet, use it to develop your review, but do not base what you write on acting, just the play itself. Include at least one quote from the play, perhaps one that you feel has a great deal of impact. Remember to cite the act and scene. Evaluate the play according to your opinion, but back up your reasoning with facts. The review should be at least three paragraphs long. T-57

117 Objective: Creating a review about the play Wrap-up Creative Writing Find and read a few drama and movie reviews from the newspaper. Using them as guides, write a review of Romeo and Juliet. If you have seen a performance of Romeo and Juliet, use it to develop your review, but do not base what you write on acting, just the play itself. Include at least one quote from the play, perhaps one that you feel has a great deal of impact. Remember to cite the act and scene. Evaluate the play according to your opinion, but back up your reasoning with facts. The review should be at least three paragraphs long. 57

118 Wrap-Up Irony Objective: Finding irony in the play We see editorial cartoons in many magazines and nearly every newspaper. These cartoons are usually a humorous way of communicating the artist s message. Many editorial cartoonists use irony as the subject matter for their cartoons. They identify ironic situations in economics or politics and draw cartoons that depict the irony. These cartoons appear on the opinion page because, though they are based on facts, the drawings are caricatures (exaggerations) of actual people or events, and they are frequently humorous and ironic. The drawings are ordinarily influenced by the artist s perspective of the situation. You are now the political cartoonist for the Verona Sun, and you, familiar with the elements surrounding the Romeo and Juliet tragedy, must find some peculiar instance in the play to depict in a cartoon. Using any characters or events you wish, draw an editorial cartoon based on Romeo and Juliet. Supply a caption for your cartoon. T-58

119 Wrap-Up Irony Objective: Finding irony in the play We see editorial cartoons in many magazines and nearly every newspaper. These cartoons are usually a humorous way of communicating the artist s message. Many editorial cartoonists use irony as the subject matter for their cartoons. They identify ironic situations in economics or politics and draw cartoons that depict the irony. These cartoons appear on the opinion page because, though they are based on facts, the drawings are caricatures (exaggerations) of actual people or events, and they are frequently humorous and ironic. The drawings are ordinarily influenced by the artist s perspective of the situation. You are now the political cartoonist for the Verona Sun, and you, familiar with the elements surrounding the Romeo and Juliet tragedy, must find some peculiar instance in the play to depict in a cartoon. Using any characters or events you wish, draw an editorial cartoon based on Romeo and Juliet. Supply a caption for your cartoon. 58

120 Wrap-up Quiz Objective: Testing knowledge of the play 1. In what country does Romeo and Juliet take place? Italy 2. What are the names of the two feuding families? Montague and Capulet 3. Why is Romeo depressed in the first act? He is pining for Rosaline, but she does not return his love 4. Who kills Mercutio in combat? Tybalt 5. How does Friar Lawrence make Juliet appear dead? He gives her a sleeping potion. 6. What event leads to the death of Montague s wife? She dies after Romeo is banished 7. Other than for love, why does Friar Lawrence wed Romeo and Juliet? He thinks that the marriage will bring peace between the feuding families 8. Who, according to Mercutio, inspires dreams as people sleep? Queen Mab, the faerie midwife 9. Identity the four characters that know about Romeo and Juliet s secret marriage. Romeo, Juliet, Friar Lawrence, and Juliet s Nurse 10. Who is Peter? Peter is the servant of Juliet s nurse T-59

121 Wrap-up Quiz Objective: Testing knowledge of the play 1. In what country does Romeo and Juliet take place? 2. What are the names of the two feuding families? 3. Why is Romeo depressed in the first act? 4. Who kills Mercutio in combat? 5. How does Friar Lawrence make Juliet appear dead? 6. What event leads to the death of Montague s wife? 7. Other than for love, why does Friar Lawrence wed Romeo and Juliet? 8. Who, according to Mercutio, inspires dreams as people sleep? 9. Identity the four characters that know about Romeo and Juliet s secret marriage. 10. Who is Peter? 59

