Introduction

Lesson topic: Romeo and Juliet, Act III

Length of lesson: 90 minutes
Virginia Standards of Learning:
9.3 The student will read and analyze a variety of literature.
9.5 The student will read dramatic selections.

Cognitive Objectives
• Students will identify types of figurative language, including images and sounds, such as allusion.
• Students will identify and analyze an author’s presentation of literary content by the use of structuring techniques, such as
foreshadowing, soliloquy, monologue, and aside.
• Students will identify and analyze an author’s use of diction (word choice) to convey ideas and content, including dramatic
irony and pun.
• Students will compare and contrast the elements of character, setting, and plot in or among one-act plays and full-length plays

Materials and Advanced Preparation

• Laptops
• These activities were developed using No Fear Shakespeare Romeo and Juliet (original and modern texts, side by side) and
Timeless Voices, Timeless Themes textbook

Teaching and Learning Sequence

Introduction/Anticipatory Set
• Teacher will review the types of dramatic speeches in Acts I and II: soliloquy, aside, and monologue.
• Teacher will explain the use of allusions in literature.
• Students will review the events of Act II. The Friar’s statement, “These violent delights have violent ends . . ”
foreshadows events that will occur in Act III.

Lesson Development
• Students will take turns reading aloud Act III. Students will paraphrase the original text using the side-by-side text.
• Students will analyze Mercutio’s speech, identifying details that indicate it is a monologue and not a soliloquy.
• Students will predictions about what will happen
• Students will make inferences
 Closure
• Students will respond to the following prompt by blogging (English 9 Portfolio): Romeo’s banishment from Verona was a
harsh punishment. What would you miss about living in Richmond, if you had to move away?

Homework
• Students will continue reading Act III.

Assessment
• Formative—Students will respond to teacher directed questions. Students will read Act III.
• Summative—Students will blog in response to prompt.

References
• Crowther, John, (Ed.). (2005). No Fear Romeo and Juliet. Retrieved April 13, 2011, from
http://nfs.sparknotes.com/romeojuliet/
• Pearson Prentice Hall. (2005). Virginia Teacher’s Edition, Prentice Hall Literature: Timeless Voices, Timeless Themes.
Upper Saddle, NJ: Pearson Prentice Hall.
• Pearson Prentice Hall. (2005). Virginia Student’s Edition, Prentice Hall Literature: Timeless Voices, Timeless Themes. Upper
Saddle River, NJ: Pearson Prentice Hall.