1. English I Lesson Plans Third Nine Weeks Unit 3: Romeo and Juliet
Overview: Students continue their study of The Tragedy of Romeo and Juliet as they complete their close read and annotation of the prologue, explore thematic topics introduced, and read Act I focusing on conflicts the characters face. In addition, to support their understanding of the play, students will view two different versions of Act I and compare..
Week of Feb 11 – Feb 15

2. Monday, February 11
Pigs
Elephants
Penguins
Cows
Cats
Monkeys
Lions

3. Monday, February 11 BELLRINGER: Today we will: You will need:
Please retrieve your two-pocket folder, take a handout from the tray, get out your copy of The Tragedy of Romeo and Juliet, and prepare to begin class.
Today we will:
Begin Act II, Scene 3 of The Tragedy of Romeo and Juliet by William Shakespeare
Annotate and analyze Friar Lawrence’s soliloquy
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Act II, Scene 3 Soliloquy handout
Highlighters
Pen or pencil

4. Review
Last week, we watched two different film versions of Act II, Scene 2 and took notes on how each director chose to portray the characters and events.
Today, we will read Act II, Scene 3 and examine a soliloquy , focusing on how the language and structure of the text develops a central idea of the play.

5. Annotating Friar Lawrence’s Soliloquy
STEP ONE:
A soliloquy is a speech that an actor gives while he or she is alone onstage and allows for the audience to hear the character’s innermost thoughts; it is meant only for the audience to hear.
Follow along with me as I read the soliloquy aloud.

6. Annotating Friar Lawrence’s Soliloquy
STEP TWO:
Using the “No Fear Shakespeare” provided text, complete step two on the instructions sheet – summarize each section of the soliloquy in your own words to determine what the Friar is saying.
You have 8 minutes to complete

7. The friar is talking about how it is morning, and as the sun rises, the last bits of gray night sky fade away like a drunk man. Apollo will come in his chariot and bring the sun into the sky but before it gets too hot, he says he must gather weeds and flowers to make medicine.

9. Annotating Friar Lawrence’s Soliloquy
STEPS THREE & FOUR:
Break into groups to complete steps three and four on the instructions sheet.
Highlight words/phrases/etc.
Complete group chart
You have 8 minutes to complete this step

10. Alternate Breakout Groups
Please find your breakout group according to the chart below. Once everyone is in the breakout group, take a worksheet out of the folder and begin. You have 8 minutes to complete the worksheet together as a group.
Red
Yellow
Green
Blue
Pigs
Penguins
Cats
Elephants
Cows
Monkeys
Lions

11. Annotating Friar Lawrence’s Soliloquy
STEP FIVE:
Return to your original group to complete step five – answer guided questions in the right column then create a list of abstract nouns that indicate what the Friar is discussing.

12. The friar is talking about how it is morning, and as the sun rises, the last bits of gray night sky fade away like a drunk man. Apollo will come in his chariot and bring the sun into the sky but before it gets too hot, he says he must gather weeds and flowers to make medicine.
There is a contrast between light and dark – day and night. Perhaps Shakespeare wants to emphasize the passing of time.

14. Monday, February 11 HOMEWORK
Complete Friar Lawrence’s Soliloquy Annotation Steps 1-5
YOU WILL NEED THIS TOMORROW!!!

15. Tuesday, February 12 BELLRINGER: Today we will: You will need:
Take out your copy of Friar Lawrence’s Soliloquy and prepare to begin class.
Today we will:
Continue to annotate and analyze Friar Lawrence’s soliloquy
Write a thematic statement and a thesis statement to use for a timed essay
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Act II, Scene 3 Soliloquy handout (pages 32-35)
Pen or pencil

16. Review
Yesterday, we read Act II, Scene 3 and examine a soliloquy , focusing on how the language and structure of the text develops a central idea of the play.
Today, we will complete the annotation, and develop a thesis statement in preparation for a timed essay.

17. Annotating Friar Lawrence’s Soliloquy
STEP SIX:
On your own, complete step six – using the information gathered yesterday from steps three, four, and five, write a thematic statement based on Friar Lawrence’s soliloquy.
You have 5 minutes to complete

18. Write a Thematic Statement
Your thematic statement should...
Be a declarative statement – not a question or imperative statement
State what the author wants the reader to learn or understand.
Be a universal truth about humanity that can apply to anyone, anytime, anywhere.
Not be specifically about any character in the text, but something the reader can learn from the actions and events.

20. Thematic Statement Template
In his soliloquy, Friar Lawrence indicates that when it
comes to ____________________________, ______________
abstract idea
__________________________________________________.
thematic statement

21. Timed Writing
Tomorrow, you will participate in a timed writing assignment in response to the following prompt:
How does the language and structure of the text in the friar’s soliloquy help develop a central idea of the play?

22. Timed Writing
Tomorrow, you will participate in a timed writing assignment in response to the following prompt:
How does the language and structure of the text in the friar’s soliloquy help develop a central idea of the play?