122 Objective: Identifying characters in the play Wrap-up Quotations Below you will find two columns. The first is a list of quotes from Romeo and Juliet, and the second is a list of characters. Match up the quote with the person who said it. 1. A plague o both your houses! / They have made worms meat of me. A. Romeo 2. God mark thee to his grace! / Thou wast the prettiest babe that e er I nursed. 3. If ever you disturb our streets again, / Your lives shall pay the forfeit of the peace. 4. Such mortal drugs I have; but Mantua s law / Is death to any he that utters them. 5. This by his voice should be a Montague. / Fetch me my rapier, boy. 6. Deny thy father and refuse thy name; / [ ] And I ll no longer be a Capulet. 7. Who set this ancient quarrel new abroach? / Speak, nephew, were you by when it began? 8. Well, think of marriage now; younger than you / Here in Verona, ladies of esteem, / Are made already mothers. 9. But, soft! what light through yonder window breaks? / It is the east and Juliet is the sun! 10. Sir Paris, I will make a desperate tender / Of my child s love. I think she will be ruled / In all respects by me; nay, more, I doubt it not. 11. See, where he comes: so please you step aside; I ll know his grievance, or be much denied. 12. Holy Saint Francis, what a change is here! / Is Rosaline, that thou didst love so dear, / So soon forsaken? B. Juliet C. Montague D. Capulet E. Tybalt F. Nurse G. Benvolio H. Mercutio I. Prince J. Friar Lawrence K. Apothecary L. Lady Capulet T-60

123 Objective: Identifying characters in the play Wrap-up Quotations Below you will find two columns. The first is a list of quotes from Romeo and Juliet, and the second is a list of characters. Match up the quote with the person who said it. 1. A plague o both your houses! / They have made worms meat of me. A. Romeo 2. God mark thee to his grace! / Thou wast the prettiest babe that e er I nursed. 3. If ever you disturb our streets again, / Your lives shall pay the forfeit of the peace. 4. Such mortal drugs I have; but Mantua s law / Is death to any he that utters them. 5. This by his voice should be a Montague. / Fetch me my rapier, boy. 6. Deny thy father and refuse thy name; / [ ] And I ll no longer be a Capulet. 7. Who set this ancient quarrel new abroach? / Speak, nephew, were you by when it began? 8. Well, think of marriage now; younger than you / Here in Verona, ladies of esteem, / Are made already mothers. 9. But, soft! what light through yonder window breaks? / It is the east and Juliet is the sun! 10. Sir Paris, I will make a desperate tender / Of my child s love. I think she will be ruled / In all respects by me; nay, more, I doubt it not. 11. See, where he comes: so please you step aside; I ll know his grievance, or be much denied. 12. Holy Saint Francis, what a change is here! / Is Rosaline, that thou didst love so dear, / So soon forsaken? B. Juliet C. Montague D. Capulet E. Tybalt F. Nurse G. Benvolio H. Mercutio I. Prince J. Friar Lawrence K. Apothecary L. Lady Capulet 60

124 Answer Key 1. H 7. C 2. F 8. L 3. I 9. A 4. K 10. D 5. E 11. G 6. B 12. J T-61

125 Romeo and Juliet Appendix SMALL GROUP LEARNING Small Group Learning is defined as two to five students working together for a common goal. For it to be successful, three basic elements must be present. 1. SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills, do not participate as effectively as they might in small group work. Like any other skill, those needed for group work must be identified, practiced, and reinforced. To this end, we have included a Social Skills Behavior Checklist which we will ask you to use to rate your group. At this time, please read the related objectives listed below. Social-Behavioral Objectives 1. Everyone is addressed by his or her first name. 2. Everyone speaks quietly in order not to disturb other groups. 3. No one ever uses put-downs or name calling. 4. Everyone is always physically and mentally part of the group. The following are prohibited and may result in the group s grade being lowered: A. Putting one s head down on the desk. B. Reading or working on unrelated items. C. Moving about the room or talking to members of other groups. 5. Everyone is encouraged to participate and does participate. 6. Everyone offers praise and encouragement. 7. Everyone recognizes that on some points of opinion two equally valid points of view can be supported. 8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength of the facts that support it. Social-Intellectual Objectives 9. Ideas are discussed aloud. 10. Ideas are summarized. 11. Clarification is asked for and received. 12. Explanations are given until everyone understands. 13. Ideas, not people, are criticized. 14. Difficult ideas are paraphrased. 15. Multiple points of view are examined. 16. Work is organized within available time and available resources. 17. Questions are asked and answered satisfactorily. 18. Ideas are examined, elaborated on, and pulled together. 19. Reasons and rationale are asked for and provided. 20. Conclusions are challenged with new information. 21. Ideas are created in brainstorming. A-1

126 2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part of the students that we are all in this together; we either sink or swim as a group. In terms of this unit, it may mean that everyone in the group will share the group grade on the project, whether it is an A or an F. 3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how well the students have mastered the objectives being taught. Therefore, you must understand that the small group process, while it is more fun than other methods, is serious business. At the conclusion of this unit, a test may be used to evaluate how well each individual has mastered the objectives. As a consequence, the student who slacks off in the group or in his homework not only lets the group down, but also hurts him or herself. A-2

