English I Through ESOL - SDPBC Web CMS · English I Through ESOL . Lesson 1: ... La primera escena de este acto se desarrolla en una plaza ... el hijo del príncipe Escala, le pide

English I Through ESOL: Unit 2: Drama Page 1

English I Through ESOL

Lesson 1: Romeo and Juliet (Act I), by William Shakespeare FCAT Reading/Writing Focus: Information Gathering FCAT Support Skills: Metaphor; Simile; Imagery; Foreshadowing Language Focus: Reported Speech and Sequence of Tenses Text: Pacemaker Classics: Romeo and Juliet (Globe Fearon)

English Spanish Haitian Creole Portuguese affection cariño afeksyon amor agree acuerdo dakò concordar argument riña, pelea, reyerta agiman argumento artificial artificial, forzado atifisyèl artificial blessed bendecido beni abençoado brood (v) obsesionarse panse a, reve a preocupar-se consent consentimiento konsantman consentimento crow cuervo kòbo corvo declare proclamar deklare declarar depressed deprimido chagren, deperi deprimido devotion devoción, dedicación devosyon devoção disturb perturbar twouble perturbar doom muerte, perdición desten,sò condenação dove paloma kolonb pomba enemies enemigos ennmi inimigos fair bella jis atraente, claras gentle tierno janti nobre gracious atento grasye amável illiterate analfabeto iletre, anafalbè analfabeto impending inminente menasan, ki pral rive iminente, se aproximando Impressed impresionado enpresyone impressionado jewel joya bijou jóia masked ball baile de máscaras bal maske baile de máscaras mock fingir, simular moke zombaria nephew sobrino neve sobrinho persist persistir pèsiste persistir proposal propuesta demand pedido de casamento rage rabia, cólera raj fúria recognize reconocer rekonèt reconhecer rival rival, contrincante rival rival ruler gobernante dirijan soberano tender tierno, cariñoso tand delicado thorn espina pikan aflição, espinho unrequited no correspondido pa soubò não correspondido uproar tumulto, alboroto dezòd, ajitasyon,

konfizyon tumulto

villain villano vilen vilão vow voto, juramento solemne ve fazer voto, promessa

solene


English Summary

Lesson 1: Romeo and Juliet (Act I), by William Shakespeare

Scene 1, Act I, takes place in the late 16th century, in the town square of Verona, a city in Northern Italy. The Montague and Capulet families are well known in Verona because they have been enemies for as long as they can remember. An argument takes place between their servants, and the people of the town quickly join the fight. The Montague nephew, Benvolio, tries to stop the fight, but Tybalt, the Capulet nephew, wants to fight.

The heads of the families arrive, and the fight is stopped by Prince Escalus, the ruler of Verona. Prince Escalus declares that any more fighting will be punished by death. After the fight, Lady Montague says that she is worried about her son Romeo because he is depressed. Benvolio, Romeo’s cousin, finds out that Romeo is brooding over his unrequited love for a girl named Rosaline. Since Rosaline does not return Romeo’s affection, Benvolio tells Romeo to forget her.

Scene 2 takes place in the Capulet house. Paris, the son of Prince Escalus, is asking Lord Capulet to marry his daughter Juliet. Juliet is Lord Capulet’s only child, and she is not yet fourteen years old. Lord Capulet tells Paris to come back in two years, but Paris persists. Lord Capulet believes that his daughter’s happiness is more important than his own happiness. Therefore, he gives Paris permission to try to win Juliet’s heart. If Juliet agrees, Lord Capulet says that he will consent to the marriage. Lord Capulet invites Paris to a masked ball that evening, and he sends a servant to invite the people on the Capulet guest list.

After the servant leaves, he realizes that he cannot read the names because he is illiterate. When Romeo and Benvolio enter, the servant asks for their help. Romeo reads the list and discovers Rosaline’s name. Romeo decides to go to the party to see Rosaline. Benvolio tells Romeo to compare Rosaline to other fair ladies and then forget about Rosaline. Going to the Capulet’s party is dangerous for the two Montagues, since the two families are enemies. However, it is a masked ball, so they decide to take the risk. No one will recognize their faces under the masks.

In Scene 3, we meet Juliet, who is talking to her nurse about Paris’s proposal of marriage. Juliet is very young, and is not interested in marriage. However, she decides to be gracious to Paris at the party. In Scene 4, Romeo, Benvolio, Mercutio and several other Montagues are wearing their masks on the way to the Capulet ball. Romeo says that he has the feeling something terrible is going to happen at the party. Romeo fears that his sense of impending doom will end in his death.

Scene 5 takes place at the masked ball in the Capulet home. When Romeo and his friends arrive, he sees Juliet for the first time. After the two talk for a while, they kiss. Juliet tells her nurse to find out the name of the masked man, because she will die if she cannot marry him. Romeo is impressed with Juliet’s beauty, too. Romeo tells his cousin that Juliet is too beautiful for this world, a jewel and a dove among crows. The thought of touching Juliet’s fair hand will make Romeo’s own hand blessed. Romeo has never seen such beauty before. Romeo says that his heart never knew love before this moment. Lord Capulet’s nephew Tybalt overhears Romeo and recognizes his voice under his mask. Tybalt threatens to kill Romeo. However, Lord Capulet does not want trouble, and allows Romeo to stay at the party. Romeo does not know that Juliet is a Capulet, but knows he loves her. By the time Romeo and Juliet discover that they are from rival families, it is too late. They have already fallen in love at first sight.


Spanish Summary Lección 1: Romeo y Julieta (Primer acto) de William Shakespeare

La primera escena de este acto se desarrolla en una plaza pública de la ciudad de

Verona, en el norte de Italia, a fines del siglo XVI. Las familias Montesco y Capuleto son bien conocidas en Verona porque han sido enemigas desde hace muchísimo tiempo. Se produce una riña entre los criados de ambas familias, y la gente del pueblo se involucra rápidamente en ella. Benvolio, el sobrino de los Montesco, trata de aplacar los ánimos, pero Teobaldo, el sobrino de los Capuleto, quiere continuar peleando.

Llegan los jefes de ambas familias, y el príncipe Escala, gobernante de Verona, pone fin a la reyerta y proclama que no permitirá más peleas y que castigará a los infractores con la pena de muerte. Después de la pelea, de regreso a su palacio, Lady Montesco dice que está preocupada porque su hijo Romeo está deprimido. Benvolio, el primo de Romeo, se entera que éste está obsesionado con un amor que no es correspondido por una muchacha llamada Rosalina, entonces le dice a Romeo que si ella no le demuestra el mismo cariño, que la olvide.

La segunda escena se desarrolla en el palacio de los Capuleto. Paris, el hijo del príncipe Escala, le pide al señor Capuleto que le conceda la mano de Julieta, su hija única, quien todavía no ha cumplido los 14 años de edad. El señor Capuleto le contesta que regrese dentro de dos años, pero Paris persiste en su propósito. El padre de Julieta cree que la felicidad de su hija es más importante que la suya propia, por lo que decide dar su permiso a Paris para que intente ganarse el corazón de la muchacha. Si ella está de acuerdo, les dará su consentimiento para que se casen. El señor Capuleto invita a Paris a un baile de máscaras que tendrá lugar esa noche, y envía a un criado para invitar a las personas, cuyos nombres aparecen en la lista de invitados de la familia.

