Romeo And Juliet - Cambridge University Press
Brighter ThinkingRomeo and JulietGCSE English Literature for AQATeacher’s Resource
GCSE English Literature for AQA: Romeo and Juliet Teacher’s ResourceCAMBRIDGEUNIVERSITY PRESSUniversity Printing House, Cambridge CB2 8BS, United KingdomCambridge University Press is part of the University of Cambridge.It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning andresearch at the highest international levels of excellence.www.cambridge.orgInformation on this title:www.cambridge.org/ukschools/9781107454798 (Free online)www.cambridge.org/ukschools/9781107454781 (Cambridge Elevate-enhanced Edition) Cambridge University Press 2015This publication is in copyright. Subject to statutory exception and to the provisions of relevant collectivelicensing agreements, no reproduction of any part may take place without the written permission ofCambridge University Press.First published 2015A catalogue record for this publication is available from the British LibraryISBN 978-1-107-454798 Free onlineISBN 978-1-107-454781 Cambridge Elevate-enhanced EditionAdditional resources for this publication at www.cambridge.org/ukschoolsCover image Broken head / Getty ImagesCambridge University Press has no responsibility for the persistence or accuracy of URLs for external orthird-party internet websites referred to in this publication, and does not guarantee that any content on suchwebsites is, or will remain, accurate or appropriate.NOTICE TO TEACHERSThe photocopy masters in this publication may be photocopied or distributed [electronically] free of charge forclassroom use only. Worksheets and copies of them remain in the copyright of Cambridge University Press.The publishers would like to thank Rob Smith for his contribution to this Teacher’s Resource.1 Cambridge University Press
ContentsIntroduction from the Series Editor3Digital assets on Cambridge Elevate4Assess to Progress on Cambridge Elevate5Planning support for Romeo and Juliet7Unit-by-unit guidancePart 1: Exploring the playUnit 1 Act 1: Prospects and problems16Unit 2 Act 2: Making the match20Unit 3 Act 3: Murder and separation23Unit 4 Act 4: A wedding and a funeral26Unit 5 Act 5: Ends and endings29Part 2: The play as a wholeUnit 6 Plot and structure32Unit 7 Context, setting, stagecraft, theatricalityand performance34Unit 8 Character and characterisation36Unit 9 Ideas, perspectives and themes38Unit 10 Language, form and structure40Preparing for your exam422 Cambridge University Press
Introduction from the Series EditorChange and challenge in GCSE English LiteratureThe changes to GCSE English Literature will have asignificant impact on teaching and learning, as well as oncourse planning and management. First, the curriculum will be more rigidly defined thanin previous GCSEs, with limited scope for teachers’choices of texts and tasks, as set texts are prescribedfor study. Second, the mode of assessment will be very different;it will be based entirely on end-of-course exams,without reference to texts in the exam room. Thoughupcoming cohorts of students will quickly acceptwhat will become the normal situation for them, thesechanges will require adjustment by teachers used toprevious systems.Some of the AQA set texts are the same as those fromprevious GCSE specifications, so you will be able to buildon established knowledge and practice when resourcingand producing materials. Some of the new texts are wellsuited for engaging students at Key Stage 4.Our response to the new ‘closed book’ GCSEs is a skillsbased approach to English Literature. We focus on theassessment objectives underpinning the new GCSE:these are not fundamentally different from those thatcame before, with a familiar focus on personal responseto texts and analysis of writers’ ideas and writers’ craft.with a clear summary of how key study focus areas canbe seen in the text as a whole.This Teacher’s ResourceThis Teacher’s Resource provides a companion to theGCSE English Literature for AQA: Romeo and Juliet StudentBook, with a focus on differentiated tasks and attainmentfor