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English I Through ESOL: Romeo and Juliet

English I Through ESOL

Lesson 5: Romeo and Juliet (Act V), by William Shakespeare

FCAT Reading/Writing Focus: Cause and Effect FCAT Support Skills: Elements of Tragedy, Turning Point, Elements of Suspense,

Dramatic Irony Language Focus: Adverb Clauses and Transition Words to Show Cause /

Effect Text: Pacemaker Classics: Romeo and Juliet (Globe Fearon)

English Spanish Haitian Creole Portuguese ax hacha rach, aks machado belly apetito (sentido figurado) zantray, vant ventre crowbar palanca pens, levye alavanca deliver entregar delivre entregar desperate desesperado dezespere desesperado dream sueño rèv sonho, sonhar druggist boticario famasyen boticário embrace abrazar anbrase abraçar empty vacía vid vazio fast-acting instantáneo efè rapid, aji vit ação imediata hateful odioso detestab odioso health officer guardia de sanidad ofisye sanitè guardas da cidade honor (v) honrar Onore (v) honrar infected infestado enfekte contaminado interfere interferir mele, foure nen nan interferir join reunirse akonpaye unir-se a offer ofrecer ofri, prezante, bay ofertar, oferecer pale pálido pal, blèm pálido plague plaga plè, epidemi maladi epidemia, peste poison veneno pwazon veneno prove demostrar pwouve provar pure puro san tach maciço question (v) interrogar kesyone Indagar, interrogar refuse negarse Refize (v) recusar reveal dar a conocer revele revelar stab apuñalar ponyade,koutponya apunhalar statue estatua estati estátua torch antorcha tòch, flanbo tocha victim víctima viktim vítima wild loco sovaj, anraje fora de si, selvagem


English Summary

Lesson 5: Romeo and Juliet (Act V), by William Shakespeare

In Scene 1, in Mantua, Romeo has a dream about Juliet finding him dead. In the dream, Juliet kisses Romeo and he wakes up to then become the king. Romeo interprets the dream as a joyful dream about the sweetness of true love. Balthasar, Romeo’s servant, arrives with news from Verona. As soon as Balthasar tells Romeo that Juliet is dead, Romeo becomes pale and wild. Now that Juliet is dead, Romeo wants to leave immediately for Verona so that he can join Juliet in death. Balthasar does not have a letter for Romeo from Friar Laurence. Romeo knows a desperate and poor druggist who will sell him poison, even though the penalty for selling it is death. Romeo pays the druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away.

In Scene 2, Friar John returns from his journey to Mantua in order to report to Friar Laurence that his letter to Romeo was never delivered. The health officers did not let Friar John leave to deliver the letter to Romeo because the house was infected with the plague. Since everyone was afraid of catching the plague, was impossible to find another messenger to deliver the letter. Friar Laurence gets a crowbar and rushes to the Capulet tomb. Juliet will be waking up from her unconscious state within three hours. Friar must hide Juliet until he can get word to Romeo.

In Scene 3, Paris and his servant are at the Capulet tomb so that Paris can bring flowers to Juliet. The servant hears a noise, and puts out the torch so they can hide in the darkness of the churchyard next to the tomb. Romeo and Balthasar arrive with an ax and a crowbar. Romeo gives his servant a letter to give his father the next morning, and he sends Balthasar away. Balthasar is worried Romeo will do something dangerous, so he hides in the churchyard. Romeo uses the crowbar in order to force open the tomb, offering himself as food for the hateful belly of death. Paris reveals his presence, believing that Romeo is still seeking revenge on Tybalt. Romeo warns Paris not to interfere, but Paris persists, and the two fight with swords. Paris’ servant goes to call the guards just as Paris falls, asking to be placed next to Juliet in death. For this reason, Romeo carries the dead Paris into the tomb. When Romeo sees Juliet’s red lips and cheeks, he wonders how she can still be so beautiful. Romeo says goodbye to Juliet with a last embrace and kiss, drinks the poison, and then falls dead. Friar Laurence arrives at the tomb and sees Balthasar waiting for Romeo. Balthasar fell asleep during the fight, and was afraid to go into the tomb. At the moment Juliet wakes up, Friar enters the tomb to find blood and a very pale Romeo. The priest tells her that Paris and Romeo are dead, and he tries to get her to leave. Juliet refuses, and when she sees the poison bottle in Romeo’s hand, she tries to drink a drop from the empty bottle. When she hears the guards coming, she kisses Romeo and takes his dagger, stabbing herself in the heart. The guards arrive to find her warm, dead body. The guards gather up Friar Laurence, Balthasar, Prince Escalus, and Lord and Lady Capulet at the tomb. Lord Montague and his servants arrive, and the Prince questions Friar Laurence, who explains everything to the two families. Romeo’s letter to Lord Montague proves that Friar is telling the truth. They all have been punished for not stopping their fighting. The heads of the families shake hands and vow to make two statues of pure gold to honor their children, the victims of their hate.


Spanish Summary

Lección 5: Romeo y Julieta (Quinto acto) de William Shakespeare

En la primera escena de este acto, en Mantua, Romeo tiene un sueño donde Julieta lo encuentra muerto. En el sueño, ella lo besa y él se despierta convertido en un rey. Romeo interpreta este sueño como uno alegre sobre la dulzura del amor verdadero. Baltasar, el criado de Romeo, llega con noticias de Verona, en cuanto Baltasar le comunica a Romeo que su amada está muerta, éste palidece y se vuelve loco. Ahora que su amada falleció, quiere irse inmediatamente para Verona, para poder reunirse con ella en muerte. Baltasar no tiene ninguna carta de Fray Lorenzo para Romeo, quien conoce a un boticario desesperado y pobre, que le venderá el veneno, aunque el castigo por venderlo es la muerte. Romeo le paga al boticario 40 monedas de oro por un veneno que causa la muerte instantánea y es lo suficientemente potente para matar a 20 hombres en el acto.

En la segunda escena, Fray Juan regresa de su viaje de Mantua para comunicarle a Fray Lorenzo que su carta para Romeo jamás se pudo entregar porque los guardias de sanidad, sospechaban que la casa estaba contagiada con la peste, y no le dejaron entregarla. Debido a que todos tuvieron miedo de contagiarse, fue imposible encontrar a otro mensajero que entregara la carta. Fray Lorenzo toma una palanca y se va deprisa a la tumba de los Capuleto, dentro de tres horas, Julieta se despertará de su estado de inconsciencia, y debe esconderla hasta que él pueda comunicarse con Romeo.

