English I Through ESOL - The School District of Palm Beach County

English I Through ESOL
Lesson 5: Romeo and Juliet (Act V), by William Shakespeare
FCAT Reading/Writing Focus: Cause and Effect
FCAT Support Skills:
Elements of Tragedy, Turning Point, Elements of Suspense,
Dramatic Irony
Language Focus: Adverb Clauses and Transition Words to Show Cause /
Effect
Text:
Pacemaker Classics: Romeo and Juliet (Globe Fearon)
English Spanish Haitian Creole Portuguese
ax hacha rach, aks machado
belly apetito (sentido figurado) zantray, vant ventre
crowbar palanca pens, levye alavanca
deliver entregar delivre entregar
desperate desesperado dezespere desesperado
dream sueño rèv sonho, sonhar
druggist boticario famasyen boticário
embrace abrazar anbrase abraçar
empty vacía vid vazio
fast-acting instantáneo efè rapid, aji vit ação imediata
hateful odioso detestab odioso
health officer guardia de sanidad ofisye sanitè guardas da cidade
honor (v) honrar Onore (v) honrar
infected infestado enfekte contaminado
interfere interferir mele, foure nen nan interferir
join reunirse akonpaye unir-se a
offer ofrecer ofri, prezante, bay ofertar, oferecer
pale pálido pal, blèm pálido
plague plaga plè, epidemi maladi epidemia, peste
poison veneno pwazon veneno
prove demostrar pwouve provar
pure puro san tach maciço
question (v) interrogar kesyone Indagar, interrogar
refuse negarse Refize (v) recusar
reveal dar a conocer revele revelar
stab apuñalar ponyade,koutponya apunhalar
statue estatua estati estátua
torch antorcha tòch, flanbo tocha
victim víctima viktim vítima
wild loco sovaj, anraje fora de si, selvagem
English I Through ESOL: Romeo and Juliet
Page 1

English Summary
Lesson 5:
Romeo and Juliet (Act V), by William Shakespeare
In Scene 1, in Mantua, Romeo has a dream about Juliet finding him dead. In the dream,
Juliet kisses Romeo and he wakes up to then become the king. Romeo interprets the dream as
a joyful dream about the sweetness of true love. Balthasar, Romeo’s servant, arrives with news
from Verona. As soon as Balthasar tells Romeo that Juliet is dead, Romeo becomes pale and
wild. Now that Juliet is dead, Romeo wants to leave immediately for Verona so that he can join
Juliet in death. Balthasar does not have a letter for Romeo from Friar Laurence. Romeo knows
a desperate and poor druggist who will sell him poison, even though the penalty for selling it is
death. Romeo pays the druggist forty gold coins for some fast-acting poison that is strong
enough to kill twenty men right away.
In Scene 2, Friar John returns from his journey to Mantua in order to report to Friar
Laurence that his letter to Romeo was never delivered. The health officers did not let Friar John
leave to deliver the letter to Romeo because the house was infected with the plague. Since
everyone was afraid of catching the plague, was impossible to find another messenger to
deliver the letter. Friar Laurence gets a crowbar and rushes to the Capulet tomb. Juliet will be
waking up from her unconscious state within three hours. Friar must hide Juliet until he can get
word to Romeo.
In Scene 3, Paris and his servant are at the Capulet tomb so that Paris can bring flowers
to Juliet. The servant hears a noise, and puts out the torch so they can hide in the darkness of
the churchyard next to the tomb. Romeo and Balthasar arrive with an ax and a crowbar. Romeo
gives his servant a letter to give his father the next morning, and he sends Balthasar away.
Balthasar is worried Romeo will do something dangerous, so he hides in the churchyard.
Romeo uses the crowbar in order to force open the tomb, offering himself as food for the hateful
belly of death. Paris reveals his presence, believing that Romeo is still seeking revenge on
Tybalt. Romeo warns Paris not to interfere, but Paris persists, and the two fight with swords.