setting student targets. The emphasis throughout, aswith the student books, is on engaging the reader as anactive interrogator of text and on helping them to reflecton the text’s relevance to themselves and others.At certain points throughout each unit guide you willfind markers for Extension topics. Extension activitiesare available in the Cambridge Elevate-enhanced Editionof this teacher’s resource. They provide additionalopportunities for interrogating the text and delvingdeeper into topics and themes raised in the studentbook.Combined with the wide range of engaging andstimulating materials on Cambridge Elevate, thisTeacher’s Resource will help you successfully meet thechallenges of the new GCSE by ensuring progression,achievement and – most importantly – an enjoyableexperience for you and your students.Peter ThomasThe student booksAll the student books in this series are based on whatstudents need to be successful in the new GCSE. Theyare all designed to support students in meeting theassessment objectives and succeeding under theconditions they will find in the exams. Most importantly,they are built on an understanding of what skills matteracross all texts and across all exam questions: the skillsof responding, interpreting, analysing, comparing,evaluating and contextualising. These core skills aresystematically reinforced throughout the books byreference to authors’ ideas and their relevance to readersthen and now, as well as to authors’ craft in a genre bystructure and use of language.The student books are organised so that, in Part 1,students can use them as they read through the texts.Units 1–5 will help them to notice important aspectsof ideas and writing craft, and give them prompts topractise their skills and develop their notes so thatthey can use them later as revision. They also provideguidance on writing about reading for maximum effect inthe exam, with examples they can use to check their ownwriting. Part 2 takes a broader view of the essential studyfocus areas of GCSE Literature. These units help studentsto develop their skills and their responses even further,3 Cambridge University Press
Digital assets on Cambridge ElevateThe Cambridge Elevate-enhanced Edition of Romeo andJuliet features a wide variety of supplementary videos.Actors from the theatre company Four of Swords delveinto a variety of ways of interpreting the text, including:Key performances: some key scenes and speeches areprovided to aid with revision and discussion.Characters in the hot seat: actors playing thecharacters are asked questions about the motivations fortheir actions.Interpretation discussions: actors and directors discussor debate the way they would prefer to interpret thecharacters in the text, informing their own performances.Characters on trial: speeches for the prosecution anddefence set up a debate for students – does Shakespearepresent the characters as ‘guilty’, ‘innocent’ or a mixtureof both?Language discussions: the actors discuss the languageof the text, interrogating the ways it is used to createatmosphere and meaning.Pitching productions: a directors’ debate about thevalidity of different interpretations and staging of thetext.The prime purpose of these videos is to bring a variety ofvoices into the classroom. Nothing motivates studentsmore powerfully than exposure to actual artists anddiffering viewpoints.The length of the videos is tailored to the needs of theclassroom. Clips last no longer than five minutes; longenough to provide food for thought, but short enough toallow plenty of lesson time.Videos and other media resources can be accessed fromthe ‘Media Library’ tab in the contents listing of theCambridge Elevate-enhanced Edition of the Romeo andJuliet Student Book, or they can be accessed directlyfrom the page as you are reading through the unitsonscreen. This offers you teaching options: you can askstudents to watch videos at home or use them to inspireclassroom discussion.Overall, the series aims to provide a blended resourcein which print books, digital editions, video and audiocombine to give a 21st-century flavour to EnglishLiterature teaching and learning.4 Cambridge University Press
