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

2. Activity #1—Module Objectives and SMART Goals
Common Core State Standards for English Language Arts (Grades 9-10)
Reading: Literature
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).   

3. Activity #1 (continued)
Learning Goal #1—I will analyze how an author uses the work of a previous author. (Reading: Literature )
SMART Goals:
By ________________, I will complete Module #2 Activities 1-5.
By ________________, I will complete Module #2 Activities 6-10.

4. 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 explored
in The Tragedy of Romeo and Juliet.

5. 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.

6. Activity #2 (Part 2)—Historical Background
Term
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
English ( or Elizabethan)
Renaissance Theater
The theater of England, including its writers, plays, and performances, between the years 1562 and 1642.
Tragedy
a serious play or book that ends sadly, especially with the death of the main character
Myth
an ancient story, especially one invented in order to explain natural or historical events

7. 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.

8. 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.

9. 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 reason
foul play sent packing teeth set on edge
an eyesore as good luck would have it for goodness’ sake
refused to budge an inch seen better days till the crack of doom
household words be that as it may one fell swoop
tongue-tied a foregone conclusion good riddance
a tower of strength it’s high time lie low
fair play the game is up to give the devil his due
slept not one wink your own flesh and blood a laughing stock
played fast and loose if the truth were known that is the long and short of it

10. 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.

11. 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 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.

12. Activity #3 continued (Shakespeare’s Language)
Shakespeare wrote during the Early Modern Period, when there were
still many differences from the modern way we use English. Complete
the worksheet “Shakespeare’s Language” (on website) to practice some
of these differences.

13. Activity #4—Introduction to Dramatic Terminology
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

14. Activity #4 continued Term 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

15. Actibity #4 (continued)—Text-Based Discussion Questions
Directions: 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?
What does this soliloquy reveal about the character’s thoughts?
What does dialogue show us about the characters in this scene, especially
the two who confront each other?

16. 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.

17. Activity #6— Act II Character Analysis
After reading Act II, create a social media page for one of the following
characters. This can be done on paper or an actual digital page can
be 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 the
character’s traits and motivations and how your page reflects them.
Romeo
Paris
Juliet
Mercutio
Benvolio

18. 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?

19. 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

20. 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.

21. 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.