23. Analyzing Use of Language
When writing about language you can comment on the words Shakespeare uses, why he uses them, and what impact this has on the audience.
What types of devices does the author use?
Personification
Metaphor
Simile
Etc.
Why does he use these devices?
What effect does it have on the reader?

24. Analyzing Use of Language
Type of Structure
How is it used?
Why is it used?
Effect on the reader?
Symbolism
"A pair of star-crossed lovers take their life, whose misadventured piteous overthrows doth with their death bury their parents' strife"
(Prologue, 6-8).
Shakespeare uses the stars to symbolize that the two lovers were doomed from the beginning due to fate or destiny.
This creates a sense of anticipation for the audience. From the onset, the audience knows what is going to happen at the end but now is anxious to learn of the events that lead to the lovers’ fate .

25. Analyzing Use of Language
Type of Structure
How is it used?
Why is it used?
Effect on the reader?
Pun
"I have a soul of lead so stakes me to the ground I cannot move.“ (1.4.)
Shakespeare uses this to highlight Romeo's feelings towards Rosaline. Romeo describes his soul as being as heavy as 'lead‘ compared to the “soles” of dancing shoes. This illustrates that Romeo is too hurt by love to enjoy himself.
This causes the audience to view Romeo as indecisive about love later in the play when he falls so quickly for Juliet.

26. Analyzing Structure of Text
The structure of a text is how it is organized and how its parts fit together. Writers structure their texts deliberately to have an effect on the reader.
Look for things like...
Pace (how quickly or slowly events happen)
Order of events (chronological, flashbacks, etc.)
Dialogue (conversational or mostly narrative)
Contrasts in language (Good vs. evil, life vs. death, etc.)
Word Connotation (positive, negative, neutral)
Patterns and motifs (repetition of ideas)

27. Analyzing Structure of Text
Type of Structure
How is it used?
Why is it used?
Effect on the reader?
Contrasts in language:
Love vs. Hate
"Here’s much to do with hate, but more with love. / Why then, O brawling love, O loving hate, / O any thing, of nothing first create”
( )
It is a main topic through the play. The two lovers come from feuding families. Shakespeare uses this contrast to show that one does not exist without the other and that both, in extremity, can result in violence.
It helps the audience understand that both love and hate can cause a person to act irrationally and suffer severe consequences.

28. Deconstructing the Prompt
How does the language or structure of the text in the friar’s soliloquy help develop a central idea of the play?
Identify and define unfamiliar words and write a synonym above it.
Highlight all of the action verbs or phrases. This will help you identify what you have to actually DO.
Circle key words and ideas – things you are being asked to write about.
Rewrite the prompt in your own words.

29. Deconstructing the Prompt
How does the language or structure of the text in the friar’s soliloquy help develop a central idea of the play?
How does the author use literary devices or patterns, repetition, or contrast of words or ideas in the text of the friar’s soliloquy to develop a theme/lesson that one can learn from reading the play?

30. Deconstructing the Prompt
How does the language and structure of the text in the friar’s soliloquy help develop a central idea of the play?
Identify and define unfamiliar words and write a synonym above it.
Highlight all of the action verbs or phrases. This will help you identify what you have to actually DO.
Circle key words and ideas – things you are being asked to write about.
Rewrite the prompt in your own words.

31. Deconstructing the Prompt
How does the language and structure of the text in the friar’s soliloquy help develop a central idea of the play?
How does the author use literary devices and patterns, repetition, or contrast of words or ideas in the text of the friar’s soliloquy to develop a theme/lesson that one can learn from reading the play?

32. Write a Thesis Statement
In your thesis statement, you should cover the following:
Name or title of text and author
Element of language (type of device) or structure the author uses
Purpose for using it – effect on the reader (thematic statement)

33. Write a Thesis Statement
In your thesis statement, you should cover the following:
What element of language (type of device) does Friar Lawrence use?
Why does he use this? What is his purpose? What is he trying to say?
What structure (motif, contrast, etc.) does one see in the text?
What is the overall effect? What can the reader learn from his soliloquy?

35. Write a thesis statement
Thesis Template
In his soliloquy in Act II, Scene 3 of Shakespeare’s “The Tragedy of Romeo and
Juliet,” Friar Laurence’s (uses/employs/utilizes) ______________________
element of language or structure
in order to (show/demonstrate/convey/reveal) the idea that ______________
______________________________________________________________.
thematic statement

36. Write a thesis statement
Thesis Template
In his soliloquy in Act II, Scene 3 of Shakespeare’s “The Tragedy of Romeo and
Juliet,” Friar Laurence’s (uses/employs/utilizes) ______________________
element of language
and _____________________in order to (show/demonstrate/convey/reveal)
structure
the idea that ___________________________________________________.
thematic statement