Assess to Progress on Cambridge ElevateThe Cambridge Elevate-enhanced Edition of the Romeoand Juliet Student Book includes built-in assessmentsupport ‘Assess to Progress’. For meeting the challengeof terminal GCSE exams and the requirement toreport students’ progress, in the absence of controlledassessment and National Curriculum levels to act asbenchmarks, this Assess to Progress can help you with:You can add a note to each assignment for your studentswith any tips or information for completing it. When yourstudents open the link to the assignment on CambridgeElevate they will see this note, as well as the question/sfrom the student book and the assessment criteria theywill be marked against. planning – using pre-defined assessments straightfrom the student books marking – unpacking the assessment objectives intokey skills AfL – enabling students to see criteria against whichthey are assessed reporting – measuring and demonstrating students’progress over time.Unpacking the assessment objectivesAt the heart of this assessment support are Ofqual’sassessment objectives (AOs), a safe benchmark againstwhich to measure students’ progress, since these AOs arewhat students will be tested on in their final exams. Wehave worked with experienced examiners and teachersto unpack these assessment objectives – to break eachone down into a key criterion or skill against which astudent can be assessed when they complete a piece ofwork. For example, AO1 for GCSE English Literature is:Read, understand and respond to texts. Students shouldbe able to:Students can write their responses to questions andsubmit them on Cambridge Elevate. Students can alsolink to external files, for example, on Google Drive,Dropbox or the school’s VLE.Marking use textual references, including quotations, to supportand illustrate interpretations.For each student book assessment opportunity onCambridge Elevate we have identified the assessmentcriteria (see above) that the activity will be assessedagainst. Each of these criteria is measured in a five-stagescale:We have broken this down into three skills:Stage 5: Sophisticated and independent response to text and activityStage 4: Assured and developed comparison of textsStage 3: Secure and explained use of references.Stage 2: Aware and supported maintain a critical style and develop an informedpersonal responseFor each assessment opportunity on Cambridge Elevatewe have identified all the different assessment criteriafrom the range of GCSE English Literature AOs – thiscould be all of the three criteria above for AO1 (oranything up to three), as well as other criteria we havebroken down from any of the other AOs.PlanningStage 1: SimpleTo help you determine which stage your student is atfor each assessment criteria, we include a guidancestatement. This brief statement outlines, in generalterms, what you could expect of a student’s performanceof a particular skill at each of stages 1 to 5.All assessment opportunities on Cambridge Elevateare taken directly from the Romeo and Juliet StudentBook. These assessment opportunities comprise all the‘Getting it into writing’ features at the end of each unit,together with the writing activities in the ‘Preparing foryour exam’ section of the book.5 Cambridge University Press
Assess to Progress on Cambridge ElevateFor selected student book assessment opportunitieswe also include example answers with examiner-stylecomments, at each of stages 1 to 5. Used in additionto the guidance statements for the assessmentcriteria, these can help you benchmark your students’performance. For the Romeo and Juliet Student Book, theassessment opportunities that include example answersare the ‘Getting it into writing’ activities in Units 3 and 5.We also include the facility for you to enter an overallscore for each student’s work. Cambridge Elevate willnot automatically calculate this overall score – this is foryou to determine based on all the assessment criteriascores (stages 1 to 5) you