Paris’ servant goes to call the guards just as Paris falls, asking to be placed next to Juliet in
death. For this reason, Romeo carries the dead Paris into the tomb. When Romeo sees Juliet’s
red lips and cheeks, he wonders how she can still be so beautiful. Romeo says goodbye to
Juliet with a last embrace and kiss, drinks the poison, and then falls dead. Friar Laurence
arrives at the tomb and sees Balthasar waiting for Romeo. Balthasar fell asleep during the fight,
and was afraid to go into the tomb. At the moment Juliet wakes up, Friar enters the tomb to find
blood and a very pale Romeo. The priest tells her that Paris and Romeo are dead, and he tries
to get her to leave. Juliet refuses, and when she sees the poison bottle in Romeo’s hand, she
tries to drink a drop from the empty bottle. When she hears the guards coming, she kisses
Romeo and takes his dagger, stabbing herself in the heart. The guards arrive to find her warm,
dead body. The guards gather up Friar Laurence, Balthasar, Prince Escalus, and Lord and Lady
Capulet at the tomb. Lord Montague and his servants arrive, and the Prince questions Friar
Laurence, who explains everything to the two families. Romeo’s letter to Lord Montague proves
that Friar is telling the truth. They all have been punished for not stopping their fighting. The
heads of the families shake hands and vow to make two statues of pure gold to honor their
children, the victims of their hate.
English I Through ESOL: Romeo and Juliet
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Spanish Summary
Lección 5:
Romeo y Julieta (Quinto acto) de William Shakespeare
En la primera escena de este acto, en Mantua, Romeo tiene un sueño donde Julieta lo
encuentra muerto. En el sueño, ella lo besa y él se despierta convertido en un rey. Romeo
interpreta este sueño como uno alegre sobre la dulzura del amor verdadero. Baltasar, el criado
de Romeo, llega con noticias de Verona, en cuanto Baltasar le comunica a Romeo que su
amada está muerta, éste palidece y se vuelve loco. Ahora que su amada falleció, quiere irse
inmediatamente para Verona, para poder reunirse con ella en muerte. Baltasar no tiene
ninguna carta de Fray Lorenzo para Romeo, quien conoce a un boticario desesperado y pobre,
que le venderá el veneno, aunque el castigo por venderlo es la muerte. Romeo le paga al
boticario 40 monedas de oro por un veneno que causa la muerte instantánea y es lo
suficientemente potente para matar a 20 hombres en el acto.
En la segunda escena, Fray Juan regresa de su viaje de Mantua para comunicarle a
Fray Lorenzo que su carta para Romeo jamás se pudo entregar porque los guardias de
sanidad, sospechaban que la casa estaba contagiada con la peste, y no le dejaron entregarla.
Debido a que todos tuvieron miedo de contagiarse, fue imposible encontrar a otro mensajero
que entregara la carta. Fray Lorenzo toma una palanca y se va deprisa a la tumba de los
Capuleto, dentro de tres horas, Julieta se despertará de su estado de inconsciencia, y debe
esconderla hasta que él pueda comunicarse con Romeo.
En la tercera escena, Paris y su criado van a la tumba de los Capuleto para que éste
pueda llevarle flores a Julieta. El criado escucha un ruido, y apaga la antorcha para
esconderse en la oscuridad de un panteón cerca de la tumba. Romeo y Baltasar llegan con un
hacha y una palanca. Romeo le entrega a su criado una carta para que se la dé a su padre a la
mañana siguiente, y le ordena que se marche. Baltasar está preocupado pensando que él hará
algo peligroso, por lo que se esconde en el panteón. Romeo utiliza la palanca para abrir la
tumba a la fuerza, ofreciéndose él mismo como alimento para el apetito odioso de la muerte.
Paris se deja ver, creyendo que Romeo todavía quiere continuar vengándose de Teobaldo.
