English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

English
Shakespeares Romeo and Juliet: A Text Analysis
Grade(s): 1
Designer: Matthew Jarrett
Overview
This 6 week unit is designed for students to analyse the techniques used in William Shakespeares
Romeo and Juliet
This unit, named Romeo and Juliet, has been created for a Year 10 English class based on
ACARA curriculum.
Class Materials needed are a copy of William Shakespeares text Romeo and Juliet, a copy of the
Romeo & Juliet, and a whiteboard/SMARTboard in each classroom.
The school is in a Mid to Low SES area. It is considered a public super school and has students
ranging from Reception to year 12. The class is considered to be comprised of students who will
hopefully go on to English Studies in Stage 1.
ACARA Desired Results
Established Goals:
Understand that Standard Australian English in its spoken and written forms has a history of evolution and
change and continues to evolve(ACELA1563)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
including media texts, through language, structural and/or visual choices (ACELY1749)
Analyse and evaluate the effectiveness
authors design and craft texts (ACELA1569)

of

wide

range

of sentence and clause structures

as

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for
example those based on uncommon Greek and Latin roots (ACELA1573)
Analyse and explain how text structures,language features and visual features of texts and the context in
which texts are experienced may influence audience response (ACELT1641)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Understandings:
Students will understand
How literary techniques change the structure of
texts.
How and why Shakespeares themes and
characters are portray.

Essential Questions:
How can literary techniques be used to change
the structure of texts?
How do you relate to Romeo and Juliet on a
personal level?
Why was Romeo and Juliet written this way?

Knowledge:
Skills:
Students will know
Students will be able to
The literary techniques used by Shakespeare.
Identify literary techniques such as themes,
The themes and character archetypes created by imagery and
Shakespeare
Create texts that analyse and are critical of
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English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

Shakespeares text.
Stage 2 Assessment Evidence
Performance Tasks:
Summative Assessment 1: Shakespeare Essay: Maximum word limit of 800. Choice of two essay
topics:
Discuss how Shakspeare uses imagery in Romeo and Juliet and for what purpose. Use particular
reference to the text throughout your answer.
OR
A Plague on both your houses!
Mercutios dying curse reminds us that, in the end, it is the adults who need to be condemned and
punished for their irresponsibility and senseless feuding. Romeo and Juliet are merely innocent
victims of their parents rage. Discuss.
Summative Assessment 2: Create a Poster: Choose one character from Romeo and Juliet and
create a poster which analyses this character. The poster should provide information on their
qualities, their role in the text, and their development (growth) over the course of the play. Your
poster should have some direct reference to the text. Due Last Lesson of week 7.
Summative Assessment 3: Spelling tests and comprehension task grades.
Key Criteria:
Other Evidence:
Completed worksheets in class/for homework:
PMI Chart
In class discussions
Recount

English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

Stage 3 Learning Plan

Learning Activities:
This unit plan is designed for an 8 week block of lessons. The timetable includes two double lessons
(90 minutes) and a single lesson (45 minutes). The double lessons occur on a Tuesday and a Friday
and the single lesson occurs on a Monday. The lesson plan will be broken into weeks and then into
individual lessons.
Please note that all class discussions will revolve around imagery, themes (retribution, justice,
reality, appearance, weakness, and tragedy), dramatic irony, character flaws, and foreshadowing.
Basic discussion questions can be found at the end of the Learning Plan.
Week 1: Introducing Shakespeare & the 16th Century
Lesson 1: Introducing Shakespeare
This lesson is designed to introduce Shakespeare to the students. While some of the students may
have touched on Shakespeare they may not have done a lot on his history. Give a brief summary of
his life and discuss his literature, sonnets, and plays. Go through a chronology of his life identifying
key points and events in his life.
Lesson 2 & 3
Recap information from last lesson. Continue with any info not covered.
Overview of Elizabethan times, the importance of theatre. Class discussion with mind map.
Topics: Religion, Education, and Social Hierarchy.
Why was it called the Elizabethan times?
How was their society shaped by the monarchs/dukes?
Why was theatre so prominent in their society?
Why does this make Shakespeare such a prominent figure?
What religions were practiced?
Who was educated? Why?
Lesson 4 & 5
Spelling Test. Give students comprehension task (attached as appendix 1.2 & 1.3) on Shakespeares
life. Students to use information from previous lesson (some of which will be on board) mixed with
information from comprehension worksheet to create a timeline of Shakespeares life. Go over
comprehension work sheet answers.
Week 2
Lesson 1
Recap Elizabethan times and the life of Shakespeare.
Watch https://www.youtube.com/watch?v=9P1IJqNDYjQ
Discuss the video.
Lesson 2 & 3
Watch the video https://www.youtube.com/watch?v=HujNLAoixXw
Miniature in-class assignment: Students are to write a small recount as if they were a person living
in Elizabethan times. Students may choose a noble, middle-class, or pauper as the persons
perspective from they write their recount. Will be due Monday of week 3.
Lesson 4 & 5
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English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

