Romeo & Juliet Movies
Again....there are so many. Here are just a few.
There's almost an endless amount of resources out there for Romeo and Juliet , but hopefully these are still helpful for someone. If you have any resources that you would like to share with others, please post them in the comments below.
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Help your students truly understand and analyze Romeo and Juliet with these Romeo and Juliet writing tasks! There is a unique writing assignment for each Act of the play, and each writing assignment comes with a brainstorming organizer to use as you read each Act.
These Romeo and Juliet writing activities cover five different literary elements and include differentiated instruction and additional resources (graphic organizers and a suggested sentence starter resource sheet) that will help ESL, special needs, and struggling students.
This download addresses the three types of writing outlined by the Common Core: narrative, explanatory, and argumentative. There is one writing task for each Act, and each writing prompt (with the exception of the narrative writing prompt) includes a separate page of suggested sentence starters to help less proficient students complete each prompt. These tasks address writing standards 1, 2, and 3.
With this download, students will be able to write about their understanding of round and flat characters, blank verse, dramatic forms of speech (monologue, soliloquy, and aside), and dramatic irony.
This download includes:
- 5 writing prompts with built-in ESL support and differentiation
- 4 sentence starters handouts to accompany four of the writing tasks
- graphic organizers
- 1 blank verse worksheet
- 1 creative writing task
This resource is included in a bundle:
Ultimate Romeo and Juliet Differentiation Bundle
Other "Romeo and Juliet" differentiated products that might interest you:
Making Sense of Blank Verse and Iambic Pentameter
Romeo and Juliet Vocabulary Words, Activities and Quizzes Bundle
Romeo and Juliet Argumentative Essay with ESL support
Romeo and Juliet CLOZE summary passages
The daring english teacher.
Key stage three
Shakespeare
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A Creative writing lesson based on Act Two, Scene 2 of Romeo and Juliet. The lesson was taught to a less able year 8 group, but could be slightly adapted for key stage 4. We have read the scene and watched a few different versions of it. The aim is to rewrite the scene in an exciting new setting in modern prose, including dialogue and description.
June 30, 2020.
Resources you can trust
This resource offers a selection of writing tasks for students to complete, based on key events from Romeo and Juliet . The resource asks them to write either a front-page newspaper article describing a fight between the Montagues and Capulets, an article for a magazine covering the Capulet party or obituaries for Mercutio and Tybalt.
There are pointers to help students with purpose, structure and language.
Have you used this resource?
In these lessons, students will engage with the themes and ideas at the heart of the text, including fate, love and violence. Tasks include: a close reading of Romeo and Juliet's sonnet in Act 1 Scene 5; exploring the idea of words as weapons and how characters like Tybalt wield them; and a card game which will help connect themes to characters and the text.
In order to benefit fully from these lesson plans, we recommend you use them in the following order:
If students are new to the play, we suggest you start with these introductory KS3 Lesson Plans. If you would like to teach the play in greater detail, use the advanced KS4/5 Lesson Plans .
These lesson plans are available in the Downloads section at the bottom of this page. To download resources, you must be logged in. Sign up for free to access this and other exclusive features . Activities mentioned in these resources are available in a separate downloadable 'Student Booklet', also at the bottom of this page. The 'Teachers' Guide' download explains how best to use Teach Shakespeare and also contains a bibliography and appendices referencing the resources used throughout.
Key Questions for Student:
Can I explain what is meant by ‘theme’?
Can I list some of the key themes of Romeo and Juliet ?
Key words: beauty, concealment, conflict, death, fate, family, friendship, love, secrecy, symbolism, theme, truth
Prologue: Opening Discussion
Display the ‘Props’ PowerPoint, which shows a montage of images connected to the plot of Romeo and Juliet . This is available in the Downloads section at the bottom of this page. Students should first of all identify as many items as they can from the montage (e.g. heart, rose, dagger, vial of poison). They should then pick out as many ideas, themes and issues as they that are suggested by the images (e.g. love, violence, war).
