ENG 3C Romeo and Juliet Reading

and Activity Package

Checklist
Your choices make a difference when we read and study Romeo and Juliet. In this
package, you will choose and arrange the different tasks and activities that you do, depending on
what mark you want to get at the end of the Romeo and Juliet unit.
Want the possibility of an A? Do everything, and do it well.
Want the possibility of a B or a C? Do 40 marks from section A, 200 marks from section
B and 160 marks from section C.
Want to just pass? Do 30 marks from section A, 180 marks from section B, and just the
first five parts of section C.
Section A: In Class first sight
Task Marks
16. Thoughts about 10
1. Notes on Shakespeare 10 arranged
marriages
2. Activity on Shakespearean 10
language 17. Thoughts about 10
feuds and feuding
3. Notes on tragedy 10
18. Evaluation of 10
4. Notes on Romeo and Juliet 10
character
5. Notes on movies and 10
19. Evaluation of 10
adaptations
decisions

Section B: While Reading 20. Researcher 10

Task Act , Marks 21. Researcher 10
Scene 22. Researcher 10
1. Modern 10 23. Questioner 10
translation
24. Questioner 10
2. T-Chart 10
25. Questioner 10
3. Venn Diagram 10
4. Summary 10 Section C: After Reading
5. Summary 10
Task Marks
6. Summary 10
1. Fortune graph 20
7. Summary 10
2. Relationship map 20
8. Artist 10
3. Summary 20
9. Artist 10
4. Review of the play 20
10. Wordsmith 10
5. Review of the movie 20
11. Wordsmith 10
6. Essay 100
12. Wordsmith 10
13. Acting 10
There will be an additional hundred marks for
appreciation
reading aloud in class.
14. Acting critique 10
15. Thoughts about 10
Final Total: /600
true love/love at
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on Shakespeare

Background:

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Career:

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Success:

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Personal life:

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His times:

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 Section 
Romeo and Juliet Reading and Activity Package
Before-Reading: Activity on Shakespearean Language

Thou, Thee, and Archaic Grammar by A. Davies, R. Lipton, D. Richoux et al

"Thou", "thee", "thine" and "thy" are pronouns that have dropped out of the main dialects of Modern English. During the period
of Early Modern English (~1470-1700), they formed the Second Person Singular of the language, and were standardized by the
time of the King James Bible as shown below.

Present Tense
Subjective Objective Possessive
Verb Ending

1st Pers. Sing. I me my/mine[1] none

2nd Pers. Sing. thou thee thy/thine[1] -est
3rd Pers. Sing. he/she/it him/her/it his/her/its -eth
1st Pers. Plural we us our none
2nd Pers. Plural ye/you[2] you your none
3rd Pers. Plural they them their none

[1]: "Mine" and "thine" were used before "h" and vowels, much as "an" was.

[2]: "You" had replaced "ye" for most plural uses by 1600.
Here are the conjugations from that era of two common irregular verbs:

to be - Present tense to have - Present tense

I am I have
thou art thou hast
he/she/it is he/she/it hath
we are we have
ye are ye have
they are they have
You may have been told that "thou" and "thee" were for familiar use, and "you" and "ye" were formal. This was not true
originally, but it was true for about two centuries, roughly 1450-1650, including Shakespeare's time. The previously plural "you"
was used in the singular to signify politeness and respect, which left "thou" and "thee" for all the other singular uses, ranging
from endearing intimacy to bitter rudeness. Eventually, the politer "you" drove out nearly all uses of "thee" and "thou"; they
survived mostly in poetry and religion. Several groups continue to use these pronouns today as part of their daily speech
(although with different grammar), including residents of Yorkshire, Cumbria, the East Midlands, and some rural areas of
Western England. Some Quakers also used their Plain Speech with "thee" and "thy" until the middle of the 20th century.