Romeo le advierte a Paris que no interfiera, pero éste se empeña en hacerlo, y los dos se baten
con las espadas. El criado de Paris va a llamar a los guardias en el mismo momento en que
éste cae y está pidiendo que lo entierren al lado de Julieta cuando muera. Por este motivo,
Romeo lleva el cuerpo sin vida de Paris a la tumba. Cuando Romeo ve las mejillas y los labios
rojos de Julieta, se pregunta cómo todavía se puede mantener tan hermosa. Romeo le dice
adiós a Julieta abrazándola y besándola por última vez, se bebe el veneno, y cae muerto. Fray
Lorenzo llega a la tumba y ve a Baltasar esperando por Romeo. Baltasar se quedó dormido
durante la pelea y tuvo miedo de entrar a la tumba. En ese momento, Julieta se despierta, Fray
Lorenzo entra a la tumba y ve la sangre y el rostro muy pálido de Romeo, le dice a Julieta que
Paris y Romeo están muertos, y trata de convencerla para marcharse del lugar. Ella se niega,
y cuando ve la botella de veneno en la mano de Romeo, intenta beber una gota de la botella
vacía. Cuando escucha que los guardias vienen, besa a Romeo y toma su daga,
apuñalándose ella misma en el corazón. Los guardias llegan y encuentran su cuerpo tibio ya
sin vida, y enseguida reúnen en la tumba a Fray Lorenzo, a Baltasar, al príncipe Escala, al
señor Capuleto y a su esposa. El señor Montesco llega con su criado, y el Príncipe interroga al
fraile, quien les explica todo lo sucedido a las dos familias. La carta de Romeo dirigida al señor
Montesco demuestra que Fray Lorenzo está diciendo la verdad. Todos ellos han sido
castigados por no poner fin a sus peleas. Los jefes de las familias se dan la mano y juran
hacer dos estatuas de oro puro para honrar a sus hijos, quienes fueron víctimas de su odio.
The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document. (561) 434-8620 – September 2005 – SY 05-1222
English I Through ESOL: Romeo and Juliet
Page 3

Hatian Creole Summary
Lesson 5:
Romeo ak Juliet (Act V), dapre William Shakespeare
Nan Sèn 1, nan Mantua, Romeo rève Juliet jwenn li mouri. Nan rèv la, Juliet bo Romeo
epi li reveye, apresa li vin tounen wa. Romeo entèprete rèv la tankou yon bon rèv konsènan
dousè yon vrè lanmou. Balthasar, sèvitè Romeo, rive ak nouvèl ki soti nan Verona. Kou
Balthasar di Romeo Juliet mouri, Romeo vin pal epi l anraje. Koulye a Juliet mouri, Romeo vle
kite imedyatman pou Verona, konsa li kapab mouri ak Juliet. Balthasar pa gen lèt Friar
Laurence te voye pou Romeo a. Romeo konnen yon famasyen pòv epi san espwa ki kapab
vann li pwazon, byenke penalite si w ou vann li se lanmò. Romeo peye famasyen an karant
(40) pyès annò pou kèk pwazon ki gen efè rapid ki ase vyolan pou touye ven (20) gason
touswit.
Nan Sèn 2, Friar John retounen sot nan vwayaj li nan Mantua pou l fè Friar Laurence
konnen yo pa janm delivre lèt Romeo a. Ofisye sanitè yo pa t kite Friar John ale delivre lèt pou
Romeo paske kay la te enfekte avèk epidemi maladi. Piske chak moun te pè pran epidemi
maladi, li te enposib pou jwenn yon lòt mesaje pou delivre lèt la. Friar Laurence pran yon pens
epi prese ale nan tonm Capulet. Juliet ap soti nan eta enkonsyan nan twa zèdtan. Friar dwe
kache Juliet jiskaske Romeo di yon mo.
Nan Sèn 3, Paris ak sèvant li sou tonm Capulet konsa Paris kapab pote flè pou Juliet.
Sèvant la tande yon bwi, epi li depoze flanbo a pou yo kache nan fènwa la kou legliz la tou pre
tonm nan. Romeo ak Balthasar rive avèk yon rach ak yon pens. Romeo bay sèvant li a yon lèt
pou l bay papa l nan landmen, epi li voye Balthasar ale. Balthasar pè pou Romeo pa komèt yon
zak danjere, donk li kache nan lakou legliz la. Romeo itilize pens la pou l fòse ouvè tonm nan,
ofri tèt li kòm manje pou zantray lanmò. Paris fè wè prezans, li kwè Romeo toujou ap chèche
revanj ak Tybalt. Romeo avèti Paris pou l pa mele, men Paris pèsiste, epi yo toude goumen ak
epe. Sèvant Paris la al rele jandam yo, lè Paris tonbe li mande pou yo plase l bò kadav Juliet.