37. Tuesday, February 12 HOMEWORK
Complete Friar Lawrence Soliloquy – Thesis Statement
YOU WILL NEED THIS TOMORROW!!!

38. Wednesday, February 13 BELLRINGER: Today we will: You will need:
Take out a sheet of loose-leaf paper and prepare to respond to a writing prompt by completing the MLA heading at the top.
Today we will:
Compose a timed essay responding to a prompt about Friar Lawrence’s soliloquy
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Rhetorical Analysis Tips
Act II, Scene II Soliloquy handout
Loose-leaf paper
Pen

39. Review
Yesterday, we annotated Friar Lawrence’s soliloquy from Act II, Scene 3 and developed a thesis statement in preparation for a timed essay
Today, we will write a timed essay in response to a prompt about the text. We will use our thesis statement and notes from the annotation to compose the essay.

40. General Essay Outline Introduction Body Paragraphs (1-2) Conclusion
2-3 sentences
Introduce title, text, author
Address the prompt
Include thesis statement
Body Paragraphs (1-2)
5-8 sentences (like a RAGES)
Introduce the topic from your thesis
Explain how the idea/concept is shown in the text
Use a quote for support
Explain HOW the quote supports the concept/idea
Concluding sentence (Therefore, …)
Conclusion
Re-emphasize thesis (In conclusion, …)
Summarize ideas

41. You will be graded using the following LEAP 2025 Rubric4 3 2 1
COMPRE- HENSION
Plenty of accurate analysis
Some analysis (more analysis than text evidence)
Some analysis (1 sentence
per piece of text evidence)
Minimal
analysis No
ON PROMPT
Responded to entire prompt
Responded to
most
of the prompt
some
little
none
TEXTUAL EVIDENCE
Plenty of correctly cited, relevant
text evidence to support analysis
Some
relevant text evidence
Insufficient
text evidence
Irrelevant
text evidence; does not support analysis
ORGAN- IZATION
Introduction, body, conclusion, and transitions
Introduction, body, conclusion
organization
No organization OR
incomplete
essay
STYLE
Highly creative formal voice
Somewhat creative, formal voice
Minimally creative, formal voice
Not creative OR informal voice
Incomplete
LANGUAGE
Very few errors
and meaning is completely clear
Few errors
but meaning is
clear
Some errors but meaning is clear
Many errors but meaning is clear
Frequent errors and meaning is unclear

42. Writing Prompt:
Write a multi-paragraph essay in response to the following prompt:
How does the language or structure of the text develop a central idea of the play?
Write in blue or black ink only.
Skip lines
Make sure you are using MLA heading and writing in third person only.

43. Writing Prompt:
Write a multi-paragraph essay in response to the following prompt:
How does the language and structure of the text develop a central idea of the play?
Write in blue or black ink only.
Skip lines
Make sure you are using MLA heading and following all rules of formal writing.

44. Begin Writing
You have the remainder of the class period to compose your essay.
Be sure to include your thesis statement in the beginning,
Don’t forget to include textual evidence (quotes) in your essay.
Use your notes from the Act II, Scene 3 soliloquy handout.
You will only have the rest of this period to complete this essay. Please work diligently!

45. Wednesday, February 13 DUE TODAY DUE TOMORROW
Turn in your timed written essay
Academic Vocabulary Part One with sentences

46. Thursday, February 14 BELLRINGER: Today we will: You will need:
Turn in your Academic Vocabulary Part One. Staple your sentences to the back. Make sure your name is on the front.
Today we will:
Continue to read Act II, Scene 3
Create Shakespearean Valentine Cards
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare
Construction Paper
Markers, Pencils, etc.
Scissors
Glue

47. Act II, Scene 3: Assign Parts
The following characters have larger speaking roles:
Friar Lawrence
Romeo

48. Let’s Make Crafts:
For the remainder of the period, you will use the supplies available to create Shakespearean Valentines Cards
You must use one of the quotes from “Romeo & Juliet” as part of your card and you must paraphrase the quote in your own words as part of your card.
When you have completed your card, come show it to me for a grade and then you may keep it to give to a loved one.

49. Thursday, February 14 DUE TODAY
Academic Vocabulary Part One with sentence

50. Friday, February 15 BELLRINGER: Today we will: You will need:
Take a Text Vocabulary Part Two Worksheet from the tray. Get out your copy of The Tragedy of Romeo and Juliet by William Shakespeare and prepare to begin class.
Today we will:
Read Act II, Scene 4
You will need:
Your copy of The Tragedy of Romeo and Juliet by William Shakespeare

51. Act II, Scene 4: Assign Parts
The following characters have larger speaking roles:
Mercutio
Benvolio
Romeo
Nurse
The following characters have smaller speaking roles:
Peter (servant to the Nurse)

52. Friday, February 15 HOMEWORK DUE TODAY
Friar Lawrence’s Soliloquy Handout
Text Vocabulary Part Two with sentences (due Thursday 2/28)