History of the English language (an article from Wikipedia)

Section 
English is an Anglo-Frisian language brought to survived largely in Scotland, Wales, Cornwall, and
Britain in the 5th Century AD by Germanic settlers from Ireland. The dialects spoken by the invaders formed what
various parts of northwest Germany. The original Old would be called Old English, which resembled some
English language was subsequently influenced by two coastal dialects in what are now north-west Germany and
successive waves of invasion. The first was by speakers the Netherlands. Later, it was strongly influenced by the
of languages in the Scandinavian branch of the Germanic North Germanic language Norse, spoken by the Vikings
family, who colonised parts of Britain in the 8th and 9th who settled mainly in the north-east (see Jórvík).
centuries. The second wave was of the Normans in the
For the 300 years following the Norman
11th century, who spoke Norman (an oïl language closely
Conquest in 1066, the Norman kings and the high
related to French).
nobility spoke only Anglo-Norman. A large number of
While modern scholarship considers most of the Norman words were assimilated into Old English. The
story to be legendary and politically motivated, the Norman influence reinforced the continual evolution of
Anglo-Saxon Chronicle reported that around the year the language over the following centuries, resulting in
449, Vortigern, King of the British Isles, invited the what is now referred to as Middle English.
Angles to help him against the Picts. In return, the Angles
During the 15th century, Middle English was
were granted lands in the south-east. Further aid was
transformed by the Great Vowel Shift, the spread of a
sought, and in response came Saxons, Angles, and Jutes.
standardised London-based dialect in government and
The Chronicle talks of a subsequent influx of settlers
administration, and the standardising effect of printing.
who eventually established seven kingdoms.
Modern English can be traced back to around the time of
These Germanic invaders dominated the William Shakespeare.
original Celtic-speaking inhabitants, whose languages
Turn the following sentences into Shakespearean sentences.
1. You have a large nose.
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2. Your feet are also large.
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3. Your nose is red and your hair is very curly.
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4. You are a clown.
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5. The people laugh at your funny antics.
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6. They look at you and laugh at your elbow.
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7. You make excellent jokes.
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8. The audience watches you with great anticipation.
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9. You climb from your tiny little car.
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10. You are the hero of millions.
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Section 
Now write ten amusing sentences of your own in contemporary English and
translate them into Shakespearean English.
Shakespearean
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Modern

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Section 
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Section 

Romeo and Juliet Reading and Activity

Package
Before-Reading: Notes on Tragedy

Other tragedies before Shakespeare:

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Other things people wrote besides tragedies:

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Other tragedies Shakespeare wrote:

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Tropes of a tragedy:

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Section 
Tropes in modern stories:

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Section 

Romeo and Juliet Reading and Activity

Package
Before-Reading: Notes on Romeo and Juliet

Where the story came from:

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How Shakespeare changed it:

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What people thought about it:

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Why it is so popular:

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Section 
Section 

Romeo and Juliet Reading and Activity

Package
Before-Reading: Notes on movies and adaptations

R&J in the movies:

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R&J on stage:

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R&J in other media:

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R&J in popular culture:

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Section 
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Modern Translation
Pick a passage that is at least ten lines long from the scene. Make a translation of your
own into modern language. For your translation, do not rely on the translation in the
book, but rather change the images and ideas into modern images and ideas the same way
you change the words into modern words.
Example:
O, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear;
Beauty too rich for use, for earth too dear!
So shows a snowy dove trooping with crows,
As yonder lady o'er her fellows shows.
The measure done, I'll watch her place of stand,
And, touching hers, make blessed my rude hand.
Did my heart love till now? forswear it, sight!
For I ne'er saw true beauty till this night.
Original Shakespeare:
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Wow, next to her a spotlight would look dim.
If darkness had a neck, she’d be the diamond
necklace that made it perfect. She’s too beautiful
to be seen anywhere on earth, because nothing
on earth comes even close to her. She’s like a
perfect painting, hanging out with a bunch of
paint splatters. When this dance is over, I’m
going to see where she goes and try to just let my
hand brush up against hers. I can’t believe I
thought I was in love before. No way! I never
even saw beauty until tonight.
Your version:
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___
T-Chart
Create a t-chart showing the differences between any of the following (choose one pair of
ideas): Romeo and you; Juliet and you; healthy and unhealthy relationships; customs
them and customs now; anything else you think that’s worth comparing.
Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Venn Diagram
Create a Venn diagram comparing any two characters in this play to any two characters
from 47.
Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Summarizer
Write a comic-strip that explains part of what you read.