Spelling test + Comprehension Task.

Week 3
Lesson 1
Hand out and explain PMI Chart to class (Appendix 1.1). Also hand out the task sheet for
Assessment task 1 which is due end of week 7. Give basic explanation of the task and explain that
the students may want to take notes for this assignment throughout the unit. Begin reading Romeo
and Juliet. Discuss what is happening as we go along. Discuss relevance and importance of the
families and social structure. Recap what has happened at end of the lesson with class
discussion/mini mind map on board.
Lesson 2 & 3
Continue reading Romeo and Juliet. Discuss what is happening as we go along. Recap what has
happened at end of the lesson with class discussion/mini mind map on board.
Lesson 4 & 5
Spelling + Comprehension
Week 4
Lesson 1
Continue reading Romeo and Juliet. Should be finished at least Act 1 by end of lesson, hopefully
mid-way through Act 2. Discuss what is happening as we go along. Recap what has happened at
end of the lesson with class discussion/mini mind map on board.
Lesson 2& 3
Recap what happened during the last reading session. Go through main characters Romeo, Juliet,
Lady & Lord Capulet, Lord and Lady Montague, Mercutio, Tybalt, Paris, Benvolio, Friar John, and
Balthasar. Give out task sheet for Summative Assessment 2 (Poster). Explain what is expected in
the assignment. Recap what has happened in the text to this point. Continue reading Romeo and
Juliet. Recap what has happened at end of the lesson with class discussion/mini mind map on board.
Lesson 4 & 5
Spelling + Comprehension

Week 5
Lesson 1
Continue reading Romeo and Juliet. Should be finished Act 2. Recap what has happened at end of
the lesson with class discussion/mini mind map on board. Give students time to work on
Assessment 2. Hand out posters (A3 size) for students to use. Repeat instructions and expectations
for assignment.
Lesson 2 & 3
Continue reading Romeo & Juliet. Should be finished act 2, possibly act 3. Continue work on
Assessment Task 2 if there is time. Look over students work and assess if they need help.
Lesson 4 & 5
Spelling + Comprehension