En la tercera escena, Paris y su criado van a la tumba de los Capuleto para que éste pueda llevarle flores a Julieta. El criado escucha un ruido, y apaga la antorcha para esconderse en la oscuridad de un panteón cerca de la tumba. Romeo y Baltasar llegan con un hacha y una palanca. Romeo le entrega a su criado una carta para que se la dé a su padre a la mañana siguiente, y le ordena que se marche. Baltasar está preocupado pensando que él hará algo peligroso, por lo que se esconde en el panteón. Romeo utiliza la palanca para abrir la tumba a la fuerza, ofreciéndose él mismo como alimento para el apetito odioso de la muerte. Paris se deja ver, creyendo que Romeo todavía quiere continuar vengándose de Teobaldo. Romeo le advierte a Paris que no interfiera, pero éste se empeña en hacerlo, y los dos se baten con las espadas. El criado de Paris va a llamar a los guardias en el mismo momento en que éste cae y está pidiendo que lo entierren al lado de Julieta cuando muera. Por este motivo, Romeo lleva el cuerpo sin vida de Paris a la tumba. Cuando Romeo ve las mejillas y los labios rojos de Julieta, se pregunta cómo todavía se puede mantener tan hermosa. Romeo le dice adiós a Julieta abrazándola y besándola por última vez, se bebe el veneno, y cae muerto. Fray Lorenzo llega a la tumba y ve a Baltasar esperando por Romeo. Baltasar se quedó dormido durante la pelea y tuvo miedo de entrar a la tumba. En ese momento, Julieta se despierta, Fray Lorenzo entra a la tumba y ve la sangre y el rostro muy pálido de Romeo, le dice a Julieta que Paris y Romeo están muertos, y trata de convencerla para marcharse del lugar. Ella se niega, y cuando ve la botella de veneno en la mano de Romeo, intenta beber una gota de la botella vacía. Cuando escucha que los guardias vienen, besa a Romeo y toma su daga, apuñalándose ella misma en el corazón. Los guardias llegan y encuentran su cuerpo tibio ya sin vida, y enseguida reúnen en la tumba a Fray Lorenzo, a Baltasar, al príncipe Escala, al señor Capuleto y a su esposa. El señor Montesco llega con su criado, y el Príncipe interroga al fraile, quien les explica todo lo sucedido a las dos familias. La carta de Romeo dirigida al señor Montesco demuestra que Fray Lorenzo está diciendo la verdad. Todos ellos han sido castigados por no poner fin a sus peleas. Los jefes de las familias se dan la mano y juran hacer dos estatuas de oro puro para honrar a sus hijos, quienes fueron víctimas de su odio. The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document. (561) 434-8620 – September 2005 – SY 05-1222


Hatian Creole Summary

Lesson 5: Romeo ak Juliet (Act V), dapre William Shakespeare

Nan Sèn 1, nan Mantua, Romeo rève Juliet jwenn li mouri. Nan rèv la, Juliet bo Romeo

epi li reveye, apresa li vin tounen wa. Romeo entèprete rèv la tankou yon bon rèv konsènan dousè yon vrè lanmou. Balthasar, sèvitè Romeo, rive ak nouvèl ki soti nan Verona. Kou Balthasar di Romeo Juliet mouri, Romeo vin pal epi l anraje. Koulye a Juliet mouri, Romeo vle kite imedyatman pou Verona, konsa li kapab mouri ak Juliet. Balthasar pa gen lèt Friar Laurence te voye pou Romeo a. Romeo konnen yon famasyen pòv epi san espwa ki kapab vann li pwazon, byenke penalite si w ou vann li se lanmò. Romeo peye famasyen an karant (40) pyès annò pou kèk pwazon ki gen efè rapid ki ase vyolan pou touye ven (20) gason touswit.

Nan Sèn 2, Friar John retounen sot nan vwayaj li nan Mantua pou l fè Friar Laurence konnen yo pa janm delivre lèt Romeo a. Ofisye sanitè yo pa t kite Friar John ale delivre lèt pou Romeo paske kay la te enfekte avèk epidemi maladi. Piske chak moun te pè pran epidemi maladi, li te enposib pou jwenn yon lòt mesaje pou delivre lèt la. Friar Laurence pran yon pens epi prese ale nan tonm Capulet. Juliet ap soti nan eta enkonsyan nan twa zèdtan. Friar dwe kache Juliet jiskaske Romeo di yon mo.

Nan Sèn 3, Paris ak sèvant li sou tonm Capulet konsa Paris kapab pote flè pou Juliet. Sèvant la tande yon bwi, epi li depoze flanbo a pou yo kache nan fènwa la kou legliz la tou pre tonm nan. Romeo ak Balthasar rive avèk yon rach ak yon pens. Romeo bay sèvant li a yon lèt pou l bay papa l nan landmen, epi li voye Balthasar ale. Balthasar pè pou Romeo pa komèt yon zak danjere, donk li kache nan lakou legliz la. Romeo itilize pens la pou l fòse ouvè tonm nan, ofri tèt li kòm manje pou zantray lanmò. Paris fè wè prezans, li kwè Romeo toujou ap chèche revanj ak Tybalt. Romeo avèti Paris pou l pa mele, men Paris pèsiste, epi yo toude goumen ak epe. Sèvant Paris la al rele jandam yo, lè Paris tonbe li mande pou yo plase l bò kadav Juliet. Pou rezon sa a, Romeo transpòte kadav Paris nan tonm lan. Lè Romeo wè bouch Juliet ak po figi l touwouj, li mande kijan l fè toujou bèl konsa. Romeo di Juliet orevwa epi li bali yon dènye anbrase, bo li, bwè pwazon an, epi l tonbe li mouri. Friar Laurence rive nan tonm nan epi li wè Balthasar k ap tann Romeo. Balthasar t ap dòmi pandan goumen an, epi li te pè ale nan tonm nan. Lè Juliet reveye, Friar antre nan tonm nan li jwen Romeo blèm epi benyen ansan. Prèt la di l Paris ak Romeo mouri, epi l ap eseye fè l ale. Juliet refize, epi lè li wè boutèy pwazon an nan men Romeo, li eseye bwè kèk gòje nan boutèy vid la. Lè li tande jandam yo ap vini, li bo Romeo epi l pran ponya li a, li ponyade tèt li. Lè jandam yo rive yo jwenn li cho, mouri. Jandam yo rasanble Friar Laurence, Balthasar, Prince Escalus, ak Lord ak Lady Capulet nan tonm nan. Seyè Montague rive ak sèvant li yo, epi Prince la kesyone Friar Laurence, ki eksplike toulède fanmi yo tout bagay Lèt Romeo te voye pou seyè Montague la pwouve Friar ap di verite. Yo tout te pini poutèt yo pa t sispan batay la. Responsab fanmi yo bay lanmen epi fè ve pou mete de (2) estati an nò pi pou onore pitit yo, ki se viktim hèn yo.

Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County –

November 2006- SY051222- Phone (561) 434-8620


Portuguese Summary

Lição 5: Romeu e Julieta ( Ato V), de William Shakespeare

Na cena 1, em Mântua, Romeu sonha que Julieta o encontra morto. No sonho, Julieta beija Romeu e ele então desperta transformando-se em um rei. Romeu interpreta o sonho como um sonho alegre sobre a ternura do verdadeiro amor. Baltasar, criado de Romeu, chega trazendo notícias de Verona. Logo que Baltasar conta a Romeu que Julieta está morta, Romeu fica pálido e fora de si. Agora que Julieta está morta, Romeu quer sair de Verona imediatamente para unir-se a Julieta em sua morte. Baltasar não trouxe nenhuma carta de Frei Lourenço para Romeu. Romeu conhece um boticário pobre e desesperado que lhe venderia veneno, mesmo que a pena para a venda de veneno seja a pena de morte. Romeu paga ao boticário quarenta moedas de ouro por um veneno de ação imediata que seja forte o bastante para matar vinte homens, rapidamente.

Na cena 2, Frei João retorna de sua viagem a Mântua com a finalidade de informar a Frei Lourenço que sua carta para Romeu nunca foi entregue. Os patrulheiros da saúde não permitiram que Frei João saísse para entregar a carta a Romeu porque a casa estava contaminada com uma epidemia. Uma vez que, todos estavam com medo de pegar a peste, foi impossível encontrar outro mensageiro para entregar a carta. Frei Lourenço pega uma alavanca e corre para o túmulo dos Capuleto. Julieta estará despertando de seu estado inconsciente dentro de três horas. O frei precisa esconder Julieta até que ele possa se comunicar com Romeu.

Na cena 3, Páris e seus criados se encontram no túmulo dos Capuleto, pois desta forma Páris pode levar flores para Julieta. O criado escuta um barulho e lança fora a tocha para que assim possam esconder-se na escuridão do cemitério próximo ao túmulo. Romeu e Baltasar chegam com um machado e uma alavanca. Romeu entrega uma carta ao seu criado para que esta seja entregue a seu pai na manhã seguinte e manda Baltasar embora. Baltasar fica preocupado que Romeu faça algo arriscado, então se esconde no cemitério. Romeu utiliza a alavanca para forçar a abertura do túmulo, ofertando a si próprio como um alimento para o odioso ventre da morte. Páris revela sua presença, acreditando que Romeu ainda procura vingança contra Tebaldo. Romeu avisa a Páris para não interferir mas Páris insiste e os dois lutam com espadas. O criado de Páris corre para chamar os guardas no momento em que Páris tomba, pedindo para ser colocado próximo a Julieta quando morto. Por este motivo, Romeu carrega o corpo de Páris, sem vida, para o túmulo. Quando Romeu vê os lábios vermelhos e as maçãs do rosto de Julieta ele se pergunta como ela ainda pode estar tão bonita. Romeu diz adeus a Julieta com um último abraço e beijo, toma o veneno e tomba morto. Frei Lourenço chega ao túmulo e vê Baltasar esperando por Romeu. Baltasar adormecera durante a luta e estava receoso de ir ao túmulo. No momento em que Julieta desperta, o frade entra no túmulo e encontra sangue e um Romeu muito pálido. O padre lhe conta que Páris e Romeu estão mortos e ele tenta convencê-la a ir embora. Julieta recusa e quando avista o frasco de veneno na mão de Romeu, ela tenta beber uma gota mas o frasco está vazio. Quando ela ouve os guardas se aproximando, dá um beijo em Romeu e apossando-se do punhal dele apunhala seu próprio peito. guardas chegam e encontram o corpo dela morno e sem vida. Os guardas acercam-se de Frei Lourenço, Baltasar, Príncipe Escalo e o Sr. e a Sra. Capuleto, no túmulo. O Sr. Montecchio e seus criados chegam e o Príncipe indaga a Frei Lourenço, que explica tudo às duas famílias. A carta de Romeu para o Sr. Montecchio prova que o frade está dizendo a verdade. Todos eles foram castigados por não pararem de brigar. Os chefes das famílias dão um aperto de mãos e juram construir duas estátuas de ouro maciço em honra de seus filhos, que foram as vítimas de seu ódio. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. December 2005 - (561) 434-8620 - SY 05-1222


Beginning Listening Activities

Minimal Pairs

Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Romeo and Juliet: Lesson 5: Minimal Pairs Activity: ax/ask torch/torte hate/fate pure/poor pale/pare join/joint knees/niece oaths/oats starve/stars head/hedge

Bingo Grades 9-12 SSS Language Arts Benchmarks: LA.C.1.4.1 Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities

Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. Romeo and Juliet: Lesson 5: Spelling Activity: The teacher provides the simple verb, and students respond with the past form.

deliver, honor (v), infect, interfere, join, offer, prove, question (v), refuse, reveal, stab


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. 1. For example, there might be a list of dates. The teacher might say the following: Draw a

circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line. 2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the

Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change

the subject to the third person plural. 4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer

on a map. Teams that complete the exercise correctly get a point. Romeo and Juliet: Lesson 5: Follow Directions Activity: Provide teams with colored pencils or crayons and the graphic organizer below. Students will listen to the directions (below), and complete the chart based on the characters and events in Shakespeare’s Romeo and Juliet. Romeo and Juliet: Lesson 5: Follow Directions Activity continued on next page.

JULIET ROMEO LADY MONTAGUE FRIAR LAURENCE ROSALINE MERCUTIO

TYBALT PARIS


Romeo and Juliet: Lesson 5: Follow Directions Activity: (continued) Directions:

a) Identify and locate in the chart the character who dies first. b) Color that section red. c) Identify and locate in the chart the character who Romeo loved before the ball. Color that

section orange. d) Identify and locate in the chart the character who Romeo loved after the ball. Color that

section yellow. e) Identify and locate in the chart the character who knew the truth during the entire play.

Color that section green. f) Identify and locate in the chart the character who did not arrive within enough time to

rescue Juliet. Underline that character's name in black. g) Identify and locate in the chart the female character who is not dead by the end of the

play. Underline that character's name in green. h) Identify and locate in the chart the character who was unconscious while Paris and

Romeo fought. Underline that character's name in red. i) Identify and locate in the chart the character who always wanted to fight whenever he

saw a Montague. Color that section blue. j) Identify and locate in the chart Juliet's other suitor. Color that section purple.

Identify and locate in the chart the character who poisoned himself. Color that section gray.

Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Romeo and Juliet: Lesson 5: Dictation Activity:

a) As soon as Balthasar tells Romeo that Juliet is dead, Romeo becomes pale and wild. b) Friar Laurence gets a crowbar and rushes to the Capulet tomb. c) When she hears the guards coming, Juliet kisses Romeo and takes his dagger,

stabbing herself in the heart. d) Romeo warns Paris not to interfere, but Paris persists, and the two fight with swords. e) Paris’ servant calls the guards just as Paris falls, asking to be placed next to Juliet in

death.


Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Romeo and Juliet: Lesson 5 Interview Activities: You play the role of Friar Laurence. Choose several students to play the role of Prince Escalus. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Friar Laurence’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) What happened here in this tomb? How do you know? b) Why did Romeo come here? When were Romeo and Juliet married and why? c) Why is there a dagger in Juliet? Why did she kill herself? d) Were you here when she awakened? Did you try to rescue her? e) How did Romeo die? Why did he poison himself? f) Why didn't you tell him of your plan? Why didn't Romeo receive your letter? g) Who killed Paris? Can you prove what you are saying is true? h) Do you feel responsible for what has happened?


Beginning Speaking Activities

Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example:

All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)

Romeo and Juliet: Lesson 5: Intentional Intonation Activities: Romeo’s letter to Montague proves that Friar is telling the truth. (not Juliet’s) Romeo’s letter to Montague proves that Friar is telling the truth. (not speech) Romeo’s letter to Montague proves that Friar is telling the truth. (not Capulet) Romeo’s letter to Montague proves that Friar is telling the truth. (not denies) Romeo’s letter to Montague proves that Friar is telling the truth. (not Balthasar) Romeo’s letter to Montague proves that Friar is telling the truth. (not imagining) Romeo’s letter to Montague proves that Friar is telling the truth. (not a lie)

Backwards Build-up

Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example:

…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.

Romeo and Juliet: Lesson 5: Backward Build-up Activity: a) Now that Juliet is dead, Romeo wants to leave immediately for Verona so that he can

join Juliet in death. b) Romeo knows a desperate and poor druggist who will sell him poison, even though

the penalty for selling it is death. c) Romeo pays the druggist forty gold coins for some fast-acting poison that is strong

enough to kill twenty men right away. d) The health officers did not let Friar John leave to deliver the letter to Romeo because

the house infected with the plague. e) Since everyone was afraid of catching the plague, is was impossible to find another

messenger to deliver the letter.


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Romeo and Juliet: Lesson 5: Charades Activity: Suggestions:

ax, belly, desperate, dream, embrace, empty, fast-acting, join, offer, refuse, stab, statue, torch, wild

Mixed-up Sentence Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.1, LA.C.1.4.3 Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students.

Proficient Speaking Activities

Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a boat? (etc.) Romeo and Juliet: Lesson 5: Twenty Questions Activity: Photo or picture suggestions:

ax, belly, crowbar, deliver, druggist, embrace, empty, fast-acting, hateful, health officer, honor (v), infected, join, pale, plague, poison, pure, statue, torch, wild


FCAT FOCUS READING SKILL: Identifying Cause and Effect

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

Identifying Cause and Effect What to do and what to watch for- Identify the relationship between two events. Signal words can be helpful. Think about which event happened first in time. Organize the information in Identify the two events. Cause and effect is a way to describe the relationship between two things that happen, or two EVENTS that are connected to each other. The two events must be related or connected in a special way. One event is the cause of the other. One event is the result of the other.

Examples: a) Mario picked up a newspaper and Suzy left.

(In this example, the two events happened, but there is no connection between them. There is no cause or effect relationship.)

b) When Suzy saw that Mario was not interested in talking, she left. (In this example, the two events are connected. Suzy left because he wasn’t interested. That’s why she left. Mario’s action was the reason or cause for her leaving. The result or effect of his first action was Suzy’s second action to leave.)

Identify the cause or effect relationship. There are two important questions to help you understand when events are connected in time in a cause/effect relationship. The cause is the reason why an incident occurs. The effect is what happens as the result of the action. Asking the question, "why?" usually leads us to cause. Asking the question, “what happened?” helps to find the effect. What happened? (The Effect or Result) Why? (The Cause or Reason)

Examples: a) The kids went swimming because it was too hot to sit in the sun.

What happened? EFFECT-The kids went swimming. Why? CAUSE-It was too hot to sit in the sun.

b) The teacher didn’t count our grades because it was such a difficult test. What happened? EFFECT-The teacher didn’t count our grades. Why? CAUSE-It was such a difficult test.

c) I’m hungry because I didn’t eat lunch d) Since I was late to class, I had to get a pass. e) As a result of studying for my test, I got an “A.”

Cause: Why? Effect: What Happened After?

I didn’t eat lunch. I’m hungry. I was late to class. I had to get a pass. I studied for my test. I got an “A.”

Refer to next page(s) for more Identifying Cause and Effect.

EFFECT This

happened.

EFFECT What

Happened?

CAUSE For this reason

CAUSE Why?


Identifying Cause and Effect (Continued) Identify signal words Signal words can help you to identify the two events that are connected in time in a cause/effect relationship.

Examples: a) Janette won the race. As a result, she received a gold medal. b) The house was flooded because the roof leaked and it rained all night. c) Melodie’s car wouldn’t start. Therefore, she was late for work. d) If you drive too fast, then you’ll have an accident. e) Due to the fact that you’re so angry, I’ll wait to discuss the problem.

Signal Words for Cause/Effect

consequently because if…then due to since therefore due to the fact that this/that is how so that thus thus as a result for this/that reason nevertheless for

Check the word order of cause and effect. Once you have identified the two events connected in time, ask yourself some important questions:

a) Which one happened FIRST IN TIME order? b) Which one happened SECOND IN TIME order?

One event is the cause of the other event. One event is the effect of the other event. The event that happens first in time is the CAUSE or REASON. The event that happens second in time is the EFFECT or RESULT. The cause happens first in time; the effect comes later in time. However, sometimes in a passage, it is not presented in time order. Sometimes the effect comes first in the sentence. Look at the examples:

EVENT #1: What happened FIRST?

THIS IS THE CAUSE.

EVENT #2: What happened SECOND?

THIS IS THE EFFECT. Since her car wouldn’t start she was late for work.

EVENT #2: What happened SECOND?

THIS IS THE EFFECT.

EVENT #1: What happened FIRST?

THIS IS THE CAUSE. She was late for work because her car wouldn’t start.

Look for stated cause and effect. Sometimes it is clearly stated with signal words. Examples:

a) Since I burned the dinner, we have to go out to eat. b) Everyone was upset because we couldn’t agree on which restaurant.

Refer to next page(s) for more Identifying Cause and Effect.


Identifying Cause and Effect (Continued) Watch for unstated cause and effect. Sometimes signal words are not used. Examples:

a) George’s car runs better now. The mechanic fixed the transmission. b) Florida advertises oranges on television to help the economy of the state.

Organize the information in the passage to help you determine cause and effect.

In the graphics above, EVENT #1 is the CAUSE, because it happened first in time, and EVENT #2 is the EFFECT, because it happened second in time.

