TeachingPack SetText Animation Drama RJ

Teaching Pack
Set Text animation: Romeo & Juliet

Cambridge O Level
Literature in English 2010
Version 1
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Contents
Introduction...................................................................................................................................... 4
Lesson plan – Set text animations....................................................................................................5
Teacher notes.................................................................................................................................. 7
Lesson resources........................................................................................................................... 11
Worksheet 1: Animation viewing sheet...........................................................................................12
Worksheet 2: Animation success criteria........................................................................................14
Worksheet 3: Reflection................................................................................................................. 15
Worksheet 5: Character summaries and quotations.......................................................................20
Worksheet 5: Character summaries and quotations.......................................................................21
Worksheet 6: Characters................................................................................................................ 24
Worksheet 7: Romeo & Juliet quiz.................................................................................................28
Icons used in this pack:
Lesson plan
Teacher notes
Lesson resources
Cambridge O Level Literature in English 2010 3

Teaching Pack: Set Text animation: Romeo and Juliet
Introduction
This Teaching Pack focuses on supporting learners to produce animations using the software
Video Scribe www.videoscribe.co/en/, but a range of other alternative animation and storyboarding
tools may equally be used:
 www.storyboardthat.com
Online digital storytelling tool – free and pay for subscriptions available
 https://wonderunit.com/storyboarder/
Storyboarding software – free to download, but does have to be installed
 www.powtoon.com/edu-home/
Online video and animation creation - free and pay for subscriptions
 www.animaker.com
Online animated video creator – free and pay for subscriptions
 https://goanimate4schools.com/public_index
Online storyboard, scene and video creation tool – pay for subscription
 http://plasq.com/apps/comiclife/macwin/
Downloadable and app-based tools for creating comic books
 www.openoffice.org/product/impress.html
A tool for creating multimedia presentations
 https://products.office.com/en-gb/powerpoint
Microsoft PowerPoint for simple presentations as well as more complex multimedia
presentations.
The lesson in this pack aims to help learners to understand and think about the key events and
themes of the text, key quotations and their meanings, the significance of character behaviour,
relationships and actions and how characters are depicted in the set text being studied. The focus
of this lesson may be adapted for use with other Cambridge O Level Literature in English set texts.
The lesson plan gives you a suggestion for how animation or storyboarding can be used by your
learners in the classroom. You can apply most of the lesson activities to any text that you are
studying with your learners. Once your learners have an understanding of how to use the software
you decide to use, they can create their own animations for whole or parts of the texts they are
studying.
The lesson is designed for learners who have experience of, a little experience of or no experience
of using animation tools and features.
It is expected that learners should already know and have read the narrative events of the play
Romeo and Juliet by William Shakespeare.
In this pack we have included some useful lesson resources about Romeo and Juliet for you to use
with your learners. You may ask your learners to create their own worksheets similar to these,
around a text which they are studying:
 Worksheet 4: Text summary
 Worksheet 5: Character summaries and quotations
 Worksheet 6: Character animations

Skills Pack
 Worksheet 7: Quiz

Lesson plan – Set text animations
Resources  Animation software

 Cambridge Romeo and Juliet Act 2 animation
 Act 3 scene list (Teacher notes)
 Worksheet 1: Animation viewing sheet
 Worksheet 2: Animation success criteria
 Worksheet 3: Reflection
 Class set of Romeo and Juliet by William
Shakespeare
 Padlet site https://padlet.com/ (or similar
platform)
Key words  Animated frame: Each individual animated

screen that the audience sees
Learning objectives By the end of the lesson:

 all learners should be able to present the key
events of a scene from Romeo and Juliet Act 3 in
a coherent and appropriate animation.
 most learners should be able to thoughtfully
present the key events of a scene from Romeo
and Juliet Act 3 in a logical and imaginative way;
using sound.
 some learners will be able to effectively present
the key events of a scene from Romeo and Juliet
Act 3 and incorporate comments about the
effects of Shakespeare’s use of dramatic
devices.

