The Tragedy of Romeo and Juliet, Act V by William Shakespeare Your Laughter by Pablo Neruda How Do I Love Thee? by Elizabeth Barrett Browning

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1 LESSON PLANS & COPYING MASTERS The Tragedy of Romeo and Juliet, Act V by William Shakespeare Your Laughter by Pablo Neruda How Do I Love Thee? by Elizabeth Barrett Browning Elements of Literature pages Prereading Background Review Act IV Before students begin to read Act V, refresh their memories by asking volunteers to summarize what happened in Act IV. Ask students to describe Friar Laurence s plan to help Juliet. (He gave her a potion that would make her appear dead, but after 42 hours, she would wake up. He would be there with Romeo when she awoke.) Invite students to tell what might go wrong with this plan and to predict what will happen in Act V. Alternative Teaching Strategy Continue Using a Plot Diagram Point out that the diagram on student book page 897 indicates that Act V is the climax and resolution of the play. Remind students that in a tragedy, the climax usually involves the deaths of the main characters. On the board, write the heading CLIMAX AND RESOLUTION, and tell students that when they read the final act, they will record the events that end the play. Vocabulary Practice Especially for ELL Preview Selection Vocabulary Students will benefit from a preview of vocabulary that may be difficult for them to determine from context alone. Go over the following words and their definitions, and ask volunteers to use the words in sentences. unaccustomed (p. 1009): not familiar; unusual misadventure (p. 1009): unfortunate accident; mishap aloof (p. 1012): at a distance or apart inexorable (p. 1014): relentless; unyielding detestable (p. 1014): hateful peruse (p. 1015): examine carefully sunder (p. 1015): separate; sever abhorred (p. 1015): hated inauspicious (p. 1016): unlucky; unfavorable tedious (p. 1021): long and tiring discords (p. 1024): disagreements; differences of opinion SKILLS FOCUS Literary Skills Analyze characteristics of tragedy, including dramatic irony and climax. Analyze soliloquy, monologue, and dialogue. Resources In this book: Vocabulary and Comprehension, p. 365 Additional Vocabulary Practice, p. 366 Other Resources: Audio CD Library, Selections and Summaries in Spanish Supporting Instruction in Spanish, p. 61 Video Segment 12 The Tragedy of Romeo and Juliet, Act V/Your Laughter/How Do I Love Thee? 361

2 Teacher Tip Continue supporting students comprehension of the language used in the play. Read the explanations in the sidenotes with students, answering any questions they might have and providing any additional information they may need. Point out to students that many additional words and expressions that may be unfamiliar to them are defined in notes at the side of the page on which they appear. Tell them to refer to these notes as they read. Reading Alternative Teaching Strategy Chart the Sequence of Events The tragedy of Romeo and Juliet results from a series of mishaps, such as the quarantine that prevents Friar John from delivering Friar Laurence s letter to Romeo. Aid students understanding of the complex events by creating a sequence chart on the board. At the end of each scene, have students summarize what has taken place. Record key events in the chart. The first two entries should be as follows: Balthasar tells Romeo that Juliet is dead. Romeo buys poison. Tell students they can refer to this diagram to help them answer the Reading Check questions after reading. Listening and Speaking Opportunity Mixed Ability Group Listen and Discuss Have students work in small groups to read aloud Act V. Provide them with the following instructions: Pause at appropriate points to discuss the plot events and to answer the sidenote questions. Identify the climax of the play (Juliet s death) and the resolution (the ending of the feud between the Montagues and the Capulets). Alternative Activity Introduce the Poems Have volunteers read aloud the titles of the two poems. Explain that both of these poems are about love. Read the poems aloud while students follow along in their books. Engage students in a discussion about the ideas of love that are expressed in the play and the two poems. 362 Lesson Plans

3 Postreading Alternative Assessment Check Comprehension Use Friar Laurence s summary of events (lines , pp ) to review the events of the play as a whole. Read the speech aloud, pausing every few lines to ask students to provide additional details about each event, and to tell in which act and scene the event took place. Additional Practice Preview Questions Allow time for discussion, clarification, and explanation of the Response and Analysis questions on student book page 1026 before asking students to respond. Provide help as necessary. Read through the activity choices on page 1027 with students, and point out that they need choose just one. Vocabulary Development Additional Practice Especially for ELL Identify Figures of Speech Figurative language puns in particular will present difficulties for Englishlanguage learners. Read aloud the introductory material on student book page 1028 as students follow along in their books. To assess comprehension, ask students to tell in their own words what similes, metaphors, personification, and puns are. Complete the first item on student book page 1029 as a group. Then have students work with English-proficient partners to complete the remaining Practice items. Create Figures of Speech Point out to students that many of the examples of figurative language in the play refer to love or death. Have small groups of students choose the experience of either love or death, and generate a list of things to which it can be compared. Then have them create similes and metaphors using the ideas in their lists. Invite groups to share their figures of speech with the class. Discuss Language History Explain to students that the English language is constantly changing. Remind students of ways in which languages change, such as borrowing words from other languages or creating new words for new technology. Then have students read the feature The History of the English Language on student book page Clarify meaning for them as necessary. Students will benefit from carrying out the Practice activity on student book page 1031 with English-proficient partners or in small groups. SKILLS FOCUS Vocabulary Skills Understand figures of speech. Understand the history of the English language. Teacher Tip Have students practice using their dictionaries to trace word histories. Help students locate the list of symbols and abbreviations used in their dictionaries. Core Skill Use the resources in the Core Reading Skills and Strategies section of this book to help students having difficulty understanding figurative language. Use Act V of Romeo and Juliet for the application part of the lesson. The Tragedy of Romeo and Juliet, Act V/Your Laughter/How Do I Love Thee? 363