EFFECT This happened We have to go out to eat. EVENT #2

EFFECT What Happened? We have to go out to eat. EVENT #2

CAUSE For this reason I burned the dinner. EVENT #1

CAUSE Why? I burned the dinner. EVENT #1


Beginning Reading Activities

Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Romeo and Juliet: Lesson 5 Pre Reading Activity:

Romeo’s servant travels to Mantua with the news of Juliet’s death. Friar Laurence’s letter to Romeo telling about the plan never arrived. Romeo wants to return to Verona to join his wife in death. Romeo buys a fast-acting poison and leaves immediately. When Friar Laurence’s messenger returns the undelivered letter, Friar Laurence rushed to the tomb before Juliet wakes up. Meanwhile, Paris sees Romeo at the tomb and the two fight, ending in the death of Paris. Romeo enters the tomb, kisses his wife, drinks the poison and dies. When Friar Laurence arrives, Juliet awakens to see both Romeo and Paris dead. Juliet takes Romeo’s dagger and stabs herself in the heart.

Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.


Story Grammars

Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.

True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.


Scan

Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.


Beginning- Writing Activities

Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Romeo and Juliet: Lesson 5 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Paris to Romeo: Stop talking nonsense. I am arresting you as an outlaw here! Paris told Romeo to stop talking nonsense and that he was arresting him as an outlaw there!


Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs make very good exam preparation questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

Romeo and Juliet: Lesson 5 Framed Paragraphs Activities: Sample #1: (Elements of Tragedy) Use these ideas as starters for the elements of a tragedy:

a) Exposition: setting main characters and main conflict b) Complication: Romeo and Juliet’s families are enemies. c) Climax: Romeo kills Tybalt and is banished d) Reversal: Romeo thinks Juliet is dead and kills himself e) Resolution: Juliet kills herself to be with her husband in death.

Romeo and Juliet, by William Shakespeare, contains all five elements of a tragedy, exposition, complication, climax, reversal, and resolution. (Topic Sentence) In the exposition, the setting is _____, the main characters are _____, and the conflict is _____. (Detail # 1). The complication in the play (the difficult decision or thing that goes wrong) is _____. (Detail # 2). The climax or high point of the story is _____ (a character makes a difficult decision). (Detail # 3) After that, the reversal (unexpected consequences force the character to decide whether to reverse his action or decision) is when _____. (Detail # 4). In the end, the resolution of the tragedy occurs when the consequences of the reversal _____ are revealed. (Conclusion).


Romeo and Juliet: Lesson 5 Framed Paragraphs Activities: (continued)

Sample #2: (Turning Point) Use the following as a starter for the turning point of the story in this lesson: Romeo kills Tybalt and is banished. This sets in motion a chain of tragic events: The marriage must be kept secret; Capulet decides Juliet should marry Paris, etc.

The turning point of the play, Romeo and Juliet, by William Shakespeare happens when

_____. After the turning point, _____ has changed in several ways (Topic Sentence). First, after _____ then _____. (Detail #1). Second_____ (Detail #2). Finally_____ (Detail #3). After _____ occurs, the reader sees everything change, including _____, _____ and _____ (summarize key points here). This was the turning point of the story. (Conclusion) Sample #3: (Elements of Suspense) Use the following as starters for the elements of suspense in Act IV of the play:

Mystery: (The reader wants to know the explanation for something unusual) a) Will Juliet wake up after she takes the potion? b) Will Romeo be there to take her away with him? c) Will Romeo ever receive a pardon to return to Verona?

Surprise: (Sudden new twist or turn in the story) a) Tybalt is killed unexpectedly and the families are angrier than before. b) Friar’s letter is never delivered to Romeo in Mantua. c) Balthasar tells Romeo that Juliet is truly dead.

Dilemma: (Hero or heroine chooses between two unpleasant choices) a) Romeo and Juliet both decide that death is better than life without the other.

In the play Romeo and Juliet, by William Shakespeare, there are three important

elements of suspense: mystery, surprise and dilemma. First, there are some excellent examples of mystery. For example _____ and _____. (Detail #1) In addition, there are surprises in the story. For example _____ and _____. (Detail #2) The third element of suspense is dilemma _____. (Detail #3) The character _____ has to make a choice between _____ and _____. The story is a clearly suspense story because, mush to the reader’s delight, it contains all three elements of suspense: mystery, surprise and dilemma. (Conclusion) Sample #4: (Dramatic Irony) Use these as starters for irony:

a) It is ironic that Friar Laurence knows what might happen and he cannot prevent it. b) It is ironic that Mercutio says he only has a scratch, but he knows he is really dying. c) It is ironic that Romeo feels sorry for Paris, even though Paris was to marry Juliet.

Romeo places his body in the tomb with Juliet’s. d) It is ironic that in the end after all of the tragedy, the families decide not to fight.

In the play Romeo and Juliet, by William Shakespeare, the author uses irony to create a

dramatic effect by fooling our sense of reality and our expectations and creating an unexpected event. (Topic Sentence) First, we find out that_____. It is unexpected and ironic because _____ (Detail #1). It is also unexpected and ironic that _____ because _____ (Detail #2). Finally _____. (Detail #3) What appears to be true and what is really true is dramatic and surprises the reader. (Conclusion).


Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). Romeo and Juliet: Lesson 5: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at n proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion Hate destroyed the things that were the most precious to the two families. Proof Hate caused Romeo and Juliet to be separated and eventually to kill themselves. Hate caused the deaths of Mercutio, Tybalt and Paris. Hate caused Friar Laurence to take drastic measures. Hate caused Romeo to become a murderer and to be banished. Hate caused secrets and lies between family members and friends. The families lost their children, the most precious treasure.


Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher.

SAMPLE FORMAT FOR CAUSE AND EFFECT In the _____ (story, piece, poem) _____ by ____, ______ happened (result/effect) for

several reasons that are evident. These reasons include _____, ____, and ____ (OR ____caused several things to happen] These effects (results) include _____, _____, and _____.

First, (one cause/effect of _____ (Argument #1 Topic Sentence) is _____. We know

that_____ (Supporting Detail #1). In addition, _____ (Supporting Detail #2). Finally, _____ (Supporting Detail #3).

Second (In addition, another cause/effect of_____ (Argument #2 Topic Sentence).

_____ Supporting Detail #1. _____ Supporting Detail #2. _____ Supporting Detail #3. Third (finally, The last cause/effect of) _____ (Argument #3 Topic Sentence) is _____.

_____ Supporting Detail #1. _____ Supporting Detail # 2. _____ Supporting Detail #3. In conclusion, there are many reasons why _____happened. Because of _____ and

_____, (this happened) _____. (State cause)_____also helped to cause this effect/result. [OR ___ caused several things to happen]. These include _____, _____ and _____. Romeo and Juliet: Lesson 5 Spool Writing Activities: Suggested Topics: Use the sample format for Cause and Effect. Suggested Topic(s): Use these ideas as starters for cause and effect:

a) What were the reasons that Romeo returned to Verona? b) What were the causes of Romeo’s death? c) What were the effects or results of Juliet’s death? d) Why did Juliet feel she had no choice but to kill herself? e) What caused the Capulet and Montague families to stop fighting?


RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), format of their work (F), and topic of the content (T). Ex.: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, format, and topic These four components are critical in every written assignment. Assist teams to brainstorm on a topic. Work with teams to list possible roles, audiences, formats, and strong verbs appropriate for each topic. Once groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, give a team a point for each member who receives a grade of B or higher. Romeo and Juliet: Lesson 5: RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is Romeo. A: Your audience is your parents. F: The format of your writing is a letter. T: Your topic is to write to explain your reasons for your behavior. Explain your reasons for a secret marriage, and why you are killing yourself.

FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Romeo and Juliet: Lesson 5: FCAT Writing Activity (Persuasive Prompt):

Writing Situation: Fighting bothers everyone because we know that no good can come from fighting. How do you persuade others to stop fighting? Directions for Writing: Before you write, think of a time you really wanted to stop others from fighting. Who were the people involved? Were they friends, family members, classmates, or neighbors? What caused them to fight? What are the results of the fighting? Are the results negative? Why? What would you say or do to convince them to stop fighting? Now, write to persuade others to stop fighting.


Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. Romeo and Juliet: Lesson 5: Dialog Activity:

Paris: Romeo, stop what you are doing! Romeo: Good, gentle sir, I am a desperate man. Do not stand in my way. Paris: You villain! I am arresting you! Romeo: By heaven, I have more regard for your life than I do for my own. Go. Paris: Stop talking nonsense. I am arresting you as an outlaw here! Romeo: I warned you! Now it is too late!


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing Romeo and Juliet: Lesson 5: Making the News Activities:

Family Feud Over Tragic Marriage Lovers End in Death

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. Romeo and Juliet: Lesson 5: Concentration: Match vocabulary words with their meanings:

wild crazy, violent, uncontrollable plague disease, infection interfere get in the way, obstruct, hinder prove show, verify, provide evidence pale colorless, pallid, ashen poison venom, toxin join unite, stick together honor respect, pay tribute to victim injured party, sufferer torchlight light, fire, lantern


Intermediate Vocabulary Activities

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. Romeo and Juliet: Lesson 5: Jeopardy Activity:

Question Answer a) Who killed Paris Romeo a) How Romeo got into the tomb ax and crowbar a) Who sold Romeo the poison druggist b) What Juliet used to kill herself Romeo’s dagger b) What kind of poison Romeo bought fast-acting b) How Juliet died stabbed herself in the heart c) Why Balthasar didn’t deliver Friar’s letter plague c) Where the two families made peace Capulet tomb c) When Romeo received Friar’s letter never

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Read a sentence with a wrong word in it. Teams find the word that is “wrong” and correct it, receiving a point for each correction. Ex: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) At a more proficient level, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. Romeo and Juliet: Lesson 5: Wrong Word Activity:

a) Romeo axed Balthasar if there was any news. (asked) b) Juliet was so disparate that she killed herself. (desperate) c) There was a plaque in the city. (plague) d) Romeo’s death was sealed with a holey kiss. (holy) e) A noise scarred Friar Laurence away. (scared)


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


Beginning Grammar Activities

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

ADVERB CLAUSES & TRANSITION WORDS TO SHOW CAUSE & EFFECT Adverb clauses that show cause and effect and time relationships: Adverb clauses cannot stand alone as a sentence. They are always connected or added to a sentence, either at the beginning, or at the end of the sentence. Below are the subordinating conjunctions that introduce an adverb clause and signal both time relationships and cause/effect relationships. Time relationships are important in determining cause and effect. Study the examples below.

Words that Introduce Adverb Clauses, Signal Time Relationships/Cause & Effect because in order that until since (i.e. because) after as soon as now that before once as (i.e. because) as a result of whenever as/so long as when every time (that) so while the first time that (2nd, 3rd, next, last) so (that) by the time (that) in order to (to)

Because it was cold, we wore coats. Since no one was there, we didn’t go in. Now that school is out, I’m free to vacation. As he had nothing to do, he went to a movie. Until the work was done, we waited for lunch. She ran a mile so that she’d stay in shape. As long as you’re not busy, can you help me? I studied for my test before I could party. We make a snowman when it snows. Once the phone is repaired, I can call you.

Prepositions that show cause and effect are followed by a noun object: Because of Due to Due to the fact that As a result of

Examples: Because of the flu, we had to stay home. Due to the hurricane, school was cancelled. As a result of his good grade, he received a scholarship.

Transition words that show cause and effect: Therefore Consequently The dog was sick. Therefore, we went to the vet. The plane was late. Consequently, I was late.

Word Order Cards

Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.


Modified Single Slot Substitution Drill

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. Romeo and Juliet: Lesson 5: Modified Single Slot Substitution:

(a) Friar (b) must hide Juliet (c)until he can get word to Romeo. Possibilities: a) the priest, Balthasar, Paris’ servant, Lord Montague b) has to be patient, wants to keep the secret, needs to wait c) until Romeo is found, until the truth is told, until the families find out


Intermediate Grammar Activities Sentence Builders

Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

Romeo and Juliet: Lesson 5: Sentence Builders: a) Romeo wants (to leave) (immediately) (for Verona) (Now that Juliet is dead) (so that he can

join Juliet) (in death) Romeo wants. Romeo wants to leave. Romeo wants to leave immediately. Romeo wants to leave immediately for Verona. Romeo wants to leave immediately for Verona now that Juliet is dead. Romeo wants to leave immediately for Verona now that Juliet is dead so that he can join Juliet. Romeo wants to leave immediately for Verona now that Juliet is dead so that he can join Juliet in death.

Continue with the following: b) Romeo knows. (a druggist) (desperate) (and poor) (who will sell poison) (him) (even

though the penalty is death) (for selling it) c) Romeo pays. (the druggist) (forty coins) (gold) (for some poison) (fast-acting) (that is

strong) (enough) (to kill) (twenty men) (right away) d) Friar John returns. (from his journey) (to Mantua) (In Scene 2) (in order to report) (to

Friar Laurence) (that his letter was delivered) (to Romeo) (never) e) The officers did not let Friar leave. (health) (John) (to deliver) (the letter) (to Romeo)

(because the house was infected) (with the plague)

Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. Romeo and Juliet: Lesson 5: Multiple Slot Substitution Activities: (a) After Friar Laurence (b) gets a crowbar, (c) he rushes (d) to the Capulet tomb.