Enter the Players: Group Tasks
1) Theme statues
Students are given pieces of paper which represent plaques for statues. They should write down the key themes of the play on these plaques, e.g. conflict, family, love, fate, time, beauty, death, friendship, etc. Imagine that Prince Escalus wants to erect statues around Verona for citizens to look at and learn from. Students should work in pairs or threes to sculpt themselves into thematic statues. Which statues would Prince Escalus choose? You could play the role of Escalus, selecting the statues and justifying ‘his’ choices. As an extension activity, students could embellish the plaques by having an appropriate quotation from the play engraved onto each plaque. There is a page to create some theme ‘plaques’ in the Student Booklet.
2) Text detectives: beauty and love at first sight
Romeo frequently comments on Juliet’s beauty. Explore with students Romeo’s first words when he sets eyes on Juliet, which can be found in the Student Booklet:
ROMEO: [to a Servingman] What lady’s that which doth enrich the hand Of yonder knight?
SERVINGMAN: I know not, sir.
ROMEO: O, she doth teach the torches to burn bright. It seems she hangs upon the cheek of night As a rich jewel in an Ethiop’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 fellow 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.
Discussion points include:
Now ask students to look for more quotations where Juliet’s beauty is described by Romeo. You could use an online concordance to begin with and search for the word ‘beauty’. You could also focus on scenes of courtship, such as Act 1 Scene 5 and Act 2 Scene 2. Also look at how Juliet praises Romeo and describes her attraction to him.
3) Pick a card...
Themes are important throughout a work of literature. To be able to write well about a theme in Romeo and Juliet , students need to track its importance at different points in the play. Have students randomly select a card from each pile: a character, a theme, and a section of the play. The template for these cards can be found in the downloadable Lesson Plans at the bottom of this page. This game could be used in the following ways:
Exeunt: Closing Questions for Students
What would I say are the main themes in the Romeo and Juliet ?
What kinds of connections can I make between these themes?
How might a director draw out these themes on stage?
Suggested plenary activity…
In small groups, prepare a performance of the Prologue to Romeo and Juliet accompanied by actions. How many of the play’s themes can students include in their performance?
Asides: Further Resources
Epilogue: Teacher's Note
Each of the themes mentioned in this suggested learning sequence has a dedicated lesson within these materials. In depth activities linked to ‘Conflict and violence’ and ‘Romantic Love’ follow here within the Key Stage 3 materials. Within the Key Stage 4 materials , there are activities linked to ‘Truth and secrecy, ‘Family’, ‘Age and Time’ and ‘Death, fate and tragedy’. You will also find detailed guidance on writing about themes.
Key Questions for Students:
Can I investigate how Shakespeare establishes and develops the themes of conflict and violence in Romeo and Juliet ?
Key words: action, conflict, cue script, feud, insults, mindmap, opposites, prologue, reaction, theme, violence, war, weapons
In fan fiction, people create their own stories based on characters and locations from a well-known fictional world. Stories set at Hogwarts or in Middle Earth are popular examples! Give students a few minutes to brainstorm ideas about how they think the feud between the Capulets and Montagues might have started and share ideas.
1) Insult generator
The Student Booklet provides students with copies of Rex Gibson’s Insult generator, from p. 199 of his book Teaching Shakespeare . Students could warm up by producing single insults and if they have time, they could prepare and rehearse a brief dialogue. Remind students that all the insults are Shakespeare’s. Can they identify which ones come from Romeo and Juliet ?
2) Words as weapons
This particular version of this activity was devised by Bill Buckhurst when he was directing Romeo and Juliet in 2008 at the Globe. Pairs of students label themselves A and B and stand facing each other, so that all students are arranged in two lines. They pretend to send a weapon to their ‘enemy’, possibly adding a sound effect. Students take it in turns to hurl imaginary weapons - and to react to the weapons that hit or miss them - for no more than a minute. Students could then apply this technique to a piece of text and to the character who is most vocal in that conflict, e.g. Tybalt in Act 3 Scene 1. Assign a line from this character to each student, and then ask the students to identify the most hurtful or damaging word in that line. Students should now hurl that word to their opponent and vice versa. Discuss afterwards which words were the most effective weapons and why.
