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Instruction and Management Plan

Overview: This unit is a subunit within the larger Romeo and Juliet unit. It will focus on Act 2 of
the play, with an emphasis on the students working with the material through different mediums
such as reading, writing, speaking, and listening. Since Shakespeares language is difficult to
work with in general, this unit includes different mediums of the text so that each learning style
is represented and no child is left out.

This unit is designed as gradual release so that the students begin working with the text and
discussing it as a class, then they will work with it in small groups and with the modern text form,
and they will end with listening to the final scene and writing a summary of the entire Act on their

The pre and post test for the entire Romeo and Juliet unit is based on literary terms. Throughout
the unit, we will go over each literary term in relation to the play. For example, when there are
metaphors or personification within the text, we will go over where they appear and their
definitions. Students will have a Literary Terms sheet to keep track of all the terms, their
definitions, and examples from the text.

Day 1: (47 minutes)

Focus: Act 2 Scene 1

Bellwork (7 minutes): Think back to Act 1. What were the major events? How do you think
those events will influence Act 2? 5 sentences.

Read Act 2 Scene 1 as a class (20 minutes)

Assign parts to students to read
After the Prologue, go over the literary term Chorus and the purpose of it. Tell students
to write the definition down on their Literary Terms sheet (attached).
o Definition: A characteristic device in ancient Greek drama in which a group of
actors speaking or chanting in unison - often while dancing - convey information
about the play, particularly an emotion about the action or characters.

Discuss Act 2 Scene 1 and complete Outline (attached) (20 minutes)

Go over Iambic Pentameter and discuss the patterns of the rhymes and rhythms in
order to integrate math. Tell the students to write the definition down on their Literary
Terms sheet.
o Definition: A line of verse with five metrical feet, each consisting of one short
(unstressed) syllable followed by one long (stressed) syllable.
Discussion questions: How does Mercutio feel about love? Do you think Romeos
feelings for Rosaline were real?
Complete Act 2 Scene 1 of the Outline

Day 2: (47 minutes)

Focus: Act 2 Scene 2

Bellwork (7 minutes): Write about how you think Romeo and Juliets relationship will unfold.
What steps do you think they will take to be together? 5 sentences.
Read Act 2 Scene 2 as a class (20 minutes)
Assign parts to students to read)
Go over Soliloquy. Tell students to write the definition down on their Literary Terms
sheet. Go over the difference between soliloquy and monologue.
o Definition: A speech in which a character, alone on the stage, addresses himself
or herself to let the audience know their inner thoughts or feelings.

Discuss Act 2 Scene 2 and complete Outline (20 minutes)

Discussion questions: How do Romeo and Juliet feel together? What is their plan? Why
is this a turning point in the play?
Complete Act 2 Scene 2 Outline

Day 3: (94 minutes)

Focus: Continue Act 2 Scene 2

Bellwork (7 minutes): What were the specifics of Romeo and Juliets plan? Do you think it will
work? 5 sentences.

Create modern translations (20 minutes)

Assign students to recreate the balcony scene in modern language and action. How
would this scene be different if it were to happen today? Students will write modern
translations, and choose who will play which part.

Perform modern translations (20 minutes)

Within their groups, students will perform the modern translations they wrote.


2nd half focus: Act 2 Scenes 3, 4, and 5

Put students in groups and assign them scenes based on development level (assign struggling
readers to the shorter scenes)

Students read through their scene in their groups and discuss the happenings. Remind them to
annotate as they go and to use their close reading skills. (27 minutes)
*Sit with the lower students to help them with the language in their scene. Make sure to
discuss topics that will appear on the outline.

Students fill out outlines for their assigned scene within their groups (20 minutes)
*Have students turn in their outlines at the end of class. Look over them as a quick
assessment for how much they are understanding while reading on their own.

Day 4: (47 minutes)

Focus: Continue Act 2 Scenes 3, 4, and 5

Bellwork (7 minutes): How did reading your scene go? What went well? What did you struggle
with? 5 sentences.

Give students the modern text of their assigned scene

Students read in groups and discuss anything they missed the first time (27 minutes)
*Continue to check up on struggling students to check for understanding
*Push advanced students to really analyze the text, make predictions, and find hidden
meaning within the text

Students go over outlines in their groups to see if there is anything they misunderstood or
missed (10 minutes)

Ticket out the door: (3 minutes)

Self-assess yourself in a few sentences. How much of the text do you think you are
understanding? What do you think you could do to better understand the language?

Day 5: (47 minutes)

Bellwork (7 minutes): Have you ever watched or been in a play? What was it like? If not, what
would your favorite movie be like if it was a play instead?

Students start working on acting out their scenes (40 minutes)

Students decide who is playing what part, how they are going to set up their scene, and
what props they need
Begin doing run-throughs

Day 6: (47 minutes)

Bellwork (7 minutes): Free write. 5 sentences.

Students continue working on their scenes. (40 minutes)

They should do at least one complete run through.
Make sure students know they need to know their scene well enough to be able to explain what
is going on to the rest of the class.