have assigned, your readingof example answers where these are included, andknowledge of your students.When students have submitted their work and you havemarked it, they can also see – where included – exampleanswers at stages 1 to 5 to help them understand howto improve their work and develop their skills. Using the‘Improvement note’ tab, students can make notes to helpwith their consolidation and revision (for example, whatthey have done well and how they could improve), takingresponsibility for their own learning.ReportingAll your students’ scores – assessment objective criteriascores and overall percentage scores – can be exportedfor download (for example, into an Excel spreadsheet) orfor upload (for example, to your VLE).Finally, in the ‘My response’ tab, you can include afeedback note to each of your students, accompanyingthe scores you have assigned them.Assessment for LearningWe provide support for Assessment for Learning (AfL) byallowing your students to see the unpacked assessmentobjective criteria for themselves, and the guidancestatements for stages 1 to 5, each time they take astudent book assessment activity on Cambridge Elevate.This way, students can see the criteria against which theywill be assessed, and how they can perform well, whilecompleting their activity.Scores can be exported both by individual student andby class; they can also be exported activity by activity orfor activities over a period of time which you set.This offers you flexibility of reporting – for your seniormanagement team, for parents, for Ofsted and forProgress 8.Watch the video walkthrough onlinehttps://vimeo.com/1264702606 Cambridge University Press
Planning support for Romeo and JulietThis Planning map has been put together to provide briefguidance and suggestions about how the activities in theStudent Book might be approached.There are discrete columns which separate out activitiesinto the three principal domains of English: Reading,Writing and Spoken Language. There are further columnswhich indicate assessment opportunities and signal linksto the additional resources on Cambridge Elevate.Many of these divisions are quite subjective and it is quitepossible (indeed desirable) to approach the activitiesopen-mindedly. You may feel that an activity positionedin the ‘Reading’ column might provide excellentopportunities for a written follow-up or, perhaps, a pieceof formal assessment. For example, a reading activityasking students to read and analyse a text could easilybe adapted to focus on a written outcome. This couldthen be self-assessed or peer-assessed or, indeed,summatively assessed.Similarly, opportunities for homework or further workbeyond the classroom have been suggested. But you, asthe class teacher, are in the best position to identify andselect meaningful and appropriate activities at relevantmoments for your Planning support. And, of course, youwill be familiar with your students and can thereforepitch those assignments more purposefully at theirspecific needs and abilities.This Planning map is a map of possible learning activitiesand opportunities which provides, at a glance, theirscope and range across all five acts, to help you puttogether your own Planning support. None of theactivities are prescriptive, and you are not obligedto follow the chronological order in which they arecatalogued. If you choose to read the text throughquickly without tackling any of the activities, then youcan be more creative about how you direct your studentstowards them. The key is not to be confined or restrictedby an approach that is too mechanistic or predictable:variety is essential.7 Cambridge University Press
