ROMEO AND JULIET - Stratford Festival

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Imaginative Ways to Approach the Text PARIS’S SOLILOQUY Grade Level Grades 7-12 Subject Areas Language Arts, English, Drama Ontario Curriculum Expectations By the end of the lesson students will be able to: Develop and explain interpretations of the text, using evidence from the text. & Make and explain inferences, supporting their explanations with stated Learning and implied ideas from the text. Outcomes Use role play and characterization to explore issues in the play. Further develop the following: Speaking to Communicate Listening to Understand Reading for Meaning Drama: Creation Time Needed Two class periods Space Open space in the classroom upon presentation Materials Pencil/pen and notebook Romeo and Juliet script Setting Up the Exercise: In this lesson, the students will have the opportunity to create/write a soliloquy, using knowledge they have gained from either reading or seeing the production of Romeo and Juliet at the Stratford Festival. Review as a class what a soliloquy is and the reasons why Shakespeare employed this device in his plays. The Exercise: Review Act III, scene 4 and as a class, discuss the following: Paris has a very high status in Verona as he is related to Prince Escalus. The Capulets’ social standing, already significant, would be even more elevated if Juliet marries Paris. We know then that the Capulets would gain from this marriage, but what are Paris’s reasons/motives for this hasty marriage? Write a soliloquy for Paris, spoken upon his departure from the Capulets after having asked them for Juliet’s hand in marriage. Give reasons in this soliloquy why he wants to marry Juliet and soon. Have each student read or dramatically present their soliloquies to the class. Drama Extensions: Have students perform Act III, scene 4 and include their soliloquies. For Discussion: Why do you think Shakespeare did not give us a soliloquy or some form of further explanation as to Paris’s motives? Would you prefer that Paris had stated his motives in the play? Explain in detail and state why or why not. Romeo and Juliet Study Guide Stratford Festival 2013 14
Would you place your soliloquy at the beginning of Act III, scene 4 or at the end? Does it make a difference where it is placed? Note: The students may want to experiment with the placement of the soliloquy during their performance presentations. As you heard/saw each classmate’s soliloquy, were there common points or divergent points of view? Did some of the reasons given for wanting to marry Juliet surprise you, make you look at Paris in a more sympathetic light or less sympathetically? Romeo and Juliet Study Guide Stratford Festival 2013 15
Page 1 and 2: STUDY GUIDE Tools for Teachers spon
Page 3 and 4: The Stratford Story That Stratford,
Page 5 and 6: The Playwright: William Shakespeare
Page 7 and 8: 1607 Pericles, Prince of Tyre. 1608
Page 9 and 10: PLOT SYNOPSIS Two families of Veron
Page 11 and 12: 1984 (Festival Theatre): directed b
Page 13 and 14: Imaginative Ways to Approach the Te
Page 15: Romeo and Juliet - Act IV, scene 3
Page 19 and 20: Each team will be responsible for c
Page 21 and 22: Resources SHAKESPEARE: HISTORY, CRI

ROMEO AND JULIET - Stratford Festival

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