Pou rezon sa a, Romeo transpòte kadav Paris nan tonm lan. Lè Romeo wè bouch Juliet ak po
figi l touwouj, li mande kijan l fè toujou bèl konsa. Romeo di Juliet orevwa epi li bali yon dènye
anbrase, bo li, bwè pwazon an, epi l tonbe li mouri. Friar Laurence rive nan tonm nan epi li wè
Balthasar k ap tann Romeo. Balthasar t ap dòmi pandan goumen an, epi li te pè ale nan tonm
nan. Lè Juliet reveye, Friar antre nan tonm nan li jwen Romeo blèm epi benyen ansan. Prèt la
di l Paris ak Romeo mouri, epi l ap eseye fè l ale. Juliet refize, epi lè li wè boutèy pwazon an
nan men Romeo, li eseye bwè kèk gòje nan boutèy vid la. Lè li tande jandam yo ap vini, li bo
Romeo epi l pran ponya li a, li ponyade tèt li. Lè jandam yo rive yo jwenn li cho, mouri. Jandam
yo rasanble Friar Laurence, Balthasar, Prince Escalus, ak Lord ak Lady Capulet nan tonm nan.
Seyè Montague rive ak sèvant li yo, epi Prince la kesyone Friar Laurence, ki eksplike toulède
fanmi yo tout bagay Lèt Romeo te voye pou seyè Montague la pwouve Friar ap di verite. Yo
tout te pini poutèt yo pa t sispan batay la. Responsab fanmi yo bay lanmen epi fè ve pou mete
de (2) estati an nò pi pou onore pitit yo, ki se viktim hèn yo.
Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County –
November 2006- SY051222- Phone (561) 434-8620
English I Through ESOL: Romeo and Juliet
Page 4

Portuguese Summary
Lição 5:
Romeu e Julieta ( Ato V), de William Shakespeare
Na cena 1, em Mântua, Romeu sonha que Julieta o encontra morto. No sonho, Julieta
beija Romeu e ele então desperta transformando-se em um rei. Romeu interpreta o sonho
como um sonho alegre sobre a ternura do verdadeiro amor. Baltasar, criado de Romeu, chega
trazendo notícias de Verona. Logo que Baltasar conta a Romeu que Julieta está morta, Romeu
fica pálido e fora de si. Agora que Julieta está morta, Romeu quer sair de Verona
imediatamente para unir-se a Julieta em sua morte. Baltasar não trouxe nenhuma carta de Frei
Lourenço para Romeu. Romeu conhece um boticário pobre e desesperado que lhe venderia
veneno, mesmo que a pena para a venda de veneno seja a pena de morte. Romeu paga ao
boticário quarenta moedas de ouro por um veneno de ação imediata que seja forte o bastante
para matar vinte homens, rapidamente.
Na cena 2, Frei João retorna de sua viagem a Mântua com a finalidade de informar a
Frei Lourenço que sua carta para Romeu nunca foi entregue. Os patrulheiros da saúde não
permitiram que Frei João saísse para entregar a carta a Romeu porque a casa estava
contaminada com uma epidemia. Uma vez que, todos estavam com medo de pegar a peste,
foi impossível encontrar outro mensageiro para entregar a carta. Frei Lourenço pega uma
alavanca e corre para o túmulo dos Capuleto. Julieta estará despertando de seu estado
inconsciente dentro de três horas. O frei precisa esconder Julieta até que ele possa se
comunicar com Romeu.
Na cena 3, Páris e seus criados se encontram no túmulo dos Capuleto, pois desta forma
Páris pode levar flores para Julieta. O criado escuta um barulho e lança fora a tocha para que
assim possam esconder-se na escuridão do cemitério próximo ao túmulo. Romeu e Baltasar
chegam com um machado e uma alavanca. Romeu entrega uma carta ao seu criado para que
esta seja entregue a seu pai na manhã seguinte e manda Baltasar embora. Baltasar fica
preocupado que Romeu faça algo arriscado, então se esconde no cemitério. Romeu utiliza a
alavanca para forçar a abertura do túmulo, ofertando a si próprio como um alimento para o
odioso ventre da morte. Páris revela sua presença, acreditando que Romeu ainda procura
vingança contra Tebaldo. Romeu avisa a Páris para não interferir mas Páris insiste e os dois
lutam com espadas. O criado de Páris corre para chamar os guardas no momento em que
Páris tomba, pedindo para ser colocado próximo a Julieta quando morto. Por este motivo,
Romeu carrega o corpo de Páris, sem vida, para o túmulo. Quando Romeu vê os lábios
vermelhos e as maçãs do rosto de Julieta ele se pergunta como ela ainda pode estar tão
bonita. Romeu diz adeus a Julieta com um último abraço e beijo, toma o veneno e tomba
morto. Frei Lourenço chega ao túmulo e vê Baltasar esperando por Romeu. Baltasar
adormecera durante a luta e estava receoso de ir ao túmulo. No momento em que Julieta
desperta, o frade entra no túmulo e encontra sangue e um Romeu muito pálido. O padre lhe
conta que Páris e Romeu estão mortos e ele tenta convencê-la a ir embora. Julieta recusa e
quando avista o frasco de veneno na mão de Romeu, ela tenta beber uma gota mas o frasco
está vazio. Quando ela ouve os guardas se aproximando, dá um beijo em Romeu e apossandose
do punhal dele apunhala seu próprio peito. guardas chegam e encontram o corpo dela
morno e sem vida. Os guardas acercam-se de Frei Lourenço, Baltasar, Príncipe Escalo e o Sr.
