The Tragedy of Romeo and JulietBy William Shakespeare

ELA 9B Module #2

Activity #1—Module Objectives and SMART Goals

Common Core State Standards for English Language Arts (Grades 9-10)

Reading: Literature 9-10.9Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).  

Activity #1 (continued)

Learning Goal #1—I will analyze how an author uses the work of a previous author. (Reading: Literature 9-10.9)

SMART Goals:By ________________, I will complete Module #2 Activities 1-5.

By ________________, I will complete Module #2 Activities 6-10.

Activity #2 (Part 1)—Mordern Connections

Why do we care so much about the work of a writer who died about 400 years ago?

There are many reasons, but we’ll look at two in particular, one in this activity and another in the next.

Reason #1: Timeless relevance

Many of the issues we see explored in Shakespeare’s plays are issues that are still as relevant today as they were then. Consider the survey on the next page, which asks for your opinion on issues you will see exploredin The Tragedy of Romeo and Juliet.

Activity #2 (Part 1 continued)—Modern Connections

Fill in the blanks with one of the following (Be prepared to defend your choices):SA—Strongly Agree A—Agree D—Disagree SD—Strongly Disagree

_____1. It’s important to marry someone your family approves of.

_____2. It’s important to marry the person you love, no matter what your family

thinks.

_____3. At fourteen, you’re too young to know anything about being in love.

_____4. You should never walk away from a fight, even if it means breaking the

law.

_____5. You should never walk away from a fight, even if it means you could die.

_____6. If you truly love someone, you should be willing to do anything, even die,

for

that person.

_____7. There’s no such thing as luck; we make our own luck.

_____8. In order to be happy, we need a few things to go our way.

Activity #2 (Part 2)—Historical BackgroundTerm Definition Links

Renaissance the period of time in Europe between 14th and 17th centuries, when art, literature, and scientific ideas became very important and a lot of new art was produced

http://www.history.com/topics/renaissance-art

English ( or Elizabethan)Renaissance Theater

The theater of England, including its writers, plays, and performances, between the years 1562 and 1642.

https://www.youtube.com/watch?v=WpbLqu2Jd3U

Tragedy a serious play or book that ends sadly, especially with the death of the main character

https://www.youtube.com/watch?v=Y9XOUo85TfM

Myth an ancient story, especially one invented in order to explain natural or historical events

http://cmes.arizona.edu/sites/cmes.arizona.edu/files/The%20Love%20Story%20of%20Pyramus%20and%20Thisbe.pdf

Activity #2 (Part 2 continued)—Historical Background

Text-Based Study Questions Directions: Answer these questions on a separate paper.1. Which of the changes that occurred during the Renaissance do you think was most important and why?2. Do you think you would enjoy seeing a play presented in an English Renaissance theater? Use information from the video to explain why or why not.3. Discuss why a story you have read or seen is a tragedy. Use information from the video to explain what makes it so.4. Who is the most responsible for the deaths of Pyramus and Thisbe? Their families? Themselves? Bad luck? Use evidence from the story to defend your answer.

Activity #3—Shakespeare’s Language

So what’s the other reason we still care about Shakespeare?

Reason #2—His language

There was no soundtrack, no special effects in Shakespeare’s time. One of the things that kept people entertained was the way Shakespeare used the English language in new and inventive ways. No other writer in English has had a greater influence on the language itself than Shakespeare.

Activity #3 continued—Shakespeare’s Language

Here is just a small sampling of phrases that are common now but appear for the first time in Shakespeare’s writings:

[vanished] into thin air too much of a good thing without rhyme or reasonfoul play sent packing teeth set on edgean eyesore as good luck would have it for goodness’ sakerefused to budge an inch seen better days till the crack of doomhousehold words be that as it may one fell swooptongue-tied a foregone conclusion good riddancea tower of strength it’s high time lie lowfair play the game is up to give the devil his dueslept not one wink your own flesh and blood a laughing stockplayed fast and loose if the truth were known that is the long and short of it

Activity #3 continued--Shakespeare’s Language

In the space below use at least three of the phrases from the previous slide in original sentences. Be prepared to share your sentences.

Activity #3 continued—Shakepeare’s Language

Like all languages, the English language has changed over time.Consider these four versions of Matthew 6:9-13 from the Bible.

Old English (about 400-1000 A.D. )

Middle English (about 1100-1400 A.D.)

Early Modern English (about 1400-1800 A.D.)

Modern English (about 1800 A.D.-Present)

Fæder ure þu þe eart on heofonum, Si þin nama gehalgod. to becume þin rice, gewurþe ðin willa, on eorðan swa swa on heofonum. urne gedæghwamlican hlaf syle us todæg, and forgyf us ure gyltas, swa swa we forgyfað urum gyltendum. and ne gelæd þu us on costnunge, ac alys us of yfele. soþlice.

