Romeo and Juliet

 

From the Play to Film and Back

 

A Teaching Unit

 

Purpose

Teaching Shakespeare's Romeo and Juliet to 9th graders comes with many challenges: language, the stigma of poetry, preconceived notions, and stage fright.  It becomes important for a teacher to help students become comfortable with the text and make personal connections.  This is where film enters the picture.  Students relate to movies because they are modern technology.  If Shakespeare can be recreated for the screen, it can be done in the classroom.  Also, certain adaptations allow the students to see contemporary updates helping to make more of those important connections.  Next, more and more students are visual learners.  Rather than a teacher reading an act or scene synopsis, a film can show the action, the emotion, even the language with greater comprehension.  This unit will show how to effectively use film as a teaching tool for Romeo and Juliet. Please note that there are a few lessons that do not include film, but these lessons provide basic knowledge such as the meaning of dramatic terms.

 

Unit Objectives

Students will be introduced to William Shakespeare's life and literary works.

Students will read, comprehend, act out, and analyze Romeo and Juliet.

Students will  know, understand, recognize, and use dramatic terms in association to the play.

Students will analyze the similiarities and differences among adaptations of the play.

Students will evaluate film adaptations based on specified criteria and personal opinion.

Students will create their own adaptation of the play using the text and their knowledge of dramatic terms.

 

Unit Materials

Romeo and Juliet by William Shakespeare (text)

William Shakespeare Background Information

Elizabethan Era Background Information

Shakespeare in Love and on Film documentary

The Language of Literature (textbook)

Romeo and Juliet Packet: specific worksheets listed under lessons

1996 Academy Awards Video: Shakepspeare Montage

Romeo and Juliet directed by Franco Zeffirelli

William Shakespeare's Romeo + Juliet directed by Baz Luhrmann

West Side Story

Shakespeare in Love

 

Optional Materials

West Side Story Orginial Soundtrack

William Shakespeare's Romeo + Juliet Original Soundtracks vol. 1 and 2

 

 

Lessons are not laid out day-by-day.  Although the lessons are generally taught chronologically according to the play, lesson time can vary from fifteen minutes to a week.  Please note that there is not a lesson for every scene of the play, only those that would use film as a major component or will eventually tie into those lessons.

 

 

LESSON 1: Introducing the Bard

 

Lesson Objectives

Students become familiar with the life and works of William Shakespeare.

Students can differentiate known facts from rumors about Shakespeare.

Students become familiar with the Elizabethan Era, specifically Elizabethan theater.

 

Lesson Materials

William Shakespeare Background Information

Elizabethan Era Background Information

Shakspeare in Love and on Film

R&J Packet: "What do You Know?", "The Life of the Bard"

1996 Academy Awards Video: Shakespeare Montage

 

Activities

Students are asked to write down everything they think they know about William Shakespeare in their R&J Packet on "What do You Know?."  This can include facts about his life, his works, specific titles, characters, poems, and poetic forms.  After five minutes, the class will discuss what individual students wrote down and make a "Before" list on the overhead.  There is no wrong or right answer.

 

Students watch Shakespeare in Love and on Film about the few facts known about Shakespeare.  There is a worksheet in the R&J Packet to go with the film, "Life of the Bard".  This film, produced by the same company that made Shakespeare in Love, not only points out how little is known about Shakespeare's life before London, but how little is known about his part in the theater.  It continues with information on the Globe Theater, how plays were put on during the Elizabethan Era, and how the story of Romeo and Juliet has become a classic.

 

The teacher presents the remaining information on Shakespeare using the overhead projector as students take notes in their R&J Packet on "The Life of the Bard"  Allow students to ask questions.    There is a quiz to go with the notes (not included with unit).

 

Show the 1996 Academy Awards Video: Shakepspeare Montage showing how much he has influenced cinema (seven-minute clip).  Discuss which movies students have seen and if they knew the movie, story, character, or quotation was based on Shakespeare's works.  Make a class list of movies made after 1996 that could be added to the montage.

 

 

Lesson 2: Exploring Drama

 

Lesson Objectives

Students become familiar with dramatic terms

Students are able to recoginize examples of dramatic terms

Students are able to use dramatic terms correctly

 

Lesson Materials

R&J Packet: "Dramatic Terminology"

The Language of Literature

PowerPoint: Dramatic Terms (not included with unit)

 

Activities

Students fill out the "Dramatic Terminology" in their R&J Packets using the glossary in The Language of Literature.