3) The brawl: working with a cue script
Sitting in groups of nine, students should be assigned a character from Act 3 Scene 1. They should also be given a ‘cue script’ for that part. This consists of only the lines that character speaks (in the order in which they are spoken), and the three cue words spoken by another character before each of their lines. students could even construct their own cue scripts using an online version of the play text that they can cut and paste as needed. Students should work together – without a director - to develop their understanding of and confidence with this scene. Every time they read their lines they should think more about how they should speak, how they should move and why, using the clues in the text itself.
To what extent is Romeo and Juliet a play about conflict and its consequences?
How would you present the conflict in the play to audiences?
Which non-violent scenes contain conflict?
Can all of the violence of the play be explained by the conflict between the Montagues and the Capulets, or are there other causes?
Students should create a colourful, illustrated mindmap with the word ‘conflict’ or ‘violence’ in the middle. As they read the play, they should add ideas relating the ideas of conflict and violence to the play’s characters, their situations and problems, their relationships and their motivations.
Aside: Further Resource
Students could develop their ideas about how the feud began into a piece of creative writing.
Can I investigate how Shakespeare establishes and develops the theme of romantic love in Romeo and Juliet ?
Key words: imagery, marriage, motifs, passion, romantic love, sonnet, staging, storyboard, tragic, youth
The video to Des’ree’s ‘Kissing You’ song from Baz Lurhmann’s Romeo + Juliet could be playing as students enter the classroom for a lesson on this topic. Students could make a note of motifs and symbols that are associated with love in the video. Take feedback.
1) Text detectives: Romeo and Juliet’s sonnet
Elicit from students what they already know about the sonnet form: its length, iambic pentameter, rhyme scheme, association with love, Shakespeare’s own famous sonnet sequence. Explore closely the first words Romeo and Juliet exchange with each other in Act 1 Scene 5 lines 92-109, which can be found in the S tudent Booklet:
ROMEO: If I profane with my unworthiest hand This holy shrine, the gentle sin is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss.
JULIET: Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this, For saints have hands that pilgrims’ hands do touch, And palm to palm is holy palmers’ kiss.
ROMEO: Have not saints lips and holy palmers too?
JULIET: Ay, pilgrim, lips that they must use in prayer.
ROMEO: O then, dear saint, let lips do what hands do – They pray; grant thou, lest faith turn to despair.
JULIET: Saints do not move, though grant for prayers’ sake.
ROMEO: Then move not while my prayer’s effect I take. Give me my sin again. [Kisses her.]
JULIET: You kiss by th’ book.
Students could annotate these lines. Support them in their note taking, so that the following structural and language features are drawn in the discussion:
Discuss with students the effect of Romeo and Juliet’s first words together forming a sonnet.
( Students could also watch footage of this sonnet in the link below, as performed by Jade Anouka and Will Featherstone.)
2) Staging the balcony scene
As an introduction to this task, students could watch this scene in the Zeffirelli and/or the Lurhmann version. Take some brief feedback from students about what they have noticed and what they enjoyed. Then watch the footage of this scene below from the 2013 Globe production, starring Will Featherstone and Jade Anouka. Students could make notes in the Student Booklet about different ways in which the scene has been staged, how it could be staged, and the effects of different choices.
3) Marriage
In Act 3 Scene 5 lines 1-64, Shakespeare presents Romeo and Juliet’s short-lived happiness together as a married couple. Students could then discuss their own ideas about staging this scene and the effect they want this scene to have on the audience. Students should create either a storyboard with speech bubbles for quotations, or an annotated script to indicate their ideas about directing this scene. Students can draw on interests in drawing, collage, photography, dance, etc. to develop their personal responses to this task. There is a page for students on writing a commentary linked to their storyboards in the Student Booklet.
(One version of how to stage this scene can be viewed in the link below. Students could compare this with the version from the Globe DVD and/or from other film versions too).
How does Shakespeare convey the intensity and sincerity of Romeo and Juliet’s love for each other?