Planning support for Romeo and JulietOpportunities forreadingOpportunitiesfor writingOpportunitiesfor spokenlanguageOpportunitiesfor assessmentCambridge ElevateresourcesA1 Peer assessment Video: Romeo and Juliet:of the teaser-trailer plot summary(W1)Video: The Prologue:the ending before theA2 The meetingW1 A teaser-trailer SL1 A discussionbeginningbetween Romeoof the context forbased on Act 1The focus is on:the quarrel in Act 1 and Juliet –Video: A discussionW2 Comparing the wayassessingspecimenScene1about the Prologuethe Montaguein whichanswersSL2 An analysis ofand CapuletShakespeareVideo: RebelliousReading based activities in families based onA3 Writing about the subjects: the Prince’sthe Prologueopens thethis unit are:Prince’s address to speech in Act 1 Scene 1information fromplay andSL3 Director’sthe PrologueR1 Read and analyse theestablishesadvice to the Prince his subjects in Act 1 (72–94)Scene 1key ideas and Prologuein Act 1 Scene 1W3 Notes toVideo: The Queen Mabcontextaccompany photo- about how to deliver A4 Exploring theR2 Read and analyse thespeech: Act 1 Scene 4theme of fate in Act (53–94). A discussionhis linesquarrel which opens Act 1 images from the the way in1 Scene 1PrologueScene 1which heabout MercutioSL4 A comparisonpresentsW4 A flow diagram of family life inR3 Exploring Benvolio’sVideo: The lovers meet:charactersfor the presentation Elizabethan/moderncharacterAct 1 Scene 5 (92–109)timesof Lord Montague the social,R4 The use of prose andVideo: Two directorscultural andblank verse in Act 1 Scene 1 W5 Write a modern SL5 Explorationdiscuss their fto the sonnet in Act 1R5 Lord Capulet in Act 1setting of theRomeo and Juliet’s between the threeScene 5 (92–109)Scene 2playwomen in Act 1sonnet exchangeVideo: Act 1 Scene 5R6 Benvolio in Act 1 SceneScene 3 the use of(92–109) – directed in a2language,SL6 A group‘romantic’ wayR7 The interaction betweenform anddiscussion aboutVideo: Act 1 Scene 5Juliet, Lady Capulet andstructure.staging a modern(92–109) – directed as ifthe Nurse in Act 1 Scene 3version of Act 1the lovers are ‘foolingR8 The relationshipScene 5around’between Romeo andAssess to progress:MercutioGetting it into writingR9 Focus on the meetingUnit 1: How doesShakespeareopen the play inAct 1?Consider how and wheneach act will be read. Thereare focused activitiesfor reading below, butstudents may benefit froma read-through of eachscene before tackling theseactivities.Spoken languageWriting basedactivities in this unit based activities inthis unit are:are:between Romeo and Julietin Act 1 Scene 5 (exploringsonnet and use of rhyme)R10 Focus on Juliet’s useof language in response toRomeo8 Cambridge University Press
GCSE English Literature for AQA: Romeo and Juliet Teacher’s ResourceOpportunities forreadingUnit 2:How doesShakespearedevelop the playin Act 2?Opportunities forwritingReading based activities in Writing based activitiesin this unit are:this unit are:W1 A diary entry –original writingThe focus is on:R1 Explore the imagery inRomeo and Juliet’s linesat the beginning of Act 2Scene 2 getting anoverview ofthe plot ofAct 2R2 Explore Juliet’s useof language in Act 2Scene 2 and link tocharacterisation the use ofcharacters,ideas andlanguageR3 Read Friar Lawrence’sspeeches in Act 2 Scene3 focusing on rhymingcouplets ways in whichthe actionmay bepresented inperformance.R4 Mercutio in Act 2 SceneW6 A table comparing4 (linked to hot seat SL6)Romeo and FriarR5 The Nurse in Act 2Lawrence in Act 2Scene 4Scene 3R6 Prepare director’sW7 A spider diagram –notes in Act 2 Scene 5Friar Lawrence in Act 2R7 Explore FriarLawrence’s language inAct 2 Scene 6W2 Scriptwriting – thePrologue in modernEnglishSL2 Defining the mostimportant episodes inAct 2 Scene 2W4 A storyboard of Act 2 SL4 Pair discussion ofrhyme in Act 2 Scene 3Scene 2W5 Analysing Juliet’squotationsScene 3W8 Analysing the Nursein Act 2 Scene 4W9 Director’s notes onJuliet (and the Nurse) inR9 Read the whole of Act 2 Act 2 Scene 5in preparation for W12W10 Examining FriarLawrence’s language inAct 2 Scene 6Opportunities forassessmentSpoken language based A1 Peer assessment ofstoryboarding (W4)activities in this unitare:A2 Self-assessmentSL1 Describing staging of W5the balcony sceneA3 Juliet’sW3 A graphic organisercomparing Mercutio and SL3 Pair discussion ofAct 2 Scene 3BenvolioR8 Questions for Juliet inAct 2 Scene 6R10 Extension readingOpportunities forspoken languageSL5 Exploring ‘grace’and ‘rude will’ in smallgroupsSL6 Hot seat MercutioAct 2 Scene 4SL7 Discussion