Unit 3 Romeo and Juliet wk 1

• Engels
• Middelbare school
• mavo, havo, vwo
• Leerjaar 1

Unit 3

Romeo and Juliet 

week 1

Unit 3

Romeo and Juliet

Wk 1 

Unit 3 : Romeo and Juliet 

         Global context: orientation in space and time

         Key concept: time, place and space

        

         Related concept: empathy and meaning

statement of inquiry

Feeling empathy through universal themes 

in existing work

leads to 

your own interpretation and a new meaning of the existing work. 

Language Aqcuisition

Period 3

Arts

Period 4 

&

You create your own work with 

a new interpretation and new meaning. 

=

Interdisciplinary Unit: 

Inspiration

Goal today

• To understand the context and content of Romeo and Juliet.
• To understand the language and form of The Prologue to Romeo and Juliet.

Succes Criteria

• To read and explore the     language and form of the   prologue to the play. 
  

What do you know? 

William Shakespeare

William Shakespeare was an English playwright, poet and actor. He is widely regarded as the greatest writer in the English language.

What do you know about the play already?

Write a sticky note for everything you know and stick it on the board. 

The play

• Romeo and Juliet was written by William Shakespeare in around 1595.
• He took inspiration from a number of stories about the lovers which were around 1500s, although he changed some of the details to create his own version.
• The play would have been performed in a theatre which was open to the sky, with seats for wealthy and poor people, so it was very popular to visit the theatre.
• All of the actors in the play (including Juliet) were men, women were not allowed to perform. 
• Romeo and Juliet is a great source of inspiration for artists all over the world (films, books, dance, arts)

summary 1

summary 2

Which summary did you like best?
Why?

summary 1

summary 2

Why do we read the summary before reading the book?

Setting: Renaissance

• Great period of cultural change in Europe
• Indivudualism, love, emotions very important

Political context

• The play is set in Verona, Italy in the 14th century. It is a real city. 
• Italy at that time was devided in many city-states. These were ruled by important and rich families.
• There were many conflicts between the states and families. 

Religious context

• The  Catholic church played an important role in the lives of the people of Verona. 
• The church told the people how to live their lives and the people listened carefully to do their best. 

Gender roles

• There were strict rules for men and women.
• Women were expected to listen to men, and to be modest, not to   attract attention to themselves.
• Women were either the property of their father or husband. They    could not own houses or have wealth. 

www.ivybridge.devon.sch.uk

The structure of a play

The prologue

The play starts with a short speech from the Chorus. The chorus was a single person, not a character whose job it was to introduce and sometimes comment on the story of the play. 

The speech given by the Chorus is the Prologue. It comes before the start and helps set the scene. 

The prologue

How many lines are there in the prologue?

What do you notice about the flow of the lines?

The Prologue: the language
Choose one of these examples to explain the meaning in your binder.

fatal loins

death-mark'd love

star-crossed

Pair up in 3

Explain the meaning of the phrase to each other.

Did you find the same explanation?

What (new information) did you learn?

Back to your sticky note

Go back to the sticky note from the start of class.

What things did you get right about the play?

Are there any things you need to remove?

Are there any things you can add now?

Goal today

• To understand the context and content of Romeo and Juliet.
• To understand the language and form of The Prologue to Romeo and Juliet.

Succes Criteria

• To recall information about    the play. 
• To read and explore the     language and form of the   prologue to the play. 

How was today's class connected to learning?

thinking

communication

research

social

self-management

Do you know stories about a family member telling someone not to date someone?
Why could they not date?

Homework

Find a story about forbidden love from your own culture.

Think of a way to present this story to your classmates in the next class. 

For example you can give a short presentation ( max 2 minutes), show a storyboard, show a short clip, be creative!

You have to explain how you feel about this story in English. (1min)