Romeo & Juliet Springboard Unit Study Guide Activities
Explore various activities related to the study of Romeo and Juliet, including analyzing themes, character motivations, and theatrical elements. Engage in discussions, inferencing exercises, and opinion-based responses to deepen understanding of the play.
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ROMEO & JULIET Springboard Unit 5 5.1 5.20 Helping Guide for English 1 - Hovis
ACTIVITY 5.1 & 5.2 Essential Questions 1 & 2 is asking for you opinion. Second Read (possible answers) 1. The central theme of this monologue is the cycle of life. The man in the poem starts out helpless and ends life the same way. Each person goes through 7 inevitable phases in life and we all end up in the same place: dead. 2. The tone of this monologue is somber. The speaker highlights negative aspects of each stage of life which all ends in death. 3. In the opening line of the monologue, the speaker cynically states that each man has his part to play in life, and that it is difficult to do anything else. By saying that the world is a stage, the speaker highlights the drama of everyday life and that no one has control over the fate of their lives.
ACTIVITY 5.3 Possible answers: 1. The main purpose of the prologue is to set the stage for the play. The chorus tells the audience the setting, characters, and background. It also tells the audience what is going to happen. 2. The prologue is structured as a sonnet, usually classically written as love poems, oftentimes live in conflict. This highlights the play s central theme of love and feuding. 3-5. Answer in your own opinion.
ACTIVITY 5.4 Second Read p.359 1. Extra credit question 2. Benvolio decides to fight Tybalt at the end of the scene because Tybalt forces him into it. Benvolio had tried to break up the fight between the servants but finds himself on the defense. 3. This scene suggest that masculinity is something that must be defended. The men feel disrespected therefore they must defend their honor. 4. This opening scene helps set the stage for the play by showcasing the heated rivalry between the two families. These men want to fight simply due their last names. This shows the volatility of the conflict between the families before Romeo and Juliet even meet.
ACTIVITY 5.5 TALKING BY MYSELF 1. Act 1 Scene 1 (lines 71-94) Prince scolds families about fighting in public. Act 1 S2 (lines 13-37) Lord Capulet gives Paris advice about marriage. Act 1 S3 (lines 16-48) Nurse reminisces about Juliet as a toddler. Act 1 S4 (lines 53-94) Mercutio lectures Romeo about dreams. Act 1 S5 (lines 15-32) Lord Capulet welcomes guests to the party. 2. Textual Evidence Inferences Example: Read o er the volume of Lady Capulet values good looks young Paris face and find delight writ in a husband. She thinks beauty there with beauty s pen. guarantees happiness.
ACTIVITY 5.6 WEEK 2 1-2: Answer in your own opinion 3. Based on the movie fill in the graphic organizer (if you haven t seen the movie please pick any film. 4. Example: Director Theatrical Element Intended Effect Luhrman Costuming: Juliet is The costumes suggest costumed in angel wings. innocence for Juliet Romeo has on a knight s and courtly manliness suit of armor. for Romeo.
ACTIVITY 5.7 & 5.8 5.7 Pick any scene and write a brief interpretation (explain what is happening in that scene. 5.8 Second Read 2. Maria and Tony agree to meet at the bridal shop where Maria works. This is significant because when couples meet at a bridal shop, they are typically there to plan their wedding. 3. Both relationships are divided because of family feuds. Both couples are desperately in love but feel that they cannot be in love due to the feuds. Both relationships are destined to end in tragedy. 4. The repeated phrase symbolizes how the young couple is living in the moment. They have just fallen in love and have not considered the consequences of their relationship.
ACTIVITY 5.9 & 5.10 5.9 Pick any character and describe their thoughts, desires, actions, and obstacles. 5.10 Second Read (5-7 p.385) 5. Since Romeo and Juliet has just gotten married Tybalt has become extended family. 6. Romeo is divided between his two loves: his love for his wife and his love for his family. He feels equally dedicated and loyal to each, yet they hate each other. 7. Mercutio is ready to defend his honor and the honor of his friends by fighting to the death. Romeo attempts to keep the peace between both of them but when he claims to love Tybalt, Mercutio balks and calls on Romeo to fight instead.