4 SKILLS FOCUS Literary Skills Analyze characteristics of tragedy, including dramatic irony and climax. Analyze soliloquy, monologue, and dialogue. Resources In this book: Vocabulary and Comprehension, p. 365 Additional Vocabulary Practice, p. 366 Other Resources: Audio CD Library, Selections and Summaries in Spanish Supporting Instruction in Spanish, p. 61 Video Segment 12 Teacher Tip Scene 3 is quite long, so you may wish to break up the reading into several sessions. Before beginning a new part of the scene, summarize what has happened previously. TARGETED STRATEGIES FOR SPECIAL EDUCATION STUDENTS Prereading Background Core Skill Summarize and Predict Have students summarize what happened in Act IV of the play and make predictions about what will happen in Act V. Ask students how Act IV ended. (Juliet took the potion and seemed to be dead. Her corpse was taken to the family tomb.) Ask: How do you think Romeo will feel when he hears that Juliet has died? What do you think he will do? Reading Alternative Teaching Strategy Core Skill Make Predictions To help students understand how complications advance the plot, have them pause at key points to predict what will happen next. Ask them to explain what led them to make these predictions. Good places to stop include: after Balthasar tells Romeo about Juliet s death (p. 1009); the end of Scene 1 (p. 1011); the end of Scene 2 (p. 1012); the meeting between Romeo and Paris (pp ); and lines 120 and 160 in Scene 3 (p. 1016, p. 1017). Listening and Speaking Opportunity Complete a Story Map Read Act V aloud and ask students to follow along in their books as they listen. After students have finished reading a scene, re-read selected passages aloud, explaining language and clarifying meaning. Then have students work with a partner or in small groups to create a story map that details the setting, characters, and key plot events in that scene. Postreading Alternative Assessment Recount the Events To check students understanding of Act V, invite them to recount the events in their own words. Students may use the story maps they created during reading as a guide. Students may choose to report on the events, as if for a news story. Small groups may take on the roles of the major characters and act out the events using their own words. When they finish, ask students to discuss what might be learned from the experiences of Romeo and Juliet. 364 Lesson Plans

5 NAME Vocabulary and Comprehension DATE Elements of Literature pages The Tragedy of Romeo and Juliet, Act V; Your Laughter ; How Do I Love Thee? A. Match the following words with their definitions. Write the letter of the correct definition on the line next to each word. 1. unaccustomed 2. misadventure 3. inexorable 4. detestable 5. peruse 6. tedious a. unfortunate accident; mishap b. relentless; unyielding c. not familiar; unusual d. hateful e. long and tiring f. examine carefully B. Answer each question about Act V of the play with a complete sentence. 1. Why didn t Romeo receive the message from Friar Laurence telling him that Juliet was alive? 2. What does Romeo do when he sees the body of Juliet? 3. Why does Friar Laurence leave Juliet alone in the tomb? 4. What does Juliet do after Friar Laurence leaves? Why? 5. How does the relationship between Capulet and Montague change at the end of Act V? Vocabulary and Comprehension 365

6 NAME Additional Vocabulary Practice DATE Elements of Literature pages The Tragedy of Romeo and Juliet, Act V; Your Laughter ; How Do I Love Thee? A. An adjective is a word that describes a person, place, or thing. Read the following lines from Act V of the play. Write a definition for each underlined adjective. You may use a dictionary if you need help. Romeo. If I may trust the flattering truth of sleep, My dreams presage some joyful news at hand. My bosom s lord sits lightly in his throne, And all this day an unaccustomed spirit Lifts me above the ground with cheerful thoughts. 1. flattering: 2. joyful: 3. unaccustomed: 4. cheerful: Paris. This is that banished haughty Montague banished: B. Choose four of the words from Exercise A. Use each word in a sentence Additional Vocabulary Practice