English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

Week 6
Lesson 1
Continue reading Romeo & Juliet. Should be finished act 3. In Act 4.
Lesson 2 & 3
Continue reading Romeo & Juliet. Should be finished act 4, in act 5.
Lesson 4 & 5
Spelling + Comprehension. Continue reading Romeo & Juliet. Should finish play.Class discussion
about the resolution of the play. Continue with Assessment Task 2 if time.
Week 7
Lesson 1
Allow students to continue with Assessment Task 2. Silent reading for those who have completed
their work. Begin watching Romeo and Juliet. Before watching, explain the set up of this movie and
how it is different from Shakespeares Romeo and Juliet but still follows Shakespeares ideology
and basic storyline. Stop the movie at key moments to discuss with students. Ask students to take
notes for task after the movie.
Lesson 2 & 3
Continue watching Romeo and Juliet. Stop the movie at key moments to discuss with students. Ask
students to take notes for task after the movie.
Lesson 4 & 5
Spelling + Comprehension. Finish watching Romeo and Juliet if it hasnt been completed. Stop the
movie at key moments to discuss with students. Ask students to take notes for task after the movie.
Ask students to write 500 approximately word piece stating which version of Romeo and Juliet they
preferred and why. Due Lesson 2 Week 7.
Week 7
Lesson 1
Go over Assessment Task 1 expectations. Lesson devoted to essay writing. Hand out The rules of
the essay writing game which goes over the structure and basic rules to essay writing.
Lesson 2 & 3
Go over essential themes, imagery, and characters in comparison between the movie and the written
text. Why is this important when comparing the two? Lesson for writing essay for Assessment Task
1 or finishing Assessment Task 2.Teacher available for questions.
Lesson 4 & 5
Spelling + Comprehension
Assessment task 2 due today. Students have the lesson to hand up their essay. Once finished
students may go on with other work or read silently.
Week 8
Lesson1
Lesson for Assessment Task 1
Lesson 2 & 3
Lesson for Assessment Task 1. Students who are finished may go on with silent reading.
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English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

Lesson 4 & 5
Spelling + Comprehension
Assessment Task 1 Due.
Discussion questions:
Prologue
In which northern Italian city is the play set?
What is the purpose of the prologue?
Describe how the mood is conveyed through specific phrases and words.T
The prologue is written in the form of a sonnet. A) Briefly discuss the structure of the sonnet
and explain what type of sonnet this is. B) Suggest why the use of this poetic form is
appropriate for Romeo and Juliet.
Act 1 Scene 1
Romeo and Juliet is essentially a love story. Why do you think Shakespeare begins it with a
violent street fight?
For which family do Gregory and Sampson work?
There are a number of bawdy jokes made in Act 1, Scene 1What is the purpose of these?
Explain the bawdy pun which Sampson makes when he says Ay, the heads of maids, or
their maidenheads take it in what sense thou wilt.
Gregory continues with Draw thy tool, here comes of the house of Montagues. Explain this
pun.
Benvolios name means well-wishing. How does our first encounter with him help to
establish him as a well-wishing character?
What impression do you have of Tybalt and his attitude to this feud?
Prince Escalus scolds Capulet and Montague. What punishment will they suffer if their
followers fight in the street again?
Romeo is introduced as a typical romantic lover. Describe his behavior, with specific
reference to the text and what he says to illustrate this point.
What advice does Benvolio give to his lovesick cousin?
Act 1 Scene 2
Why does Romeo decide to gatecrash the Capulets feast?
How are Benvolios words And she shall scant show well that now seems best prophetic?
Act 1 Scene 3
What do we learn of the Nurses character in this scene?
Lady Capulet, the Nurse and Juliet reveal different attitudes to love and marriage. Why do
you think this is?
Act 1 Scene 4
Romeo is still depressed and lovesick. Quote one of his lines which shows his state of mind.
Write a paragraph in which you give your impression of Mercutio.
What hint is given in this scene that something tragic will happen?
Act 1 Scene 5
Romeo sees Juliet for the first time. How are his words Beauty too rich for use, for earth
too dear! both ironic and ominous?
Discuss the metaphor Romeo uses in so shows a snowy dove trooping with crows when he
describes Juliet.
How does Tybalt react when he recognizes Romeo and what is Lord Capulets reaction?
My only love, sprung from my only hate!/ Too early seen unknown, and known too late!
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English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

What does Juliet mean in these lines?