e a Sra. Capuleto, no túmulo. O Sr. Montecchio e seus criados chegam e o Príncipe indaga a
Frei Lourenço, que explica tudo às duas famílias. A carta de Romeu para o Sr. Montecchio
prova que o frade está dizendo a verdade. Todos eles foram castigados por não pararem de
brigar. Os chefes das famílias dão um aperto de mãos e juram construir duas estátuas de ouro
maciço em honra de seus filhos, que foram as vítimas de seu ódio.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. December 2005 - (561) 434-8620 - SY 05-1222
English I Through ESOL: Romeo and Juliet
Page 5

Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Romeo and Juliet: Lesson 5: Minimal Pairs Activity:
ax/ask torch/torte hate/fate pure/poor pale/pare
join/joint knees/niece oaths/oats starve/stars head/hedge
Bingo
Grades 9-12 SSS Language Arts Benchmarks: LA.C.1.4.1
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words or phrases from the lesson summary list or from
students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary
words/text phrases you provide on the board in the spaces of their choice. Randomly select
sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear
the word or phrase.
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Romeo and Juliet: Lesson 5: Spelling Activity: The teacher provides the simple verb, and
students respond with the past form.
deliver, honor (v), infect, interfere, join, offer, prove, question (v), refuse, reveal, stab
English I Through ESOL: Romeo and Juliet
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Follow Directions
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
1. For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the
Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.
3. Another example: Change the verb to the present tense. Add 505 years to the date. Change
the subject to the third person plural.
4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer
on a map. Teams that complete the exercise correctly get a point.
Romeo and Juliet: Lesson 5: Follow Directions Activity: Provide teams with colored pencils
or crayons and the graphic organizer below. Students will listen to the directions (below), and
complete the chart based on the characters and events in Shakespeare’s Romeo and Juliet.
JULIET
ROMEO
LADY MONTAGUE
FRIAR LAURENCE
ROSALINE
MERCUTIO
TYBALT
PARIS
Romeo and Juliet: Lesson 5: Follow Directions Activity continued on next page.
English I Through ESOL: Romeo and Juliet
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Romeo and Juliet: Lesson 5: Follow Directions Activity: (continued)
Directions:
a) Identify and locate in the chart the character who dies first.
b) Color that section red.
c) Identify and locate in the chart the character who Romeo loved before the ball. Color that
section orange.
d) Identify and locate in the chart the character who Romeo loved after the ball. Color that
section yellow.
e) Identify and locate in the chart the character who knew the truth during the entire play.
Color that section green.
f) Identify and locate in the chart the character who did not arrive within enough time to
rescue Juliet. Underline that character's name in black.
g) Identify and locate in the chart the female character who is not dead by the end of the
play. Underline that character's name in green.
h) Identify and locate in the chart the character who was unconscious while Paris and
Romeo fought. Underline that character's name in red.
i) Identify and locate in the chart the character who always wanted to fight whenever he
saw a Montague. Color that section blue.
j) Identify and locate in the chart Juliet's other suitor. Color that section purple.
Identify and locate in the chart the character who poisoned himself. Color that section gray.
Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on
his/her own paper. Team members are allowed to help each other. On completion, collect one
paper of your choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number
form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral
triangle.) Dictate the question, so teams can write them down. Then each team answers the
question in the group. (What kind of polygon has two parallel sides?)