Write a 5-8 sentence summary of what you read:

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Section 
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Summarizer
Write a comic-strip that explains part of what you read.

Write a 5-8 sentence summary of what you read:

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Section 
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Summarizer
Write a comic-strip that explains part of what you read.

Write a 5-8 sentence summary of what you read:

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Section 
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Summarizer
Write a comic-strip that explains part of what you read.

Write a 5-8 sentence summary of what you read:

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Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Artist
Create a cartoon, sketch or stick-figure scene to represent something that was left out of
the reading.
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Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Artist
Create a cartoon, sketch or stick-figure scene to represent something that was left out of
the reading.
Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Wordsmith
Choose 3 words from the reading that may be new, different, difficult, interesting or
important.

Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Section 
Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Wordsmith
Choose 3 words from the reading that may be new, different, difficult, interesting or
important.

Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Section 
Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Wordsmith
Choose 3 words from the reading that may be new, different, difficult, interesting or
important.

Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Word: ________ Context:

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I predicted this word means: ________________

When I looked it up in the dictionary, I found it means:

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Section 
Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Acting Appreciation
Write two or three good paragraphs about the acting done by one of the actors in one of
the movies. Specifically, comment on what you think the actor was doing well when it
came to voice, expressions, use of his or her body, interactions with others, emotion, etc.

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Acting Critique
Write two or three good paragraphs about the acting done by one of the actors in one of
the movies. Specifically, comment on what you think the actor could improve on when it
came to voice, expressions, use of his or her body, interactions with others, emotion, etc.

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Thoughts about true love or love at first sight

Write two or three good paragraphs about your opinion of the ideas of true love and love
at first sight.

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Section 
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Thoughts about arranged marriages

Write two or three good paragraphs about your opinion of the idea of arranged marriages
versus love-matches.

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Section 
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Thoughts about feuds and feuding

Write two or three good paragraphs about your opinion of feuds and feuding as it is
presented in this play and as it happens in modern life.

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Section 
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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Evaluation of character
Pick the person in this play who had the poorest character and the person who had the
best, and explain your decisions. In this case “character” means their goodness, their
commitment to principles, their good decision-making skills, their integrity, and so on.

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Evaluation of decisions
Pick the three people who made what you would think of as the worst decisions in this
play and explain why you think their decisions were bad.

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Researcher
Dig up some background information on any topic related to the text. This could include
the history or geography of the book's setting, information about a time period portrayed
in the book, or information about a specific individual. Below, write the website at which
you found your information, and summarize the information you found.

Website: ______________________________

Topic: _________________________________

What you found out:

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Researcher
Dig up some background information on any topic related to the text. This could include
the history or geography of the book's setting, information about a time period portrayed
in the book, or information about a specific individual. Below, write the website at which
you found your information, and summarize the information you found.

Website: ______________________________

Topic: _________________________________

What you found out:

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Researcher
Dig up some background information on any topic related to the text. This could include
the history or geography of the book's setting, information about a time period portrayed
in the book, or information about a specific individual. Below, write the website at which
you found your information, and summarize the information you found.

Website: ______________________________

Topic: _________________________________

What you found out:

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Questioner
Write some questions to help the group discuss this day's reading. Generate questions
that invite group members to share their thoughts, feelings, reactions, and concerns about
the text. Use the following suggestions to guide the development of your questions.
After each question, write down what the group has to say.

Who...? What...? When...? Where...? Why...? How...? If...?

How did you feel about...? Did __________ surprise you? What lesson ...?

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2. _________________________________________________________________

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Questioner
Write some questions to help the group discuss this day's reading. Generate questions
that invite group members to share their thoughts, feelings, reactions, and concerns about
the text. Use the following suggestions to guide the development of your questions.
After each question, write down what the group has to say.

Who...? What...? When...? Where...? Why...? How...? If...?

How did you feel about...? Did __________ surprise you? What lesson ...?