Oure fadir that art in heuenes,halewid be thi name;thi kyngdoom come to;be thi wille don, in erthe as in heuene.Yyue to vs this dai oure breed ouer othir substaunce,and foryyue to vs oure dettis, as we foryyuen to oure dettouris;and lede vs not in to temptacioun, but delyuere vs fro yuel. Amen.

Our Father which art in heaven, Hallowed be thy nameThy kingdom come, Thy will be done in earth, as it is in heaven.Give us this day our daily breadAnd forgive us our debts, as we forgive our debtors. And lead us not into temptation, but deliver us from evil. Amen.

Our Father in heaven,may your name be kept holy.May your Kingdom come soon.May your will be done on earth,as it is in heaven.Give us today the food we need,and forgive us our sins,as we have forgiven those who sin against us.And don’t let us yield to temptation,but rescue us from the evil one.

Activity #3 continued (Shakespeare’s Language)

Shakespeare wrote during the Early Modern Period, when there werestill many differences from the modern way we use English. Completethe worksheet “Shakespeare’s Language” (on website) to practice some of these differences.

Activity #4—Introduction to Dramatic Terminology

Term Definition Examples (Scan text, write page numbers below)

Image

Prologue the introduction to a play, a long poem, etc.

Dialogue a conversation in a book, play, or film

Dramatic Monologue a long speech given by one character while others listen

Soliloquy a long speech given by one character who is alone

Activity #4 continuedTerm Definition Examples (Scan

text, write page numbers below)

Image

Aside a short comment by a character made quietly to the audience or to just one other character

Stage Direction a written instruction to an actor to do something in a play

Foil a character who is the opposite of another character

Romeo / Mercutio

Benvolio / Tybalt

Actibity #4 (continued)—Text-Based Discussion QuestionsDirections: Watch these clips and answer the questions on a separate paper, using evidence from the clip to support your analysis.

What does this dramatic monologue reveal about the character giving the speech?https://www.youtube.com/watch?v=lEOOZDbMrgE

What does this soliloquy reveal about the character’s thoughts?https://www.youtube.com/watch?v=iEKLFS-aKcw

What does dialogue show us about the characters in this scene, especiallythe two who confront each other?https://www.youtube.com/watch?v=GGNdnlCbfMs

Activity #5—Act I ScenePerformances

Directions: In groups of 4, you will perform one of the scenes in Act I for the class, each member of the group reading a different part.

Activity #6— Act II Character Analysis

After reading Act II, create a social media page for one of the followingcharacters. This can be done on paper or an actual digital page canbe created. The page should reflect the character’s personality traits and personal motivations. Be prepared to explain how you used evidence from the play’s dialogues, monologues, and / or soliloquies to determine thecharacter’s traits and motivations and how your page reflects them.

RomeoParisJulietMercutioBenvolio

Activity #7—Act III—Text Based Discussion Questions

Directions: After reading Act III, answer the following questions on a separate paper.

1. How does Benvolio function as a foil to Mercutio and / or Tybalt in Scene 1? Use evidence from the scene to support your answer.

2. Do you think Juliet’s reaction to Romeo’s banishment in Scene 2 is appropriate? Why or why not? Use evidence from the scene to support your answer.

3. Why does Romeo believe death is preferable to banishment in Scene 3? Use evidence from the scene to support your answer.

4. Why do you think Lord Capulet changes his mind about the marriage of Paris and Juliet in Scene 4? Use evidence from the scene to support your answer.

5. Why do you think Lord Capulet reacts so angrily to Juliet’s refusal to marry Paris in Scene 5? Use evidence from the scene to support your answer.

Activity #8—Act IV Types of Irony Jigsaw Poster Activity

In groups of four, you will create a poster that teaches one of the followingtypes of irony. The poster should include the term, a definition, an examplefrom the play (include Act and Scene numbers), and an illustration. One or more members of your group will present this poster to the class.

Types of Irony Group RolesVerbal Irony ResearcherSituational Irony WriterDramatic Irony IllustratorCosmic Irony Presenter

Activity 9—Act V Alternate EndingAfter reading Act V, consider the following questions.

This play is similar to a Shakespeare comedy up until the point whereMercutio is killed. Why do you think Shakespeare turns this play into a tragedy from that point on?

If you were to rewrite the ending, how would you end it? Create a storyboard(at least four panels) that shows your ending of the play. Include both Illustrations (stick figures OK) and dialogue. Include a brief written explanation of why you decided to end the play that way.

Activity #10—Text Set Compare / Contrast

Choose one reading from the text set for this module (see website). Create a Compare / Contrast chart (Venn Diagram, Double Bubble)showing at least three similarities and three differences eachbetween the works of the two writers.