Timings Activity
Starter/Introduction
Before watching the Cambridge Romeo and Juliet Act 2 animation, hand
out the animation viewing sheet (Worksheet 1) to your learners.
After watching the animation, in groups of three or four, learners complete
and discuss Worksheet 1 to find out what they think about it.
Extension activity: Learners write some success criteria for making an
effective animation.
Mini plenary: Class discussion to share learners’ thoughts and ideas
about the Romeo and Juliet Act 2 animation.
Main lesson
Share the success criteria for making an animation (Worksheet 2). Read
through and discuss with the class to make sure they are clear about what
makes a good animation. You may want to add some criteria to the list, if
there are any further suggestions.
Learners work in pairs. Set each pair a scene, or part of a scene, from
Romeo and Juliet Act 3 (see teacher notes scene list for suggested
suitability of which scenes match which learner ability level). Assign a
scene for each pair to animate. Emphasise that they should present the
story of the scene, the characters, key quotations and highlight any
dramatic devices used.
Learners develop an animation of their assigned scene from Romeo and
Juliet Act 3 by using the success criteria as a guide.
Extension activity: Learners add further background animations to
enhance the setting of their scene, and import an appropriate background
song into their animation by using YouTube. Learners should justify why
they selected the song to accompany their animation.
Plenary
Each learner completes the reflection sheet (Worksheet 3) and shares
their thoughts with other learners. This will help them explain how they
presented the scene, the characters, the key quotations and the dramatic
devices for the scene they animated.
Note: If the class need longer, continue with the activities in the main part
of the lesson, and use the plenary as the starter activity of the next
lesson.
Suggested follow up activity to this lesson:
When learners have finished their animations (and reflected on their
work), they can upload the final animations on a Padlet site
https://padlet.com/ (or similar platform) to share with the class.
After learners have watched each other’s videos, begin the next lesson
with the Cambridge Romeo and Juliet Act 3 animation and compare its
content with the content of their own animations. Learners can use the
animation viewing sheet (Worksheet 1) to make notes as they watch.
Learners discuss their ideas and explore differences and similarities.

Teacher notes
When to teach this lesson
This lesson could be used at the end of the first reading of Romeo and Juliet by William
Shakespeare to help learners reflect and investigate important moments from the text,
characterisation and the chronology of events.
Differentiation
Some parts of the text will be more complicated, detailed and significant than others. Therefore,
think about how you will pair your learners up for the main task of creating an animation, and
consider which scene or chapter would be best suited to which pairs. The learners’ ability in their
use of the software is also a factor in this.
Creating the animation digitally could be replaced by creating storyboards where learners draw on
paper or cut out images from magazines to create their own visual representation of the text
content.
Contingencies
Depending on your learners, you may find that this lesson extends into two, if your learners do not
finish their animation in the time allocated. We suggest that no more than one and a half or two 50-
minute lessons should be spent on this lesson plan.
It would be a good idea to show your learners the Cambridge animation of the part of the text that
they were animating after they have finished (as stated at the end of the lesson plan). This could
be a good way to discuss the effects that the learners were trying to create in their animations,
compared to the events and effects depicted in the Cambridge one. By relating all the ideas to the
text, this should allow for some effective reflection on the content of the set text you are studying.

Teacher notes: Act 3 scene list
This scene list provides guidance to teachers for setting a scene from Act 3 to learners of different ability levels (in terms of understanding the play
and its language, and their competency in using the software). Putting learners into mixed ability pairs would be an effective strategy too.
Act 3 Understanding the events and language of the play Animation features
Scene 1 This is a long scene, but the events are quite straightforward. The dramatic irony is something that learners should This scene involves a lot of
focus on as Romeo arrives to find Tybalt and Mercutio fighting. Romeo has just married Juliet. That means that background and foreground
Tybalt is now his family through marriage. However, Tybalt is still enraged from Act 1 when he was told off by Lord animations, and speech. It is
Capulet for wanting to fight Romeo and his friends who had snuck into the Capulet party. The violence in this scene a lengthy scene and perhaps
will prove interesting to animate. Mercutio’s death and his curse on both families is an important part of the play and more suitable for learners
should be understandable to all learners. who are competent to
expert in their use of video
Lower ability: Learners use the summary of the scene to create their animation (see Worksheet 4). Try to
software.
encourage learners to illustrate how this scene creates a tense and ominous atmosphere.
Middle and upper ability: Encourage learners to use the play script as well as the summary. Ask learners to
explore and explain how the audience feel towards Macbeth in this scene and include this in their animation. The
effects of the dramatic irony and Romeo’s immediate regret upon killing Tybalt should be explored fully.
Scene 2 This scene contains some difficult language, but the events are quite straightforward. Here we witness a This scene is quite straight
conversation between Juliet and her Nurse. The dramatic irony is again important here and should be explained to forward and all learners
learners. Juliet delivers a monologue that shows her happiness now that she is married to Romeo. Then, t nurse should be able to produce
enters and interrupts her bliss. She tells Juliet the news of Tybalt’s death and Romeo’s banishment. Juliet’s mood effective animations.
immediately changes and she falls into despair. To comfort her, the Nurse promises to sneak Romeo into the
Capulet mansion that evening so that they can spend one night together before Romeo must leave Verona forever.
In scene 2, the growing hopelessness and helplessness of Romeo and Juliet’s happiness should be made clear to
all learners.
Lower ability: Use the summary of the scene to create their animation. Learners focus on animating the whole
scene; showing the contrasting emotions that Juliet experiences.
Middle and upper ability: Use the play script as well as the summary. Learners explore and explain the dramatic
irony of the scene in their animations, and the Nurse’s sense of misery and despair too.
Scene 3 This scene contains some difficult language, but is again quite straight forward This scene begins with a This scene is quite straight
conversation between Friar Laurence and Romeo. Here Romeo learns of his banishment and laments his fate. forward and all learners
Once more, the layers of dramatic irony are important here and their effects fully explored by learners. Towards the should be able to produce