ACTIVITY 5.11 & 5.12 5.11 Describe when Juliet is happy (ups) and sad/angry (downs) in graphic organizer. 5.12 (1-4 p.391) 1. Monologue = talking BY myself with others listening. Soliloquy = talking TO myself when I m alone. 2. On your own find examples of monologues and soliloquies. For example: Monologue Act III, Scene III, Romeo: Tis torture Act II, SV, Juliet: The clock struck 9 and not mercy. Heaven is here. when I did send the nurse. 3. List the soliloquy here you ll use in number 4 s graphic organizer. 4. With the chosen soliloquy complete the graphic organizer. Soliloquy
ACTIVITY 5.13 1. For example: Adult Decision or Advice Effect on Juliet Juliet s mother refuses to talk to She feels like her mother would Juliet and says she is done with her. rather she were dead than disobedient. 2. Summarize her statements: I want to kill myself. Summarize the subtext: Let me be the one to kill him because I would never do it. 3. She doesn t want Paris to know that she s already married to Romeo but she doesn t want to lie to him because she s in a church. 4. Paris seems excited about marrying Juliet and cares about her emotional well- being. He views Juliet as his property and should be able to control her and her emotions.
ACTIVITY 5.14 Page 397 1. A) Tybalt seeing Romeo at the Capulet s party B) Mercutio s death C) The timing of Juliet s planned wedding to Paris. 2. Balthasar sees Juliet s funeral procession and tells Romeo that Juliet is dead. The apothecary agrees to sell poison to Romeo. The letter from the Friar to Romeo is interrupted. 3. Juliet is actually alive!
ACTIVITY 5.15 & 5.16 WEEK 4 (4/28 5/1) 5.15 Complete 1-4 in your opinion. 5.16 Second Read p.409 1. The purpose is to argue why Shakespeare is still relevant today. 2. The tone of this article is sarcastic. 3. Shakespeare s work remains full of truth. 4. Modern students don t understand the language. 5. Due to the difficult language, critics might argue that Shakespeare isn t relevant. 6. Example: Speaker = What does the reader know about the writer? Analysis = She is a blog writer who has read a lot of Shakespeare s plays. 7-9. Answer in your own opinion.
ACTIVITY 5.17 1. Answer in your own opinion p.412 Second Read p.414 2. Regardless of Shakespeare s background or culture, his works resonates with audiences around the world. 3. The Globe reflects his influence and his role as a global figure. 4. It covered the scope of Shakespeare s influence around the world. 5. It was a perfect time because London was hosting the Summer Olympics. 6. He translated the language into modern Arabic changing the focus of the story. 7. It focuses on how quickly families & communities can be destroyed by fighting. 8. It allowed them to step back and reflect on 9 years of war in their homeland. 9. The pearl-diving ship represents the country of Iraq and the feud with Al-Qaeda for control over it.
ACTIVITY 5.18 1. In your own opinion compare teens from the play and teens today. P.420 Second Read p.423 2. The play sentimentalized characters that audiences feel emotionally connected to and highlights the characters absurdity and passion which reflects their age. 3. The tone of this article is informational, with dashes of humor. 4. He felt he had to make Romeo and Juliet more sympathetic to the audience. 5. The sonnet form symbolizes the everlasting romance in their relationship. 6. It is one of the most widely performed plays in Shakespeare s canon. Its influence can be found in music, film, and even cigars.
ACTIVITY 5.19 WEEK 5 (5/4 5/8) Second Read p.429 1. To present the benefits of prison theater programs. 2. Guenther is referring to the fact that criminals lie and acting is like lying. 3. They have a more complex personal history than some other people. 4. The play deals with themes of hatred, laws, and revenge. All of these elements resonate with inmates. 5. It allows inmates to look at the world in a new way, making new friends, and gaining confidence. 6. Obstacles like having to keep rehearsals short, the cast is constantly changing, and actors may not understand the text. 7. Complete the graphic organizer in your own words.
ACTIVITY 5.20 Second Read p.433 1. Teachers want to honor Shakespeare s legacy and the impact he has had on the English language. 2. The author is suggesting that many students don t have the background information (the key) to unlock the rich and rewarding plays. 3. According to the author, the best way for students to be exposed to Shakespeare is on their own time. 4-5. Bonus points.
EMBEDDED ASSESSMENT 2 SYNTHESIS ARGUMENT P.435 Write a one page paper (or 5 paragraphs). 15 pts. (1/2 credit) Make an argument for or against 9thgraders having to read Romeo and Juliet. Simply, just write a paper about 9thgraders reading Shakespeare. Do you support it or are you against it and why.