127 PROCEDURES FOR SMALL GROUP WORK As well as mastery of content and concepts, grades will be based on the demonstration of the following skills. 1. Linguistic-Intellectual Skills These skills are fostered when students examine ideas from multiple points of view and critically probe for strengths and weaknesses. 2. Group Social Skills Before anything else can be mastered, the small group must function effectively as a learning unit, which makes the mastery of these skills the first priority. Linguistic-Intellectual Skills to be Demonstrated Explaining Encouraging Clarifying Elaborating Qualifying Questioning Disagreeing Examples of these skills in action It seems to me One way of looking at it How does everyone feel about The idea that What s your idea? I didn t think of that. Good idea! That helps. Good; go on with that thought. Let s put it this way... Perhaps if we draw a chart... It may mean that... How does this sound... Where does this lead us? That s right and it also may include... Another instance of that is when... A point we might also include... I agree with your premise, but... I see it leading somewhere else... That is one reason, but it may also... I agree with the examples, but I come to a different conclusion. Does that conclusion hold up in every instance? Why do you say that? What is the proof for that conclusion? Is that a valid generalization? How did you reach that point? It seems to me there could be a different reason. But looking at it from his point of view... We may be jumping to a conclusion without looking at all the facts. Here s another way of looking at it... A-3

128 SMALL GROUP EVALUATION SHEET Social-Behavioral Skills in our group Poor Good 1. Everyone is addressed by his or her first name Everyone speaks quietly. (If one group gets loud, other groups get louder to hear each other.) 3. No one ever uses put-downs or name calling Everyone is always physically and mentally part of the group Everyone is encouraged to and does participate Everyone offers praise and encouragement Everyone recognizes that on some opinions, two equally valid points of view can be supported. 8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength of the facts that support it. Social-Intellectual Skills in our group 9. Ideas are examined and discussed aloud Ideas are summarized Clarification is asked for and received Explanations are given until everyone understands Ideas, not people, are criticized Difficult ideas are paraphrased Multiple points of view are examined Work is organized within available time and available resources Questions are asked and answered satisfactorily Ideas are examined, elaborated on, and pulled together Reasons and rationales are asked for and provided Conclusions are challenged with new information Ideas are created in brainstorming Total Score A-4

129 STUDENT ROLES IN GROUP DISCUSSIONS 1. Reader: The reader s job is to read the questions aloud and to be sure everyone knows the meaning of unfamiliar words and understands the questions. 2. Recorder: The recorder takes notes and is responsible for writing down the group s final answers. 3. Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individuals when they get too loud and for keeping track of the time. Because of a concern for finishing the project on time, the monitor will be the one to get the students back on task when they stray or get bogged down on one point. 4. Checker and Encourager: This person s chief responsibility is to encourage all members to contribute, to compliment when appropriate, and to remind everyone of the necessity of avoiding name calling and/or put-downs. A-5

130 Newspaper News Article - This is an accurate and objective reporting of an event. News articles should include the Five W s : What, When, Where, Who, and Why. A good newspaper writer usually can include all the necessary information in the first paragraph of the article. This is done so that readers can understand what the article is about simply by reading one paragraph and then deciding if they want to read further to get more detailed information. The next paragraphs in the news article expand on the Five W s of the first paragraph. Example: Last night at 10 PM, a train from Philadelphia, PA to Pittsburgh slid off the tracks near Johnstown. No injuries were reported, but the train had been carrying flammable materials. A spokesperson for the Pennsylvania Railroad, Mr. Robert Graves, said that while there was no evidence of sabotage, that possibility is being looked into by police. This is the second derailing on this route in two years. The rest of the article would expand upon and give background and further information on the accident. Editorial - This is a piece in which the writer gives opinions about an issue. A possible solution may be suggested. The requirements of the Five W s and absolute, unbiased accuracy are not adhered to as strictly as they are in a news article. Example: How many train wrecks will we have before the government steps in? Will it take a fatality before trains in our state are made safer? Should explosives, poisonous materials, and hazardous wastes continue to be shipped with only minor considerations to safety? This newspaper s opinion is a firm and resounding No! If the Federal Transportation Commission does not recognize its own failings and correct the problems, it will be our local politicians job to reroute trains carrying potentially dangerous cargoes away from our communities. A-6

