Text Citation: Shakespeare, W. (n.d.). Romeo and Juliet.

In The Complete Works of

William Shakespeare (Barnes and Noble Collectible Edititions).
Way-In Text Citation: Green, J. (2012). The Fault In Our Stars. New York, NY: Penguin.
TEKS:
110.31(b)(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw
conclusions about the structure and elements of drama and provide evidence from text to support their
understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic
irony) enhance dramatic text.

110.31(b)(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support their
understanding. Students are expected to:

(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary
devices, including character foils;

(C) analyze the way in which a work of fiction is shaped by the narrator's point of view
Lesson/Recommendations for Use:
I am using these two texts to compare and contrast the main themes of both the novel and the play. I want to show
the students that the same kind of themes (that are important to them and relevant to them, such as teenagers
feelings, rebellion, and death) have been around for years and are still relevant today in literature.
Romeo and Juliet is often belittled because of its portrayals of teenage depictions of true love. John Greens The
Fault in Our Stars has faced the same kinds of criticisms. Both novels depict teenagers in love who have to face the
looming future of separation, and both novels portray very different depictions of death. Yet, they are both
considered great romantic tragedies.
Therefore, for the presentation, I have developed an anticipation guide that links questions pertinent to both works
in order to get a bead on student reactions to the themes. I would have the student fill out the questionnaire before
reading both selections, and then I would return to the same questions in a large class discussion to see how their
opinions might have changed after reading both texts.
Throughout the unit, I would constantly hold discussions, worksheets, and writing prompts that compare and
contrast the texts in order to show how the progression of time doesnt necessarily have to effect themes.