Después de marcharse el criado, se da cuenta que éste no puede leer los nombres porque es analfabeto. Cuando Romeo y Benvolio entran en escena, el criado les pide ayuda, así es como Romeo lee la lista y descubre el nombre de Rosalina y decide asistir a la fiesta para verla. Benvolio le dice que compare a Rosalina con otras damas bellas y en cuanto lo haga la olvidará. Para dos Montesco resulta arriesgado asistir a una fiesta de los Capuleto, ya que las dos familias son enemigas. No obstante, por ser un baile de máscaras, deciden correr el riesgo ya que nadie podrá reconocerlos con las máscaras puestas.

En la tercera escena, nos encontramos con Julieta, quien le está hablando a su nodriza de la propuesta de matrimonio que le hizo Paris. Julieta es muy joven, y no está interesada en el matrimonio. Sin embargo, decide ser amable con Paris durante la fiesta. En la cuarta escena, Romeo, Benvolio, Mercucho y otros parientes de los Montesco están enmascarados y van camino al baile de los Capuleto. Romeo les dice que tiene el presentimiento de que algo terrible va a suceder durante la fiesta y teme que su sensación de fatalidad inminente terminará con su muerte.

La quinta escena se desarrolla durante el baile de máscaras en el palacio de los Capuletos. Cuando Romeo y sus amigos llegan a la fiesta, él ve por primera vez a Julieta. Después de conversar un rato, se besan. Julieta le pide a su nodriza que averigüe el nombre del enmascarado, porque si no se casa con él se morirá. Romeo también está impresionado con la belleza de Julieta y le dice a su primo que ella es demasiado hermosa para este mundo, que es una joya y una paloma entre los cuervos. Además, piensa, que de sólo tocar la mano hermosa de Julieta se sentirá bendecido. Romeo nunca antes había visto semejante belleza y dice que, hasta ese momento su corazón nunca antes había conocido el amor. Teobaldo, sobrino del señor Capuleto, escucha por casualidad a Romeo y le reconoce la voz aún enmascarado y amenaza con matarlo. No obstante, el señor Capuleto quiere evitar problemas y le permite quedarse en la fiesta a Romeo, quien no sabe que Julieta es una Capuleto, pero sí está seguro de que la ama. Cuando Romeo y Julieta descubren que sus familias son rivales, ya es demasiado tarde porque se han enamorado a primera vista.


Haitian Creole Summary

Lesson 1: Romeo ak Juliet (Act I), dapre William Shakespeare

Sèn 1, Ak I, fèt nan fen 16èm syèk, nan plas piblik vil Verona, ki sitiye nan nò Italy.

Fanmi Montague ak Capulet tout moun te konnen yo nan Verona paske yo telman lennmi depi lontan menm dat la yo pa kapab sonje. Yon diskisyon pete ant de (2) domestik pa yo, epi moun nan vil la antre byen vit nan goumen an. Neve Montague la, Benvolio, eseye rete goumen an, men Tybalt, neve Capulet a, vle goumen.

Responsab fanmi yo rive, epi Prince Escalus, dirijan nan Verona, sispann goumen an. Prince Escalus fè konnen nenpòt goumen ki fèt ankò ap jwenn pèn lamò. Apre goumen an, Madanm Montague di li enkyete pou pitit gason l, Romeo, paske li chagren. Benvolio, kouzen Romeo, vin konnen Romeo ap panse ak yon tifi ki rele Rosaline, epi manmzèl pa menm soubò l. Piske Rosalie p at renmen Romeo anretou, Benvolio mande Romeo pou vag sou li.

Sèn 2 a pase kay Capulet. Paris, pitit Prens Escalus, mande Lord Capulet pou l marye ak pitit fi li a, Juliet. Juliet se sèl pitit fi Lord Capulet genyen, epi li poko gen katò zan. Lord Capulet mande Paris pou l retounen nan de zan, men Paris ensiste. Lord Capulet kwè bonè pitit fi l la pi enpòtan pase bonè pa li. Kidonk, li bay Paris pèmisyon pou l eseye koutize Juliet. Si Juliet dakò, Lord Capulet di l ap bay konsantman li pou mariaj fèt. Lord Capulet envite Paris nan yon bal maske jou swa sa a, epi li voye yon sèvant pou al envite moun ki nan lis envite Capulet a.

Apre sèvant lan fin ale, li reyalize sèvant li a pa p kapab li non moun yo paske li analfabè. Lè Romeo ak Benvolio antre, sèvant la mande yo èd. Romeo li lis la epi li wè non Rosaline. Romeo deside pou l ale nan bal la pou l sa wè Rosaline. Benvolio di Romeo pou l konpare Rosaline avèk lòt medam yo epi vag sou Rosaline. Ale nan bal kay Capulet se yon danje pou toulède Montagues yo, piske de (2) fanmi sa yo te vin lennmi. Sepandan, kòm se yon bal maske, yo deside pou pran risk. Pèson p ap rekonèt figi yo avèk mask yo.

Nan Sèn 3, nou rankontre Juliet ap rakonte enfimyè li a demand an mariaj Paris la. Juliet trè jèn, epi li pa enterese nan mariaj. Sepandan, li deside pou li janti ak Paris nan bal la. Nan Sèn 4, Romeo, Benvolio, Mercutio ak anpil lòt Montagues mete mask yo pou ale nan bal kay Capulet. Romeo di li gen enpresyon yon bagay terib ap rive nan bal la. Romeo krenn pou l pa mouri nan malè pandye sa a.

Sèn 5 la pase nan bal maske kay Capulet. Lè Romeo ak zanmi l yo rive, se premye fwa li wè Juliet. Apre toulède fin pale yon moman, yo bo. Juliet mande enfimyè li a pou l jwenn non moun maske sa a, paske l ap mouri si l p ap kapab marye avèk li. Romeo te enpresyone pa bote Juliet tou. Romeo di kouzen li an Juliet two bèl pou mond sa a, yon bijou ak yon kolonb nan mitan kòbo. Panse pou touche men dous Juliet la pral beni men pa Romeo. Romeo pa janm wè yon bote konsa avan. Romeo di kè li pa janm anvayi avèk lanmou konsa anvan . Neve Lord Capulet a, Tybalt tande Romeo epi li rekonèt vwa l nan mask li a. Tybalt menase pou l touye Romeo. Sepandan, Lord Capulet pa vle pwoblèm, epi li pèmèt Romeo rete nan bal la. Romeo pa konnen si Juliet se yon Capulet, men l konnen li renmen l. Lè Romeo ak Juliet dekouvri fanmi yo se rival , li gen tan twò ta. Yo deja tonbe damou depi premye fwa yo wè.

Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – November

2006- SY051218- Phone (561) 434-8620


Portuguese Summary Lição 1: Romeu e Julieta (Ato I), de William Shakespeare

A cena 1 do ato I se passa no final do século XVI, na praça pública de Verona, cidade

ao norte da Itália. Em Verona, as famílias Montecchio e Capuleto são conhecidas por serem inimigas há muito tempo. Diante de qualquer argumento entre seus criados, as pessoas da cidade rapidamente se juntam à briga. Benvólio, o sobrinho dos Montecchio, tenta acabar com a briga mas Tebaldo, sobrinho dos Capuleto, quer continuar a brigar.

Com a chegada dos chefes das famílias a luta é interrompida pelo Príncipe Escalo que declara que se houver mais brigas o castigo será a morte. Após a briga, a Sra. Montecchio diz que está preocupada com seu filho Romeu porque ele anda deprimido. Benvólio, primo de Romeu acha que Romeu anda pensativo por causa de seu amor não correspondido por uma garota chamada Rosalina. Como Rosalina não corresponde ao amor de Romeu, Benvólio aconselha que ele a esqueça.