Possibilities: speaks to Friar John, he hurries, before Friar Laurence, to find Romeo, once Friar Laurence, to see what happened, gets the undelivered letter, as soon as Friar Laurence, he runs, the priest goes, hears about Romeo, to Juliet


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Romeo and Juliet: Lesson 5: Flesh it Out Activities:

a) Balthasar/not/have/letter/Romeo/Friar Laurence b) As soon/Balthasar/tell/Romeo/Juliet/be/dead/Romeo/become/pale/wild c) Friar/Laurence/get/crowbar/rush/Capulet/tomb d) Paris/reveal/presence/believe/Romeo/be/still/seek/revenge/Tybalt e) Romeo/warn/Paris/not/interfere/but/Paris/persist/two/fight/swords

Transformation Exercises

Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Romeo and Juliet: Lesson 5: Transformation Exercises: Students respond by combining two sentences into one cause and effect statement using cause and effect signal words. (Suggestions are in parentheses.)

Example: Balthasar went to Verona. He had news for Romeo that Juliet was dead. (because)

Balthasar went to Verona because he had news for Romeo that Juliet was dead. a) The desperate and poor druggist doesn’t want to sell Romeo the poison. The penalty

for selling it is death. (since) b) Romeo is disappointed. Balthasar does not have a letter from Friar Laurence.

(because) c) Friar Laurence gets a crowbar and rushes to the Capulet tomb. He wants to save

Juliet. (in order to) d) Paris asks to be placed with Juliet in death. Romeo carries the dead Paris into the

tomb. (for this reason) e) Romeo sees Juliet’s red lips and cheeks. He wonders how she can still be so

beautiful. (When)


Who What, When, Where, How, Why

Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. Romeo and Juliet: Lesson 5: Who, What, When, Where, How, Why Activities:

a) Romeo pays the druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away. (who, what, when, why, how)

b) Romeo gives his servant a letter to give to his father the next morning and he sends Balthasar away. (who, what, when, where, why, how)

c) Balthasar is worried Romeo will do something dangerous, so he hides in the churchyard. (who, what, where, why)

d) Paris’ servant goes to call the guards just as Paris falls, asking to be placed next to Juliet in death. (who, what, when, where, how)

e) When Romeo sees Juliet’s red lips and cheeks, he wonders how she can still be so beautiful. (who, what, when, why, how)


Sentence Stretchers

Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Romeo and Juliet: Lesson 5: Sentence Stretcher: Example: Begin with the sentence: Romeo pays.

Romeo pays the druggist. Romeo pays the desperate druggist. Romeo pays the poor, desperate druggist. Romeo pays the poor, desperate druggist forty coins. Romeo pays the poor, desperate druggist forty gold coins. Romeo pays the poor, desperate druggist forty gold coins for some poison. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill men. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away without pain. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty men right away without pain or suffering. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty large men right away without pain or suffering. Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison that is strong enough to kill twenty large, healthy men right away without pain or suffering.


Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. Romeo and Juliet: Lesson 5: Look it Up: Teams locate examples of adverb clauses and transition words for cause and effect in the text and summary

Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) Romeo and Juliet: Lesson 5: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the present tense to the past tense. Romeo’s servant travels to Mantua with the news of Juliet’s death. Friar Laurence’s letter to Romeo telling about the plan never arrived. Romeo wants to return to Verona to join his wife in death. Romeo buys a fast-acting poison and leaves immediately. When Friar Laurence’s messenger returns the undelivered letter, Friar Laurence rushes to the tomb before Juliet wakes up. Meanwhile, Paris sees Romeo at the tomb and the two of them fight, ending in the death of Paris. Romeo enters the tomb, kisses his wife, drinks the poison and dies. When Friar Laurence arrives, Juliet awakens to see both Romeo and Paris dead. Juliet takes Romeo’s dagger and stabs herself in the heart.


Name ____________________________ Date __________ Romeo and Juliet: Lesson 5: Exercise 1 Fill in the blanks with the correct word.

undelivered

stabs

rushes

meanwhile

travels

awakens

poison

join

letter

poison

Romeo’s servant __________ to Mantua with the news of Juliet’s death. Friar

Laurence’s __________ to Romeo telling about the plan never arrived. Romeo wants

to return to Verona to __________ his wife in death. Romeo buys a fast-acting

__________ and leaves immediately. When Friar Laurence’s messenger returns the

__________ letter, Friar Laurence __________ to the tomb before Juliet wakes up.

__________, Paris sees Romeo at the tomb and the two fight, ending in the death of

Paris. Romeo enters the tomb, kisses his wife, drinks the __________ and dies. When

Friar Laurence arrives, Juliet __________ to see both Romeo and Paris dead. Juliet

takes Romeo’s dagger and __________ herself in the heart.


Name _____________________________________ Date _____________ Romeo and Juliet: Lesson 5: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. A druggist sells Romeo some medicine to help him feel better.

______________________________________________________________________

2. Juliet refuses to leave the tomb when Friar Laurence asks her.

______________________________________________________________________

3. Friar Laurence plans to make two gold statues of Romeo and Juliet to honor them.

______________________________________________________________________

4. The Montagues and Capulets promise tot stop their fighting at the end of the play.

______________________________________________________________________

5. Friar Laurence saves Juliet in the tomb.

______________________________________________________________________

6. Romeo thinks that death is a hungry mouth to be fed.

______________________________________________________________________

7. Paris enters the tomb with a crowbar and an ax to bring flowers to Juliet.

______________________________________________________________________

8. When Prince Escalus enters the tomb, he sees the dead bodies of his wife and son.

______________________________________________________________________

9. A plague prevented Balthasar from delivering Friar Laurence’s letter to Romeo.

______________________________________________________________________

10. Paris brings flowers to Juliet and promises to water the flowers with his tears.

______________________________________________________________________


Name ____________________________ Date __________

Romeo and Juliet: Lesson 5: Exercise 3 (FCAT Practice/Reading Comprehension)

For each sentence, write the cause under the “cause” heading on the chart, and the effect under the “effect” heading on the chart. Use your text of Romeo and Juliet, by William Shakespeare.

1. The reason that Balthasar went to Verona was to tell Romeo the news about Juliet.

2. The druggist doesn’t want to sell poison, because the penalty for selling it is death.

3. Friar Laurence gets a crowbar and rushes to the tomb in order to save Juliet.

4. As soon as Balthasar tells Romeo that Juliet is dead Romeo becomes wild.

5. Paris goes to the Capulet tomb so that he can bring flowers to Juliet.

6. When Juliet sees poison in Romeo’s hand, she tries to drink from the empty bottle.

Cause _____________________________________________________________________________________________

Effect ________________________________________________________________________________________________

Cause _____________________________________________________________________________________________

Cause _____________________________________________________________________________________________

Cause _____________________________________________________________________________________________

Cause _____________________________________________________________________________________________

Effect ________________________________________________________________________________________________

Effect ________________________________________________________________________________________________

Effect ________________________________________________________________________________________________

Effect ________________________________________________________________________________________________

Cause _____________________________________________________________________________________________

Effect ________________________________________________________________________________________________


Name ____________________________ Date __________ Romeo and Juliet: Lesson 5: Exercise 4 (FCAT Practice/Reading Comprehension) For each cause-effect sentence, underline the “cause” once. Then underline the “effect” twice. Use your text and summary of the play, Romeo and Juliet, by William Shakespeare. Follow the examples.

