Romeo and Juliet

Lesson 1
 Title: Introducing Romeo and Juliet

Learning Objectives:
– What can I remember about the plot of
Romeo and Juliet?
– What is the prologue and what form is it
written in?
 STARTER

You have 10 minutes!

Answers: 9. 3
1. 10 10. 8
2. 16 11. 15
3. the
Sequence 5 events12.
of4the play in
4. 13 13. 11
order5. using
12 the worksheet.
14. 17
6. 14 15. 9
7. 6 16. 7
8. 2 17. 1
 The Prologue

The prologue tells us what is going to

happen in the play.
 Using the statements below, translate the
Shakespearian lines into modern English!

Missed in this introduction, will be explained as you watch the play.

Continue an old feud with new breakouts of violence,
In the town of Verona, Italy, where this play is set,
Involving and killing citizens outside the families.
Following a series of events that keep them apart.
If you listen to the play attentively, any details you
As well as the continuing feud between the families,
Having become lovers, commit suicide,
The son of one family and the daughter of the other,
The events that lead to their suicide,
(which nothing but their children’s death could end),
Will now be performed on this stage for two hours.
Their deaths cause the families to end the feud.
Two families, the same in almost every respect,
 The prologue is written in
SONNET FORM

– A sonnet is a poetic form that usually

suggests the theme of LOVE

– The sonnet has a rhyming pattern of

A, B, A, B, C, D, C, D, E, F, E, F, G, G

– It is written in iambic pentameter

(unstressed syllable followed by a stressed
syllable x5)
 Iambic pentameter
Rhyme
. / . / . / . / . / scheme
Shall I compare thee to a Summer's day? A

. / . / . / . / . /
Thou art more lovely and more temperate: B

Rough winds do shake the darling buds of May, A

And Summer's lease hath all too short a date: B
Sometime too hot the eye of heaven shines, C
And oft' is his gold complexion dimm'd; D
And every fair from fair sometime declines, C
By chance or nature's changing course untrimm'd: D
But thy eternal Summer shall not fade E
Nor lose possession of that fair thou owest; F
Nor shall Death brag thou wanderest in his shade, E
When in eternal lines to time thou growest: F
So long as men can breathe, or eyes can see, G
So long lives this, and this gives life to thee. G
 Plenary

Which words are stressed in the prologue?

What might this suggest about the play?
Romeo and Juliet

Lesson 2
 Title: Characters in Romeo and Juilet

Learning Objectives:
– Can I remember the characters in the play?
– Can I consider events of the play from their
perspective?
 The Prologue

Answer questions 1 – 7

You have 10 minutes!

 Who Wrote It?

TASK 1:
Complete the worksheet, write down who wrote it!

TASK 2:
Choose a key moment in the play. Write the diary
entry for one of the characters. Remember people
add their thoughts and feelings to the events
when they write in a diary.

You have 20 minutes!

 True or False?

Complete the worksheet –

marking the statement true or
false.
Practice question:
Shakespeare’s first name was TRUE
William.
 FALSE- Hewas
Shakespeare was born
born onon
3rd23 April1971
March,
rd
1564.
TRUE
He was born in Stratford-upon-Avon
He had 12 brothers
FALSE- Heand
hadsisters
7 siblings.
.

Shakespeare got married when he was 17 and his

wife was 26.
TRUE
Shakespeare wroteTRUE
37 plays.
Shakespeare wrote a play called ‘The Taming of the
Shrew’
TRUE
FALSE-
Shakespeare and hisThey
wifehad
had3ten children.
children.
Shakespeare wrote his first play when he was 52.
FALSE- he was 25 when he wrote his first play.
TRUEover 1000 words
Shakespeare invented
Romeo and Juliet

Lesson 3
 Title: Prince Escalus Speech

Learning Objectives:
– Why is this speech important?
– How does the Prince Escalus Speech link to the
prologue?

NUMBER THE
PAGES IN YOUR
BOOKLET!
 Prince

The Prince gives a key speech in the opening

scene of the play.