What are the factors that prevent Romeo and Juliet’s love story from having a happy ending?
In Shakespeare’s comic play A Midsummer Night’s Dream – written at around the same time as Romeo and Juliet , and seen by many as a companion play to it – Lysander says ‘The course of true love never did run smooth’. Discuss the truth of this quotation in relation to Romeo and Juliet and, if students are sufficiently familiar with it, to A Midsummer Night’s Dream too. What do the two plays have in common?
The storyboard/annotated script activity on Act 3 Scene 5 lines 1-64 could be accompanied by a commentary and used as an assessment piece.
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August 29, 2024
This article will give a scene-by-scene summary of William Shakespeare’s Romeo and Juliet . Like most of you, I was supposed to read Romeo and Juliet in high school – and like many of you, I watched Baz Luhrman’s Romeo + Juliet instead. While my laziness was understandable, I’m sad that I didn’t get to experience the beauty of Shakespeare’s language.
All my quotes come from Project Gutenberg’s searchable The Tragedy of Romeo and Juliet .
Scene 1 .
Scene one begins with a street fight. Sampson and Gregory, servants to the Capulet family, provoke Abram and Balthasar, servants of the Montague family, who are passing by. When Bevolio arrives, he draws his sword and tries to break up the fight. As he’s trying to break up the fight, Tybalt arrives, sees Benvolio with his sword drawn, and enters the fray. Even Lord Capulet and Lord Montague get involved. The fight only ends because the prince arrives and tells everyone that the next person who starts a fight is going to be put to death.
Everyone disperses except Benvolio and Lord and Lady Montague, who are wondering where their son Romeo is. Benvolio says he’s seen Romeo on pre-dawn cry-walks. Romeo approaches and his parents leave. When Bevolio asks why he’s so sad, Romeo tells him that he is in love (with Rosaline). Unfortunately for Romeo, his interest isn’t reciprocated. Benvolio advises Romeo to search out other pretty ladies, but Romeo doubts this will change his love for Rosaline.
Scene two opens with Paris asking Lord Capulet for his daughter’s hand in marriage. While Lord Capulet thinks Juliet is too young (she’s 13!), he tells Paris to come try to woo Juliet at the party he’s throwing tonight.
Benvolio and Romeo happen to run into a servant of the Capulets, who tells them about the party. Benvolio says they should sneak in so Romeo can meet other beautiful ladies. Romeo agrees to go, but only because he knows Rosaline will be there as well.
Lady Capulet and Juliet’s maid enter Juliet’s room. Juliet’s mother asks her if she’s given any thought to marriage – Juliet says no. Lady Capulet tells Juliet that Paris is interested in her and asks her to go to the party tonight to see if she might like him. Juliet is skeptical, but tells her mother that she’ll give Paris a chance.
Romeo, Mercutio, and Benvolio are on their way to the party. Romeo is still super depressed about Rosaline and is having second thoughts about attending the party. When Romeo says that he had a dream, Mercutio launches into his famous Queen Mab soliloquy . By the end of this scene, Romeo is worried that something fateful is going to start with tonight’s party. Just the same, he decides to go to the party, saying, “On, lusty gentlemen!”
Scene 5
Lord Capulet welcomes everyone to the party. When Tybalt notices Romeo, he calls for his sword. He is stopped by Lord Capulet, who tells him to leave Romeo alone. Tybalt is furious and declares that “this intrusion shall…convert to bitter gall.”
Meanwhile, Romeo has seen Juliet and forgets all about Rosaline. They kiss and Juliet declares that Romeo kisses “by the book.” When they part, each discovers the identity of the other. Juliet declares, “My only love sprung from my only hate!”
( IMHO, Baz Luhrman’s take on this scene is the definitive version. )
Having left the party, Romeo climbs a wall to access the Capulet’s garden. Benvolio and Mercutio do not see where he has gone, so they call to him. When they hear no response, they give up and go home.