Students view the PowerPoint: Dramatic Terms which shows characters standing in specific positions, specific areas of the stage, and following blocking or stage direction.  Students then identify what is occuring in the slides using their "Dramatic Terminology." 

Throughout the reading of the play as well as when watching the film versions, students will continue to identify examples of dramatic terms.

 

 

Lesson 3: Meeting the Cast

 

Lesson Objectives

Students will become familiar with the main characters of the cast.

Students will identify the characterizaiton of these characters.

 

Lesson Materials

R&J Packet: "Who's Who"

Zeffirelli and Luhrmann versions of Romeo and Juliet

 

Activities

Teacher will play several short clips from two versions of Romeo and Juliet which highlight certain characters. Based on these clips, students will begin filling in "Who's Who" in their R&J Packet.  This will be added to throughout the reading and watching of the play.

 

Clip Suggestions:

Romeo: Act 1, Scene 1

Juliet: Act 1, Scene 3

Lord and Lady Montague: Act 1, Scene 1

Benvolio: Act 1, Scene 1

Mercutio: Act 2, Scene 1

Balthasar: Act 5, Scene 1

Lord Capulet: Act

Lady Capulet: Act 1, Scene 3

Tybalt: Act 1, Scene 1

Paris: Act 1, Scene 2

Nurse: Act 1, Scene 3

Friar Laurence: Act 2, Scene 3

Prince Escalus: Act 1, Scene 1

 

 

Lesson 4: Diving into the Play

 

Lesson Objectives

Students will begin reading and understanding Romeo and Juliet.

Students will compare and contrast their own interpretation of Act 1, scene 1 with the film versions.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "R&J Additonal Notes"

Zeffirelli and Luhrman versions of Romeo and Juliet

 

Activities

The teacher will show Act 1, scene 1  up to the end of the fight scene from both film versions.  Students will discuss the similarities and the differences between the films.  Notes from this discussion will be written down on "R&J Additional Notes" in their R&J Packets. Students will then act out the scene in class, choosing their own interpretation of the scene.  The audience will assist by suggesting stage direction, blocking, body position, and gestures.  The "actor" gets to choose facial expressions and voice.  The scene will include several pauses as both the cast and audience discuss possible interpretations and provide explanations.  Teacher will also pause to check for comprehension of the story by asking students what is happening, what is the overall tone, and who is fighting/defending whom.

 

 

Lesson 5: Examining the Hero

 

Lesson Objectives

Students will analyze different interpretations of Romeo.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "Who's Who"

Zeffirelli and Luhrmann versions of Romeo and Juliet

 

Activities

The teacher will show Act 1, scene 1 from both film versions starting where Romeo is finally introduced. Students will discuss the similarities and differences between the two interpretations of Romeo as well as what they agree or disagree with.  Students will add to "Who's Who" in their R&J Packets.  They will then write down five actors that they would cast as the part of Romeo. 

 

Writing Assignment:

Students pick one actor from their self-made list of possible actors to play Romeo and write a one-paragraph essay about why that actor would make a good Romeo.

 

 

Lesson 6: The Power of Suggestion

 

Lesson Objectives

Students will analyze different interpretations of Act 1, scene 2.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "R&J Additional Notes"

Zeffirelli and Luhrmann versions of Romeo and Juliet

 

Activities

Students will read Act 1, scene 2 and 3 before discussing Juliet and her parents. Students will discuss the possible marriage of Juliet and Paris: Is it a good match? What seems odd to us about the arrangment? Does her father have a right to arrange this marriage? What is meant by the father's line about bride's too early made? 

Students will watch the Zeffirelli version of Act 1, scene 2, then reply again to the questions based on Zeffirelli's interpretation of the lines. 

Students will watch the Luhrmann version of Act 1, scene 3.  They will readdress the same questions based on this interpretation. 

Notes will be kept in the R&J Packet under "R&J Addtional Notes."

Students will discuss which lines made more sense after the viewing of the films, if the films altered their opinions, or if they think the films are not accurate.

Students have the option of acting out particular speeches a second time based on new understanding such as Act 1, scene 2 lines 1-34 and Act 1, scene 3 lines 70-109.

 

 

Lesson 7: Going to a Party

 

Lesson Objectives

Students will analyze the "Queen Mab" speech as a monologue.