A cena 2 se passa na residência dos Capuleto. Páris, filho do Príncipe Escalo, está pedindo ao Sr. Capuleto para desposar sua filha Julieta. Julieta é a filha única do Sr. Capuleto e ainda não completou quatorze anos de idade. O Sr. Capuleto ordena que Páris volte em dois anos, mas Páris insiste. O Sr. Capuleto acredita que a felicidade de sua filha é mais importante do que a sua própria felicidade. Por isso, ele dá permissão a Páris para tentar conquistar o coração de Julieta. Se Julieta concordar, o Sr. Capuleto diz que vai consentir no casamento. O Sr. Capuleto convida Paris para um baile de máscaras a ser realizado naquela noite e manda um criado convidar as pessoas que constam na lista dos Capuleto.

Após a partida do criado, este percebe que não é capaz de ler os nomes porque é analfabeto. Quando Romeu e Benvólio entram, o criado lhes pede ajuda. Romeu lê a lista e descobre o nome de Rosalina. Romeu decide ir à festa para ver Rosalina. Benvolio diz a Romeu para comparar Rosalina com outras damas bonitas e esquecê-la. Ir à festa dos Capuleto seria perigoso para os dois Montecchio pelo fato das duas famílias serem inimigas. Porém seria um baile de máscaras, então eles decidiram se arriscar. Ninguém reconheceria seus rostos cobertos pelas máscaras.

Na cena 3, encontramos Julieta conversando com sua ama sobre o pedido de casamento de Páris. Julieta é muito jovem e não está interessada em casamento. Entretanto ela decide ser gentil com Páris na festa. Na cena 4, Romeu, Benvólio, Mercúcio e outros membros da família Montecchio estão usando suas máscaras à caminho do baile dos Capuleto. Romeu diz que ele tem o pressentimento de que alguma coisa terrível está para acontecer na festa. Romeu teme que este sentimento de condenação iminente possa acabar em sua morte.

A cena 5 se passa no baile de máscaras na residência dos Capuleto. Quando Romeu e seus amigos chegam ele vê Julieta pela primeira vez. Após os dois conversarem por um tempo, eles se beijam. Julieta pede a sua ama para descobrir o nome do homem mascarado, porque ela morreria se não se casasse com ele. Romeu também está impressionado com a beleza de Julieta. Romeu confessa a seu primo que Julieta é muito bela para este mundo, uma jóia rara e pomba solitária no meio dos corvos. O pensamento de tocar nas mãos alvas de Julieta faz com que as próprias mãos de Romeu sejam abençoadas. Romeu nunca tinha visto tanta beleza antes. Romeu diz que seu coração nunca conheceu o amor antes deste momento. Tebaldo, sobrinho do Sr. Capuleto por acaso escuta Romeu e reconhece sua voz debaixo da máscara. Tebaldo ameaça matar Romeu. Entretanto, Sr. Capuleto não queria confusão e permitiu que Romeu ficasse na festa. Romeu não sabe que Julieta é uma Capuleto mas sabe que a ama. Quando Romeu e Julieta descobrem que eles pertencem a famílias rivais já é tarde demais. Eles já tinham se apaixonado à primeira vista.

The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. November 2005 - (561) 434-8620 - SY 05-1218


Beginning Listening Activities

Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Romeo and Juliet: Lesson 1: Minimal Pairs Activity: vow/bow rage/raid brood/brute thorn/torn risk/whisk fair/fur jewel/you’ll doom/tomb peace/peas worthy/wordy

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities

Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. Romeo and Juliet: Lesson 1 Spelling Activity: The teacher provides the singular noun, and students respond with the plural form.

affection, crow, dove, enemy, jewel, mask, nephew, proposal, rival, thorn, villain


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. 1. For example, there might be a list of dates. The teacher might say the following: Draw a

circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line. 2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the

Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change

the subject to the third person plural. 4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer

on a map. Teams that complete the exercise correctly get a point. Romeo and Juliet Lesson 1 Follow Directions Activity: Students will listen and follow the directions to identify cities and islands of Italy. Scale I__I__I__I 0 100 miles ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________________ ___________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Romeo and Juliet Lesson 1 Follow Directions Activity: Students will listen and follow the directions to identify cities and islands of Italy. Directions: a) Write "Italy" in the space at the top of the map of Italy. b) Identify the line where Milan is located, and write the number #1 on the left side of the line. c) Identify the line where Rome is located, and write the word, “capital” on the left side of the

line. d) Identify the line where Florence is located, and draw a circle around it. e) Identify the line where Naples is located, and write the number #2 on the right side of the

line. f) Identify the line where Venice is located, and write the number #3 on the left side of the line. g) Find the island of Sicily and underline the city of Palermo. h) On the island of Sardinia, draw a circle around the city of Cagliari. i) Identify the line where Mantua is located, and write “Romeo and Juliet” on the left side of

the line. j) Identify the line where Verona is located, and write “Romeo and Juliet” on the right side of

the line. k) Draw an arrow from Mantua to Verona. l) Find the scale of miles at the top of the map. Using the scale, estimate the distance

between Mantua and Verona, and write your estimate on the arrow you made from Mantua to Verona.

Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Romeo and Juliet: Lesson 1 Dictation Activity:

a) If Juliet agrees, Lord Capulet says that he will consent to the marriage. b) The servant leaves, but because he is illiterate, he cannot read the names. c) Prince Escalus declares that any more fighting will be punished by death. d) Lady Montague is worried about her son Romeo because he is depressed. e) The thought of touching Juliet’s fair hand will make Romeo’s hand blessed.


Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Romeo and Juliet: Lesson 1 Interview Activities: You play the role of Romeo. Choose several students to play the role of Benvolio. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Romeo’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) Why are you so depressed? b) Do you know your mother is very worried about you? c) Why do you brood over Rosaline, cousin? What is the problem with Rosaline? d) How can you give your affection to her when she doesn’t return it? e) Why don’t you just forget about Rosaline? f) How can we go to the ball? Won’t we be recognized? Why not? g) Don’t you think it is dangerous to fool your enemy? h) Where will we get masks to wear? Who will we say we are? i) Will you go to the masked ball to see Rosaline? j) Can you promise that you will compare her to the other fair ladies? k) When will you forget about Rosaline?


Beginning Speaking Activities

Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example:

All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)

Romeo and Juliet: Lesson 1 Intentional Intonation Activities: Romeo feels impending doom that something terrible will happen. (not Juliet) Romeo feels impending doom that something terrible will happen. (not knows) Romeo feels impending doom that something terrible will happen. (not far off) Romeo feels impending doom that something terrible will happen. (not joy) Romeo feels impending doom that something terrible will happen. (not nothing) Romeo feels impending doom that something terrible will happen. (not good) Romeo feels impending doom that something terrible will happen. (not wait)

Backwards Build-up

Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example:

…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.

Romeo and Juliet: Lesson 1 Backward Build-up Activity: a) After the fight, Lady Montague says that she is worried about her son Romeo because

he is depressed. b) Capulet invites Paris to a masked ball that evening, and he sends a servant to invite the

people on the guest list. c) Romeo has never seen such beauty before, and he says his heart never knew love

before this moment. d) Lord Capulet’s nephew Tybalt hears Romeo, recognizes his voice, and threatens to kill

Romeo. e) Later, Juliet tells nurse to find out his name because she will die if she cannot marry this

man.


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Romeo and Juliet: Lesson 1 Charades Activity: Suggestions:

affection, agree, argument, brood (v), crow, Cupid, doom, dove, gentle, illiterate, mock, persist, rage, tender, thorn, uproar, villain

Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students.