TASK: Complete the monologue with appropriate

words and answer the following questions:

1. What do we learn about his role?

2. What do his words tell us about the families?
3. What effect do you think Shakespeare was trying
to achieve by ending the brawl with this speech?
Rebellious subjects, ­___________ to peace, 75
Profaners of this neighbour-stained steel,—
Will they not hear? What, ho! you men, you _____________,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those ____________ hands 80
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three ________ brawls, bred of an airy ___________,
By thee, old Capulet, and Montague,
Have thrice disturb'd the _____________of our streets 85
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you _____________ our streets again, 90
Your lives shall pay the forfeit of the peace.
For this time, all the rest depart away:
You Capulet; shall go along with me:
And, Montague, come you this afternoon,
To know our further pleasure in this case, 95
To old Free-town, our common judgment-place.
Once more, on pain of __________, all men depart.
 Prince Escalus.
Rebellious subjects, enemies to peace, 75
Profaners of this neighbour-stained steel,—
Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands 80
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets, 85
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again, 90
Your lives shall pay the forfeit of the peace.
For this time, all the rest depart away:
You Capulet; shall go along with me:
And, Montague, come you this afternoon,
To know our further pleasure in this case, 95
To old Free-town, our common judgment-place.
Once more, on pain of death, all men depart.
 Copy and Complete the following
question:

Explain how Shakespeare has

structured this scene and what
dramatic effect it has.

Extension: How is this scene linked to

the prologue?
Shakespeare's Language
 A bit of background!
• There were no dictionaries until 1604!
This means that language used in that
era was very fluid and could be moulded
and shaped.
• People studied Rhetoric.
• Poets and playwrights experimented with
words, phrases and imagery.
• Free to make up words and to adopt new
ones, they could also change meanings
of words too.
 And there’s
more…
• If a word didn’t exist, Shakespeare changed an old
one or made up a new one.

• Shakespeare had a huge fascination with dramatic

language. He truly believed in the power of words
to focus and light up the imagination, persuade
the intellect and move the audience’s emotions.

• You can apply almost all you have learnt about

poetry to Shakespeare’s works.
Romeo and Juliet

Lesson 3
Abbie D Shane Grace Jhonic

Abbie M Sonny Emily Cara

Jamie

Alex P Georgia
Jacob
Dan G
Carla

Joshua Alex H Katie

Aydin
Oliver Dan R
Matthew Denny
Ryan Luke

Front of the classroom! Door

 Title: Shakespeare and Language

Learning Objectives:
• How is language used in Act 1 Scene
5 of Romeo and Juliet?
• How does it add to the dramatic
effect of the play?
 Imagery

The use of emotionally charged words and phrases which

conjure up vivid pictures in the mind and imagination.

‘Why what’s the matter,

That you have such a February face,
So full of frost, of storm, and cloudiness’

TASK 1: Shakespeare uses a lot of Imagery from nature.

Look out for it and see how much you can find. Discuss
the above quotation and say why you think it’s effective.
 And… TASK 2: Look
at this
example and
see if you can
Imagery can use… spot the
• Simile
technique
• Metaphor
being used
• Personification
here?
‘She sat smiling at grief’
 Alliteration, Assonance and Onomatopoeia

• ‘More a matter for a May morning!’

• ‘Sometime too hot the eye of heaven shines’.
• ‘masts and flags, flutter and flap, winds howl’

TASK 3: Look for

examples in the
above. Can you
spot the alliteration,
assonance and
onomatopoeia?

Copyright 2007 www.englishteaching

.co.uk
Hyperbole
• Extravagant and obvious exaggeration. E.g. “It’s
so hot I am dying!’

Oxymoron
• Two incompatible or clashing words are brought
together to make a striking expression. E.g.
‘parting is such sweet sorrow’

• There are lots of oxymorons in this play.

 Verse

• It was expected that plays would be written in

verse!
• Verse is normally written in iambic pentameter
• Five stressed (/) syllables alternate with five
unstressed (X) syllables, giving a ten-syllable
line.

