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Romeo and Juliet Lesson Plans

Lesson Plan One: Film Study

Created by Tara Baker

Analyze the scene presented to you.  You will need to pay attention to the following:
Lighting, background music, props, clothing, and camera angles.

1.  Lighting: this helps create the mood for a scene.  What type of lighting do you find in this scene?  How does it affect the mood of the viewer?  How does it affect the mood of the character?

2. Background music or noise: This can add realism to a scene or be an additional tool for mood.  In this scene, what types of background music/noise do you hear?  Why is it important to the plot of the play?  What type of feelings does it evoke?  Why?  If you could change this music, describe what you would like to hear.  

3.  Props: Additional items in the scene besides the actors and buildings.  What props do you see?  Why are they important?  Pick three props and explain why they MUST be in the scene.  

Look at the various types of clothing in the scene.  In a very detailed paragraph, pick one character to dress. Describe the types of clothing you would pick, describe the colors you would choose, and describe why YOUR choice is better than the one on the screen.  

Camera Angles:

These angles are important because they are used to make inferences from the audience.  A shot from the feet up (low angle) makes a character look larger and more dangerous.  A shot from the head down (high angle) make a character look smaller and weak.  Which camera angle did you notice most?  Who was dangerous?  Who was weak?  Why did the director choose to use this angle on the character?  Defend your answer with textual proof.  

Lesson Plan Two: Social Offences

Created by Tara Baker

This lesson can be used to introduce societal issues in The Tragedy of Romeo and Juliet.  
Break students up into groups of four, hand each group these cards (please cut prior to handout), and have them order the social offenses from least offensive to most offensive.  The group must agree on the placement, and they must explain their reasoning.

Selling Poison

Lying to someone Falling in love Crashing a party Hiding a fugitive Disobeying parents
Running away Killing someone in self- defense

Killing someone Buying Poison Faking your own death A preacher lying to others
Breaking into someone’s property Trespassing Threatening to kill yourself Depression Loving someone who doesn’t love you

Breaking into a cemetery
Bribing someone Writing a threatening note to  someone Sneaking out of the house Marrying someone without your family’s approval

Killing yourself Kissing someone you don’t know at a party

Lesson Plan Three: Similes, Metaphors, Allusions, and Personification Matching

Created by Tara Baker

Give students cards, and tell them to match the like examples.  Then, students should create a title for this particular group- otherwise known as list, group, and label.  Students must be able to verbalize why certain cards go together.  This is a great and fun way to review similes, metaphors, personification, and allusion.  
O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night  Like a rich jewel in an Ethiope’s ear   (I.v)  
If I profane with my unworthiest hand, This holy shrine, the gentle fine is this: .My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss.  (I.v) It is the east, and Juliet is the sun.  (II.ii)
Arise, fair sun, and kill the envious moon, who is already sick and pale with grief, That thou her maid art far more fair than she. (II.ii)
Night's candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops I must be gone and live, or stay and die.(III.v) From forth day’s path and Titan’s fiery wheels (II.iii) The brightness of her cheek would shame those stars
As daylight doth a lamp…  (II, ii)
When well appareled April on the heel
Of limping Winter treads (I, ii)
Death is my son-in-law, Death is my heir. (IV, v)
Gallop apace, you fiery-footed steeds,
Toward Phaeton would whip you to the west (III, ii)
a winged messenger of Heaven (II, ii) O sweet Juliet Thy beauty hath made me effeminate
And in my temper sof’ned valor’s steel!    (III, i)
For though fond nature bids us all lament Yet nature’s tears are reason’s merriment. (IV, v) My bounty is as boundless as the sea,
My love as deep; (II, ii)
And flecked darkness like a drunkard reels  (III, iii)
Dido a dowdy, Cleopatra a gypsy, Helen and Hero hildings and harlots, (II, iv)
This bud of love, by summer’s ripening breath, May prove a beauteous flower when next we meet. (II, ii)      


Romeo & Juliet

Educator's Guidebook

Synopsis of Romeo and Juliet

Romeo and Juliet

Lesson Plans

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