Proficient Speaking Activities

Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a boat? (etc.) Romeo and Juliet: Lesson 1 Twenty Questions Activity: Photo or picture suggestions:

argument, artificial, crow, Cupid, dove, jewel, mask, masked ball, rival, ruler, thorn, town square, uproar, villain


FCAT FOCUS READING SKILL: Information Gathering Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

INFORMATION GATHERING What to do and what to watch for. Knowing how to gather information from a variety of sources in an important FCAT skill. Learn the parts of a book, how to use a dictionary, almanac, atlas, telephone directory, newspaper, and the abundant resources and references in your library.

Index

The index is the reference list at the back of a book. The index is used to show what is in the book.

a) The index is always in alphabetical order by topic. After the topic, you will find the page numbers in the book where that topic can be found. If you are using a set of books, sometimes the index for all of the books is in the last volume, called the index volume.

b) To find the information you are looking for, think of a key word or topic word that covers what you want.

For example, if you are looking for the Abraham Lincoln, you will look in the index under Lincoln, Abraham and you should also look under topics like: Presidents, Civil War, Abolition of Slavery, Gettysburg Address, etc. Be sure to check each page that is listed under every topic until you find the specific information you are looking for. Examples:

1. To find information to assist in writing a paper on the how descriptive language is used to improve your writing, where would you look?

2. On what pages could you find information to help you improve your reading? 3. Where could you find poems to give to someone you love?

Rising action 1198 Romance 673, 683, 684, 1200 Romantic hero 149 Romanticism 143, 144, 212, 212,247, 578, 1302

Romantic novel 417 Satire 50, 55, 160, 346, 978, 1103 Scanning 1200 Sensory language 557, 1189

Almanac

An almanac is like a yearbook. It is printed every year with updated facts and interesting information about people, places, countries, sports, and even entertainment.

Atlas

An atlas is a book of detailed maps. Atlases are used to find information on: a) Continents, countries, states, regions and provinces, counties, major cities and rural

areas. b) Planets and constellations c) Borders, boundaries d) Geographical information such as oceans, mountain ranges elevations, and even

rainfall or population. e) Road Atlases can be used to plan a trip. They show streets, roads, interstate

highways and even distances. Refer to the next pages for more on Information Gathering


FCAT FOCUS READING SKILL: Information Gathering (continued)

Table Of Contents

a) The Table of Contents is located in the front of a book. It is a list that shows what is contained in the book, or the contents.

b) The table of contents shows a general summary of the book from its beginning to its end.

c) It will list the units, chapters, titles and headings. It shows topics and subtopics (little topics that are part of the big topic), sections and subsections. Page numbers show where each section begins.

d) To find information, study the chapter titles and headings to find the one that is related to your topic.

Example: You are looking for information on the life cycle of the butterfly. In a book about animals, you will see chapters on mammals, reptiles, amphibians, fish, and insects. The chapter on insects is the most closely related to the topic, butterflies. The page given is where the chapter starts, and this is where you will also start to look for your information. Directions: Read the following Table of contents and answer the questions.

1) Where could you find information to write a paper on war? 2) In what chapter might you find information about the elderly? 3) Under which heading are you most likely to find information about Martin Luther

King’s famous speech? Table of Contents

Chapter 7: Changes Generations of Change 340 Growing Up 375 Planning For Change 398

Chapter 8: Perspectives Personal Expression 432 Public Speaking 450 Theater and the Arts 487 A Child’s Eye View 541

Chapter 9: Revolution A Personal Awakening 593 Times of Danger 631 The Need to Know 662 An Ideal World 703

Encyclopedia

An encyclopedia is a set or group of books (volumes), arranged alphabetically. The books have general information on people, places, and events in history. The information goes up to the year the books were published. Encyclopedias are used to find information on:

a) Countries, governments or different cultures b) Science topics c) People, places, events in history d) Other research topics , especially for writing a research paper

Refer to the next pages for more on Information Gathering



Dictionary Entry

Dictionaries are used to find information about the language and words in the language. (Dictionary entries can be found in the back of some books. This is called a glossary. The glossary will only have words that are used in that particular book.) Some dictionaries have more information than others do, but here are some of the things you can find in a dictionary. Dictionaries and glossaries list words in alphabetical order. Look for the guidewords on each page to see the range of words on each page.

a) Meaning of a word b) Spelling and pronunciation of a word c) Part of speech (how to use the word) d) Related words (word families) e) Derivation (etymology or origin of a word) f) Synonyms (words that mean the same thing) g) Antonyms (words that mean the opposite) h) Homonyms, homographs, homophones (words that sound the same or are

spelled the same, but have different meanings) i) Idioms (groups of words that are used for a special meaning) j) Abbreviations (In the front of the book, there is a key to the abbreviations in the

book) Example: Read the following dictionary entry and answer the questions.

1) According to this dictionary entry, what is the difference in meaning between “democratic” and “Democratic”?

2) Which part of speech is democracy? 3) What is the plural and how is it spelled? 4) How many different derivations does the word have?

De-moc-ra-cy \di-mak-re-se\ n. Pl. –cies [MF democratie, fr. LL democratia, fr. Gk demokratia, fr. Demos + -kratia –cracy] (1576) 1 a: government by the people; esp : rule of the majority b: a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system or representation usu. Involving periodically held free elections 2 : a political unit that has a democratic government 3 cap : the principles and policies of the Democratic party in the U.S. 4: the common people esp. when constituting the source of political authority. 5: the absence of hereditary or arbitrary class distinctions or privileges

Telephone Directory

A directory is a book that lists names, addresses, and telephone numbers of people or business in a specific location or area. Telephone directories are used to find information on:

a) Phone numbers and addresses of people and businesses. b) Local information such as zip codes, telephone area codes, and even street maps c) Emergency phone numbers, like hospitals, police, child abuse, suicide or poison

control d) Government offices and services e) Advertisements in the yellow pages

Refer to the next pages for more on Information Gathering



Newspaper

Newspapers are published daily or weekly to report the news and current events (things that are happening now). Newspapers are used to find information on:

a) What is happening now in your town, city, country and the world b) What is happening in special interest areas like sports, fashion, weather, and the

financial news from the stock market c) Advertisements for sales at local stores and markets d) Classified Ads for finding a job or people selling merchandise

Library. The library has the information you are looking for. It is important to know how to find information in the library.

a) Computer Catalog. (Electronic). Everything in the library is in the electronic catalog. You can do a keyword search. It is easy, fast, and fun. Type in a word or phrase that is specific to what you need. There are three ways to look for information, author (if you know the author), title (if you know the author), or subject (books with different authors and titles, but on the same subject). Specific information you find includes:

Call number (upper left corner) tells where to find the book. Subject. Tells the topic or subject of the book (what it is about). Author. Tells the writer, co-writers and illustrator of the book Title. Tells the title and any subtitles for the book. Imprint. Tells publishing date and place, and the publisher’s name

b) Reference Book. There are several major reference books that can help you find specific information.

Current Biography. Information published monthly about living people in the news. Webster’s Biographical Dictionary: Gives short biographies about famous people, living and historical. Who’s Who & Who’s Who in America: Lists facts about living people only. Education Index: Contains articles about school/education issues. Guide to Reference Books: This reference book lists other reference books. Book Review Digest: Contains book reviews from periodicals (like newspapers or magazines).

c) Periodical. Newspapers and magazines are periodicals, and any other publications that appear daily, weekly or monthly. Here are some useful sources.