131 Human-Interest Story - This type differs from the previous two because it has a different overall intent. As in a news article, the intent is to inform the reader of facts, but in the humaninterest story, writers add the element of appealing to the readers sympathies. Answering the Five W s is usually adhered to, but not as strictly as in the news article. Frequent topics of human-interest stories are animals, heroic deeds, strange occurrences of fate, money, etc. Example: Huddled among the broken railroad cars and destroyed contents of yesterday s train derailment near us, sat someone s lost puppy. Police found it early this morning after hearing whimpering from inside one of the cars. The poor dog s leg had been severed in the accident, and it was trapped by rubble. Had another hour elapsed, it probably would have died, says a local veterinarian, who treated the mixed-breed, black-and-white dog. According to the vet, Stumpy, as the dog is now called, has received more than twenty requests for adoption since his lucky rescue was accomplished. Headline This is a short heading over an article, which is set in large type, and which gives an indication of the subject of the article. Headlines are short and are designed to catch the readers interest. All important words in the headline should be capitalized. Each article in a newspaper contains a headline. The wording of headlines is very important. If they say too much, readers may skip reading the article; if they are too vague, the subject may not interest the reader. Simple words such as a, and, the are frequently left out of headlines. Examples: Train Jumps Tracks; Second in Two Years Two Train Wrecks Are Too Many Injured Puppy Found in Train Debris A-7

132 Directions for a Dramatic Monologue First, discuss the aspects of the character you want to reveal, the viewpoint you want to express. Second, decide what parts of the text you will use in your monologue. You can convert narrative description into something a character says. Finally, write out the monologue, what you think the character would say about the topic. A-8

133 Directions for Interviews Planning in Small Groups First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide what you want to use as your specific questions. Second, anticipate what the person being interviewed will answer. Use as many quotations from the text as possible. The answers should be consistent with things the character or narrative text says. Finally, plan the interviewer s summary remark. Try to explain how the information in the questions/answers relates to the plot in general and thematic ideas of the novel. A-9

134 Dramatization of Scenes in the Novel Drama: Drama according to Aristotle is imitated human action presented through dialogue meant to instruct or entertain. Dramatic Monologue: A person speaks to a silent audience, revealing an aspect of his or her character, expressing a viewpoint. Comments: Often, sections of literary works seem to portray intense or captivating interaction, drama, between characters. While reading, visualize how the characters move in terms of their gestures and in relation to each other. See them touching each other or backing away. Hear the tones in their voices and the inflections, volume, and emphasis they use when they speak to each other. Imaginatively experience the feelings and meanings they are communicating to each other. We do not expect that students will be above-average performers, and we do not feel they should be judged on acting as a major criterion in any dramatization. Students should be expected to capture the characters they portray and exhibit the truth of whatever the activity calls for. These types of activities are not intended to be polished Hollywood performances, nor the quality one would even see on a High School stage. That takes a class in drama or a group of talented performers who have a great deal of time to prepare. Our acting activities are designed only to reveal character or plot to the audience. A-10

135 Terms and Definitions Alliteration - the repetition of sounds at the beginning of words. Example: More Mischief and Merriment. Characterization - the methods, incidents, speech, etc., an author uses to reveal the people in the book. Characterization is depicted by what the person says, what others say, and by his or her actions. Foreshadowing - the use of hints or clues in a story to suggest what action is to come. Foreshadowing is frequently used to create interest and build suspense. Example: Two small and seemingly inconsequential car accidents predict and hint at the upcoming, important wreck in The Great Gatsby. Irony - a perception of inconsistency, sometimes humorous, in which the significance and understanding of a statement or event is changed by its context. Example: The firehouse burned down. Dramatic Irony - the audience or reader knows more about a character s situation than the character does and knows that the character s understanding is incorrect. Example: In Medea, Creon asks, What atrocities could she commit in one day? The reader, however, knows Medea will destroy her family and Creon s by day s end. Structural Irony the use of a naïve hero, whose incorrect perceptions differ from the reader s correct ones. Example: Huck Finn. Verbal Irony - a discrepancy between what is said and what is really meant; sarcasm. Example: A large man whose nickname is Tiny. Metaphor - a comparison of two things that are basically dissimilar in which one is described in terms of the other. Example: The moon, a haunting lantern, shone through the clouds. Monologue - an extended speech by one character, either when alone or to others. Example: The Love Song of J. Alfred Prufrock; Mark Antony s speech at Caesar s funeral. Motif - a situation, incident, idea, or image that is repeated significantly in a literary work. Examples: In Hamlet, revenge is a frequently repeated idea. In The Catcher in the Rye, Holden continually comments on the phoniness of people he meets. Personification - a figure of speech in which an object, abstract idea, or animal is given human characteristics. Examples: The wall did its best to keep out the invaders. Because I could not stop for Death, He kindly stopped for me. Emily Dickinson Plot - the pattern of events in a literary work; what happens. A-11