3. _________________________________________________________________

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Section 

Romeo and Juliet Reading and Activity Package

Date: _______ Act ___, Scene ___

Questioner
Write some questions to help the group discuss this day's reading. Generate questions
that invite group members to share their thoughts, feelings, reactions, and concerns about
the text. Use the following suggestions to guide the development of your questions.
After each question, write down what the group has to say.

Who...? What...? When...? Where...? Why...? How...? If...?

How did you feel about...? Did __________ surprise you? What lesson ...?

5. _________________________________________________________________

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6. _________________________________________________________________

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Romeo and Juliet Reading and Activity Package

Date: _______

Fortune Graph
Complete the following graph showing the changes in fortune experienced by four
characters in the play who correspond to those you chose for the O fortune graph.
Good Fortune

Neutral Fortune

Ill Fortune

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 Section 

Romeo and Juliet Reading and Activity Package

Date: _______

Character Relationship Map

On this sheet, create a map representing the relationships between the characters of the
movie.

Romeo

Benvolio
Lady Montague
Mercutio

The Prince

Old Montague

Paris

Old Capulet

Tybalt
Lady Capulet

Nurse

Juliet
Section 
Summary – “Romeo and Juliet”

In one or two sentences, write a brief summary of “Romeo and Juliet”. In your summary,
state what happened in the play and why.

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Expand your summary to five or six sentences. In this sort of a summary, you explain
more about what happened, about the background situation, and about the motivations of
the characters.

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Section 
Finally, expand your summary to ten to twelve sentences. In this sort of summary, you
try to explain all of the events of the play.

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Section 
Review – Romeo and Juliet

Write a one-page review of the play. In your review, you explain the following:
• what sort of a play it is
• how the play starts
• the setting of the play
• the characters involved
Then, after having explained these things, you evaluate the play. You say whether it's
good or bad and why. You say who you think would like this play, or who ought to read
it. Break your writing into paragraphs.

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Section 
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Section 
Review – Shakespeare’s Romeo + Juliet

Write a one-page review of the movie. In your review, you explain the following:
• what sort of a movie it is
• how the movie starts
• how the setting is different from the play
• how the characters involved are different from those in the play
• how the style is different from in the play
Then, after having explained these things, you evaluate the movie. You say whether it's
good or bad and why. You say who you think would like this movie, or who ought to see
it. Break your writing into paragraphs.
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Section 
Essay – “Romeo and Juliet”

In a reasoned and planned essay, explain what you think was the writer's point in the play.
The simplest way this essay will work is as follows:

Paragraph 1
• a short summary of the play (which might come from the first part of your
summary page)
• a brief evaluation of the play (which might come from your review page)
• a single sentence explaining what you thought was the point of the play, and
which three arguments you will use to show that this is the point

Paragraph 2
• a topic sentence, explaining one important argument that shows the point of the
play
• some examples from the play backing up your argument (at least two)
• some ideas about those examples
• a transition to the next paragraph

Paragraph 3
• a topic sentence, explaining one important argument that shows the point of the
play
• some examples from the play backing up your argument (at least two)
• some ideas about those examples
• a transition to the next paragraph

Paragraph 4
• a topic sentence, explaining one important argument that shows the point of the
play
• some examples from the play backing up your argument (at least two)
• some ideas about those examples
• a transition to the next paragraph

Paragraph 5
• a restatement of your thesis
• an evaluation of the point made by the author – do you think this is a correct
point?
Section 
Essay Planner – “Romeo and Juliet”
Fill in this planner to help you prepare for writing the first draft of your essay. Then write
the first draft, have a partner read it, and write a revised draft based on your partner's
feedback.

Paragraph 1

What is the point of the play? ________________________________________________________

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Paragraph 2

An argument that shows the point ______________________________________________________

An example to back this up ___________________________________________________________

Another example to back this up _______________________________________________________

Paragraph 3

An argument that shows the point ______________________________________________________

An example to back this up ___________________________________________________________

Another example to back this up _______________________________________________________

Paragraph 4

An argument that shows the point ______________________________________________________

An example to back this up ___________________________________________________________

Another example to back this up _______________________________________________________

Paragraph 5

A restatement of your thesis ___________________________________________________________

Your evaluation of the point __________________________________________________________

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