Newspaper Indexes: Tell which newspapers have recent information on your subject. Periodical Index: Gives current information and summaries. Reader’s Guide to Periodical Literature: Lists recent information from magazines by subject or author. There is a list of magazines at the front of the book.


Beginning Reading Activities

Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Romeo and Juliet: Lesson 1 Pre Reading Activity:

The Montague and Capulet families are well known enemies who fight in the town square of Verona. The fight is stopped by Prince Escalus, the ruler of Verona. He declares to the people that any more fighting will be punished by death. Romeo Montague and his cousin Benvolio disguise themselves and go to a masked ball at the Capulet house. Lord Capulet is giving the ball for his daughter Juliet. Paris, the son of the Verona’s ruler, wants to marry Juliet, but Juliet is only 14, and is not interested in marriage. However when she and Romeo meet at the masked ball, the two fall in love. After the party, Romeo and Juliet discover that they are from enemy families, but it is too late.

Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.


Story Grammars

Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment Grades 9-12 SSS Language Arts Benchmarks: LA.A.2.4.7, LA.A.2.4.8, LA.B.2.4.1, LA.C.1.4.3, LA.C.3.4.1, LA.C.3.4.2, LA.C.3.4.4 Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.

True or False Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.4, LA.A.2.4.1, LA.B.2.4.1, LA.C.3.4.1, LA.C.3.4.2, LA.C.3.4.4 Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.


Scan

Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.


Beginning- Writing Activities

Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Romeo and Juliet: Lesson 1 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”.

Example: Nurse to Romeo: The man who marries Juliet will be very rich. Nurse said to Romeo that the man who married Juliet would be very rich.


Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs make very good exam preparation questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

Romeo and Juliet: Lesson 1 Framed Paragraphs Activities: Sample #1: (Metaphor) Use these starters for metaphor: (Describe the picture or image left in the reader’s mind)

a) “I talk about dreams, which are children of an idle brain…” b) “…her chariot is like a nutshell. The spokes of the wheels are spiders’ legs…the carriage

is covered by Grasshoppers’ wings… the whip is made of crickets’ bones. Her driver is but a gray-coated gnat. Each night she gallops through lovers’ brains…over lawyers’ fingers…over ladies’ lips…”

c) “It is just a poem I learned tonight.” (refers to meeting Romeo)

In Act I of William Shakespeare’s Romeo and Juliet, the writer uses the metaphor “_____”. This implies several things about _____ and _____ (Topic Sentence). One thing it implies is that _____ is like _____ because _____ (Detail #1). This metaphor also shows _____ is _____ just as _____ is _____ (Detail #2). Finally, the writer compares _____ to _____ because _____ (Detail #3). The metaphor makes an important statement to the reader about _____ in this Act of the play. (Conclusion).


Romeo and Juliet: Lesson 1 Framed Paragraphs Activities:

Sample #2: (Simile and Imagery) Use these starters for simile and imagery. (Describe picture or image left in the reader’s mind)

a) “Is love a tender thing? It is too rough, too difficult, and it hurts like a thorn.” b) “If my unworthy hand dishonors yours, it would be like dishonoring a holy shrine.” c) “…they are (dreams) nothing but foolish fantasy….they are as thin as air and they

change more than the wind…” d) “You make love sound like a burden, instead of the tender thing it really is.”

In Act I of William Shakespeare’s Romeo and Juliet, the writer uses a series of similes to create images in the reader’s mind (Topic Sentence). The writer compares _____ to _____, _____to _____ and _____ to _____. In the first comparison of_____ to_____, the poet creates an image in the reader’s mind of_____ (Detail #1). This simile _____ (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell). In the second simile comparing _____ to_____, the poet leaves an image in the reader’s mind of_____ (Detail #2). This simile _____. (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell) In the third comparison of_____ to_____, the writer creates a picture of_____. (Detail #3) This simile _____ (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell). By using the literary device of simile, the writer makes comparisons that create powerful word pictures in the reader’s mind. (Conclusion). Sample #3: (Imagery): Use the following examples as starters to illustrate other images in Act I and describe images in the reader’s mind:

a) “You are a lover – we all know that! Just borrow Cupid’s wings and fly.” b) “Queen Mab… is the fairy who rides in a tiny carriage across men’s noses as they

sleep.” c) “Let those with light hearts tickle the rugs with their heels.” d) “My soul is so heavy that I am struck to the ground. I cannot move.”

\ In Act I of William Shakespeare’s Romeo and Juliet, the writer uses imagery to create pictures in the reader’s mind (Topic Sentence). The writer _____ compares _____to _____. In this comparison of_____ to_____, the writer creates an image in the reader’s mind of_____ (Detail #1). This image _____ (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell) Another example is the writer_____ comparing _____ to_____. The poet leaves an image in the reader’s mind of_____ (Detail #2). This image_____. (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell) In a third comparison in the play_____, the writer_____ compares _____ to_____. The writer creates a picture of_____. (Detail #3) This image_____ (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell) In a fourth example from the poem, _____comparing _____ to_____, the author creates an image in the reader’s mind of_____ (Detail #4). This image _____ (creates a real sense or sensation of an experience, place or person/appeals to the senses of sight, taste, touch, hearing and smell). By using the literary device of imagery, the writer makes comparisons that create powerful word pictures in the reader’s mind. (Conclusion).


Romeo and Juliet: Lesson 1 Framed Paragraphs Activities:

Sample #4: (Foreshadowing) Use the following examples as starters for foreshadowing: a) Juliet: “…the only wedding bed I’ll have will be my grave”. b) Romeo: “…I have the feeling that something terrible is hanging in the stars, waiting for us.

It shall begin with tonight’s party, and it will end my life too soon…” In Act I of William Shakespeare’s Romeo and Juliet, the writer uses foreshadowing to give the reader clues about what will happen at the end of the play. (Topic Sentence) This builds suspense and interest in the reader’s mind because_____ and _____ (Details 1 &2). These clues foreshadow the climax of the story when _____ (Detail #3). It is easier to believe the ending of the play because Shakespeare foreshadowed it in the beginning of the play. (Conclusion)

Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). Romeo and Juliet: Lesson 1: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficent level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion Romeo and Juliet fall in love too soon. Proof They meet, speak, kiss and say they are in love that fast. They don’t even know each other’s names. They don’t know anything about each other. They find out their families are enemies. They were wearing masks so they didn’t even see each other. They are very young. Juliet isn’t even 14 yet.


Spool Writing

Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. Romeo and Juliet: Lesson 1 Spool Writing Activities: Use the sample format below to write a spool for Information Gathering.

Suggested Topic(s): Use these ideas as starters for information gathering: a) The Elizabethan Age or The Renaissance b) Life of William Shakespeare or Works of William Shakespeare c) History of the Globe Theatre or Elizabethan Theatre d) Mysticism and Religion in the Renaissance e) Family and Marriage in the Elizabethan Age f) Class system during the Elizabethan Age


SAMPLE FORMAT FOR INFORMATION GATHERING (Students gather information related to the reading from books, dictionaries, encyclopedias, almanacs, atlases, directories, newspapers, periodicals, computer directories and other library resources)

The topic of my information gathering is _____ (Topic sentence). I found information on

my topic in three sources, _____, _____ and _____ (Name your 3 sources here). The information I gathered and my method for gathering it are explained below.