Students will look at the character development of Romeo.

Students will study the directors' camera work, lighting, sets, and mood of Act 1, scene 5.

Students will create their own blocking and visual concepts for Act 1, scene 5

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "R&J Additonal Notes", "Going to the Party"

Zeffirelli and Luhrmann versions of Romeo and Juliet

West Side Story

 

Activities

PART I: Students will act out Act 1, scene 4, then discuss the tone and symbolism of the "Queen Mab" speech.   

Students will watch both film versions of the "Queen Mab" speech and discuss how the speech is a monologue, the similarities and differences between the performances, and why the actors may have interpreted the speech that way. 

Students will discuss which interpretation they believe is most accurate and provide an explanation why.   

Students will draw a picture of Queen Mab based on Shakespeare's monologue.  All important information will be written down in "R&J Additional Notes" in the R&J Packet.

 

PART II: Students will watch both versions of Act 1, scene 5. 

Students will write down in "Going to the Party" in their R&J Packets how the directors set up the scene.  This will address cameral angles, lighting, the sets, the costumes, the music, and the overall mood. 

The students will add their own ideas for setting up the scene. 

Students will then act out Act 1, scene 5.  Each actor must actively choose his or her stage position, blocking, and delivery.  The audience is allowed to give suggestions and ideas. 

Students will draw a picture of what they imagine the stage to look like for the scene including props or put together possible costumes for the main players on a poster.

 

PART III: Students watch the party scene of West Side Story.

Students discuss how the "dance-off" connects to the issues addressed in the play. 

Students discuss how this more contemporary version deals with the meeting of the two lovers. 

Students decide which version of the three is most realistic and which they prefer.

 

Writing Assignment:

How have dreams been tied into the play so far,and why does Shakespeare repeatedly mention dreams?

 

 

Optional Lesson: Party Soundtrack

 

Lesson Materials

Romeo and Juliet (text)

West Side Story Orginial Soundtrack

William Shakespeare's Romeo + Juliet Original Soundtracks vol. 1 & 2

 

Activities

Students listen to the music used in the Luhrmann film version and West Side Story for the party scene (Act 1, scene 5).

Students discuss how music affects the tone of the scene, the performance, and the emotional response of the audience.

Students suggest other songs/music that could be used during Act 1, scene 5.

This activity can be repeated for several scenes.

 

 

End of Act 1 Activities

Act 1 Translation: Students pick a selection of lines to translate into modern language

Go over "R&J Additional Notes" for review for Act I

Go over "Who's Who" to make any needed additions

 

 

Lesson 8: On the Balcony

 

Lesson Objectives

Students will analyze the balcony scene based on four film interpretations.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "R&J Additional Notes", "On the Balcony"

Zeffirelli and Luhrmann versions of Romeo and Juliet

West Side Story

Shakespeare in Love

 

Activities

Students will watch four versions of Act 2, scene 2 while filling out "On the Balcony" in their R&J Packets.  These will focus on the details of the scene such as where the actors are during the scene, how they say their lines, the feelings expressed during the lines, and if they are believable.

Students will act out Act 2, scene 2 attempting to act it out as they believe Shakespeare would have directed it. 

 

Writing Assignment:

Students will write a comparison/contrast essay that focuses on the similiarities and differences of two of the four interpretations.

 

 

Lesson 9: The Wedding

 

Lesson Objectives

Students will evaluate two versions of Act 2, Scene 6 based on the performances of the actors.

Students will write an article based on their evaluations.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "The Wedding"

Zeffirelli and Luhrmann versions of Romeo and Juliet

 

Activities

Students will watch the Zeffirelli and Luhrmann film versions of Act 2, scene 6 while making notes in "The Wedding" in the R&J Packet.

Students will evaluate the performances of the actors playing Romeo and Juliet based on interpretation of the text, physical performance, realism, and tone.

Students will discuss their evaluations in groups of two or three.

 

Writing Assignment:

Students will write an article as if they are film critics stating their evalutions of the actors and comparing the two performances.  They will need to cite the play and the films as support for their ciriticism.

 

 

End of Act 2 Activities

Act 2 Translation: Students pick a selection of lines to translate into modern language

Go over "R&J Additional Notes" for review for Act 2

Go over "Who's Who" to make any needed additions

 

 

Lesson 10: When Violence Erupts

 

Lesson Objectives

Students will attempt to modernize Act 3, scene 1 through changes in the text and their performances.