end of the scene, the Nurse arrives and they all talk about how Romeo can visit Juliet that night. Friar Laurence also effective animations.
promises to find a way for the Prince to pardon Romeo so that he can live with Juliet in Verona.
Lower ability: Use the summary of the scene to create their animation. Try to encourage them to focus on
animating the different stages of Romeo’s conversation with Friar Laurence by using images to represent what they
are saying to each other, and how Romeo’s mood is changing. They could try and show in their animations how
Romeo’s emotions change from the start of the scene compared with the end of the scene.
Middle and upper ability: Use the play script as well as the summary. Encourage learners to explore and explain
how the audience are made to feel towards Romeo. They could also explore how easily led, and weak Romeo is in
his emotions as Friar Laurence and the Nurse talk to him. For example, he is very quick to accept and believe that
Friar Laurence will find a way for the Prince to pardon him.
Scene 4 This scene is very short and straightforward. Capulet meets with Paris and Lady Capulet. Capulet decides that Juliet This scene is quite straight
should marry Paris on Thursday as he feels she is sick with grief for her dead cousin, Tybalt. The dramatic irony of forward and all learners
this, and the foreshadowing created by this scene should be explored and understood by all learners. should be able to produce
effective animations.
Lower ability: Use the summary of the scene to create the animation. Try to encourage learners to focus on
animating the different stages of Capulet’s conversation with Paris and Lady Capulet by using images that represent
what he says, and how it will affect Romeo and Juliet.
Middle and upper ability: Use the play script as well as the summary. Encourage learners to explore how this
scene foreshadows the end of Romeo and Juliet’s marriage. Explain how the audience are made to feel towards
Lord and Lady Capulet; focusing particularly on how they talk about Juliet.
Scene 5 This scene is the turning point of the play. After the events of this scene, we realise that nothing can be done to This scene involves a lot of
save Romeo and Juliet. The scene is quite long and has five very distinct stages. In the first, Romeo and Juliet are background and foreground
happy as they awake together. However, the dramatic irony created by scene 4 makes the audience despair for animations, and speech. It is
them. In the second part, Romeo must leave before he is found. As he leaves, Juliet has a disturbing vision of him a lengthy scene and perhaps
appearing dead. This is the last time that Romeo and Juliet see each other alive. In the third part, Lady Capulet more suitable for learners
comes in and informs Juliet of her marriage to Paris this coming Thursday. In the fourth, Lord Capulet enters and who are competent to
rages at Juliet for refusing the marriage. Finally, in the fifth part, she turns to her Nurse for help. However, even the expert in their use of video
Nurse abandons her and advises her to marry Paris. Juliet’s dramatic and powerful change in emotion and the software.
elevating despair and hopelessness created as the scene develops should be explored by all learners.
Lower ability: Use the summary of the scene to create the animation. Try to encourage learners to focus on
animating the different stages of the scene and what each stage means for Romeo and Juliet’s relationship. They
could focus on why there is so much conflict here between Juliet and her parents.
Middle and upper ability: Use the play script as well as the summary. Encourage learners to explore and explain
why this is the turning point in the play. Learners could explore the imagery and language, and how the language

between Romeo and Juliet at the start of this scene contrasts sharply with the language in the rest of the scene.

Lesson resources
Worksheet 1: Animation viewing sheet
Worksheet 2: Animation success criteria
Worksheet 3: Reflection
Worksheet 4: Romeo and Juliet summary
Worksheet 5: Character summaries and quotations
Worksheet 6: Characters
Worksheet 7: Romeo and Juliet quiz

Worksheet 1: Animation viewing sheet
Make notes as you watch the Cambridge animation. This will help you when you create your own animation.
1. Did you find it easy to understand and follow the story in the animation? Why? Why not?
____________________________________________________________________________________________________________
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2. What did you think about the choice of character animations? Was it clear who they were?
____________________________________________________________________________________________________________
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3. Was there anything in the animation that surprised you?
____________________________________________________________________________________________________________
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Worksheet 1: Animation viewing sheet, continued
4. What did you enjoy or find useful about the animation?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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5. What would you change or add to the content of the animation to make it clearer or more useful?
____________________________________________________________________________________________________________
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6. What text would you like to make an animation of?
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Worksheet 2: Animation success criteria
Success criteria – your animation should

