Close Reading Presentation In Romeo And Juliet

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

Directions: Respond to the prompts below (no more than 1 single-spaced page in Arial 11-point font) by typing your responses within the brackets following each prompt. Do not delete or alter any original text on this form (including the header, footer, title, directions, and prompts); both the original text and your responses are included in the total page count allowed. Pages exceeding the maximum will not be scored.

Respond to the prompts below (no more than 11 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

Learners will be able to focus on learning and how they approach the process of learning, including learning

A: He and Juliet are both alive, and the prince changed the law so he might still live.

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

In Romeo and Juliet we learn how Shakespeare uses vivid language to build character and depth in their roles. Shakespeare was a poet, playwright and an actor with a great love for language. Shakespeare was of great importance when it came down to the moulding and developing of the English language. Shakespeare had such an immense love for language that he created neologisms that we use in everyday life. Some of these neologisms he created include words such as puke, lonely, bedroom, democracy etc. in the play he developed numerous characters that played incredibly believable roles. An example of how Shakespeare made his characters believable was Tybalt, who spoke only forty lines in the entire play. Though he

In the ‘timeless classic’ Romeo and Juliet by William Shakespeare, the author brilliantly utilizes several literary devices to convey the motif that true love cannot be stopped. He does this by using many opposing ideas such as love vs. pain, day vs. night and

In this study guide, I am going to allow you to choose the three questions that you want to answer from the choices that I give you. Once again, the answers are to go into the class folder under your name, and you are to copy the entire study guide so all the questions are there in the correct numbers (Question 8 in Act 1, Scene 1 will remain question 8, even if you don’t answer it). Kindly insert you answer after a bullet so I know where your answer starts and which three questions you are doing. I want each answer to be 75 to 100 words. That will be a total of 225 to 300 words per scene. We will do only one scene a day. There are 24 scenes in the play. Our study will take 6 weeks.

Parents usually protect us and guide us in the right direction, however in Romeo and Juliet’s case they were the catalyst that set into motion the sequence of events that caused the deaths of Romeo and Juliet. The feud between the Montagues and Capulets, Lord Capulet’s forcing Juliet to wed Paris, and his haste to finalize it, had significant repercussions. Romeo and Juliet’s parents are to blame for the deaths of Romeo and Juliet.

Is it possible for teenagers to be in love like Romeo and Juliet? They make eye contact with each other, hold hands, kiss, and Romeo falls head over heels for Juliet. After they meet, Romeo compares Juliet to the sun, alluding to her being the light of his life. As the play continues, Juliet risks killing herself in order to avoid a marriage to Paris. Romeo, who has been banished to Mantua, risks being killed by coming back for Juliet. Just like Romeo and Juliet, a lot of teenagers stay together through adversity. Using Romeo and Juliet as a guide, it is possible for teenagers to be in love because of love at first sight, a desire to spend their lives together, also to the risks being killed. Yes it is possible for teenagers to be in love and know what love is.

“Love always overcomes hate, but love’s effects and hate’s effects are no different in magnitude.” -Anonymous. No one ever doubts the power of love or the power of hate. For as long as time has existed people have loved and people have hated. Strong emotions persuade everyone to act on their inhibition. Everyone wants to be a hero in every situation whether it be trying to save someone or the simple act of finding a winning lottery ticket. These actions are what lead to love overcoming hate even if they are the simplest of acts. The mistake people make is them trying to hard to be the hero. This leads to one traveling great lengths to achieve their goals, but at what cost. Throughout Shakespeare’s most famous play, Romeo and Juliet, his main

Shakespeare does this by noting how Romeo and Juliet do not actually love each other. This is represented by Romeo and Juliets actions and rash decision making. Their decisions are very impulsive and rushed. As a result, it impacted them negatively in the future and as well as their relationship. Romeo and Juliet’s love for each other is not actually how love really is. They’ve mistakenly confused lust for love.

The play of Romeo and Juliet is different from William Shakespeare’s other tragedies in that there is not a clear distinction of individual heroes. The two protagonists are more passive than active; both are naïve and lacking understanding. The hero is often thought to be the romantic, yet often hysterical, Romeo. But Romeo’s immoral background, emotional outbursts, mishap murders, and foolish actions make him a poor candidate for a hero. Juliet proves to be more innocent than Romeo because she possesses more rigorous moral ethics. Juliet is also more successful in overcoming the obstacles that she is faced with throughout the play. While both characters

The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,