Examples :

Paris goes to the Capulet tomb so that he can bring flowers to Juliet.

Because Paris wants to bring Juliet flowers, he goes to the Capulet tomb.

1. Romeo warns Paris not to interfere, but since Paris persists, and the two fight.

2. Due to the fact that public fighting is against the law, Paris’ servant calls the guards.

3. Balthasar fell asleep during the fight. Therefore, he did not know what happened.

4. As a result of Romeo’s letter to Lord Montague, Friar could prove his story was true.

5. Romeo and Juliet’s parents are grief-stricken. Consequently, they agree to a peace.

6. The reason that Balthasar went to Verona was that he had news for Romeo.

7. The druggist doesn’t want to sell poison, because the penalty for selling it is death.

8. Friar Laurence gets a crowbar and rushes to the tomb in order to save Juliet.

9. As soon as Balthasar tells Romeo that Juliet is dead Romeo becomes pale and wild.

10. Due to the plague, it was impossible to find another messenger to deliver the letter.

11. When Juliet sees poison in Romeo’s hand, she tries to drink from the empty bottle.

12. Now that Juliet is dead, Romeo wants to leave for Verona to join Juliet in death.

13. Friar John returns from Mantua in order to report to Friar Laurence about the letter.

14. The servant puts out the torch so they can hide in the darkness of the churchyard.

15. Balthasar is worried about Romeo, so he hides in the churchyard.


Name ____________________________ Date __________ Romeo and Juliet: Lesson 5: Exercise 5 Fill in the blanks.

In Scene 1, in __________, Romeo has a dream __________ Juliet finding him

dead. __________ the dream, Juliet kisses __________ and he wakes up __________

then become the king. __________ interprets the dream as __________ joyful dream

about the __________ of true love. Balthasar, __________ servant, arrives with news

__________ Verona. As soon as __________ tells Romeo that Juliet __________ dead

Romeo becomes pale __________ wild. Now that Juliet __________ dead, Romeo

wants to __________ immediately for Verona so __________ he can join Juliet

__________ death. Balthasar does not __________ a letter for Romeo __________

Friar Laurence. Romeo knows __________ desperate and poor druggist __________

will sell him poison, __________ though the penalty for __________ it is death. Romeo

__________ the druggist forty gold __________ for some fast-acting poison

__________ is strong enough to __________ twenty men right away. __________

Scene 2, Friar John __________ from his journey to __________ in order to report

__________ Friar Laurence that his __________ to Romeo was never __________.

The health officers did __________ let Friar John leave __________ deliver the letter to

__________ because the house was __________ with the plague. Since __________

was afraid of catching __________ plague, was impossible to __________ another

messenger to deliver __________ letter. Friar Laurence gets __________ crowbar and

rushes to __________ Capulet tomb. Juliet will __________ waking up from her

__________ state within three hours. __________ must hide Juliet until __________


can get word to __________.

In Scene 3, Paris __________ his servant are at __________ Capulet tomb so

that __________ can bring flowers to __________. The servant hears a __________,

and puts out the __________ so they can hide __________ the darkness of the

__________ next to the tomb. __________ and Balthasar arrive with __________ ax

and a crowbar. __________ gives his servant a __________ to give his father

__________ next morning, and he __________ Balthasar away. Balthasar is

__________ Romeo will do something __________, so he hides in __________

churchyard. Romeo uses the __________ in order to force __________ the tomb,

offering himself __________ food for the hateful __________ of death. Paris reveals

__________ presence, believing that Romeo __________ still seeking revenge on

__________. Romeo warns Paris not __________ interfere, but Paris persists,

__________ the two of them fight with __________. Paris’ servant goes to __________

the guards just as __________ falls, asking to be __________ next to Juliet in

__________. For this reason, Romeo __________ the dead Paris into __________

tomb. When Romeo sees __________ red lips and cheeks, __________ wonders how

she can __________ be so beautiful. Romeo __________ goodbye to Juliet with

__________ last embrace and kiss, __________ the poison and then __________

dead. Friar Laurence arrives __________ the tomb and sees __________ waiting for

Romeo. Balthasar __________ asleep during the fight, __________ was afraid to go

__________ the tomb. At the __________ Juliet wakes up, Friar __________ the tomb

to find __________ and a very pale __________. The priest tells her __________ Paris

and Romeo are __________, and he tries to __________ her to leave. Juliet


__________, and when she sees __________ poison bottle in Romeo’s __________,

she tries to drink __________ drop from the empty __________. When she hears the

__________ coming, she kisses Romeo __________ takes his dagger, stabbing

__________ in the heart. The __________ arrive to find her __________, dead body.

The guards __________ up Friar Laurence, Balthasar, __________ Escalus, and Lord

and __________ Capulet at the tomb. __________ Montague and his servants

__________, and the Prince questions __________ Laurence, who explains everything

__________ the two families. Romeo’s __________ to Lord Montague proves

__________ Friar is telling the __________. They all have been __________ for not

stopping their __________. The heads of the __________ shake hands and vow

__________ make two statues of __________ gold to honor their __________, the

victims of their __________.


Name ____________________________ Date __________ Romeo and Juliet: Lesson 5: Exercise 6 Combine the information in the sentences, using the word or phrase in parentheses. Make changes where necessary. 1. Paris’ dying wish is to be with Juliet. Romeo places him in the tomb.

(for this reason) ______________________________________________________________________

2. Romeo sees Juliet’s red lips. He wonders how she can be so beautiful. (every time that)

______________________________________________________________________

3. She hears the guards coming. Juliet stabs herself in the heart with the dagger. (when)

______________________________________________________________________

4. All of the hate, violence and death is there. The two families are devastated. (as a result of)

______________________________________________________________________

5. Balthasar goes to Verona. He has news for Romeo that Juliet was dead. (since) ______________________________________________________________________

6. Romeo is disappointed. Balthasar does not bring a letter from the Friar. (as) ______________________________________________________________________

7. Romeo wants to leave immediately for Verona. He can join Juliet in death. (so that) ______________________________________________________________________

8. The health officers don’t let Friar John deliver the letter. There is plague. (because of)

______________________________________________________________________

9. Paris is at the Capulet tomb. He can bring flowers to Juliet. (so that) ______________________________________________________________________

10. Romeo uses the crowbar Romeo forces open the tomb where Juliet lies. (in order to) ______________________________________________________________________

11. Friar Laurence hears the guards coming. He leaves the tomb. (as soon as) ______________________________________________________________________

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