7 1. shake with fear 2. three boys and a girl 3. he was in terrible pain C. Sentences will vary. Collection 11: Drama Vocabulary and Comprehension Visitor from Forest Hills p. 333 A. 1. d 4. c 2. f 5. a 3. b 6. e 1. She wanted him to help her get Mimsey to come out of the bathroom. 2. Mr. Hubley talked more about money. 3. She ripped her stockings. 4. She wanted to talk to her father. 5. She was afraid if she married Borden they would become like her parents. 6. Borden convinced her to come out and get married. The Tragedy of Romeo and Juliet, Act I p. 341 A. 1. rebellious 4. pernicious 2. adversary 5. portentous 3. solemnity 6. transgression B. Sample answers are given. 1. Juliet is not quite fourteen. Her father plans to have her married soon. 2. Romeo and Benvolio know that Rosaline will be at the party. Romeo wants to see her because he loves her, and Benvolio wants to prove to Romeo that she s not as wonderful as Romeo thinks. 3. They fall in love with each other. 4. They each discover that they have fallen in love with their family s enemy. The Tragedy of Romeo and Juliet, Act II p. 347 A. 1. devise 4. lamentable 2. enmity 5. perverse 3. loathsome 6. forsaken 1. He overhears her talking to herself on her balcony. 2. They plan to marry each other. 3. He hopes that their marriage will end the feud between their families. 4. They are probably afraid that their families will find out about their love and prevent them from seeing each other again. 5. Friar Laurence is about to perform the marriage ceremony. The Tragedy of Romeo and Juliet, Act III p. 353 A. 1. d 4. f 2. a 5. c 3. b 6. e C. 1. Tybalt 6. Romeo 2. Mercutio 7. Paris 3. Romeo 8. Nurse 4. Prince 9. Friar Laurence 5. Nurse The Tragedy of Romeo and Juliet, Act IV p. 359 A. 1. e 4. f 2. c 5. d 3. a 6. b 1. She threatens to kill herself. 2. The potion will make Juliet look as if she is dead, but she will wake up in forty-two hours. 3. He intends to send a messenger to Mantua with a letter for Romeo. 4. Instead of having another day to think about taking the potion, she has to take it that night. 5. They decide to take Juliet s body to the tomb at once. The Tragedy of Romeo and Juliet, Act V; Your Laughter; How Do I Love Thee? p. 365 A. 1. c 4. d 2. a 5. f 3. b 6. e 1. The house Friar John was visiting was quarantined because of disease, so Friar John could not go to Mantua. 2. Romeo kisses Juliet one last time, takes the poison, and dies. 3. Friar Laurence leaves because he hears people gathering outside the tomb. 4. She picks up Romeo s dagger and stabs herself because she wants to be with Romeo. 5. They resolve to stop being enemies. Dear Juliet; Romeo and Juliet in Bosnia p. 371 A. 1. T 6. T 2. F 7. F 3. T 8. F 4. F 9. T 5. T B. Answers will vary. 404 Lesson Plans

8 Additional Vocabulary Practice Visitor from Forest Hills p. 334 A. Answers will vary. B. 1. Conflict 4. bride 2. volatile 5. vehemence 3. torrent The Tragedy of Romeo and Juliet, Act I p. 342 A. 1. agreement 4. friend 2. ordered 5. happiness 3. interest 6. languish 1. Don t move if you re looking for someone to fight. 2. Where is Romeo? Did you see him today? I m very happy he wasn t here at the fight. 3. Who is the woman with that knight over there? 4. No, gentlemen, don t get ready to leave. We re just about to serve the food. The Tragedy of Romeo and Juliet, Act II p. 348 A. 1. conjure 4. forsaken 2. perverse 5. lamentable 3. impute 6. incorporate The Tragedy of Romeo and Juliet, Act III p. 354 A. Sample definitions given. 1. brave 2. extremely angry 3. very unfortunate or miserable 4. good; excellent 5. polite 6. without hope and ready to run any risk B. 1. slander 2. lamentation 3. perjury 4. Eloquence The Tragedy of Romeo and Juliet, Act IV p. 360 A. 1. slow, haste 2. deny, confess 3. slander, truth 4. death, life 5. lives, dies 6. melancholy or sad, cheer B. 1. dead, deceased 2. lamentable, woeful 3. accursed, unhappy, wretched, hateful, miserable 4. wronged, spited 5. despised, hated; martyred, killed 6. melancholy, sad The Tragedy of Romeo and Juliet, Act V; Your Laughter; How Do I Love Thee? p. 366 A. Sample definitions given. 1. praising too much or beyond the truth 2. full of joy; happy 3. not usual; unfamiliar 4. full of cheer; in good spirits 5. exiled Dear Juliet, Romeo and Juliet in Bosnia p. 372 A. 1. g 5. c 2. h 6. e 3. a 7. d 4. f 8. b Collection 12: Consumer and Workplace Documents Vocabulary and Comprehension Reading Consumer Documents p. 376 A. 1. g 6. j 2. i 7. b 3. f 8. e 4. h 9. a 5. c 10. d C. Sample answers given. 1. Product information includes technical directions. It also includes many other things, such as a warranty and an instruction manual. 2. A warranty tells when and under what conditions a product or a product part can be returned for replacement or repair. A contract gives information on a product s legal use. Following Technical Directions p. 379 A. 1. d 4. c 2. e 5. a 3. b B. 1. search engine 2. customize 3. technical directions C. Sample answers given. 1. A VCR, a microwave, or a computer might all come with technical directions. 2. A good strategy is to pay attention and to follow each step carefully. Answer Key 405