136 Setting - when and where the short story, play, or novel takes place. Examples: Macbeth takes place in the eleventh century in Scotland. The Old Man and the Sea has its main setting on the ocean outside Havana, Cuba, in an unspecified time in the middle-to-late 20 th -century. Simile - a comparison between two different things using either like or as. Examples: I am as hungry as a horse. The huge trees broke like twigs during the hurricane. Soliloquy - lines in a play in which a character reveals thoughts to the audience, but not to the other characters; it is usually longer than an aside and not directed at the audience. Example: Hamlet s famous To be or not to be speech. Theme - the central or dominant idea behind the story; the most important aspect that emerges from how the book treats its subject. Sometimes theme is easy to see, but, at other times, it may be more difficult. Theme is usually expressed indirectly, as an element the reader must figure out. It is a universal statement about humanity, rather than a simple statement dealing with plot or characters in the story. Themes are generally hinted at through different methods: a phrase or quotation that introduces the novel, a recurring element in the book, or an observation made that is reinforced through plot, dialogue, or characters. It must be emphasized that not all works of literature have themes in them. Example: In a story about a man who is diagnosed with cancer and, through medicine and will-power, returns to his former occupation, the theme might be: Real courage is demonstrated through internal bravery and perseverance. In a poem about a flower that grows, blooms, and dies, the theme might be: Youth fades, and death comes to all. A-12

137 Our Complete Teacher s Kits Make Great Literature Accessible to ALL Your Students EACH STUDENT LEARNS HOW TO UNDERSTAND AND LOVE LITERATURE DIFFERENTLY. Some learn best through short answer questions; some through preparing for tests; others through personal response questions; many through group and individual activities; and some learn best visually. Writing and preparing dozens of different activities, essays, tests, and response questions is the most timeconsuming, and sometimes most tedious, part of teaching. For a unique curriculum and to give you a wide variety of reproducible materials, we have combined our Teaching Units, Packs, Response Journals, and, when available, our Headlines in one low-priced package that gives you everything you need to teach to all your students. Perfect for New Teachers! Packs These reproducibles are designed to guide student exploration of literature through cooperative learning techniques, map making, investigation of characterization, literary terms, dramatizations, letter writing, and more. Separately, Packs are $ Teaching Units Complete Units, with educational objectives, comprehension and essay questions, literary terms, vocabulary, a multiple choice and essay test, and plot and theme level questions with answers to stress daily reading. Separately, Teaching Units are $ Complete Teacher s Kits without Headlines IPWHC19...The Education of Little Tree...$74.95 IPWHC9...The Call of the Wild...$74.95 IPWHC10...The Red Badge of Courage...$74.95 IPWHC11...The Catcher in the Rye...$74.95 IPWHC12...The Outsiders...$74.95 IPWHC13...Frankenstein...$74.95 IPWHC14...The House on Mango Street...$74.95 IPWHC15...The Old Man and the Sea...$74.95 IPWHC16...Holes...$74.95 IPWHC17...Hatchet...$74.95 IPWHC18...Slam!...$74.95 IPWHC20...Narrative of the Life of Frederick Douglass...$74.95 IPWHC23...The Adventures of Tom Sawyer...$74.95 IPWHC26...Fahrenheit $74.95 Response Journals We present students with a series of writing prompts designed to approach the works from a more personal perspective. Students are expected to write letters of advice, keep a journal as if they were a character from the book, relate the plot to their own lives, and more. Separately, Response Journals are $ Headlines We present literary works in the style of modern tabloids to pique student interest. For each book, we present the front page from three issues of an imaginary newspaper appropriate to the setting in an attractive poster that is perfect to complement the teaching of these books. Separately, Headlines are $ Complete Teacher s Kits with Headlines IPWHC1...Macbeth...$84.95 IPWHC2...Romeo and Juliet...$84.95 IPWHC3...The Adventures of Huckleberry Finn...$84.95 IPWHC4...Lord of the Flies...$84.95 IPWHC5...Of Mice and Men...$84.95 IPWHC6...The Great Gatsby...$84.95 IPWHC7...To Kill a Mockingbird...$84.95 IPWHC8...Julius Caesar...$84.95 IPWHC21...Hamlet...$84.95 IPWHC22...A Midsummer Night s Dream...$84.95 IPWHC25...A Separate Peace...$84.95 IPWHC27...The Crucible...$84.95 New titles are constantly being added. Call or visit our website for a current listing. Toll-free Fax Website:

138 Individual Learning Packets/Teaching Units $ each Satisfaction Guaranteed FAX EACH UNIT identifies scholarly objectives and poses questions designed to develop mastery of those objectives. Our multiple choice/essay tests are also constructed to test for those objectives. Because our mission is to write materials that will enable the student who uses the unit to go on and read more literature with more understanding, we include no puzzles, no word-find games, no extensive biographies, and only as much background as is necessary. INDIVIDUAL LEARNING PACKET/TEACHING UNIT The Red Badge of Courage S T E P H E N C R A N E Drama PRESTWICK HOUSE I N C O R P O R A T E D ITU17 ITU23 ITU24 ITU27 ITU28 ITU29 ITU31 ITU35 ITU43 ITU108 ITU132 ITU131 New titles are constantly being added. Call or visit our website for a current listing. Shakespeare Hamlet Julius Caesar King Lear Macbeth Merchant of Venice, The Midsummer Night s Dream, A Much Ado About Nothing Othello Romeo and Juliet Taming of the Shrew, The Tempest, The Twelfth Night ITU1 All My Sons ITU147 An Enemy of the People ITU3 Antigone ITU6 Crucible, The ITU149 Cyrano de Bergerac ITU9 Death of A Salesman ITU10 Doll s House, A ITU138 Effect of Gamma Rays on Man in-the-moon Marigolds, The ITU150 Everyman ITU14 Glass Menagerie, The ITU155 Hedda Gabbler ITU21 Importance of Being Earnest, The ITU22 Inherit the Wind ITU141 Man For All Seasons, A ITU64 Medea ITU30 Miracle Worker, The ITU62 Misanthrope, The ITU144 Night Thoreau Spent in Jail, The ITU32 Oedipus the King ITU36 Our Town ITU63 Pygmalion ITU39 Raisin in the Sun, A ITU44 Rosencrantz and Guildenstern are Dead ITU46 School for Scandal, The ITU48 She Stoops to Conquer ITU50 Streetcar Named Desire, A ITU55 Twelve Angry Men ITU56 Waiting for Godot Prose and Poetry ITU ITU69 Across Five Aprils ITU20 Adventures of Huckleberry Finn, The ITU98 Adventures of Tom Sawyer, The ITU143 ITU82 ITU166 ITU2 ITU73 ITU158 ITU118 ITU145 ITU74 ITU125 ITU185 ITU146 ITU164 ITU76 ITU81 ITU4 ITU57 ITU58 ITU5 ITU188 ITU83 ITU133 ITU130 ITU75 ITU184 ITU173 ITU190 ITU192 ITU102 ITU7 ITU8 ITU170 ITU177 Alice in Wonderland All Quiet on the Western Front And Then There Were None Animal Farm Anthem Autobiography of Jane Pittman, The Awakening, The Bean Trees, The Beowulf Billy Budd Black Boy Bless Me Ultima Bluest Eye, The Brave New World Bridge to Terabithia Call of the Wild, The Candide Canterbury Tales, The (sel.) Catcher in the Rye, The Cay, The Cheaper by the Dozen Chocolate War, The Chosen, The Christmas Carol, A Cold Sassy Tree Contender, The Connecticut Yankee in King Arthur s Court, A Crime and Punishment Cry, The Beloved Country Daisy Miller Day No Pigs Would Die, A Demian Diary of A Young Girl: Anne Frank

