LEARNING COMPETENCY

EN9V-IIIg-29: Get familiar with the technical vocabulary for drama and theatre (like stage directions)
EN9WC-IIIg-9: Compose forms of literary writing

Objectives:
1. Define the different forms of literary writing to be able to distinguish a play from other forms
2. Familiar oneself with the technical vocabulary for drama and theater
3. Demonstrate involvement in composing a script about an alternative ending to the literary piece
discussed

LEARNING CONTENT
Lesson: “Romeo and Juliet” (Wedding to End) by William Shakespeare
Materials:
1. Copies of the Literary Text
2. Worksheet
References:
1. K to 12 Curriculum Guide (May 2016) p. 208
2. A Journey through Anglo-American Literature Learner ‘s Material for
English pp. 327-342
3. Online References
LEARNING TASKS
Introduction: People ‘s lives are shaped by the circumstances of the time and place in which
they live (family and social mores, religion, power relations, etc.). Circumstances of life and
the choices we make change and mold us.

Preliminary Activity:

Source: http://bryanbibb.com/2014/11/18/can-a-genre-be-errant/

Activity: FIND YOUR MATCH Match the word

in Romeo ‘s column with the definition given in Juliet ‘s.
Use the sentences below as your clues. (LM, p. 326)
1. terrible
a. an angry disagreement
2. execute b. a building or chamber above or below
the ground in which dead body is around
3. tomb c. small room with shelves where you keep
4. argument cup and food
d. very shocking and upsetting
5. cupboard e. to kill (someone) especially
as punishment for a crime
1. Juliet my dear, something terrible happened.
2. The Prince is not going to execute you.
3. I‘ll be in the tomb, with the dead bodies around me.
4. Oh, you Montagues and Capulets, what a stupid argument.
5. He goes to a cupboard and takes out a bottle
Application:

ANALYSIS: FACTUAL RECOUNT

TASK 8: AN ALTERNATIVE ENDING
Answer the following question from the context of the story. Do t I n your notebook. (LM, p.
If you will be given a chance to give Romeo and Juliet a different ending,
1. Who are Romeo and Juliet? What is going on between the families of the two?
what would it be?
2. Where is Romeo exiled? Why does Romeo feel that banishment is worse than
Write a script showing an alternative ending of the play. Then, with your
death?
group, perform 3.a How
role play
does following the react
Lord Capulet script.to Juliet ‘s refusal? What ultimatum does he give her?
4. Why is there such a rush to see Juliet married?
338)

Abstraction:

SMALL UNDERTAKINGS
Do the following activity with your group. (LM, p.343-344)

Group 1: News Flash

Suppose you were a reporter and your beat is to cover a crime report. You decided to make a news report
about the Tragedy in Verona concerning the ill-fated lovers Romeo and Juliet

Group 2: Dance of Love

Design a costume, select the music, and perform an interpretative dance about a secret wedding. Turn in a
paragraph explaining what your group is trying to convey (How does your costume, music and choreography
capture important events and themes of the act?).

Group 3: Sing Your Heart Out

Write and perform an original song, including lyrics and music, for the wedding of Romeo and Juliet.

Group 4: Paint My Love

Create a timeline highlighting the feud between the two families resulting in the untimely death of the two young lovers.

Group 5: A Love Story Untold

Reorganize the summary of the last scene of the play, Romeo and Juliet. Write it in a different form like a newspaper article,
a novel chapter, a diaryApplication:
entry, a sonnet or a letter.

T A S K 8 : A N A L T E R N A T I V E E N D IN G
If yo u w ill b e g ive n a ch a n c e to g iv e R o m eo a n d Ju lie t a d ifferen t e n d in g ,
w h a t w o u ld it b e ?
W rite a s crip t s h o w in g a n a ltern a tiv e en d in g o f th e p la y . T h e n , w ith yo u r
g ro u p , p e rfo rm a ro le p la y fo llo w in g th e s crip t.
 WRITING A SCRIPT RUBRIC

Sou 1 2 3 4 rce
: There are more than
There are few There are no
htt The final draft has a few grammar, ps:
Conventions grammar, grammar,
//w many grammar, capitalization, ww
capitalization, spelling, capitalization,
.go capitalization, spelling, or ogl
or punctuation errors spelling, or
e.c spelling, and punctuation errors om
in the final draft. in the final draft.punctuation errors in
punctuation errors.
.ph the final draft. /#q
=sc The story is very well ript
The plot is pretty well
+wr Ideas and scenes The plot is a little hard organized. One idea itin
organized. One idea or
g+r Clarity seem to be to follow. The or scene follows ubr
scene may seem out
ic+ randomly arranged. transitions are another in a logical hig
of place. Clear
h+s sometimes not clear. sequence with clear ch
transitions are used. transitions.
ool
There is little The story contains
The story contains a The story contains
evidence of many creative details
few creative details creative details and/or
Creativity creativity. The and/or descriptions
and/or descriptions, descriptions that
playwright does not that contribute to the
but they distract from contribute to the
seem to have used reader's
the story. reader's enjoyment enjoyment.
much
imagination.
It is usually clear which
Hard to follow It is usually clear which It is always clear which
character is speaking.
characters' dialogue character is speaking. character is speaking.
Dialogue Dialogue is well
and minimal effort is Dialogue is choppy Dialogue is well
developed, but could
put into and not well developed and varied.
be more
conversations. developed. varied in structure.