First, I found information on _____ (topic) in the _____ (Source #1). I found this

information by looking in the _____ (Explain your method here) (index, alphabetical volume, by key word, by chapter title or heading, glossary listing, using guide words, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website under keyword, reference book entitled __, biography, Reader’s Guide, etc. The most important details of this information include _____, _____ and _____ (Summarize 3 key details here)

In addition, I found information on _____ (topic) in the _____ (Source #2). I found this


Finally, I found information on _____ (topic) in the _____ (Source #3). I found this


There is plenty of information on my topic _____. I found information on my topic in three

sources, _____, _____ and _____ (restate your 3 sources here.). The most information I gathered is _____, _____ and _____ (restate 3 important pieces of information). My methods for gathering it include _____, _____ and _____ (briefly restate your methods here). The information I gathered really helped me to understand _____ and _____.


RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), format of their work (F), and topic of the content (T). Ex.: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, format, and topic These four components are critical in every written assignment. Assist teams to brainstorm on a topic. Work with teams to list possible roles, audiences, formats, and strong verbs appropriate for each topic. Once groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, give a team a point for each member who receives a grade of B or higher. Romeo and Juliet: Lesson 1: RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is the nurse. A: Your audience is Juliet’s mother, Lady Montague. F: The format of your writing is a personal note. T: Your topic is to write to explain to Lady Montague what happened between Romeo and Juliet.

FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Romeo and Juliet: Lesson 1: FCAT Writing Activity (Expository Prompt):

Writing Situation: Most people have had the unpleasant experience of having had a fight with someone. Whether the disagreement is a quarrel, a physical fight or some other kind of conflict, these experiences can be memorable. These fights may occur with a sister or brother, friend, student, parent, or even a total stranger. Directions for Writing: Before you write, think about a time when you had a quarrel, conflict or fight with someone. Who was involved in the conflict? Why did the conflict occur? What happened during the conflict? How did it end? Why is it memorable? How do you feel about it now? What did you learn from it? Now, write to explain the quarrel or conflict, how it was resolved, and what you learned.


Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. Romeo and Juliet: Lesson 1: Dialog Activity:

Romeo: Who is her mother? Nurse: Why her mother is Lady Capulet. The man who marries Juliet will be

very rich, for her father is a wealthy man. Romeo: Oh no! Then my happiness is in the hands of my foe. (Exits) Juliet (enters): Nurse, find out the name of that man. If he is married, the only wedding

bed Ill have will be my grave! Nurse: His name is Romeo, a Montague, the son of your family’s great enemy. Juliet: My only love comes from my only hate. Why must I love my family’s

enemy?


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing Romeo and Juliet: Lesson 1 Making the News Activities:

Grand Capulet Masked Ball Fight in Town Square Prince Escalus Makes Declaration

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. Romeo and Juliet: Lesson 1 Concentration: Match vocabulary words with their meanings:

consent (v) permit, allow, approve illiterate uneducated, untaught, uninformed rival foe, opponent, enemy villain bad character, rogue, criminal unrequited unreturned, unreciprocated doom disaster, trouble, catastrophe impending approaching, in the near future, awaiting brood (v) worry, mope, feel sorry for oneself ball dance, party masked wearing a disguise, mask or façade


Intermediate Vocabulary Activities

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. Romeo and Juliet: Lesson 1 Jeopardy Activity:

Question Answer a) What Romeo compares Juliet’s hand to a holy shrine a) What Romeo feels before the party sense of impending doom a) Who told Romeo Juliet was a Capulet Nurse b) Why Romeo and Juliet didn’t know each other wearing masks b) Where the masked ball was held Capulet home b) What is another word for enemy foe c) Who carried arrows to inflict love on people Cupid c) What Tybalt calls Romeo villain c) When Tybalt recognizes Romeo when he hears his voice

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Read a sentence with a wrong word in it. Teams find the word that is “wrong” and correct it, receiving a point for each correction. Ex: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) At a more proficient level, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. Romeo and Juliet: Lesson 1 Wrong Word Activity:

a) The two families did not work for a piece. (peace) b) Romeo and Juliet had affliction for each other. (affection) c) The translation was illiterate. (literal) d) The rose has a torn. (thorn) e) The town squire is in the center of Verona. (town square)


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

REPORTED SPEECH AND SEQUENCE OF TENSES Quoted Speech Versus Reported Speech

Quoted speech is a direct quote, and reproduces exactly what someone said at the time the words were spoken. Quoted speech uses quotation marks. (Ex: Mother said, “You need to clean your room today.”). In reported speech, a noun clause is used to report someone’s speech. Not all of the person’s exact words are used, and no quotation marks are used. Verb forms and pronouns may change. (Ex: Quoted speech: I said, “You are the best!” Reported speech: I said that you were the best!)

Review of Noun clauses beginning with “That” A clause is a group of words that contains a subject and a verb, and is used as part of a sentence. A noun clause is used just like a noun. Remember that nouns can be subjects or objects. Many noun clauses begin with “that”. (Ex: I think that people are interesting. I (subject) think (verb) that people are interesting (object). I think …WHAT? that people are interesting. The entire noun clause that people are interesting is used as an object.) Note: “That” is used to mark the beginning of the clause, and adds no meaning to the sentence. It is often left out in object clauses, especially in speaking. (Ex: I hope that everyone will be there. I hope everyone will be there.)

Using “Tell” versus “Say” Notice in the examples that “Say” is followed by a noun clause. “Tell” is not followed immediately by a noun clause. In reported speech, “tell” is followed by a pronoun or noun object and then the noun clause. (to “tell” somebody something--somebody before something) Examples: He told me that the teacher is fun. He said that the teacher is fun. They told their parents that they were happy. They said that they were happy. Li told Maria that he might go to the party. Li said that he might go to the party. Refer to the next page for more on reported speech and sequence of tenses.


Reported Speech And Sequence Of Tenses (continued)

SEQUENCE OF TENSES IN REPORTED SPEECH

If the Main verb is in the present or future--no change in verb or modal in the noun clause Quoted Speech Reported Speech

Present He says, “I study hard.” He says, “I am studying hard”.

Present He says that he studies hard. He says that he is studying hard.

Future He will say, “I am going to study hard”. He is going to say, “I will study hard.”

Future He will say that he is going to study hard. He is going to say, that he will study hard.

If the Main verb is in the past--verb in noun clause used to report speech is a past form Quoted Speech Reported Speech

Present He says, “I study hard.” He says, “I am studying hard”.

Present He says that he studies hard. He says that he is studying hard.

Future He will say, “I am going to study hard”. He is going to say, “I will study hard.”

Future He will say that he is going to study hard. He is going to say that he will study hard.

Past He said, “I study hard.” He said, “I am studying hard”. He said, “I studied hard.” He said, “I have studied hard.” He said, “I am going to study hard”. He said, “I will study hard.”

Past He said that he studied hard. He said that he was studying hard. He said that he had studied hard. He said that he had studied hard. He said that he would study hard. He said that he would study hard.

Past with Common Modals He said, “I can study hard.” He said, “I may (might) study hard.” He said, “I have to (must) study hard.” He said, “I should (ought to, had better) study.”

Past with Common Modals He said that he could study hard. He said that he might study hard. He said that he had to (must) study hard. He said that he should (ought to, had better) study. NO CHANGE

Past with Questions He said, “Do you study hard?” He said, “Did you study hard?”

Past with Questions He asked if I study hard.” He asked if I studied hard.”

Word Order Cards

Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.


Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. Romeo and Juliet: Lesson 1: Modified Single Slot Substitution:

(a) Juliet (b) is (c) Lord Capulet’s only child. Possibilities: a) Miss Capulet, Lady Capulet’s daughter, Nurse’s charge b) was, knows that she is, remains not yet fourteen years old, in love with Romeo, too young to marry


Intermediate Grammar Activities Sentence Builders

Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

Romeo and Juliet: Lesson 1: Sentence Builders: a) Lady Montague says she is worried. (that) (after) (the fight) (about her son) (Romeo)

(because he is depressed) Lady Montague says that she is worried. After the fight, Lady Montague says that she is worried. After the fight, Lady Montague says that she is worried about her son. After the fight, Lady Montague says that she is worried about her son Romeo. After the fight, Lady Montague says that she is worried about her son Romeo because he is depressed.