In what is the most famous scene in the play (perhaps in all of Shakespeare), Romeo stands beneath Juliet’s window and declares, “But soft, what light through yonder window breaks?” Juliet appears but does not see Romeo. She declares her love and wonders why (“wherefore”) Romeo has to be a Montague.
Romeo speaks and declares he would discard his name if it were possible. After a bit of lover’s banter, Juliet tells Romeo that if his “bent of love be honourable, / Thy purpose marriage, send me word tomorrow.” Juliet’s nurse calls from inside and interrupts their conversation. Juliet promises to send for Romeo the next day.
The next morning, Romeo goes to Friar Lawrence to ask him to marry him to Juliet. Understandably, Friar Lawrence is surprised – what happened to the beautiful Rosaline? At the same time, he understands that a marriage between Romeo and Juliet would “turn your households’ rancour to pure love.” In other words, this marriage would end the conflict between the Montagues and Capulets.
Benvolio and Mercutio have still not found Romeo. From them we find out that Tybalt has challenged Romeo to a duel. Romeo appears – he’s in a good mood after his conversation with Friar Lawrence. He jokes around with Mercutio and seems to be back to his old self.
Juliet’s maid appears looking for Romeo. Romeo assures her that his intentions are honorable. He tells her that Juliet should meet him at Friar Lawrences’ cell to be married this very afternoon.
Juliet waits impatiently for the return of her nurse. When she does arrive, she delays telling Juliet as long as possible. Finally, she tells Juliet to go to Friar Lawrence’s cell this evening where she will be married to Romeo.
Romeo and Juliet meet in Friar Lawrences’ cell. As the three move off stage to get married, the friar declares that they “will make short work” of the ceremony.
Benvolio tells Mercutio that they should get inside – it’s hot and the Capulets are out looking for a fight. Tybalt arrives, looking for Romeo. When Romeo arrives (newly married to Tybalt’s cousin), the former refuses to fight. This “vile submission” is more than Mercutio can bear – he challenges Tybalt to a duel. Romeo tries to stop the fighting but Mercutio is killed . (But not before yelling “A plague o’ both your houses”)
Romeo is bereft. When Tybalt returns, he can’t contain his anger. They fight, and Romeo kills Tybalt . Romeo flees just as the Prince arrives with the Montagues and the Capulets. After hearing the story from Benvolio, the Prices exiles Romeo from Verona.
The nurse tells Juliet the news of Tybalt’s death and Romeo’s banishment. Understandably, Juliet is torn. She mourns the death of her cousin, but cannot bear to think bad of her new husband. The nurse tells Juliet that Romeo is hiding in Friar Lawrence’s cell. Juliet’s nurse goes to fetch Romeo and bring him to Juliet.
Scene 3
Romeo is hiding in Friar Lawrence’s cell when the latter arrives to tell him of his banishment. For the adolescent Romeo, this is a fate worse than death, as he’ll be separated from Juliet. When the nurse arrives, she tells Romeo that Juliet “weeps and weeps.” Romeo grabs a sword to kill himself but the friar intervenes. He tells Romeo to go to Juliet, but warns him not to stay long. He needs to be out of town by morning.
Paris is at the Capulet house. Given the circumstances, he’s hesitant to woo Juliet. At first her father agrees – but then he changes his mind. He decides that Paris and Juliet shall marry in three days and directs his wife to “Prepare her…against this wedding day.”
With the sun rising, Romeo bids farewell to Juliet. No sooner has he left than Juliet’s mother arrives. After telling Juliet that she’s going to try to have Romeo killed in Mantua, she informs Juliet that she is to marry Paris in three days. Juliet refuses. Her father arrives and threatens to disown her if she does not marry Paris. When they’re alone, Juliet’s nurse tells her she should marry Paris. Juliet, however, has other plans. She resolves to go to Friar Lawrence’s cell for remedy – after all, “If all else fail, myself have power to die.”