Notes
include:
1. a clear title at the beginning of your

animation that states which part of the
text you are presenting.
2. suitable character animations, to portray

the different characters from the text.
3. appropriate props and background

animations to depict the different settings
of the play.
4. at least two key quotations from the text

in speech bubbles, or as text in the
background, in your animated frames.
5. pauses in time between the events that

you animate so that the audience can
see, follow and understand what is
happening.
6. a variety of different camera positions

for your different animations.
7. text that helps highlight the use of any

dramatic irony, symbolism, imagery or any
other significant technique the writer has
used.
Cambridge IGCSE Literature in English 0475 15

Worksheet 3: Reflection
Now you have completed your animation, use this sheet to reflect on the activity:
1. What do you think worked well in your animation? (Refer to the success criteria sheet.)
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2. What did you find difficult or challenging when you created your animation?
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3. What new things did you learn or notice about the content of the text as you created your animation?
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Worksheet 3: Reflection, continued
4. What will you do differently when you create your next animation?
___________________________________________________________________________________________________________
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5. List three ways that your animation could help other learners understand and revise the text or part of the text you have animated.
___________________________________________________________________________________________________________
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___________________________________________________________________________________________________________
6. What advice would you give about creating animations?
___________________________________________________________________________________________________________
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___________________________________________________________________________________________________________

Worksheet 4: Romeo & Juliet summary

Two powerful, rival families have had a long lasting disagreement in the city of Verona.
The They are the Montagues and the Capulets. As the play begins, we learn that the very
Prologu long, hostile disagreement between these two families has recently erupted in a new,
e violent feud. Here, we also learn the tragic end of the play. The chorus tells us that
from these two families a ‘pair of star crossed lovers take their lives.’
Act 1 begins with two Capulet servants cavorting in Verona. It is a hot day and the
heat helps to symbolise the rising hostility between the two families. When the two
Capulet servants come across two men from the Montague household they insult
them. A fight breaks out on the streets. Romeo’s cousin, Benvolio, tries to keep the
peace, but Juliet’s cousin, Tybalt, encourages the conflict.
The fight rages out of control to such an extent that Old Montague and Old Capulet
nearly get involved too. The whole thing has to be stopped by the Prince of Verona.
He is very angry and threatens the heads of both households with death if any more
outbreaks of violence occur between the two families.
Following this, Benvolio talks with Lord and Lady Montague about why their son
Romeo is isolating himself from the world. When Benvolio finds Romeo, he discovers
that Romeo is deeply in love with a lady named Rosaline. However, Rosaline does not
love him in return.
Act 1 Benvolio and Romeo then encounter a servant who is struggling to read a guest list for
his master’s party, so they help him. The party is at the Capulet mansion. Benvolio
and Romeo decide to attend in disguise as Rosaline will be there.
At the Capulet mansion, Paris speaks to Lord Capulet about marrying Juliet. Lord
Capulet is in agreement but thinks Juliet is too young for marriage. He asks Paris to
wait for just over two years until she is 16. Lady Capulet is excited about the news and
tells the reluctant Juliet.
Meanwhile, Romeo, Benvolio, Mercutio and their friends dress up and arrive at the
Capulet mansion for the party. Romeo is still eager to see Rosaline. However, when
he is there, he sees Juliet and falls in love with her at first sight. However, as this
happens, Tybalt recognizes Romeo and wants to kill him for sneaking into the party.
Lord Capulet is furious and scolds Tybalt for wanting to cause more violence. Romeo
approaches Juliet and she falls in love with him too. Only when Romeo leaves does he
find out from Juliet’s nurse that Juliet is a Capulet. Juliet is also told by her nurse that
Romeo is a Montague.
As the Montagues leave the party late at night, Romeo runs away from them to see
Juliet. He sneaks through the gardens of the Capulet mansion and sees Juliet appear
at her balcony window. She does not know that he is there, but is speaking about her
love for him. She also talks about her sadness that he is a Montague, and supposed to
be her enemy. He listens and does not speak for a while. When he announces his
presence she is shocked but very happy. They exchange their vows of love and agree
to marry. She tells him to wait for her nurse to come to him the following day before
nine o’clock. Romeo leaves and goes to meet Friar Laurence to ask him for help in
Act 2
marrying Juliet.
When Romeo speaks to Friar Laurence, Friar Laurence agrees to help marry them. He
believes that their marriage will end the feud between the Montague’s and the
Capulets. The next morning, the nurse meets with Romeo and tells him of the plan to
marry Juliet. They will marry today, when she goes to confession at Friar Laurence’s
cell later that afternoon. The nurse returns to tell Juliet the good news.
When they meet, Friar Laurence marries them in secret.