X / X / X / X / X /
But soft, what light through yonder window
breaks?
Copyright 2007 www.englishteaching
.co.uk
 Repetition: why use it?

– Dramatic force.
– Repeated words, phrases, rhythms and
sounds (rhyme, alliteration, assonance)
add to the emotional force of a moment
or scene.

Thou shalt come no more,

Never, never, never, never, never’

Copyright 2007 www.englishteaching

.co.uk
 Rhyme

– Uses rhyme in songs, prologues and epilogues,

masques and plays within plays.
– Blank verse
– Strong rhymed couplets are used for exits
– Sometimes rhyme occurs in speech shared by
two characters to express shared emotions:

Juliet: ‘O now be gone, more light and light it grows

Romeo: More light and light, more dark and dark
our woes

Copyright 2007 www.englishteaching

.co.uk
 TASK

Complete the language match up

task.
 Act 1 Scene 5

The masquerade: Read this scene.

 Label the Language Features

In pairs, find and label 5 LANGUAGE

FEATURES.
(Focus in particular on Romeo’s lines – 43-
52)
Then discuss their effect on the reader?
 Passion – how might the word be
interpreted in more than one way?
 PEEL CHAIN
ANSWER THE QUESTION: How is language used to make this scene dramatic?

POINT: Shakespeare uses rhyme to emphasis the dramatic importance of this

scene.
EVIDENCE: For example, Romeo says ‘Did my heart love till now? Foreswear
it, sight! / For I ne’er saw true beauty till this night’.
EXPLAIN: The use of rhyme is typical in a masquerade scene as the setting is
formal and the characters are of a high status. Rhyme also emphasises the
words and makes them more memorable for the audience showing their
importance.
LINK: This adds to the dramatic effect of Act 1 Scene 5.
Romeo and Juliet

Lesson 4
 Title: Family and Duty

Learning Objectives:
– How is Tybalt feeling at this point in the play?
– What is the importance of family in this play?
 Act 1 Scene
5

What has happened in this scene so

far?
 Imagine you are in Tybalt’s
Position….

TASK: Write a diary extract explaining how

you feel after leaving the party. Refer to
two or three specific lines.

You have 8 minutes!

 Why is
Family
important in
R&J?
 Complete Act 1 Scene
5
Think about the idea of family.
 Lines 92-105

1. What poetic form is being used and

why?

2. Why are these lines so important do

you think?
 Lines 92-105

– Sonnet form is used

– Sonnets are usually associated with love
– Romeo and Juliet complete the sonnet together
suggesting intimacy and a strong bond between
them already – they will become lovers.
– Sonnet makes the language more memorable and
suggests it is an important point in the play.
– Links back to the prologue (also written in sonnet
form) and makes us think about their fate – a sense
of a doomed ending from the start!)
 Chorus

Why include this at the end of the

scene?
Romeo and Juliet

Lesson 5
 Alex P Jhonic

Grace Cara
Jamie
Abbie Sonny
D
Shane Aydin
Abbie
May

Dan R Joshua
Dan G

Jacob Luke
Georgia Emily
enny
D Matt
la
C ar
l i ver
O
Ryan Alex H

Katie
 Title: Adding Drama

Learning Objectives:
– What happens in Act 3 Scene 1?
– How is this scene structured and why?
 STARTER

TASK: Translate the meaning of key

phrases from Act 3 Scene 1.

Extension Task: Summarise what happens

in this scene using bullet points.
 Act 3 Scene 1

Read the scene and consider…

Why are the entrance and exits important

in terms of the events and drama?
 Act 3 Scene
1
Answer the following questions:

1. Why does Romeo refuse to fight with Tybalt at the

start?
2. Why does Mercutio get involved?
3. Why does Romeo change his mind and fight
Tybalt?
4. What are the implications of his actions?
 Atmosphere

Answer the following questions:

1. What is atmosphere?
2. When does the atmosphere change in Act 3
Scene 1 and why?
3. Why does Shakespeare use this structure?
 Dramatic Devices

Complete the dramatic devices

worksheet in your booklet.
Romeo and Juliet

Lesson 6
 Title: Structuring a Scene for Dramatic Effect

Learning Objectives:
– Can I translate the meaning of key phrases?
– What happens in Act 3 Scene 1 and how is the
scene structured for dramatic effect?
 Adding Drama!