Meanwhile, Paris has gone to Friar Lawrence to arrange his marriage to Juliet. As he leaves, he sees Juliet and tries to get her to cheer up. Juliet claims to have come to Friar Lawrence for confession and asks Paris to leave. When Paris is gone, Juliet begs Friar Lawrence for help – otherwise, she says she’s going to kill herself. Seeing her desperation, Friar Lawrence hatches a plan – he will give her a potion that will make her look as if she’s dead. Thinking her dead, she will be taken to the family vault, where Romeo can come get her. Friar Lawrence will communicate the plan to Romeo in Mantua.
Juliet returns to her family, overjoyed at the friar’s plan. When she gets home, she meets her mother and father, and begs their forgiveness, saying that, “Henceforward I am ever rul’d by you.” (Of course, she has no intention of marrying Paris.) Her father is thrilled at this change of heart and decides the marriage will take place the next day.
As the marriage has been moved to the next day, Juliet has to take the friar’s potion that night. She begins to have doubts – what if the friar has actually given her poison to cover up his role in her marriage to Romeo? What if she wakes up before Romeo arrives? She wonders if she’ll go mad, surrounded by the bodies of her dead family members. All the same, she’s desperate to see Romeo and drinks the vial, saying, “Romeo, here’s drink! I drink to thee.”
Scene 4
The Capulets cook and prepare for the wedding.
When the nurse arrives to wake Juliet for the wedding, she finds her “dead.” Next, Lord and Lady Capulet enter and are bereft at their daughter’s death. Paris comes in and is shocked to find his bride dead. Friar Lawrence plays the part, telling the assembled to weep not, for Juliet is now in heaven. The wedding preparations are now turned to mourning.
Meanwhile, in Mantua, Romeo muses on a dream he had of Juliet. His friend Balthasar arrives and tells him that Juliet is dead. As Friar Lawrence’s letter has not arrived, Romeo is unaware of the plan. Romeo prepares to return to Verona to visit Juliet’s body. At the end of the scene, Romeo visits an apothecary to buy some poison so that he can kill himself in Juliet’s tomb.
Friar Lawrence finds out from Friar John that his letter to Romeo was not delivered. He fears the consequences of this miscommunication. Meanwhile, he knows that Juliet is going to wake within the next few hours and goes to the Capulet crypt.
Paris has gone to the Capulet crypt to place flowers on Juliet’s tomb. He hears Romeo approach and thinks that he has come “to do some villainous shame / To the dead bodies.” Outraged, he confronts Romeo and they fight. Romeo doesn’t realize who Paris is and hills him. Gazing on the body of his wife and the body of his cousin (by marriage), Romeo takes the poison and dies.
Friar Lawrence arrives and sees the bodies of Romeo and Paris. As Juliet wakes, Friar Lawrence begs her to come with him before the watch comes. Juliet, seeing the body of her husband, refuses to leave. When Friar Lawrence leaves, Juliet kisses Romeo and then stabs herself. (“O happy dagger. / This is thy sheath.”) ( Here’s the Royal Shakespeare Company’s minimalist take on this scene .)
Meanwhile, the watch has summoned the Prince. When Lord Montague arrives, we find out that Lady Montague has died of grief. They questioned Friar Lawrence, who gives a full account of what happened. Seeing the consequences of their enmity, Lord Montague and Lord Capulet shake hands and bury the hatchet.
I’ll admit, it can be hard to get on board with the adolescent drama of Shakespeare’s Romeo and Juliet . However, considering its cultural importance, it’s crucial to be familiar with the plot of this iconic play. (This article calls Romeo and Juliet the “beating heart of pop culture” – I don’t disagree.)
If you’ve found this article useful or interesting, you can also check out my summaries and analyses of 1984 , Frankenstein , The Great Gatsby , Hamlet , The Crucible , Beloved, Brave New World , The Adventures of Huckleberry Finn , Macbeth , Jane Eyre , and Of Mice and Men .
Devon holds a bachelor’s degree in Creative Writing & International Relations, an MFA in Poetry, and a PhD in Comparative Literature. For nearly a decade, he served as an assistant professor in the First-Year Seminar Program at Whitman College. Devon is a former Fulbright Scholar as well as a Writing & Composition Instructor of Record at the University of Iowa and Poetry Instructor of Record at the University of Montana. Most recently, Devon’s work has been published in Fugue , Bennington Review , and TYPO , among others.
