1. The Tragedy of Romeo and Juliet By William Shakespeare
ELA 9B Module #2
The Tragedy of Romeo and Juliet
By William Shakespeare

2. Module Learning Targets
Common Core State Standards for English Language Arts (Grades 9-10)
Reading Literature
9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
 9-10.2: Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Language
9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
9-10.5:  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Writing
9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

3. Essential Questions-Learning Goals
What are the major themes in Romeo and Juliet that are still relevant to our lives today?
How did Shakespeare use other works to inspire his own works?
How have authors used and transformed Romeo and Juliet as source material for their own works?

4. Lesson 1
Warm-up: Do you know of Shakespeare or of Romeo and Juliet? Describe what you know.
Today’s Goals: After reading a brief biography of Shakespeare, you will list several important facts about his writing. Based on the Prologue, you will be able to identify at least one possible theme for Romeo and Juliet.

5. Modern Connections
Why do we care so much about the work of a writer who died about
400 years ago?
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 explored
in The Tragedy of Romeo and Juliet.

6. Modern Connections
As you read each claim, be prepared to move based on whether you strongly agree or 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.

7. Information Learned about Shakespeare
Identify 3 things that you learned about Shakespeare.
Share using, “Hand-up, Stand-up, Pair-up”
Find 1st partner to share with.
“One thing I learned about Shakespeare is _____.”
Find a 2nd partner to share with.
“Another thing I learned about Shakespeare is ___.”
Find a 3rd partner to share with.
“A third thing I learned is _____________________.”
Whip around the room- Think one thing that someone else shared with you and be ready to share out.
“____________ shared with me that he/she learned ______.”

8. Historical Background
Term
Definition
Links
English ( or Elizabethan)
Renaissance Theater
The theater of England, including its writers, plays, and performances, between the years 1562 and 1642.
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

9. civil, civilian, civilization, civilized
Prologue
civil, civilian, civilization, civilized
What do these words have in common?
What is the Spanish translation of these words?
Civil generally means “polite”.
Replace the first appearance of the word “civil” with the word polite. How does this substitution affect the sentence?
Civil can also relate to ordinary citizens (civilian).
Now replace the first appearance with the word civilian. How does this affect the sentence?
Look at the second use of “civil”. Whose hands are being made unclean? Look back at lines 1-3 to support your understanding. (The definition of dignity can help)
Read the sentence mixing and matching the two uses of civil
Polite blood makes civilian hands unclean
Civilian blood makes polite hands unclean.

10. Quickwrite
In the Prologue, what themes are already starting to appear? Use evidence from the text to support your answer. (See your LF for language frames if you need them)
Language frames (for learners who need them): A theme that is beginning to appear in the prologue is _____________. Shakespeare expresses this theme through the word/phrase/line, “__________________”. In the prologue, (give a brief summary of what information is given/event takes place in the prologue). This information is important because it allows the reader to understand…...

11. On your paper, use at least three of the phrases from the
Lesson 2
Warm Up: Read the phrases below. These are phrases that are common now but appeared for the first time in Shakespeare’s writings:
[vanished] into thin air too much of a good thing without rhyme or reason
foul play sent packing an eyesore for goodness’ sake your own flesh and blood slept not one wink
refused to budge an inch seen better days household words be that as it may one fell swoop the game is up
tongue-tied a foregone conclusion good riddance
it’s high time lie low if the truth were known
On your paper, use at least three of the phrases from the
previous slide in original sentences. Be prepared to share your sentences.

12. Today’s Goals
After Reading and watching part of Act 1, Scene 1, you will be able to identify key players and begin to understand their personalities and connections to others in the play. You will also be able to explain the relationship between Romeo and Juliet.

13. Shakespeare’sLanguage
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.

14. 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 A.D. )
Middle English (about A.D.)
Early Modern English (about 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 name
Thy kingdom come, Thy will be done in earth, as it is in heaven.
Give us this day our daily bread
And 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.

15. Introduction to Dramatic Terminology
Definition
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
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

16. Reading Act 1
Learners will share their Prologue Quickwrites with a partner to review what the play is going to be about.
Read Act
Watch an 11 minute clip of Luhrmann’s Romeo + Juliet
Stop at specified intervals to complete note taking guide
Segment 1: 2:37-9:15
Segment 2: 9:15-9:35
Segment 3: 9:36-12:05
Segment 4: 12:06-13:35
Complete Movie notes

17. Reading Act 1 LF read lines 206-209 aloud
What does the word proof mean in this context?
Why will Rosaline “not be hit with cupid’s arrows”?
Reread lines with your partner and identify words that are related to the definition of “proof” you have dicussed.
What is the relationship between Romeo and Rosaline?

18. Quick Write
Use the metaphor that Romeo has constructed in lines to answer the following prompt: Do Romeo and Rosaline feel the same way about their relationship?
Language frames (use if necessary):
Romeo wants/doesn’t want to have a relationship as evidenced by …. We can see that Rosaline feels/doesn’t feel the same way because ….

19. Lesson 3
Warm-up
Reread your Quickwrite and lines of the play, based on what you know up to this point, what clues in line 208 can help you understand what the word uncharmed as used in line 209 means?
Today’s goals:

22. 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?
4. Why do you think Lord Capulet changes his mind about the marriage of Paris and Juliet in Scene 4?
5. Why do you think Lord Capulet reacts so angrily to Juliet’s refusal to marry Paris in Scene 5?

23. Activity #8—Act IV Types of Irony Jigsaw Poster Activity
In groups of four, you will create a poster that teaches one of the following
types of irony. The poster should include the term, a definition, an example
from 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 Roles
Verbal Irony Researcher
Situational Irony Writer
Dramatic Irony Illustrator
Cosmic Irony Presenter

24. Activity 9—Act V Alternate Ending
After reading Act V, consider the following questions.
This play is similar to a Shakespeare comedy up until the point where
Mercutio 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.

25. 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 each
between the works of the two writers.