Complete the worksheet on page

27-28 of your booklet.

Try to translate the Shakespearian

phrase into modern English!
 Act 3 Scene
1

Using the key phrases you have just

translated, try and work out some of
the key events in Act 3 Scene 1.
 Act 3 Scene 1

Read the scene and consider the

entrance and exits of characters.

How are they important to events and

to the drama?
How is Benvolio like a narrator?
 Conflict in A3S1

COPY AND COMPLETE…

1. Why does Romeo refuse to fight with

Tybalt at the start?
2. Why does Mercutio get involved?
3. Why does Romeo change his mind and
fight Tybalt? What are the implications
of his actions?
 Atmosphere

1. When does the scene’s atmosphere

change?
2. What event causes the atmosphere to
change?
3. How is the structure of Act 3 Scene 1
similar to Act 1 Scene 1?
4. Why does Shakespeare use this
structure?
 Dramatic Devices
Grid

Complete the dramatic devices grid on

page 37-38 of your booklet.

This will need to be completed for

homework.
Romeo and Juliet

Lesson 7
 Title: Directing a Scene for Dramatic Effect

Learning Objectives:
– Which dramatic devices have been used in this
scene?
– How might you direct a scene on stage?
 Conflict in A3S1

COPY AND COMPLETE…

1. Why does Romeo refuse to fight with

Tybalt at the start?
2. Why does Mercutio get involved?
3. Why does Romeo change his mind and
fight Tybalt? What are the implications
of his actions?
 Atmosphere in A3 S1

1. When does the scene’s atmosphere

change?
2. What event causes the atmosphere to
change?
3. How is the structure of Act 3 Scene 1
similar to Act 1 Scene 1?
4. Why does Shakespeare use this
structure?
 TASKS

1. Complete the worksheet on p.41,

thinking about how each character is
feeling in the fight scene.

2. Now, using the tasks on p.42, consider

how you might direct the fight scene.
Consider staging, tone of voice and
dramatic effect.
Romeo and Juliet

Lesson 7
 Title: Characters in Romeo and Juliet

Learning Objectives:
– Who is who in the play?
– Why is conflict so important in the play?
 Shakespearian Insults

Use the worksheet in p.39 of your

booklet to come up with three
offensive Shakespearian insults.
Characters in Romeo and
Juliet

Using A3 paper:

1. Draw a mind map of the characters in

the play.
2. Write 50 words on the importance of
conflict in the play.
Romeo and Juliet

Lesson 7
 Title: The Tragic Conclusion

Learning Objectives:
– How does the play end?
– Who is responsible for the deaths of Romeo
and Juliet?
 Act 5 Scene 3

Read the scene again and annotate,

considering:
1. Language techniques used in Romeo and
Juliet’s Speeches. (Imagery/antithesis)
2. What is significant about Juliet’s kiss?
3. How do the parents react?
4. What is important about the Price’s words?
 Who is responsible?

In pairs,
Make a list of everything/ everyone that
could be held responsible for Romeo
and Juliet’s deaths.
Place them in rank order
 Page 56

Look at the three statements and find

quotes to support these views of the plays
ending.

You must find at least one quote and be

able
to explain why this statement is
important.
Romeo and Juliet

Lesson 8
 Title: Hate in Romeo and Juliet

Learning Objectives:
– How is the theme hate presented in R&J?
– How should I approach writing about a theme?
 Hate in the play…

Verbal Within
hate Family

Hate

Physical hate
Between Family
Answer the following questions…

1. Which of our two types of conflict (between

families or within families) do you think is most
important and why?