Worksheet 4: Romeo & Juliet summary, continued

The day is hot, and Benvolio and Mercutio are on the streets of Verona. Benvolio is
aware that the Capulets are on the streets of the city too, and is worried about
getting into a fight. As they joke amongst themselves, they meet with Tybalt and a
group of Capulets. Tybalt is looking for Romeo as he is still upset about what
happened at the party when he wanted to fight Romeo for attending, but Lord
Capulet told him off in front of everyone. He blames Romeo for this humiliation and
wants to challenge him. Mercutio and Tybalt exchange insults.
As the tension builds between the two of them, Romeo arrives from his wedding
ceremony. Tybalt insults Romeo, and challenges him to a duel. However, Romeo
refuses to fight him as they are now family through marriage, but he does not directly
tell him about this.
Mercutio is angered. He can’t stand to watch his good friend be tormented and
insulted in such a way, so he draws his sword against Tybalt and they fight.
Romeo tries to stop the fight, but as he gets in the way Tybalt stabs Mercutio under
Romeo’s arm. As Mercutio dies, he curses the families of the Montagues and the
Capulets.
Romeo is enraged and kills Tybalt in return. He instantly realises the consequences
Act 3 of his actions.
When the Prince finds out, he banishes Romeo from Verona. This means that he will
not be able to live with Juliet because from now on he must only live in Mantua.
Meanwhile, Juliet has been waiting for Romeo to return to her after the wedding
ceremony. She is already anxious and learns from her nurse of Tybalt’s death, and
Romeo’s banishment. The nurse and Friar Laurence arrange for them to spend the
night together at the Capulet home.
The Capulet family are in mourning for Tybalt. They believe that Juliet is upset by
Tybalt’s death as she is currently so depressed. To make everyone feel better, they
arrange for Juliet and Paris to be married.
Romeo and Juliet wake up together in Juliet’s room in the Capulet mansion. The
morning comes too fast for the young lovers and Romeo has to leave before he is
discovered. Juliet has a bad feeling as Romeo departs. This is the last time that the
two see each other alive.
When Lord Capulet informs Juliet about her marriage to Paris, she refuses. Capulet
is furious and threatens to disown his daughter forever if she does not agree to the
marriage. Juliet turns to her Nurse for help, but even she encourages her to marry
Paris. Juliet is left feeling alone and hopeless.
Juliet flees to Friar Laurence for help. Friar Laurence comes up with a cunning plan
for her to fake her own death, and for Romeo to take her away. Friar Laurence writes
a letter to Romeo to inform him of the plan.
Act 4
That night, she drinks the sleeping potion Friar Laurence has given her. When the
Capulets find her, they think that she is dead. Paris is devastated. With the help of
Friar Laurence, they lay her body next to Tybalt’s in the family tomb.

Worksheet 4: Romeo & Juliet summary, continued

Friar Laurence’s letter never reaches Romeo in Mantua. Instead, Romeo’s servant,
Balthasar, travels to Mantua to tell him that Juliet has really killed herself. The news
of her death has spread all across Verona. Romeo is destroyed by the news.
As a result, Romeo buys poison from an apothecary and plans to go to Juliet’s body
and kill himself as he cannot live without her.
He returns to Verona.
When he reaches the tomb Paris is there mourning Juliet’s death. Romeo surprises
him. They mistake each other’s intentions. Romeo kills him.
Act 5 Romeo honours Paris’ last wish and puts his body in the tomb with Juliet. Next to
Juliet’s body, Romeo takes the poison and dies.
At that moment, Friar Laurence arrives to take Romeo and Juliet away. He does not
know the plan has failed. He sees the blood on Romeo’s sword. Juliet wakes up
moments later. She learns what has happened from Friar Laurence. They hear
people approaching but Juliet refuses to leave. Lost in misery, she stabs herself with
Romeo’s dagger.
Later, the Friar returns with the Prince, the Capulets and the Montagues. The
families are devastated. They declare peace and vow never to argue or let any such
tragedy befall them again.