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Last updated
30 August 2024
All of these resource CANNOT be used to submit as your own work.
These response all achieved top band for both AOs of the coursework rubriks - contributing to a grade 9 in Literature and Language overall at GCSE.
These are by no means perfect, therefore it is recommended to be used in class as a sample answer for discussion on what it does well and improvements.
Although directed for the Edexcel IGCSE syllabus, other boards with the coursework option (CIE, AQA, WJEC etc) may find it useful.
These can also be used by those required to write similar essays for exams as a model response to potentially emulate during timed conditions.
Included: A response on theme of identity in Wilfred Owen’s ‘Disabled’, Moniza Alvi’s ‘An Unknown Girl’ and De Maupassant’s ‘The Necklace’ A response on the presentation of Friar Lawrence in Romeo and Juliet A response to an open topic short story theme A response on the ways in which Sheila Birling has changed by the end of An Inspector Calls
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COMMENTS
4. Teaching Romeo and Juliet: Engaging Writing Tasks. Help students understand and analyze the play by giving them unique writing assignments. Have students explore different writing styles, analyze universal themes, and study character development. My Writing Tasks resource does all this and more. Each act has its own unique writing assignment ...
Romeo And Juliet: Imaginative Response Writing Task - The Secret. Subject: English. Age range: 11 - 18. Resource type: Worksheet/Activity. File previews. docx, 192.45 KB. This is a writing task that can be used any time when teaching the play 'Romeo and Juliet'. It fits any exam body.
The Activity Toolkits each contain a number of short 15 minute activities on each play. These are ideal for remote learning tasks, as a an extension to classroom or online work or for use as part of a blended curriculum. Each activity also contains some extension suggestions that will take longer than 15 minutes but provide lots of different ...
A Romeo and Juliet Creative Writing and Persuasive Writing Task to inspire your students and make the play relatable. Let your students imagine themselves as part of the play!Can be used to introduce the play to your students after using The Prologue as pre-reading. Promotes true comprehension. ...
Description. Student handouts, possible rubric, sample assignment, and detailed instructions for this engaging creative writing task for Shakespeare's Romeo & Juliet. Over the course of studying the play, students rewrite three key scenes, getting feedback in the process, and then they select one which best represents their abilities to hand in ...
You don't have to have done Romeo and Juliet, but my using the picture of Juliet in the crypt meant that it served as a little revision exercise too. Similarly, the lesson makes reference to a piece of descriptive writing the class had completed on Frankenstein - you can easily alter this to refer back to something you have done.
Romeo and Juliet: empathetic writing task: write a diary from Juliet's viewpoint Romeo's letter to Friar: empathetic creative task, full worksheet Guide for writing in an empathetic style - customised to Romeo &Juliet but adaptable for all plays Romeo and Juliet: detailed task sheet for an empathetic writing letter task
Romeo and Juliet is one of the world's famous love stories, but its fame developed more from its tragedy than romance. These prompts are designed to make you think about how and why Shakespeare represented love in his play. To help your class, you might want to add some Twinkl resources to your star-crossed lovers' lesson.
- 4 sentence starters handouts to accompany four of the writing tasks - graphic organizers - 1 blank verse worksheet - 1 creative writing task. This resource is included in a bundle: Ultimate Romeo and Juliet Differentiation Bundle. Other "Romeo and Juliet" differentiated products that might interest you: Making Sense of Blank Verse ...
This writing activity satisfies the following Common Core Standards. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to ...
1. Provoke Discussion & Debate. One of the first activities I do is a Pre-Reading Graphic Organizer which is sure to get your students debating some of the topics and themes that come up in the play. The questions on the organizer are thought-provoking and generate some fantastic discussions with my students.
The plenary activity could be developed into a creative writing task, perhaps in the form of an agony aunt letter and reply. There are more activities about Romeo and Juliet's parents within the Key Stage 4 materials under Themes .