Students will analyze and evaluate a contemporary version of Act 3, scene 1.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "When Violence Erupts"

Luhrmann version of Romeo and Juliet

West Side Story

 

Activities

Students will act out Act 3, scene 1.

Students will discuss ways to modernize the scene such as contemporary insults, challenges, weapons, and fighting techniques.  These changes will be used in a second acting of the scene which allows dramatic license.  As actors, students get to switch out specifc words or lines and use gestures and blocking to suggest a more contemporary take on the scene.

Students will watch the Luhrmann film version to see a contemporary adaptation of the scene.  While watching the scene, they will fill out "When Violence Erupts" in their R&J Packets which focuses on the changes made to the scene, what stayed the same, what was subtly updated without actually changing, and whether or not the adaptation reflects the original text.

Students will watch the scene in West Side Story that shows the dance-off/fight between the Sharks and Jets before discussing that alternate version of violence. (optional)

 

 

Lesson 11: Love Turns Tragic

 

Lesson Objectives

Student will plot the emotion of Act 3, scene 5 during the text and film versions.

Students will sythesize the emotional perfomance of Act 3, scene 5.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "Love Turns Tragic"

Zeffirelli and Luhrmann versions of Romeo and Juliet

 

Activities

Students will read Act 3, scene 5 and plot the emotions of the main characters on "Love Turns Tragic" in their R&J Packet.

Students will watch the Zeffirelli and Luhrmann film versions of Act 3, scene 5 and plot the emotions of the actors on "Love Turns Tragic."

Students will discuss the performances focusing on the realism of the emotion, the appropriateness, and how the actors show emotion through voice and physical movement. 

Students will act out Act 3, scene 5.  Actors must attempt to put emotion into their performances using their voices and bodies.  The audience will provide feedback such as, "You're being melodramatic!," "Use your arms," and "More sadness." 

 

 

End of Act 3 Activities

Act 3 Translation: Students pick a selection of lines to translate into modern language

Go over "R&J Additional Notes" for review for Act 3

Go over "Who's Who" to make any needed additions

 

 

No Specific Lessons of Act 4

 

 

End of Act 4 Activities

Act 4 Translation: Students pick a selection of lines to translate into modern language

Go over "R&J Additional Notes" for review for Act 4

Go over "Who's Who" to make any needed additions

 

 

Lesson 12: Fate Intervenes

 

Lesson Objectives

Students will analyze and evaluate a contemporary version of Act 5, scene 1 and 2.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "Fate Intervenes"

Luhrmann version of Romeo and Juliet

 

Activities

Students will act out Act 5, scene 1 and 2.

Students will discuss ways to modernize the scene such as using contemporary drug dealers and modern communication issues.  These changes will be used in a second acting of the scene which allows dramatic license.  As actors, students get to switch out specifc words or lines and use gestures and blocking to suggest a more contemporary take on the scene.

Students will watch the Luhrmann film version to see a contemporary adaptation of the scene.  While watching the scene, they will fill out "Fate Intervenes" in their R&J Packets which focuses on the changes made to the scene, what stayed the same, what was subtly updated without actually changing, and whether or not the adaptation reflects the original text.

 

 

Lesson 13: Two Star-Crossed Lovers Take Their Life

 

Lesson Objectives

Students will evaluate two versions of Act 5, Scene 3 based on the performances of the actors.

Students will compare the film adaptations with West Side Story.

Students will write an alternate ending to the play or an evaluation of one of the two film adaptations.

 

Lesson Materials

Romeo and Juliet (text)

R&J Packet: "The End"

Zeffirelli and Luhrmann versions of Romeo and Juliet

 

Activities

Students will watch the Zeffirelli film version of Act 5, scene 3 while making notes in "The End" in the R&J Packet.

Students will take notes on dramatic elements such as casting, performance, setting, costumes, lighting, mood, camera angles, and background noise/music filling out "The End" in their R&J Packets.

Students will act out Act 5, scene 3.  They can use the performance elements from the Zeffirelli version if they choose.

Students will watch the Luhrmann film version of Act 5, scene 3 while making notes in "The End" addressing the same dramatic elements.

 

Writing Assignments:

Option One: Students can write an alternate ending.  They must write it using the same format (as a play) and attempt to use a similar style (iambic pentameter).  Their ending must include some type of closing speech and what happens to the feud.