Romeo
Act:Scene Quotation This suggests…
Act 2:Scene 2 ‘But soft, what light through … how much Romeo loves Juliet. He compares her
yonder window breaks?/ It presence to the rising sun which is effective because it
is the East, and Juliet is the gives the audience the feeling of new beginnings,
sun.’ optimism and radiance. It makes us think that his world
is dark and empty without her. The words ‘But soft’ add
a gentleness to his words as if he is whispering and is in
awe at the thought of her beauty. The words add a
tenderness and not only emphasise the secrecy of the
moment but also convey his secret love for her; that he
does not yet know is returned by her.
Act 3: Scene 3 ‘Be merciful, say ‘death’, … how pained and distraught Romeo is upon finding out
For exile hath more terror in the news of his banishment for killing Tybalt. He wishes
his look, Much more, than for death instead as banishment means that he must
death.’ suffer continuously away from Juliet; knowing that she is
forever separated from him. He would rather be dead
than endure that living torture. The punctuation here
gives his words a slow rhythm. This emphasises his tone
of distress and great despair as he imagines the torture
of life without Juliet. ‘Be merciful’ adds a helplessness to
his words and makes us feel great pity for him as he is
powerless to change his fate.
Act 5: Scene 1 ‘How doth my Juliet? That I … how the tragedy of the end of the play is near. There
ask again, For nothing can is dramatic irony here as we know that Juliet has taken
be ill if she be well.’ the potion from Friar Laurence that has given her the
appearance of death. Balthasar and Romeo do not know
this. Thus, when Romeo asks about Juliet here, we
realise that Balthasar will report that she is really dead,
rather than communicating Friar Laurence’s plan.
Romeo’s words foreshadow his death here as ‘nothing
can be ill if she be well.’ This implies how dependent he
is of Juliet and how his world will be destroyed when he
is told that she is dead.
Act 5: Scene 3 ‘O true apothecary, Thy … how lost and distraught Romeo is as he ends his life
drugs are quick. Thus with in the tomb where he thinks Juliet lies dead. He cannot
a kiss I die. Falls [and dies]’ bear to continue his life in a world without Juliet and so
takes the shocking decision to end his life with the
poison he bought from the apothecary. ‘Thy drugs are
quick’ communicates a sense of shock as Romeo
embraces death quickly. The suddenness of death
scares him, but he is thankful to die as he foolishly
believes that he will join Juliet in death. The tragedy of
their love and relationship is emphasised because he
kisses her as he dies. This dramatic irony here upsets
the audience as we know Juliet is still alive and that
Romeo’s death is needless. We are angered as they
could still have a happy life together despite the hate f
their families which has driven them to such an extreme
situation.


Juliet
Act:Scene Quotation This suggests …
Act 1: Scene 5 ‘My only love sprung from … how conflicted Juliet is upon hearing the news from
my only hate, Too early her Nurse that Romeo is a Capulet. ‘My only love’
seen unknown, and known emphasises the strength of feelings that she has for
too late!’ Romeo right from their first meeting. Yet, her recognition
that those feelings have ‘sprung’ from ‘her only hate’
highlights the impossibility she feels their relationship
has as she is supposed to despise Montagues. Her play
on the words ‘unknown’ and ‘known’ give her lines a
riddle like quality here that helps us understand how
confused and distressed she is at the realisation of
Romeo’s identity.
Act 2: Scene 2 ‘What’s in a name? That … Juliet is madly in love with Romeo even though she
which we call a rose By any has only just briefly met him. Alone on her balcony, she
other word would smell as delivers a soliloquy about how much she longs for
sweet.’ Romeo while he secretly listens. She contemplates how
ludicrous it is that Romeo is considered her enemy as it
is only because of his name that she is meant to hate
him. This implies that the families have forgotten why
they are feuding and makes their hatred seem foolish.
Her analogy of the rose smelling ‘as sweet’ if it had a
different name has romantic overtones and shows that
she deeply admires Romeo as a rose is a symbol of
tenderness and passion.
Act 2: Scene 2 ‘O swear not by the moon, … Juliet is sincere about their love. She does not accept
th’inconstant moon, That any rash or simple romantic remarks. Here, she
monthly changes in her challenges Romeo’s declaration of love by highlighting
circled orb, Let thy love how the moon changes in its appearance and cycle
prove likewise variable,’ each day. As a result, she argues it is not an appropriate
symbol to swear their love upon as it is not consistent
and constant. This shows how she desires Romeo’s love
to be forever and unchanging. It also shows that she is a
strong female figure as she is intelligent, challenges
Romeo’s words and leads the direction of the
conversation.
Act 3: Scene 5 ‘Is there no pity sitting in the … how alone and abandoned Juliet feels after her
clouds That sees into the father’s threatening outburst. If she does not marry Paris
bottom of my grief?’ she will be thrown out of the house and disowned.
However, she cannot marry Paris, as she is already
married to Romeo. Therefore, in her despair, she
laments and asks if heaven can spare her any sympathy
and help. She cannot tell anyone of her marriage to
Romeo, and nobody seems to be willing to help her. Her
tone is desperate and pleading as she hopes for some
miracle to save her. Her growing feelings of isolation
coupled with Romeo’s banishment and the words of her
father have left a chasm of grief and hopelessness in
her. Consequently, we despair for Juliet and what will
happen to her and Romeo.