139 ITU193 Dr. Faustus ITU84 Dr. Jekyll & Mr. Hyde ITU175 Dracula ITU171 Dubliners ITU126 Edith Hamilton s Mythology ITU168 Education of Little Tree, The ITU11 Ethan Frome ITU12 Fahrenheit 451 ITU120 Farewell to Arms, A ITU116 Farewell to Manzanar ITU85 Flowers for Algernon ITU13 Frankenstein ITU117 Giver, The ITU77 Good Earth, The ITU15 Grapes of Wrath, The ITU115 Great Expectations ITU16 Great Gatsby, The ITU152 Grendel ITU59 Gulliver s Travels ITU182 Hard Times ITU79 Hatchet ITU18 Heart of Darkness ITU86 Hiding Place, The ITU191 Hiroshima ITU136 Hobbit, The ITU181 Holes ITU87 Homecoming ITU67 Hound of the Baskervilles, The ITU113 House on Mango Street, The ITU165 How the Garcia Girls Lost Their Accents ITU159 Hunchback of Notre Dame, The ITU187 Iliad, The ITU104 I Am The Cheese ITU88 I Know What You Did Last Summer ITU89 I Know Why the Caged Bird Sings ITU183 Inferno, The ITU114 Invisible Man - Ellison ITU156 Invisible Man, The - Wells ITU174 Island of the Blue Dolphins ITU139 ITU105 ITU90 ITU91 ITU142 ITU92 ITU180 ITU93 ITU140 ITU160 ITU25 ITU194 ITU26 ITU60 ITU169 ITU65 ITU186 ITU103 ITU163 ITU128 ITU94 ITU176 ITU106 ITU101 ITU33 ITU34 ITU154 ITU78 ITU137 ITU37 ITU38 ITU135 ITU61 ITU148 ITU129 ITU172 ITU112 ITU127 Island of Dr. Moreau, The Jacob Have I Loved Jane Eyre Johnny Tremaine Joy Luck Club, The Julie of the Wolves Jungle, The Killing Mr. Griffin Learning Tree, The Lesson Before Dying, A Lord of the Flies Lord of the Rings (Fellowship of the Rings) Lost Horizon Metamorphosis, The Moby Dick My Antonia My Brother Sam is Dead Narrative of the Life of Frederick Douglass Narrative of Sojourner Truth Native Son Night Number the Stars O Pioneers! Odyssey, The Of Mice and Men Old Man and the Sea, The Once and Future King, The One Day in the Life of Ivan Denisovich One Flew Over the Cuckoo s Nest Outsiders, The Pearl, The Picture of Dorian Gray, The Pigman, The Pigman s Legacy, The Portrait of the Artist as a Young Man, A Prayer for Owen Meany, A Pride and Prejudice Prince, The ITU40 ITU41 ITU72 ITU42 ITU45 ITU134 ITU47 ITU107 ITU95 ITU70 ITU49 ITU19 ITU96 ITU119 ITU153 ITU97 ITU121 ITU111 ITU151 ITU51 ITU109 ITU110 ITU52 ITU53 ITU123 ITU54 ITU124 ITU192 ITU122 ITU100 ITU167 ITU178 ITU80 ITU157 ITU71 ITU99 Red Badge of Courage, The Red Pony, The Rime of the Ancient Mariner, The Roll of Thunder, Hear My Cry Scarlet Letter, The Sense and Sensibility Separate Peace, A Siddhartha Sign of the Beaver, The Silas Marner Slaughterhouse Five Snows of Kil. & Other Stories by Hemingway Sounder Spoon River Anthology Stranger, The Summer of My German Soldier, The Sun Also Rises, The Tale of Two Cities, A Tex That Was Then,This Is Now Their Eyes Were Watching God Things Fall Apart Time Machine, The To Kill A Mockingbird Treasure Island Turn of the Screw, The Uncle Tom s Cabin Walden War of the Worlds, The Watsons Go To Birmingham-1963, The When I Was Puerto Rican When The Legends Die Where the Red Fern Grows White Fang Wrinkle in Time, A Wuthering Heights Save Time and Money with Downloadable Teaching Units! IF YOU DON T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate the cost of shipping, we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare your students are now available for immediate download! Each Unit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you shipping charges. Visit for more details FAX