2. Which method of communicating conflict

(physical or verbal) do you think has the most
impact and why?
 Key Quotes

Task: Complete the grid, looking at key

quotes taken from our key scenes (A1S1,
A1S5, A3S1, A5S3)

You will need to comment on specific

quotes, analysing language form and
structure in your controlled assessment.
 The Presentation of a
Theme
When writing about how a writer presents
a theme I need to discuss…
– The writer's intentions
– Use of language in the text
– The structure of the text
Romeo and Juliet

Lesson 9
 Title: Planning my
Response

Learning Objectives:
Can I plan an essay response?
Can I consider the theme of hate in
Romeo and Juliet?
 Act One Scene One

What happens in this scene?

How does this scene link to the theme of hate/
conflict?
 Analyse these three
quotes…
– How do they link to the theme of hate in R&J?
– What language devices might you comment on?
– What is the effect on the audience?

‘From ancient grudge break to new mutiny’

(Prologue)

‘I do not bite my thumb at you. Sir, but I bite my

thumb. Sir’ (Sampson, A1S1)

‘art thou drawn amound these heartless hinds? Turn

thee, Benvolio, look upon thy death’ (Tybalt, A1S1)
 PEEL
Chain
How is the theme of hate presented in Act 1 Scene 1?

POINT: Shakespeare presents the theme of hate through the use of…

EVIDENCE: Quote the text to back up your point.

EXPLAIN: Explain why Shakespeare has done this. What is the dramatic effect?
How would the audience react? How does it link to the plays overall message?

Useful phrases:
– This implies/ infers …
– This indicates …
– Through this quote Shakespeare suggests …
– Clearly, the reader …
– We can infer…

LINK: Refer back to the question

Useful phrases:
– Therefore, Shakespeare explores the theme of hate
– Here we can see how the use of … is used by Shakespeare to present hate
– Clearly, it is through the use of… that hate is referenced in the play
Romeo and Juliet

Lesson 9
 Title: The Theme of Hate

Learning Objectives:
How is the theme of hate presented
in Act 3 Scene 1 and Act 1 Scene 5?
 Complete the PEEL chains

Point: Shakespeare also presents the theme

of hate through verbal exchange between the
Montague and Capulet families.
…now complete with evidence, explanation and
link.

Point: Hate is also shown through the

contrasting characters Benvolio and Tybalt.
…now complete with evidence, explanation and
link.
 A3S1

What happens in this scene?

How does it link to A3S1?
 Analyse these quotes…

– How do they link to the theme of hate in R&J?

– What language devices might you comment on?
– What is the effect on the audience?

‘The day is hot, the Capels are abroad, And if

we meet we shall not scape a brawl’ (A3S1)

‘A plague a’both your houses’ (Mercutio A3S1)

 A1S5

What happens in this scene?

How does it link to the theme of
hate/ conflict?
 Analyse these quotes…

– How do they link to the theme of hate in R&J?

– What language devices might you comment on?
– What is the effect on the audience?

‘So shows a snowy dove tooping with crows’ (Romeo A1S5)

‘This Montague is our foe, a villain that is hither come in

spite’ (Tybalt A1S5)

Romeo: ‘Have not saints lips, and holy palmenrs too?’

Juliet: Ay, pilgrim, lips that they must use in prayer’
Romeo: ‘Oh then, dear saint, let lips do what hands do’.
(A1S5)

‘My only love sprung from my only hate’ Juliet A1S5

 PEEL
Chain
How is the theme of hate presented in Act 3 Scene 1
and Act 1 Scene 5
POINT: Shakespeare presents the theme of hate through the use of…

EVIDENCE: Quote the text to back up your point.

EXPLAIN: Explain why Shakespeare has done this. What is the dramatic effect?
How would the audience react? How does it link to the plays overall message?

Useful phrases:
– This implies/ infers …
– This indicates …
– Through this quote Shakespeare suggests …
– Clearly, the reader …
– We can infer…

LINK: Refer back to the question

Useful phrases:
– Therefore, Shakespeare explores the theme of hate
– Here we can see how the use of … is used by Shakespeare to present hate
Romeo and Juliet

Lesson 10
 Title: The Theme of Hate

Learning Objectives:
How do I structure my essay?
What do I include in the
introduction and conclusion?
ANSWER THE QUESTION: How does
Shakespeare present the theme of hate in
the play Romeo and Juliet?
Planning…
 Introduction

• Outline the main idea of the play – a tragic love

story (we learn this from the prologue).