Day 7: (94 minutes)

Focus: Act 2 Scenes 3, 4, and 5

Students present their scenes to the class.(47 minutes)

At the end of each scene, the students will lead the rest of the class through the Outline for that
scene and answer any questions the rest of the class has.


*Finish acting out scenes if extra time is needed*

Focus: Act 2 Scene 6

Bellwork (7 minutes): Did acting out the scenes and seeing them presented help with your
understanding of the text? Why or why not? 5 sentences.\

Listen to the Act 2 Scene 6 audiobook (3 minutes)

Discuss Act 2 Scene 6 as a class (30 minutes)

Go over Foreshadowing and Metaphor and tell students to get out their Literary
Terms sheet.
o Definition: When the author uses hints and suggestions to foretell the end of the
o Definition: A comparison between two unlike things
Discussion questions: What could Friar Laurence be foreshadowing? What
happens after this scene? How does this scene relate to the previous scenes

Go over Act 2 Scene 6 Outline (7 minutes)

Day 8: (47 minutes)

Bellwork (7 minutes): Make a prediction. What do you think will happen next? Will their plan
work out? 5 sentences.

Summarize Act 2 (30 minutes)

Individually, each student will write a summary of Act 2, including any major events and
important detail. Each scene should be summarized within the entire summary. Students will do
this to demonstrate their understanding of Act 2.
*Due at the end of the 30 minutes

Go over Act 2 Summary(attached) as a class (10 minutes)

Read through the summary. Tell students to pay attention to what they forgot when they wrote
their own summaries.
*Students will keep both their own summaries and the class summary to use as study
material for the Romeo and Juliet exam.

Literary Terms Pre and Post Test

Word Bank:
Allusion Dialogue Metaphor
Aside Oxymoron Protagonist
Character Foil Paradox Antagonist
Chorus Personification Tragedy
Foreshadowing Pun Theme
Dramatic Irony Soliloquy Prose
Monologue Sonnet Comic Relief
Couplet Iambic Pentameter
1. _____________ A reference to a historical or literary figure, event, or object.

2. _____________ Comic episodes in a dramatic or literary work that offset more serious


3. _____________ A play on words based on the similarity of sound between two words

with different meanings.

4. _____________ A comparison between two unlike things.

5. _____________ The main idea of a piece of literature.

6. _____________ A story with an unhappy ending.

7. _____________ Written or spoken language in its ordinary form, without metrical


8. _____________ A line of verse with five metrical feet, each consisting of one short

(unstressed) syllable followed by one long (stressed) syllable.

9. _____________ Attributing human characteristics to something that is nonhuman.

10. _____________ The leading character in a literary work.

11. _____________ Character(s) that represents opposition against the main character.

12. _____________ A dramatic convention by which an actor directly addresses the audience

but is not supposed to be heard by the other actors on stage.

13. _____________ A characteristic device in ancient Greek drama in which a group of

actors speaking or chanting in unison - often while dancing - convey information about the play,

particularly an emotion about the action or characters.

14. _____________ Two concepts that do not go together but are used together. (Ex: little

15. _____________ A poem consisting of 14 lines which typically has a rhyme scheme of

abab cdcd efef gg, and employs iambic pentameter.

16. _____________ A long, uninterrupted speech that a character speaks in front of other


17. _____________ When the reader knows more about the true state of affairs than the

characters do.

18. _____________ Two lines of verse, usually in the same meter and joined by rhyme.

19. _____________ A character who sets off or illuminates the major character - usually to

create a contrast that is favorable to the major character.

20. _____________ When the author uses hints and suggestions to foretell the end of the


21. _____________ A statement that contradicts itself.

22. _____________ A speech in which a character, alone on the stage, addresses himself or

herself to let the audience know their inner thoughts or feelings.

23. _____________ Conversation between two or more characters.

Romeo and Juliet Literary Terms



Character Foil:


Dramatic Irony:










Iambic Pentameter:






Comic Relief:

Romeo and Juliet Act 2 Outline

Name_____________________________________________________________ Period______
The Tragedy of Romeo & Juliet: Guiding Questions
Act II Prologue.
1. Both Romeo and Juliet have been bewitched by ____________________________________.
2. List two difficulties that the lovers face.
3. According to the chorus, what will help Romeo and Juliet overcome their problems?
Act II, Scene i A lane by the wall of Capulets orchard.
4. Mercutio and Benvolio think Romeo is still depressed about __________________________
because they did not see him with Juliet at the party.
5. What does the audience know instead? ___________________________________________
6. Romeo sneaks away and secretly enters __________________________________________.
Act II, Scene ii Capulets orchard.
7. Both Romeo and Juliet deliver long speeches that reveal their inner thoughts and feelings as if
they were talking to themselves. This type of speech is called a ________________________.
8. Does Juliet know that Romeo is beneath her window? _______________.
9. One of the most famous lines in English occurs when Juliet exclaims: O Romeo, Romeo!
Wherefore art thou Romeo? What do these lines mean?
10. Juliet says that her enemy is not Romeo, but only his
11. As Juliet knows, Romeo is risking death by being there. When she mentions this fact to
Romeo, what is his response?
12. Juliet will send a messenger to Romeo to find out __________________________________
13. It is apparent that neither Romeo nor Juliet wants the night to end. What is Juliets famous
parting line? ________________________________________________________________
Act II, Scene iii Friar Laurences cell.
15. The Friar is collecting deadly weeds and healing flowers. As he does this, he compares
Earth to a _____________________ and the plants to her _________________________.
Explain why the Earth and plants could be described this way. ________________________
16. What does Friar Laurence say about the powers of natural plants and herbs? _____________
17. Romeo asks the Friar to ______________________________________________________.
18. Friar Laurence disapproves of Romeos behavior. Explains why he scolds Romeo.
19. Even though the Friar is upset, he agrees to Romeos request for one reason. He hopes that
Act II, Scene iv A street.
20. Tybalt has sent a letter to Romeo. Mercutio believes that the letter contains
21. How do Romeo and his friends treat the Nurse?
22. What two instructions does Romeo give the Nurse?
Act II, Scene v Capulets orchard.
23. Juliet begs the Nurse to report what Romeo said. As the Nurse rambles on and complains of
her hard day, she also speaks of Romeos good traits. List two of Romeos qualities that the
Nurse admires.
24. Finally, what does the Nurse tell Juliet? __________________________________________
Act II, Scene vi Friar Laurences cell.
25. Romeos words show how much he loves Juliet. He is willing to risk ___________________
in order to ___________________________________.
26. What happens after Romeo, Juliet, and the Friar exit from the stage? ___________________

Act 2 Summary


Act II opens with a prologue that does two things. First it points out that Romeo and Juliet's love

will be hard because their families are enemies. Second it pokes fun at Romeo for so quickly

falling in love with Juliet and completely getting over Rosaline.

Act II Summaries
Scene 1

Scene 1 takes place in a lane by the wall of Capulets orchard. Romeo enters, and then jumps

over the wall. Benvolio and Mercutio enter the scene. Benvolio and Mercutio at first try to get

Romeo to rejoin them. However, Benvolio knows that Romeo likes solitude and convinces

Mercutio to leave him be. All three then exit the scene.

Scene 2

Scene 2 takes place in Capulets Orchard. Romeo enters the scene stating that his friends jest at

him for something they don't understand. Suddenly, Juliet appears in the window above. Romeo

begins speaking about how beautiful she is. Then Juliet, not knowing Romeo is present, begins

mourning over the fact that Romeo is a Montague and she is a Capulet. After listening, Romeo

reveals his presence and tells her that he loves her. During their expression of love for one

another, Juliet is called by her nurse.

After a brief moment with her Nurse, Juliet comes back and she and Romeo agree to marry.

Juliet tells Romeo she will send him a message so that he can inform her of the wedding plans,

then exits the scene. Day begins to break over the orchard and Romeo exits the scene.

Scene 3

Scene 3 takes place in Friar Laurences cell. The scene begins with Friar Laurence entering with

a basket in hand and speaking of the qualities of various flowers and herbs. Romeo enters the

scene and tells the friar that he wants to marry Juliet. The Friar is surprised at how quickly

Romeo has gone from loving Rosaline to loving Juliet. Eventually the Friar agrees to marry

Romeo and Juliet because he thinks it will cause the two families to come closer together. The

Friar and Romeo exit the scene.

Scene 4
Scene 4 takes place in a street. The scene begins with Benvolio and Mercutio entering and

wondering where Romeo is. During this conversation, it is learned that Tybalt has challenged

Romeo to a duel. Benvolio and Mercutio discuss the duel and Tybalts talent as a duelist when

Romeo enters the scene. Romeo and Mercutio tease each other, and then Juliet's Nurse enters the

scene. Mercutio teases the Nurse for a bit but leaves with Benvolio after Romeo asks them to.

Alone with the nurse, he tells her to tell Juliet to meet him at the Friars at two that afternoon. He

also instructs the nurse to bring a rope ladder so that he can visit Juliet later that night after they

have been married. Then they all exit the scene.

Scene 5

Scene 5 takes place in Capulet's Orchard. The scene begins with Juliet worrying about how the

day is passing without word from Romeo. Her Nurse enters the scene and begins to tease Juliet.

For a while this teasing goes on until Juliet is very close to hysterics. Finally, the Nurse relents

and tells her that she is to marry Romeo at the church later that afternoon. The Nurse leaves to

get the rope ladder that Romeo requested and Juliet exits the scene hailing her good fortune.

Scene 6

Scene 6 takes place in Friar Laurence's cell. Friar Laurence and Romeo enter the scene. The Friar

tells Romeo marrying so quickly is a mistake. Romeo casts this advice aside. Juliet then enters

the scene and after a brief conversation the three exit the scene so the Friar can marry the two

young lovers.