ROMEO AND JULIET - Stratford Festival

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Imaginative Ways to Approach the Text THE R & J DEBATES Grade Level Grades 7-12 Subject Areas Language Arts, English, Drama Ontario Curriculum By the end of the lesson students will be able to: Identify and explain the important information and ideas of the text. Expectations Use a variety of drama conventions to establish a distinctive context or & role. Learning Analyse drama works to determine how they communicate ideas about Outcomes issues, culture and society. 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 debate on a variety of controversial issues surrounding The Tragedy of Romeo and Juliet after reading and/or seeing the Stratford Festival production. Some of the topics that the class may choose from are listed below (or they may choose to come up with their own) [Note: Some of these are specific in nature and others are general.] : o A daughter must honour the wishes of her father at all times. o Juliet should marry Paris. o Banishment is preferable to death. o Mercutio is the superior swordsman to Tybalt. o Romeo and Juliet’s love was merely an infatuation. o Mercutio and the Nurse were unnecessary characters in the play. o Both Romeo and Juliet were too immature to get married. o The deaths of Romeo and Juliet were necessary to bring about the reconciliation between the Capulets and the Montagues. o Friar Laurence’s well-meaning interference caused more harm than good. The Exercise: For each topic, choose two teams: one team will be “for” the argument, and the other team will be “against” the argument put forth. As a class, decide on the length of each debate and number of rounds. For the rest of the class not involved in that particular debate, have them create a score card that rates each round for each team (e.g. from 1 to 5 with 1 being “weak argument” and 5 being “exceptionally clear argument,” followed by one sentence stating the reasons for that score). Romeo and Juliet Study Guide Stratford Festival 2013 16
Each team will be responsible for creating an opening statement and supporting arguments, using evidence found in the text or production you have seen. Present each debate, with the rest of the class listening and filling out their score cards. Make sure to give sufficient time for the teams to confer before presenting their rebuttals. NOTE: The students may wish to debate as a character from the play or as themselves addressing the particular issues. For Discussion: After viewing/listening to the debates, have the class discuss questions listed below. o Were all of the arguments put forth, supported by the evidence from the text? o Do we get a sense of what is relevant to the plot by debating some of these issues? o What insights have you gained through these debates? o By looking at the pros and cons of various issues, what does this reveal about the characters? o If you were to stage a production of Romeo and Juliet what issues would you emphasize and highlight over others? Romeo and Juliet Study Guide Stratford Festival 2013 17
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 and 16: Romeo and Juliet - Act IV, scene 3
Page 17: Would you place your soliloquy at t
Page 21 and 22: Resources SHAKESPEARE: HISTORY, CRI

ROMEO AND JULIET - Stratford Festival

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