• Explain that the play explores hate between

families, hate within families, and shows
physical hatred and verbal hatred

• Hate links to the other major themes of honour

and love and acts in contrast to these other key
themes.
 Main Body of the
Essay…
POINT: Respond to the question, explaining one way hate is presented in the
play.

EVIDENCE: Quote the text to back up your point.

EXPLAIN: Explain why Shakespeare has done this. What is the dramatic
effect? How would the audience react? How does it link to the plays overall
message?
Useful phrases:
• This implies/ infers …
• This indicates …
• Through this quote Shakespeare suggests …
• Clearly, the reader …
• We can infer…

LINK: Refer back to the question

Useful phrases:
• Therefore, Shakespeare explores the theme of hate
• Here we can see how the use of … is used by Shakespeare to present hate
• Clearly, it is through the use of… that hate is referenced in the play
 Conclusion

– Decide whether Shakespeare has

successfully explored the theme of hate.
– Express your personal opinions about
the play here.
Romeo and Juliet

Lesson 11
 Title: Final Preparations for my
Controlled Assessment

Learning Objectives:
How do I improve my PEEL chains?
Can I remember my points from memory?
 Improving PEEL

What do I need to include in my explanations?

• Comment on language?
• Add more detail?
• Effect on the audience?
• Shakespeare's purpose?
 Improve?

• Point: Shakespeare also presents the theme of hate through

verbal exchange between the Montague and Capulet families.

• Example: For example, Sampson says: ‘I do not bite my thumb

at you. Sir, but I bite my thumb. Sir’

• Explain: Here, Sampson uses a gesture that would have been

found highly offensive in Shakespearian England. To ‘bite your
thumb’ would have been seen as aggressive and
confrontational.

• Link: Sampson shows his verbal hate for the Montague family.
 Improve?

• Point: Hate is also shown through the contrasting characters

Benvolio and Tybalt.

• Evidence: Tybalt is always looking for a fight and says to

Benvolio in Act 1 Scene 1, ‘art thou drawn amound these
heartless hinds? Turn thee, Benvolio, look upon thy death’.

• Explain: This implies that Benvolio and the Montague men

are worthless, by comparing them to dogs Tybalt offends
them and tries to stir up an argument.

• Link: By using contrast, Shakespeare presents the theme of

hate here.
Romeo and Juliet

Lesson 12
 Title: Planning and the
Notes Page

Learning Objectives:
What can I put on my notes page?
How much can I remember about the play
and conflict?
 Your Key
Scenes
– Act 1, Scene 1 – Members of the Capulet and
Montague households start to argue in public. They
lose their tempers and draw swords.

– Act 1, Scene 5 – Romeo and Juliet meet, Tybalt sees

Romeo and expresses his hate for the Montagues.

– Act 3, Scene 1 – Tybalt kills Mercutio and Romeo

kills Tybalt in revenge.

– Act 5, Scene 3 – Romeo and Juliet die.

 The
Question

How is the theme of conflict presented

in the play Romeo and Juliet?
 The Notes Page
Question: How is the theme of conflict presented in Romeo and Juliet?
Useful phrases to help explain: Targets
• This implies/ infers … • Remember to use PEEL
• This indicates … • Use Quotes
• Through this quote • Discuss the dramatic effect
Shakespeare suggests … • Discuss Shakespeare’s
• Clearly, the reader … intentions
• We can infer… • Consider effect on the audience
•
Useful phrases to use in your link: Comment on language &
structure
Therefore, Shakespeare explores the theme of conflict
Here we can see how the use of … is used by Shakespeare to present
conflict.
Clearly, it is through the use of… that conflict is referenced in the play.
Key Terms Key Quotes