2 Romeo and Juliet by William Students read Act 1.1 lines 158–202, in which Romeo tells Shakespeare, Act 1.1: lines Benvolio that he is in love with someone who does not love 158–202 him in return, and analyze how Shakespeare introduces Romeo in this scene. Prior to reading, students view a clip of Baz Luhrmann’s Romeo + Juliet, which introduces major characters and depicts the violence between the Montagues and the Capulets. 3 Romeo and Juliet by William Students read Act 1.1 lines 203–236, in which Romeo reveals Shakespeare, Act 1.1: lines that his love interest does not return his feelings. Students 203–236 analyze how Shakespeare develops a central idea using figurative language. 4 Romeo and Juliet by William Students read Act 1.3 lines 64–100, in which Juliet and her Shakespeare, Act 1.3: lines mother discuss Paris’s proposal of marriage. Prior to reading, 64–100 students watch a clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Students analyze how Shakespeare develops Juliet’s character through her interactions with her mother. 5 Romeo and Juliet by William Students analyze Shakespeare’s use of figurative language in Shakespeare, Act 1.5: lines lines 92–109, in which Romeo and Juliet meet for the first 92–109 time, engage in flirtatious dialogue, and eventually kiss. Students analyze Shakespeare’s use of figurative language in this portion of text. Prior to reading, students watch a clip from Romeo + Juliet directed by Baz Luhrmann. 6 Romeo and Juliet by William Students read Act 2.2, lines 1–61, in which both Romeo and Shakespeare, Act 2.2: lines Juliet perform soliloquies. Students explore the effect of Shakespeare’s structural choices in these lines, as well as consider how he develops the central idea of individual identity versus group identification. 7 Romeo and Juliet by William Students read Act 2.2, lines 62–141. In these lines, Romeo Shakespeare, Act 2.2: lines and Juliet declare their love for each other, despite Juliet’s 62–141 protests that “[i]t is too rash, too unadvised, too sudden” (line 118). Students analyze how Shakespeare uses the dialogue between Romeo and Juliet to develop a central idea.
2 Romeo and Juliet by William Shakespeare, Act 1.1: lines 158–202 Students read Act 1.1 lines 158–202, in which Romeo tells Benvolio that he is in love with someone who does not love him in return, and analyze how Shakespeare introduces Romeo in this scene. Prior to reading, students view a clip of Baz Luhrmann’s Romeo + Juliet, which introduces major characters and depicts the violence between the Montagues and the Capulets. 3 Romeo and Juliet by William Shakespeare, Act 1.1: lines 203–236 Students read Act 1.1 lines 203–236, in which Romeo reveals that his love interest does not return his feelings. Students analyze how Shakespeare develops a central idea using figurative language. 4 Romeo and Juliet by William Shakespeare, Act 1.3: lines 64–100 Students read Act 1.3 lines 64–100, in which Juliet and her mother discuss Paris’s proposal of marriage. Prior to reading, students watch a clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Students analyze how Shakespeare develops Juliet’s character through her interactions with her mother. 5 Romeo and Juliet by William Shakespeare, Act 1.5: lines 92–109 Students analyze Shakespeare’s use of figurative language in lines 92–109, in which Romeo and Juliet meet for the first time, engage in flirtatious dialogue, and eventually kiss. Students analyze Shakespeare’s use of figurative language in this portion of text. Prior to reading, students watch a clip from Romeo + Juliet directed by Baz Luhrmann. 6 Romeo and Juliet by William Shakespeare, Act 2.2: lines Students read Act 2.2, lines 1–61, in which both Romeo and Juliet perform soliloquies. Students explore the effect of Shakespeare’s structural choices in these lines, as well as consider how he develops the central idea of individual identity versus group identification. 7 Romeo and Juliet by William Shakespeare, Act 2.2: lines 62–141 Students read Act 2.2, lines 62–141. In these lines, Romeo and Juliet declare their love for each other, despite Juliet’s protests that “[i]t is too rash, too unadvised, too sudden” (line 118). Students analyze how Shakespeare uses the dialogue between Romeo and Juliet to develop a central idea.