Worksheet 5: Character summaries and quotations,

continued
The Nurse
Act 1: Scene 5 ‘His name is Romeo, and a … the Nurse’s concern towards Juliet as she warns her
Montague, The only son of directly that Romeo is supposed to be her enemy. Her
your great enemy.’ tone is forceful and direct as she tries to intervene and
stop Juliet from falling in love with someone she cannot be
with. The way the clauses are separated by commas,
combined with the long vowel sounds, help make her tone
sound very sudden and dramatic as she reveals the truth
about Romeo’s identity. This helps to make this a tense
moment in the play.
Act 2: Scene 5 ‘Lord, how my head aches! … that the Nurse is very close with Juliet as he she teases
What a head have I! It her and delays telling her what Romeo said during her
beats as it would fall in meeting with him. She pretends to have a headache to get
twenty pieces.’ sympathy and attention from Juliet. She is forcing Juliet to
make a fuss over her and to treat her extraordinarily well
before she reveals Romeo’s instructions for Father
Laurence to marry them that afternoon. The Nurse’s tone
is playful here as she enjoys the role reversal of power.
This adds comic relief which punctuates the dramatic and
sudden events of the play.
Act 2: Scene 5 ‘Then hie you hence to … the Nurse cares a great deal for Juliet and is a close
Friar Laurence’s cell; There companion of hers because she is willing to take the risk
stays a husband to make and help her to secretly marry Romeo. She does not
you a wife.’ seem to care about the consequences that she would face
if she were caught. All she cares about is Juliet’s
happiness. The short, soft alliterated ‘h’ sound in these
lines conveys the Nurse’s joy as it makes her sound
overjoyed and breathless with excitement. ‘
Act 3: Scene 5 ‘I think you are happy in … how utterly alone and betrayed Juliet feels at the end of
this second match, For it this scene because even her trusty Nurse gives up hope
excels your first; or if it did and advises her to marry Paris. The Nurse’s tone is
not, Your first is dead, or cruelly cold here as she refers to Romeo, Juliet’s true
‘twere as good he were As love, as her ‘first match’ and states that he ‘is dead, or
living here and you no use ‘twere as good he were.’ Her words are quite shocking to
of him.’ the audience as throughout the play the Nurse has helped
Juliet, and knows about her secret marriage to Romeo. In
these times, to remarry or have two husbands was
considered a terrible sin against God. This makes the
Nurse’s advice to go ahead and marry Paris even more
abhorrent. Her behaviour here also contrasts greatly with
how she has acted toward Juliet throughout the play. This
also makes her words more shocking, and adds to the
hopelessness of this part of the play.

Worksheet 5: Character summaries and quotations,

continued
Now create your own character summaries:

Worksheet 6: Characters
Romeo Juliet
Lord Montague Lord Capulet
Lady Montague Lady Capulet
Tybalt
Benvolio

Worksheet 6: Characters, continued
Friar Laurence
Mercutio
Balthasar Paris
Juliet’s nurse
The Prince

Worksheet 6: Characters (blank version)
………………. ……………….
………………. ……………….
………………. ……………….
……………….
……………….

Worksheet 6: Characters (blank version), continued
……………….
……………….
………………. ……………….
……………….
……………….

Worksheet 7: Romeo & Juliet quiz
1. What is the audience told in the Prologue at the start of the play?
A) That Romeo will drink poison
B) That the play is set in France
C) That Romeo and Juliet will kill themselves
D) That Romeo will kill Tybalt
2. Which of the two following statements are true about Act 1?

A) The play starts with two Montague servants cavorting on the streets of Verona
B) The play starts with two Capulet servants cavorting on the streets of Verona
C) Tybalt wants to cause a fight
D) Benvolio wants to cause a fight
3. Why does Romeo agree to go to the Capulet party in Act 1?

A) He wants to see Rosaline
B) He wants to meet with Juliet
C) He wants to talk with Tybalt
D) He wants to die
4. How does Juliet find out that Romeo is a Montague?

A) Tybalt informs her
B) Her Nurse informs her
C) Lady Capulet informs her
D) Romeo confesses to her that he is a Montague
5. Which of the three following statements are true?

A) Juliet first suggests that they should get married immediately
B) Juliet’s Nurse knows about her relationship with Romeo and agrees to help them marry
C) Friar Laurence thinks Romeo and Juliet’s marriage is a bad idea
D) Romeo and Juliet are married the day after they first meet
6. What happens immediately after Romeo and Juliet get married?

A) They go on their honeymoon
B) They plan to fake their own deaths to escape Verona
C) Romeo goes to tell his friends that he is married and ends up killing Tybalt
D) Romeo goes to meet with his parents
7. Why does Lord Capulet agree that Juliet should marry Paris immediately?
A) He is worried Paris will not wait two years to marry Juliet
B) He wants her to marry Paris quickly before Tybalt dies
C) He thinks that she is upset about Tybalt’s death and needs happiness in her life
D) He wants Paris’ money

Worksheet 7: Romeo & Juliet quiz, continued
8. Who suggests that Juliet should fake her own death?

A) The Nurse
B) Romeo
C) Friar Laurence
D) Lord Capulet
9. Why does Romeo kill Paris?

A) Paris thinks Romeo is an enemy to the Capulets and so attacks him. Romeo kills him in
anger
B) Paris tries to run away with Juliet
C) Romeo is jealous of Paris
D) Paris said something terrible about Romeo’s mother
10. What happens after Romeo and Juliet’s death?