Continue with the following: b) Benvolio finds out. (Romeo’s cousin) (that Romeo is brooding) (over his love)

(unrequited) (for a girl) (named Rosaline) c) Rosaline does not return. (Romeo’s affection) (and Benvolio tells Romeo) (his cousin)

(and friend) (to forget her) d) Scene 2 takes place. (in the house) (Capulet) (where Paris is asking) (the son of Prince

Escalus) (Lord Capulet) (to marry) (his daughter) (Juliet) e) Lord Capulet says his daughter’s happiness is important. (that) (more) (than his own)

(and he gives permission) (Paris) (to try) (to win Juliet’s heart)

Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. Romeo and Juliet: Lesson 1: Multiple Slot Substitution Activities: (a) When Romeo and Benvolio enter, (b) the servant (c) asks for their help. Possibilities:

runs to do his job, the member of the staff, after the two young men arrive, requests their help, the illiterate worker, when Romeo and his cousin walk in, needs assistance reading, the employee


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Romeo and Juliet: Lesson 1: Flesh it Out Activities:

a) Prince/Escalus/declare/any/more/fight/will/be/punish/death b) Servant/leave/but/because/be/illiterate/can/not/read/name c) Lord/Capulet/tell/Paris/come/back/two/year/but/Paris/persist d) If/Juliet/agree/Lord/Capulet/say/he/will/consent/marriage e) Juliet is not yet fourteen years old, and is not interested in marriage

Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Romeo and Juliet: Lesson 1: Transformation Exercises: Students respond by changing quoted speech to reported speech. Follow the example.

Juliet said, “Nurse, Paris has made a proposal of marriage.” Juliet told Nurse that Paris had made a proposal of marriage.

a) Lord Capulet said, “Paris, come to a masked ball this evening.” b) Romeo told Benvolio, “Rosaline’s name is on the list for the ball. Let’s go to the party to

see her.” c) Benvolio said, “I hope you compare Rosaline to other fair ladies at the ball.” d) Romeo said, "Going to the Capulet party is dangerous for two Montagues.” e) “I have the feeling something terrible is going to happen,” said Romeo. f) “It is a masked ball, and no one will recognize our faces under the masks, “said

Benvolio. g) “Nurse, find out the man’s name, for I will die if I cannot marry him,” said Juliet. h) Tybalt told Lord Capulet, “I recognize this voice. It is Romeo Montague!”


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. Romeo and Juliet: Lesson 1: Who, What, When, Where, How, Why Activities:

a) Scene 1 takes place in the late 16th century, in the town square of Verona, a city in Northern Italy. (what, where, when)

b) The Montague and Capulet families are well known in Verona because they have been enemies for as long as they can remember. (who, what, where, why, how)

c) An argument takes place between their servants, and the people of the town quickly join the fight. (who, what, where, how)

d) The Montague nephew, Benvolio, tries to stop the fight, but Tybalt, the Capulet nephew, wants to fight. (who, what, why, how)

e) After the fight, Lady Montague says that she is worried. about her son Romeo because he is depressed. (who, what, when, why, how)

Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Romeo and Juliet: Lesson 1: Sentence Stretcher: Begin with the sentence: Romeo is impressed.

Romeo is so impressed. Romeo is so impressed with Juliet. Romeo is so impressed with Juliet’s beauty. Romeo is so impressed with Juliet’s beauty he says she is too beautiful. Romeo is so impressed with Juliet’s beauty he says that she is too beautiful. Romeo is so impressed with Juliet’s beauty he says that she is too beautiful for this world. Romeo is so impressed with Juliet’s beauty he says that she is too beautiful for this world, a jewel and a dove. Romeo is so impressed with Juliet’s beauty he says that she is too beautiful for this world, a jewel and a dove among crows.


Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. Romeo and Juliet: Lesson 1: Look it Up: Teams locate examples of Reported Speech in the text and summary

Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) Romeo and Juliet: Lesson 1: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the present tense to the past tense. The Montague and Capulet families are well known enemies who fight in the town square of Verona. The fight is stopped by Prince Escalus, the ruler of Verona. He declares to the people that any more fighting will be punished by death. Romeo Montague and his cousin Benvolio disguise themselves and go to a masked ball at the Capulet house. Lord Capulet is giving the ball for his daughter Juliet. Paris, the son of the Verona’s ruler, wants to marry Juliet, but Juliet is only 14, and is not interested in marriage. However when she and Romeo meet at the masked ball, the two fall in love. After the party, Romeo and Juliet discover that they are from enemy families, but it is too late.


Name ____________________________ Date __________ Romeo and Juliet: Lesson 1: Exercise 1 Fill in the blanks with the correct word.

disguise

marriage

square

masked

enemies

discover

ball

cousin

punished

ruler

The Montague and Capulet families are well known __________ who fight in the

town __________ of Verona. The fight is stopped by Prince Escalus, the __________ of

Verona. He declares to the people that any more fighting will be __________ by death.

Romeo Montague and his __________ Benvolio __________ themselves and go to a

masked ball at the Capulet house. Lord Capulet is giving the __________ for his

daughter Juliet. Paris, the son of the Verona’s ruler, wants to marry Juliet, but Juliet is

only 14, and is not interested in __________. However when she and Romeo meet at

the __________ ball, the two fall in love. After the party, Romeo and Juliet __________

that they are from enemy families, but it is too late.


Name _____________________________________ Date _____________ Romeo and Juliet: Lesson 1: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Juliet is not interested in marriage until she meets Romeo.

______________________________________________________________________

2. Lord Capulet declares that any more fighting will be punished by death.

______________________________________________________________________

3. Juliet is Lord Capulet’s only child, and she is not yet fifteen years old.

______________________________________________________________________

4. The servant leaves, but because he is illiterate, he can’t read the names on the list.

______________________________________________________________________

5. A servant asks Romeo to read the list of names of guests to the masked ball.

______________________________________________________________________

6. Lord Capulet tells Tybalt to return in two years to propose to Juliet.

______________________________________________________________________

7. If Juliet agrees, her father says that he will consent to her marriage to Paris.

______________________________________________________________________

8. Mercutio has a sense of impending doom that will end in his death.

______________________________________________________________________

9. When Romeo arrives at the ball, Romeo meets Juliet for the first time.

______________________________________________________________________

10. Romeo doesn’t know Juliet is a Montague, and Juliet doesn’t know he’s a Capulet.

______________________________________________________________________


Name ____________________________ Date __________

Romeo and Juliet: Lesson 1: Exercise 3 (FCAT Practice/Reading Comprehension) For each research topic, identify the source from the list that you use to find the information. Then complete the chart.

Possible Sources: dictionary, encyclopedia, atlas, phone directory, newspaper, table of contents

Research Topic Source Correct spelling of the word ‘Ethiopian.’ 1 Find information about England, like size & population. 2 Find where the Act 2 of your playbook begins. 3 Find a travel agency that can plan a trip to England. 4 Find a picture of the British flag. 5 Find more information on the Elizabethan period. 6 Check on the weather in England this time of the year. 7 Find out the origin of the word ‘thee.’ 8 Plan a trip to five countries in Europe. 9 Look up the meaning of “impending doom”. 10 Look up the address of the Globe Theatre. 11 Find the pronunciation of the word ‘dove.’ 12 Find an ad for a job in a foreign country. 13 Find information on Shakespeare in your textbook. 14 Learn about the life and writings of William Shakespeare. 15

Read the following excerpt from a book index. Complete the chart by writing the page numbers that contain the information needed.