140 Response Journals for young adult and selected adult novels Relating Literature To Their Lives BY REFLECTING ON what they have read, students develop new ideas and link these ideas to their lives. To facilitate this process, in the tradition and spirit of the response-centered teaching movement, we offer reproducible response journals. For an objective evaluation, a reproducible test for the novel is also included. The journals are priced at only $ Response Journals are also available with a set of 30 books for most of the titles above. To receive a free sampler of our Response Journals call New titles are constantly being added. Call or visit our website for a current listing. IRJ IRJ05 Across Five Aprils IRJ34 Adventures of Huckleberry Finn, The IRJ40 Adventures of Tom Sawyer, The IRJ49 Alice s Adventures in Wonderland IRJ91 Angela s Ashes IRJ55 Animal Farm IRJ23 Anne Frank: Diary of a Young Girl, The IRJ87 Around The World in Eighty Days IRJ41 Bean Trees, The IRJ39 Call of the Wild, The IRJ31 Catcher in the Rye, The IRJ95 Chocolate War, The IRJ24 Christmas Carol, A IRJ67 Crucible, The IRJ09 Day No Pigs Would Die, A IRJ32 Death of a Salesman IRJ8264 Death Be Not Proud IRJ85 Devil s Arithmetic, The IRJ8299 Dibs: In Search of Self IRJ47 Dr. Jekyll and Mr. Hyde IRJ51 Dracula IRJ79 Durango Street IRJ78 Education of Little Tree IRJ92 Ender s Game IRJ46 Ethan Frome IRJ35 Fahrenheit 451 IRJ94 Fences IRJ59 Flowers for Algernon IRJ43 Frankenstein IRJ8256 From the Mixed-up Files of Mrs. Basil E. Frankweiler IRJ37 Giver, The IRJ64 Good Earth, The IRJ99 Great Expectations IRJ29 Great Gatsby, The IRJ952X Hamlet IRJ07 Hatchet IRJ10 Hero Ain t Nothin But a Sandwich, A IRJ57 Hobbit, The IRJ66 Holes IRJ26 House on Mango Street, The IRJ11 I Know Why the Caged Bird Sings IRJ76 Indian in the Cupboard, The IRJ45 Invisible Man, The (Wells) IRJ84 Jane Eyre IRJ73 Johnny Tremain IRJ56 Joy Luck Club, The IRJ62 Julius Caesar IRJ04 Killing Mr. Griffin IRJ63 Lesson Before Dying, A IRJ918X Light in the Forest, The IRJ75 Lion, the Witch, and the Wardrobe, The IRJ22 Lord of the Flies IRJ68 Lyddie IRJ65 Macbeth IRJ966X Midsummer Night s Dream, A IRJ77 Miracle Worker, The IRJ904X Much Ado About Nothing IRJ50 My Antonia IRJ06 My Darling, My Hamburger IRJ98 My Name is Asher Lev IRJ96 Narrative of the Life of Frederick Douglass IRJ13 Nothing but the Truth IRJ60 Number the Stars IRJ54 O Pioneers! IRJ70 Odyssey, The IRJ27 Of Mice and Men IRJ28 Old Man and the Sea, The IRJ03 Outsiders, The IRJ71 Parrot in the Oven IRJ30 Pearl, The IRJ01 Pigman, The IRJ08 Pistachio Prescription, The IRJ82 Prayer for Owen Meany, A IRJ86 Prince and the Pauper, The IRJ33 Raisin in the Sun, A IRJ81 Rebecca IRJ38 Red Badge of Courage, The IRJ42 Roll of Thunder, Hear My Cry IRJ61 Romeo and Juliet IRJ80 Rumble Fish IRJ97 Scorpions IRJ21 Separate Peace, A IRJ74 Shane IRJ14 Sign of the Beaver, The IRJ48 Silas Marner IRJ69 Slam! IRJ935X Soldier s Heart IRJ7624 Staying Fat for Sarah Byrnes IRJ90 Story of My Life, The IRJ44 Sun Also Rises, The IRJ921X Their Eyes Were Watching God IRJ8272 Things Fall Apart IRJ89 Through the Looking Glass IRJ25 Time Machine, The IRJ17 To Kill a Mockingbird IRJ52 Treasure Island IRJ72 Tuck Everlasting IRJ83 Uncle Tom s Cabin IRJ53 War of the Worlds, The IRJ36 Watson Go to Birmingham- 1963, The IRJ02 Where the Red Fern Grows IRJ93 Witch of Blackbird Pond, The Save Time and Money with Downloadable Response Journals! IF YOU DON T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate the cost of shipping, we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare your students are now available for immediate download! Each Unit contains the same highquality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you shipping charges. Visit for more details FAX

141 Ready-to-go Packs for popular classroom novels I N RESPONSE TO TEACHER REQUESTS for activities related to statemandated objectives and/or national guidelines, we have created activity packs for frequently taught novels and selected works of non-fiction. Activities include group and/or individual work Role playing Creating dramatizations Five modes of writing Completing maps and charts Creating collages Drawing editorial cartoons Staging sets and scenes Conducting surveys Writing screenplays Creating scenarios, and more. Responding to photographs and pictures Packs are now available for: IPA0111 Adventures of Huckleberry Finn, The IPA0124 IPA0119 IPA6334 Adventures of Tom Sawyer, The IPA0110 IPA0122 IPA6393 Animal Farm IPA0117 IPA0118 Awakening, The IPA6288 IPA0113 Call of the Wild, The IPA630X IPA0108 Catcher in the Rye, The IPA0104 IPA0116 Edith Hamilton s Mythology IPA0127 Education of Little Tree, The IPA0109 IPA6342 Ethan Frome IPA0115 IPA0106 Frankenstein IPA6318 IPA6369 Giver, The IPA0107 IPA613X Great Expectations IPA0114 IPA0105 Great Gatsby, The IPA0126 IPA0121 Hamlet IPA0112 IPA0125 Hatchet IPA6415 IPA0120 Holes IPA6326 IPA0103 House on Mango Street, The IPA0123 Indian in the Cupboard, The Julius Caesar Lord of the Flies Macbeth Maus I and II Midsummer Night s Dream, A Much Ado About Nothing Narrative of the Life of Frederick Douglass, The Of Mice and Men Old Man and the Sea, The Othello Outsiders, The Red Badge of Courage, The Romeo and Juliet Scarlet Letter, The Separate Peace, A Siddhartha Slam! IPA6377 IPA6296 IPA0102 IPA0100 IPA6350 New titles are constantly being added. Call or visit our website for a current listing. Tale of Two Cities, A Tears of a Tiger Their Eyes Were Watching God To Kill a Mockingbird Wuthering Heights All Titles $34.95 Each Save Time and Money with Downloadable Packs! If you don t have time to wait for FedEx or UPS to arrive, or you want to eliminate the cost of shipping, we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare your students are now available for immediate download! Each Unit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you shipping charges. Visit for more details FAX