aboutthe presentation of theNurse in Act 2 Scene 5quotations (W5)A4 The Nurse in Act 2Scene 4 (W8)CambridgeElevateresourcesVideo: Thebalcony scene:Act 2 Scene 2Assess toprogress:Getting it intowritingA5 Director’s notesabout Juliet in Act 2Scene 5 (W9)A6 Friar Lawrence’slanguage in Act 2 Scene6 (W10)A7 Final essay forW12 – peer assessmentand self-improvementtargetsSL8 Directing Juliet inresponse to the Nursein Act 2 Scene 5, in pairsSL9 The context ofmarriage in Act 2Scene 6SL10 Discussion aboutmajor/minor charactersW11 Preparing questionsfor Juliet in Act 2 Scene 6W12 Essay plans onyoung/old or the effect oflove on the behaviour ofyoung people in Act 29 Cambridge University Press
Planning support for Romeo and JulietOpportunitiesfor readingUnit 3: How does Reading basedthe plot develop in activities in thisunit are:Act 3?The focus is on: plot, characterand ideasR1 A summary ofAct 3R2 Focus on Act 3 Shakespeare's Scene 1 looking atuse of language, ‘action shots’R3 Focus on keyimagery, formlines in Act 3and structureScene 1 ways in whichthe action may R4 Juliet’sbe presented in soliloquy in Act 3Scene 2performance.R5 The Nurseand Juliet in Act 3Scene 2Opportunities forwritingOpportunities forspoken languageOpportunitiesfor assessmentCambridgeElevateresourcesWriting based activitiesin this unit are:Spoken language basedactivities in this unit are:W1 A letter about lossand separationSL1 Discussion of theissue of separationA1 Peerassessment andcomment ondirecting the fightscene (SL2)Video: The actorswork throughMercutio’s death:Act 3 Scene 1(78–106)SL2 Directing the fightW2 Sequencing andanalysis of quotations in sceneAct 3 Scene 1SL3 Discussion aboutRomeo being ‘effeminate’W3 Spider diagramsin Act 3 Scene 1about Romeo in Act 3Scene 1SL4 Romeo’s thoughtW4 Antitheses in Juliet’s bubbles in Act 3 Scene 1language in Act 3 Scene 2 SL5 Exploration ofW5 Writing about Juliet’s ‘fortune’s fool’emotions in Act 3 Scene SL6 Exploration of the2change in Juliet in Act 3W6 A flow diagram about Scene 2Friar Lawrence in Act 3SL7 Discussion aboutR6 Romeo and Friar Scene 3Juliet’s language in theLawrence – theW7 A storyboard of Act 3 soliloquy in Act 3 Scene 2opening to Act 3Scene 3SL8 A group discussionScene 3about Juliet’s response toW8 Focus on Romeo’sR7 Lady Capulet,language in Act 3 Scene 3 Romeo’s banishment inJuliet and theAct 3 Scene 2W9 Capulet and LadyNurse in Act 3Capulet’s relationship in SL9 Discussion aboutScene 5Romeo and Friar LawrenceAct 3 Scene 4in Act 3 Scene 3W10 Director’s notesVideo: Juliet learnsA2 Romeo’sbanishment and its of Tybalt’s death: Act3 Scene 2 (74–84)consequencesA3 Presentation of Video: The unhappythe young men in couple are parted:Act 3 Scene 5 (1–59).Act 3 Scene 1A discussion aboutA4 How dialogueand action are used languageto present FriarLawrence in Act 3Scene 3Video: Capuletthreatens hisdaughter: Act 3Scene 5. The actorswork on the sceneVideo: The Nursetells Juliet to marryParis: Act 3 Scene 5(213–234)Assess to progress:Getting it intowritingSL10 Exploration of theon Capulet and LadyCapulet’s relationship in context of Act 3 Scene 4Act 3 Scene 4SL11 The issue ofdisobedience – linked toAct 3 Scene 5SL12 Lord Capulet in Act 3Scene 5SL13 Extension –discussing film versions ofAct 3 Scene 110 Cambridge University Press
GCSE English Literature for AQA: Romeo and Juliet Teacher’s ResourceUnit 4: How doesShakespeare movehis characters fromjoy to grief in Act 4?Opportunities forreadingOpportunities forwritingOpportunitiesfor spokenlanguageOpportunities forassessmentCambridgeElevateresourcesReading basedactivities in this unitare:Writing based activities in Spoken languagebased activities inthis unit are:W1 Exploring characters’ this unit are:A1 How doesShakespeare presentJuliet at this point inthe play?Video: The Nursebelieves Juliet isdead: Act 4 Scene 5(49–54)A2 Exploring howShakespeare presentsJuliet’s character inAct 4Assess toprogress: Gettingit into writingR1 Read audienceresponses to the the presentation beginning of Act 4R2 Read from line 44of Juliet'sfeelings at this of Act 4 Scene 1 tothe