Act 2
And she steals loves sweet bait from fearful hooks. Discuss the effectiveness of this
metaphor.
What do Benvolio and Mercutio not know about Romeo in this scene?
Light and darkness are often used in this play contrasting symbols. What qualities does
Romeo give to Juliet by using light as a symbol for her?
What does Juliets famous line O Romeo, Romeo, wherefore art thou Romeo? mean?
Why does Juliet say that Romeo must not swear by the moon?
What arrangements do the two lovers make at the end of the meeting?
How do we know that Romeo and Friar Lawrence have a close relationship?
How does Friar Lawrence react when Romeo asks him to marry him and Juliet that very
day?
Mercutio and Benvolio are concerned because Tybalt has challenged Romeo to a duel.
Mercutio then makes a joke and says that Romeo is already dead. How has Romeo died
according to him?
When Romeo enters, how does he show that his depressed mood has changed?
What is the message which the Nurse must give to Juliet?
How do we know that Juliet is impatient and agitated at the beginning of the scene?
In what ways does the Nurse tantalise and tease Juliet?
. What warning does Friar Lawrence give Romeo concerning strong emotions?
Act 3
At the beginning of the scene, Mercutio accuses Benvolio of being quarrelsome and
hottempered. Why is this ironic?
When Romeo arrives on the scene, how does Tybalt insult him?
How does Romeo react to the insult?
How is Mercutio fatally wounded?
Mercutio continues to use puns even as he is dying. Explain his pun in Ask for me
tomorrow and you will find me a grave man.
After killing Tybalt, Romeo says O, I am fortunes fool! a. What does he mean?
Benvolio explains what happened during the fight. Is his description accurate?
What punishment does Prince Escalus decide upon at the end of the scene?
At the beginning of the scene, Juliet wants time to move quickly. Why is she so impatient
for the night to come?
The Nurse comes in saying Hes dead, hes dead, hes dead Whom does the nurse mean
and who does Juliet assume she means?
Where is Romeo at this point and what arrangements do Juliet and the Nurse make?
Friar Lawrence tells Romeo that he has not been condemned to death but to banishment.
How does Romeo respond to this news?
The Nurse arrives and explains how grief-stricken Juliet is. How does Romeo react to this?
What is Friar Lawrences opinion of Romeo at this point? Do you agree with him?
How does Friar Lawrence console Romeo at the end of the scene?
What decision does Capulet make in this scene?
How does his decision contradict his behaviour earlier in the play?
. After spending the night with Juliet, Romeo must leave quickly. As he climbs down the
ladder, Juliet says: O God, I have an ill-divining soul/ Methinks I see thee, now thou are so
low/ As one dead in the bottom of a tomb. What do her words mean? Why is this image of
foreboding so appropriate?
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English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

. Lady Capulet thinks that Juliet is mourning for Tybalt. What plan does she have to take on
Romeo and how does Juliet react?
Juliet speaks to her mother and refers to Romeo, saying And yet no man like he doth grieve
my heart. How does her mother understand her words? What does she actually mean?
How does Juliet react when her mother tells her that Paris will marry her in three days time?
Describe Lord Capulets treatment of Juliet in this scene.
Juliet finally turns to the Nurse for help. How does the Nurse respond?
How do Juliets last words If all else fail, myself have the power to die reflect her state of
mind?

Advanced Questions:
What effect does the accelerated time scheme have on the plays development? Is it
plausible that a love story of this magnitude could take place so quickly? Does the play seem
to take place over as little time as it actually occupies?
How do Romeo and Juliet interact with their parents? Are they rebellious in the modern
sense? How do their parents feel about them?
Who is responsible for the tragedy of Romeo and Juliet? Friar Laurence? The two lovers
themselves? Their parents? Fate? Do a number of people share the blame? To what extent
can these people be held responsible for the deaths of Romeo and Juliet?
How does the idea of identity contribute to the story of Romeo and Juliet? Consider family
affiliation, gender, social class and age.
How does the suicidal impulse that both Romeo and Juliet exhibit relate to the overall theme
of young love? Does Shakespeare seem to consider a self-destructive tendency inextricably
connected with love, or is it a separate issue? Why do you think so?

This could become a full discussion with most of these questions asked in a chunk or they could be
asked as we make our way through the text.

English Year 10 Romeo & Juliet

Unit Plan

Matthew Jarrett

English Year 10 Romeo & Juliet

Unit Plan

Appendicle 1.1

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Matthew Jarrett

English Year 10 Romeo & Juliet

Unit Plan

Appendicle 1.2

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Matthew Jarrett

English Year 10 Romeo & Juliet

Unit Plan

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Matthew Jarrett