Kasic

Berthoud High School

Pre AP English 9

Unit: Shakespeare and Love

Day: 7 Choices and Staging

CCSS Standards:

2.1.b. Analyze how an author's choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.

Understandings: Students will be able to recognize and discuss how the different choices made
by the actors and directors during the balcony scene effect the meaning and the audiences
understanding of Romeo and Juliet.

Inquiry Questions: How does staging and performance change Shakespeares words.

Evidence Outcomes: Students will be able to describe the difference between the two
performances (using a Venn Diagram) and describe how the performances change their
understanding of the play.

Learning Target: To deepen our understanding of tone by comparing the two performances of
Romeo and Juliet.

Success Criteria: Completed Venn Diagram, and class discussion about the performances.

List of Assessments: Discussion, Venn Diagram, Review of Tone (day 3 of unit), Performance
Piece

Materials:
- Projector
- Prezi http://prezi.com/jpgsgfkwzekc/?utm_campaign=share&utm_medium=copy
- VIDEO: Baz Luhrmanns Romeo and Juliet
- VIDEO: Franco Zeffirellis Romeo and Juliet
- PLAY: Romeo and Juliet by William Shakespeare

Approx. Time: 47 minutes

Procedure
I. Warm Up (3 minutes)
a. VOCAB: idolatry (noun) - extreme devotion or worship
b. Juliet:
Do not swear at all.
Or, if thou wilt, swear by thy gracious self,
Which is the god of my idolatry,
And I'll believe thee. (2.2.13-15)
II. Recap/Sails Pitch (2 minutes)
a. What has happened so far in Romeo and Juliet (important for p. 3 because they
had reading outside of class)
b. Today we will be looking at how different directors staged the balcony scene and
how the actors use tone, emphasis, and subtext to bring their characters to life, so
that you can start thinking about how you will deliver a monologue/sonnet to the
class after spring break.
III. Read Act 2 Scenes 1 and 2 silently (10 minutes)
IV. Answer any questions about the Act 2 Scenes 1 and 2 (3 minutes)
V. Watch Zeffirellis Romeo and Juliet (5 minutes)
VI. Reactions/Time to Write Notes (2 minutes)
a. This should be done individually, and not discussed at this time
i. What stood out to you?
ii. What emotions did you see the actors bring to the script?
iii. What was the setting like?
iv. How did the characters move?
v. What pieces of dialogue seemed more important that others?
VII. Watch Luhrmanns Romeo and Juliet (5 minutes)
VIII. Reactions/Time to Write Notes (2 minutes)
a. This should be done individually, and not discussed at this time
i. What stood out to you?
ii. What emotions did you see the actors bring to the script?
iii. What was the setting like?
iv. How did the characters move?
v. What pieces of dialogue seemed more important that others?
IX. Discussion (13 minutes)
a. Compare scenes question by question (5 minutes)
i. What stood out to you?
ii. What emotions did you see the actors bring to the script?
iii. What was the setting like?
iv. How did the characters move?
v. What pieces of dialogue seemed more important that others?
b. Deeper Questions: Give students a minute to jot down an answer before taking
hands (5 minutes)
i. Why do you think each director chose to present the story the way they
did?
ii. What version do you prefer and why?
c. Exit Ticket: In partners, students discuss what they would change/how they would
stage this scene if they were the director (5 minutes)
i. Each pair will write their ideas on a piece of paper, and turn it in on their
way out.