end of the scene,stage Shakespeare's focusing on illnessuse of language and deathThe focus is on:R3 Focus on Juliet’sand imagery,and its impact relationship with theon the audience Friar ways in whichthe action maybe presented inperformance.R4 Read the Friar’slong speech in Act 4Scene 1R5 Read Juliet’ssoliloquy in Act 4Scene 3R6 Read Act 4 Scene 5SL1 DiscussionW2 Linking events of Act 4 about audienceresponses (R1)to previous actscontributions to Act 4SL2 Rehearsal ofW3 Writing about Parisand Juliet in Act 4 Scene 1 the opening of Act4 Scene 1then about JulietW4 Annotation of Juliet’s SL3 Discussionabout Paris andspeech in Act 4 Scene 1exploring repetition and Juliet in Act 4Scene 1rhymeW5 Rewriting the Friar’sspeech (R4) in modernEnglishW6 Analysing the Friar’sspeechSL4 Directing arehearsal of Juliet’sspeech in Act 4Scene 1W7 Writing about Juliet’simagery in Act 4 Scene 3W8 Exploring thecharacters’ entrances inAct 4 Scene 5W9 Writing about themourners in Act 4 Scene 5W10 Creating a storyboardof Act 4 Scene 5 inpreparation for filming11 Cambridge University Press
Planning support for Romeo and JulietOpportunitiesfor readingOpportunities forwritingOpportunities forspoken languageOpportunities forassessmentSpoken language based A1 Considering Act 5 interms of its resolutionactivities in this unitof the action, themesare:W1 Writing about thetwo Friars’ contributions SL1 Discussion of fate and ideas and use ofR1 Read the plotThe focus is on:language Shakespeare's summary of Act 5 to the plot based on Act and destiny in Act 5A2 Considering how5 Scene 2SL2 Exploringchoice of ending R2 ExploreRomeo’s dialogue W2 Identifying themes in examples of death and Shakespeare presentsfor the playfate in Act 5 Scene 3dying in Act 5Act 5 Scene 2with Balthasar in the wayand in the play as aAct 5 Scene 1W3 Comparing Romeo’s SL3 Discussion of theShakespearewholelovers’ journey in theR3 Read Romeo’s treatment of Balthasarpresents theA3 Considering thewith Paris and his page in playspeech in Act 5deaths oftheme of death inAct 5 Scene 3Scene 1Romeo andSL4 Discussing sleepRomeo’s soliloquy inJulietW4 Considering Romeo’s and dreams based onR4 Explore Paris’Act 5 Scene 3death and the structure Act 5 Scene 1 Shakespeare's soliloquy in Act 5A4 Consideringof the playuse of language Scene 3SL5 Consideringwhether Juliet is theand structure,R5 Read part of Act W5 Juliet’s death in Act 5 whether to cut part ofcentral characterand its impact 5 Scene 3 focusing Scene 3the Apothecary sceneon the audience on the WatchmenW6 The Prince’s speech in Act 5 Scene 1 the ideas inSL6 Discussion of theR6 Revise notes on in Act 5 Scene 3Act 5 and howfate and fortuneW7 Considering the two Apothecary scene inthey could beAct 5 Scene 1families’ responses topresented inSL7 Trusting Romeothe tragedyperformance.and Paris’ words in ActW8 The Prince’s5 Scene 3punishmentsUnit 5: How does Reading basedShakespeare close activities in thisunit are:the play in Act 5?Writing based activitiesin this unit are:W9 Writing a letter toJulietW10 Changing the playinto a comedyCambridgeElevateresourcesVideo: Where doesthe script of theplay come from?Video: Thedeaths of Romeoand Juliet: Act 5Scene 3Video: A gloomingpeace: Act 5Scene 3 (305–310)Video: Why doRomeo and Julietdie?Assess toprogress: Gettingit into writingSL8 Directing theopening of Act 5Scene 3SL9 Discussion ofimages based on Act 5Scene 3SL10 Considering theFriar’s language in Act 5Scene 3SL11 Thinking aboutLady Montague’s deathin Act 5 Scene 3SL12 Would you cut theFriar’s long speech inAct 5 Scene 3?SL13 The Prince’sclosing speech12 Cambridge University Press