Letters Addressing the envelope, 21-23 Business letters, 24-26 Friendly letters, 30-35 Letters asking for information, 42-51 Letter to the editor, 57-65

Writing a letter to the newspaper to disagree with an article Page(s) Writing a letter to someone who lives in another city or country Page(s) What information to put on the envelope Page(s) Facts about a college you would like to attend Page(s) Writing a letter to a company Page(s) What do you think the next entry in this index might be? ____________________________________________________________________________ ____________________________________________________________________________


Name ____________________________ Date __________ Romeo and Juliet: Lesson 1: Exercise 4 (FCAT Practice/Reading Comprehension) Using your text of Romeo and Juliet, by William Shakespeare, find the information needed to complete the chart below.

Information To Find

Found on Page…

Quote (Exact Words In Book)

In My Own Words

What Romeo was holding at the ball.

The names of Romeo’s friends

Who visits people in their dreams?

What the wheels of the chariot are compared to

Location of the masked ball

Who is Potpan and what does he do?

How many Capulet servants fight in the square and their names

Which of Romeo’s friends tried to keep the peace?

Complete the chart by writing the type of reference next to its description. Type Of Reference Description

…gives the definition of a word, part of speech, pronunciation, spelling, and origin

…is a dictionary at the end of a book that gives definitions of the words used in that book

…is a book of maps of towns, cities, states, countries, continents, oceans, planets, or galaxies

…is a reference book printed each year with facts about countries, sports, entertainment and many other topics

…is a set of books with general information on people, places, things, events, and history up until its year of publication

…is published daily and gives current information about local, national, and world events as they are happening

…is a book that lists names, addresses, and telephone numbers of people or businesses in a particular area


Name ____________________________ Date __________ Romeo and Juliet: Lesson 1: Exercise 5 Fill in the blanks.

Scene 1, Act I, takes place __________ the late 16th century, __________ the

town square of __________, a city in Northern __________. The Montague and

Capulet __________ are well known in __________ because they have been

__________ for as long as __________ can remember. An argument __________

place between their servants, __________ the people of the __________ quickly join

the fight. __________ Montague nephew, Benvolio, tries __________ stop the fight, but

__________, the Capulet nephew, wants __________ fight.

The heads of __________ families arrive, and the __________ is stopped by

Prince __________, the ruler of Verona. __________ Escalus declares that any

__________ fighting will be punished __________ death. After the fight, __________

Montague says that she __________ worried about her son __________ because he is

depressed. __________, Romeo’s cousin, finds out __________ Romeo is brooding

over __________ unrequited love for a __________ named Rosaline. Since Rosaline

__________ not return Romeo’s affection, __________ tells Romeo to forget

__________.

Scene 2 takes place __________ the Capulet house. Paris, __________ son of

Prince Escalus, __________ asking Lord Capulet to __________ his daughter Juliet.

Juliet __________ Lord Capulet’s only child, __________ she is not yet __________

years old. Lord Capulet __________ Paris to come back __________ two years, but

Paris __________. Lord Capulet believes that __________ daughter’s happiness is


more __________ than his own happiness. __________, he gives Paris permission

__________ try to win Juliet’s __________. If Juliet agrees, Lord __________ says that

he will __________ to the marriage. Lord __________ invites Paris to a __________

ball that evening, and __________ sends a servant to __________ the people on the

__________ guest list.

After the __________ leaves, he realizes that __________ cannot read the

names __________ he is illiterate. When __________ and Benvolio enter, the

__________ asks for their help. __________ reads the list and __________ Rosaline’s

name. Romeo decides __________ go to the party __________ see Rosaline. Benvolio

tells __________ to compare Rosaline to __________ fair ladies and then __________

about Rosaline. Going to __________ Capulet’s party is dangerous __________ the

two Montagues, since __________ two families are enemies. __________, it is a

masked __________, so they decide to __________ the risk. No one __________

recognize their faces under __________ masks.

In Scene 3, __________ meet Juliet, who is __________ to her nurse about

__________ proposal of marriage. Juliet __________ very young, and is __________

interested in marriage. However, __________ decides to be gracious __________ Paris

at the party. __________ Scene 4, Romeo, Benvolio, __________ and several other

Montagues __________ wearing their masks on __________ way to the Capulet

__________. Romeo says that he __________ the feeling something terrible

__________ going to happen at __________ party. Romeo fears that __________

sense of impending doom __________ end in his death.


Scene 5 takes place __________ the masked ball in __________ Capulet home.

When Romeo __________ his friends arrive, he __________ Juliet for the first

__________. After the two talk __________ a while, they kiss. __________ tells her

nurse to __________ out the name of __________ masked man, because she

__________ die if she cannot __________ him. Romeo is impressed __________

Juliet’s beauty, too. Romeo __________ his cousin that Juliet __________ too beautiful

for this __________, a jewel and a __________ among crows. The thought

__________ touching Juliet’s fair hand __________ make Romeo’s own hand

__________. Romeo has never seen __________ beauty before. Romeo says

__________ his heart never knew __________ before this moment. Lord __________

nephew Tybalt overhears Romeo __________ recognizes his voice under __________

mask. Tybalt threatens to __________ Romeo. However, Lord Capulet __________ not

want trouble, and __________ Romeo to stay at __________ party. Romeo does not

__________ that Juliet is a __________, but knows he loves __________. By the time

Romeo __________ Juliet discover that they __________ from rival families, it

__________ too late. They have __________ fallen in love at __________ sight.


Name ____________________________ Date __________ Romeo and Juliet: Lesson 1: Exercise 6 Read the quoted speech in each sentence. Then rewrite the sentence using indirect or reported speech.

Example: Romeo says, I fear my sense of impending doom will end in my death.” Romeo says that he fears his sense of impending doom will end in his death.

1. Prince Escalus declares to all, “Any more fighting will be punished by death.”

______________________________________________________________________

2. Lady Montague says, “I’m worried about my son Romeo because he is depressed.”

______________________________________________________________________

3. Benvolio tells Lady Montague, “Romeo broods over unrequited love for Rosaline.

______________________________________________________________________

4. Benvolio tells his cousin, “Forget Rosaline is she doesn’t return your affection.”

______________________________________________________________________

5. Lord Capulet says, “My daughter’s happiness is more important than my own.”

______________________________________________________________________

6. Lord Capulet says, “If Juliet agrees, I will consent to the marriage to Paris.”

______________________________________________________________________

7. Benvolio says to Romeo, “I hope you will compare Rosaline to other fair ladies.”

______________________________________________________________________

8. Romeo says, “I feel something terrible is going to happen if we go to the ball.”

______________________________________________________________________

9. “Juliet is too beautiful for this world, a jewel and a dove among crows,” he says.

______________________________________________________________________

10. “The thought of touching her fair hand will make my own hand blessed,” he said.

______________________________________________________________________

11. Romeo told his friend, “My heart never knew love before this moment.”

______________________________________________________________________

12. Lord Capulet answers Paris, “I give you my permission to try to win Juliet’s heart”.

______________________________________________________________________

Documents

English I Through ESOL - SDPBC Web CMS · English I Through ESOL . Lesson 1: ... La primera escena de este acto se desarrolla en una plaza ... el hijo del príncipe Escala, le pide