Romeo and Juliet : Traditional Homework tasks'R. meo and Juliet': Traditional Homework tasksHere are some options for homework tasks. for each of the lessons in this unit of work.You do not need to use all of these tasks and. you do not need to set homework every lesson.Please refer to your school and department homework p.
Close Reading of Friar Lawrence's Soliloquy (Act 2, Scene 3) Romeo & Juliet Character Review. Romeo & Juliet Act II Quiz . Written Conversations: For this activity, put students into groups of four and give each of them a different "question." This makes it so that when students pass their papers, they are discussing different questions all at once.
Romeo and Juliet is one of the world's famous love stories, but its fame developed more from its tragedy than romance. These prompts are designed to make you think about how and why Shakespeare represented love in his play. To help your class, you might want to add some Twinkl resources to your star-crossed lovers' lesson.
Romeo and Juliet empathetic student responses bundle. Varied set of resources including: 1) A guide to what empathetic writing is, with lots of clear slides showing how to plan the task, write convincingly and in the right style. 2) Thorough 'Write a diary for Juliet' worksheet 3) Anonymous marked sample student response to this task to give ...
- 1 creative writing task. This resource is included in a bundle: Ultimate Romeo and Juliet Differentiation Bundle. Other "Romeo and Juliet" differentiated products that might interest you: Making Sense of Blank Verse and Iambic Pentameter. Romeo and Juliet Vocabulary Words, Activities and Quizzes Bundle. Romeo and Juliet Argumentative Essay ...
Description. A Creative writing lesson based on Act Two, Scene 2 of Romeo and Juliet. The lesson was taught to a less able year 8 group, but could be slightly adapted for key stage 4. We have read the scene and watched a few different versions of it. The aim is to rewrite the scene in an exciting new setting in modern prose, including dialogue ...
Romeo and Juliet. This resource offers a selection of writing tasks for students to complete, based on key events from Romeo and Juliet. The resource asks them to write either a front-page newspaper article describing a fight between the Montagues and Capulets, an article for a magazine covering the Capulet party or obituaries for Mercutio and ...
Romeo & Juliet: Themes KS3. In these lessons, students will engage with the themes and ideas at the heart of the text, including fate, love and violence. Tasks include: a close reading of Romeo and Juliet's sonnet in Act 1 Scene 5; exploring the idea of words as weapons and how characters like Tybalt wield them; and a card game which will help ...
This article will give a scene-by-scene summary of William Shakespeare's Romeo and Juliet.Like most of you, I was supposed to read Romeo and Juliet in high school - and like many of you, I watched Baz Luhrman's Romeo + Juliet instead. While my laziness was understandable, I'm sad that I didn't get to experience the beauty of Shakespeare's language.
pdf, 6.82 MB. These 15 fun writing games and activities will foster a creative approach to Shakespeare's Romeo and Juliet, and also keep your students happy and engaged during even dire emergencies, such as Friday afternoons. The found poetry, one pager, and dice roll story will occupy a considerable portion of three classes, and a simple ...
Romeo and Juliet Creative Writing Portfolio. With new additions, a fantastic resource which uses Romeo and Juliet as a focus to practise and refine persuasive writing skills in a variety of forms including a letter to the editor, a newspaper article, a radio interview, a personal journal and a speech. Students develop empathy skills through ...
Coming-of-age stories—like 'Outer Banks,' like 'Romeo and Juliet'—ask the question of what you want your life to be as an adult. Playing JJ has been the perfect template for that feeling.
doc, 40 KB. Printable handout worksheet including a list of homework tasks to cover a whole half term of Romeo & Juliet by William Shakespeare. Could be used as it is, with dates adapted, or just used as an ideas sheet to inspire your own homework setting. Creative Commons "Attribution". Great resource and wonderful ideas for engaging pupils ...
30/30 Creative Writing Model Coursework Response - Edexcel IGCSE ... A response on the presentation of Friar Lawrence in Romeo and Juliet A response to an open topic short story theme A response on the ways in which Sheila Birling has changed by the end of An Inspector Calls.