GCSE English Literature for AQA: Romeo and Juliet Teacher’s ResourceUnit 6: Plotand structure– How doesShakespearetake theaudience ona journey inRomeo andJuliet?The focus is on:Opportunitiesfor readingOpportunities forwritingReading andreading-basedactivities in this unitare:Writing based activitiesin this unit are:The plotThe sub-plotsClassical tragedyHow Romeo andJuliet is a tragedyRomeo and Juliet’s the structurepotentially comicandelementsdevelopmentThe five-actof the plotstructure thetheatricality The speed of theand dramatic actionimpact of the R1 Read quicklyplaythrough the play tofind two contrasting how thelanguage and scenesaction of theplay develop.Opportunities forspoken languageOpportunities forassessmentCambridgeElevateresourcesVideo: Romeo andSpoken language based Units 6–10 standJuliet: plot summaryin contrast to theactivities in this unitmainbodyoftheare:W1 Adding to a short plotStudent Book,SL1 Comparingoutline of the playwhich incorporatesW2 Storyboard the play responses to W1opportunities forSL2 Discussing aW3 Writing about aassessment within itsdesignated sub-plotdesignated sub-plotindividual chapters.W4 Sticky-noteSince Units 6–10 focusresponses to R1more on context andW5 Short summaries ofoverview, they provideeach scene to create agreater opportunitiestimeline for the playfor wider reading anddrawing together ofW6 Reducing each sceneideas, responses andto a short phrase orthinking based on thesingle wordearlier units.However, all of theactivities listed inthe reading, writingand spoken languagecolumns could belinked to formal orinformal assessment.In addition, all theactivities based onreading or writingskills could be set as ahomework activity.13 Cambridge University Press pa
CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom . Digital assets on Cambridge Elevate 4 Assess to Progress on Cambridge Elevate 5 Planning support for Romeo and
The death of Romeo and Juliet:The death of Romeo and Juliet: Inside the tomb, Romeo drinks the poison and dies next to Juliet. Soon after, Juliet wakes up and sees Romeo dead next to her. Friar Lawrence comes into the tomb and tells Juliet what happened. Juliet takes Romeo's dagger and kills herself. 7 A lesson learned:
DRAMA The 32-Second. Romeo and Juliet Actor 1 In fair Verona where we lay our scene. Romeo Did my heart love till now? Forswear it, Sight! Juliet My only love sprung from my only hate. Romeo It is my lady! O it is my love! Juliet Romeo, Romeo, wherefore art thou Romeo? Romeo Parting is such sweet sorro
daughter Juliet Evening Romeo, Benvolio and Mercutio gatecrash a masked ball at Capulet’s house. Tybalt tries to pick a fight with Romeo. Romeo and Juliet meet and fall in love. Juliet discovers Romeo is a Montague. Night Romeo jumps over a wall into Capulet’s garden. MONDAY Late night to before dawn Romeo
The letter doesn’t reach Romeo and he hears news that Juliet is dead. Romeo returns to Verona and, believing Juliet to be dead, visits the Capulet tomb where her body has been laid. Thinking Juliet is dead, Romeo poisons himself and dies. Juliet wakes and finds Romeo dead. She kills herself rather than live without him.
Make Model Year 1 Year-over-year Year Comments ALFA ROMEO Alfa Romeo GIULIA 2017 2017-Alfa Romeo GIULIA 2018 Alfa Romeo GIULIA 2019 Alfa Romeo GIULIA 2020 Alfa Romeo STELVIO 2018 2018-Alfa Romeo STELVIO 2019 Alfa Romeo STELVIO 2020 Alfa Romeo GIULIETTA VELOCE 2019 2019-Alfa Romeo GIULIETTA VELOCE 2020 ALPHINA Alphina B3 S BITURBO 2014 2014-2017 Alphina B3 S BITURBO 2015 Alphina B3 S BITURBO .
alfa romeo 147 1.9 jtd 16v edc16 obd 156 1.9 jtd 16v edc16 obd 159 1.9 jtd edc16 obd giulia obd gt 1.9 jtd edc16 obd romeo 147 1.9jtd edc15 obd euro3 romeo 147 obd romeo 156 1.9jtd edc15 obd euro3 romeo 156 2.4jtd edc15 obd euro3 romeo 159 obd romeo 166 2.4jtd edc15 obd euro3 romeo brera obd romeo ecu me 7.9.10 r
Act Two Forced to meet in secret, Romeo and Juliet declare their love to each other and decide to get married. Romeo visits Friar Laurence, a priest, and asks him to perform the wedding. Aided by Juliet’s nurse, Romeo and Juliet meet and marry in secret. Act Three During a street fight, Juliet’s cous
6 P r e s t w i c k Ho u s e, in c. Multiple Critical Perspectives Romeo and Juliet General Introduction to the Work Introduction to Romeo and Juliet R o m e o and Juliet is a play, or, more specifically, a tragedy, yet, in some ways, it complicates the defi- nition of Shakespearean tragedy. A Shakespearean tragedy generally involves a tragic hero (Romeo and Juliet contains