A) The Capulets and Montagues go to war
B) Lord Capulet kills himself
C) The Capulets and Montagues decide to live in peace together
D) Friar Laurence is murdered
Class discussion
Who do you think is to blame for Romeo and Juliet’s death?
A) Romeo and Juliet
B) The Nurse
C) Friar Laurence
D) Lord Montague and Lord Capulet
E) The Prince
Do you think Romeo is weak hearted and easily led?
Do you think Romeo and Juliet’s falling in love is too sudden and rash to be considered
true love?
.

Worksheet 7: Romeo & Juliet quiz answers
1. What is the audience told in the Prologue at the start of the play?
Answer: C) That Romeo and Juliet will kill themselves
2. Which of the two following statements are true about Act 1?

Answers: B) The play starts with two Capulet servants cavorting on the streets of Verona
C) Tybalt wants to cause a fight
3. Why does Romeo agree to go to the Capulet party in Act 1?

Answer: A) He wants to see Rosaline
4. How does Juliet find out that Romeo is a Montague?

Answer: B) Her Nurse informs her
5. Which of the three following statements are true?

Answers: A) Juliet first suggests that they should get married immediately
B) Juliet’s Nurse knows about her relationship with Romeo and agrees to help them
marry
D) Romeo and Juliet are married the day after they first meet
6. What happens immediately after Romeo and Juliet get married?
Answer: C) Romeo goes to tell his friends that he is married and ends up killing Tybalt
7. Why does Lord Capulet agree that Juliet should marry Paris immediately?
Answer: C) He thinks that she is upset about Tybalt’s death and needs happiness in her life
8. Who suggests that Juliet should fake her own death?

Answer: C) Friar Laurence
9. Why does Romeo kill Paris?

Answer: A) Paris thinks Romeo is an enemy to the Capulets and so attacks him. Romeo kills
him in anger
10. What happens after Romeo and Juliet’s death?

Answer: C) The Capulets and Montagues decide to live in peace together

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Set Text animation: Romeo & Juliet

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Copyright © UCLES 2020

Lesson plan – Set text animations....................................................................................................5

Worksheet 1: Animation viewing sheet...........................................................................................12

Worksheet 2: Animation success criteria........................................................................................14

Worksheet 5: Character summaries and quotations.......................................................................20

Worksheet 5: Character summaries and quotations.......................................................................21

Worksheet 7: Romeo & Juliet quiz.................................................................................................28

Icons used in this pack:

Cambridge O Level Literature in English 2010 3

Cambridge O Level Literature in English 2010 4

Cambridge O Level Literature in English 2010 5

Lesson plan – Set text animations

Resources  Animation software

Key words  Animated frame: Each individual animated

Learning objectives By the end of the lesson:

Cambridge O Level Literature in English 2010 6

Cambridge O Level Literature in English 2010 7

When to teach this lesson

Cambridge O Level Literature in English 2010 8

Teacher notes: Act 3 scene list

Cambridge O Level Literature in English 2010 9

Cambridge O Level Literature in English 2010 10

Cambridge O Level Literature in English 2010 11

Worksheet 1: Animation viewing sheet

Worksheet 2: Animation success criteria

Worksheet 4: Romeo and Juliet summary

Worksheet 5: Character summaries and quotations

Worksheet 7: Romeo and Juliet quiz

Cambridge O Level Literature in English 2010 12

Worksheet 1: Animation viewing sheet

3. Was there anything in the animation that surprised you?

Cambridge O Level Literature in English 2010 13

Worksheet 1: Animation viewing sheet, continued

4. What did you enjoy or find useful about the animation?

6. What text would you like to make an animation of?

Cambridge O Level Literature in English 2010 14

Worksheet 2: Animation success criteria

Success criteria – your animation should

1. a clear title at the beginning of your

2. suitable character animations, to portray

3. appropriate props and background

4. at least two key quotations from the text

5. pauses in time between the events that

6. a variety of different camera positions

7. text that helps highlight the use of any

Cambridge IGCSE Literature in English 0475 15

Cambridge O Level Literature in English 2010 16

Worksheet 3: Reflection, continued

6. What advice would you give about creating animations?

Cambridge O Level Literature in English 2010 17

Worksheet 4: Romeo & Juliet summary

Cambridge O Level Literature in English 2010 18

Worksheet 4: Romeo & Juliet summary, continued

Cambridge O Level Literature in English 2010 19

Worksheet 4: Romeo & Juliet summary, continued

Cambridge O Level Literature in English 2010 20

Worksheet 5: Character summaries and quotations

Act:Scene Quotation This suggests…

Cambridge O Level Literature in English 2010 21

Worksheet 5: Character summaries and quotations

Act:Scene Quotation This suggests …