 

Option Two: Students can write an evaluation of one of the two film adaptations focusing on how the final scene reflects the overall theme of Shakespeare's play.  The essay should include citations from the film and text.

 

 

End of Act 5 Activities

Act 5 Translation: Students pick a selection of lines to translate into modern language

Go over "R&J Additional Notes" for review for Act 5

Go over "Who's Who" to make any needed additions

Fill in the 'After' section on "What Do You Know?" As a class, discuss "What Do You Know?" such what was clarified while studying the play as well as newly-learned information.

 

 

Romeo and Juliet Final Group Project

Students will work in small groups (4 to six people) and choose a scene from the play to create their own film adaptation.  Adaptations can be set in any time period or culture.  The only thing that cannot change is the text.

 

Project Criteria:

Set: Students must create a set which reflects the scene.  This can be an indoor or outdoor set.

Costumes: Actors must be wearing appropriate costumes for the adaptation (if it's based during the Renaissance, they should wear colorful gowns).

Performances: Actors do not have to memorize the text (extra credit to groups who do not use scripts on screen), but they do need to "act" using emotion, facial expressions, blocking, and gestures.

Camera Angles: Students need to incorporate close-ups, medium shots, and wide, establishing shots into their adaptations.

Lighting: The lighting should be appropriate for the scene.

Background Sound/Music: Students should incorporate appropriate sound effects or music into their adaptations.

Editing: Adaptations should be edited using iMovie or Windows Movie Maker for smooth transistions, cutting out of extra filming and bloopers, and the addtion of opening and closing credits.  It is suggested that background sound and music be added during the editing process.

Final Project Reflection: Each group will write a reflection paper that discusses the choices they made in making their adaptation, how and why they made those choices, and what each group member contributed to the project.

Final Project Rubric.doc

 

Romeo and Juliet Packet

What_Do_You_Know.doc

Life of the Bard.doc

Dramatic Terminology.doc

Who is_Who.doc 

Romeo and Juliet Additional Notes.doc

Going_to_the_Party.doc

On_the_Balcony.doc

The Wedding.doc 

When Violence Erupts.doc 

Love Turns Tragic.doc

Fate Intervenes.doc

The End.doc

 

Translation Sheets

Translations_Act_I.doc

Translations_Act_II.doc 

Translations_Act_III.doc

Translations_Act_IV.doc

Translations_Act_V.doc

 

Writing Assignment Rubric

Writing Assignment Rubric.doc 

 

 

Works Cited for Unit Materials

Language of Literature, The. ed. Arther N. Applebee. Evanston, IL: McDougal Littell, 1997.

Luhrman, Baz, director. William Shakespeare's Romeo + Juliet. Bazmark Films. 1996.

Shakespeare in Love. Bedford Falls Productions. 1996.

Shakespeare in Love and on Film. 1999.

Shakespeare, William. Romeo and Juliet. The Tragedy of Romeo and Juliet and Related Readings. Evanston, IL, McDougall Littel, 1997.

West Side Story. The Mirisch Corporation. 1961.

Zeffirelli, Franco, director. Romeo and Juliet. BHE Films. 1968. 

 

Useful Sources for Information

http://www.shakespeare-online.com/biography/

http://www.bardweb.net/

http://www.sparknotes.com/shakespeare/romeojuliet/

"Shakespeare: An Overview." The Tragedy of Romeo and Juliet with New and Updated Critical Essays. ed. J.A. Bryant, Jr. and Sylvan Barnet. New York: New American Library, 1998.

Barnet, Sylvan. "Romeo and Juliet on Stage and Screen." The Tragedy of Romeo and Juliet with New and Updated Critical Essays. ed. J.A. Bryant, Jr. and Sylvan Barnet. New York: New American Library, 1998.

 

Online Videos

http://www.youtube.com/watch?v=2LOfgaSvKz8

http://www.youtube.com/watch?v=zOxeFgtigH8

http://www.youtube.com/watch?v=ouMSk9HRjWE&feature=related

http://www.youtube.com/watch?v=8lwvGEhn1Tk

http://www.youtube.com/watch?v=EBJBYQWzNvI

http://www.youtube.com/watch?v=cZCy7enY4PA

http://www.youtube.com/watch?v=m8R9GiLImSw

http://www.youtube.com/watch?v=II2uaRmlQNg