Romeo and Juliet: Lesson 5: Dictation Activity:
a) As soon as Balthasar tells Romeo that Juliet is dead, Romeo becomes pale and wild.
b) Friar Laurence gets a crowbar and rushes to the Capulet tomb.
c) When she hears the guards coming, Juliet kisses Romeo and takes his dagger,
stabbing herself in the heart.
d) Romeo warns Paris not to interfere, but Paris persists, and the two fight with swords.
e) Paris’ servant calls the guards just as Paris falls, asking to be placed next to Juliet in
death.
English I Through ESOL: Romeo and Juliet
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Proficient Listening Activities
Interview
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Romeo and Juliet: Lesson 5 Interview Activities: You play the role of Friar Laurence.
Choose several students to play the role of Prince Escalus. Provide these students with the
questions below. They take turns asking you questions. Students not asking questions must
take notes of Friar Laurence’s answers. Students should save notes for Writing Activity #1,
Language Experience Story.
a) What happened here in this tomb? How do you know?
b) Why did Romeo come here? When were Romeo and Juliet married and why?
c) Why is there a dagger in Juliet? Why did she kill herself?
d) Were you here when she awakened? Did you try to rescue her?
e) How did Romeo die? Why did he poison himself?
f) Why didn't you tell him of your plan? Why didn't Romeo receive your letter?
g) Who killed Paris? Can you prove what you are saying is true?
h) Do you feel responsible for what has happened?
English I Through ESOL: Romeo and Juliet
Page 9

Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken
English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Romeo and Juliet: Lesson 5: Intentional Intonation Activities:
Romeo’s letter to Montague proves that Friar is telling the truth. (not Juliet’s)
Romeo’s letter to Montague proves that Friar is telling the truth. (not speech)
Romeo’s letter to Montague proves that Friar is telling the truth. (not Capulet)
Romeo’s letter to Montague proves that Friar is telling the truth. (not denies)
Romeo’s letter to Montague proves that Friar is telling the truth. (not Balthasar)
Romeo’s letter to Montague proves that Friar is telling the truth. (not imagining)
Romeo’s letter to Montague proves that Friar is telling the truth. (not a lie)
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen
hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Romeo and Juliet: Lesson 5: Backward Build-up Activity:
a) Now that Juliet is dead, Romeo wants to leave immediately for Verona so that he can
join Juliet in death.
b) Romeo knows a desperate and poor druggist who will sell him poison, even though
the penalty for selling it is death.
c) Romeo pays the druggist forty gold coins for some fast-acting poison that is strong
enough to kill twenty men right away.
d) The health officers did not let Friar John leave to deliver the letter to Romeo because
the house infected with the plague.
e) Since everyone was afraid of catching the plague, is was impossible to find another
messenger to deliver the letter.
English I Through ESOL: Romeo and Juliet
Page 10

Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Romeo and Juliet: Lesson 5: Charades Activity: Suggestions:
ax, belly, desperate, dream, embrace, empty, fast-acting, join, offer, refuse, stab, statue,
torch, wild
Mixed-up Sentence
Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.1, LA.C.1.4.3
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Proficient Speaking Activities
Twenty Questions
Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary
words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a
boat? (etc.)
Romeo and Juliet: Lesson 5: Twenty Questions Activity:
Photo or picture suggestions:
ax, belly, crowbar, deliver, druggist, embrace, empty, fast-acting, hateful, health officer,
honor (v), infected, join, pale, plague, poison, pure, statue, torch, wild
English I Through ESOL: Romeo and Juliet
Page 11

FCAT FOCUS READING SKILL: Identifying Cause and Effect
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
Identifying Cause and Effect
What to do and what to watch for- Identify the relationship between two events. Signal words
can be helpful. Think about which event happened first in time. Organize the information in
Identify the two events. Cause and effect is a way to describe the relationship between two
things that happen, or two EVENTS that are connected to each other. The two events must be
related or connected in a special way. One event is the cause of the other. One event is the
result of the other.
Examples:
a) Mario picked up a newspaper and Suzy left.
(In this example, the two events happened, but there is no connection between
them. There is no cause or effect relationship.)
b) When Suzy saw that Mario was not interested in talking, she left.
(In this example, the two events are connected. Suzy left because he wasn’t
interested. That’s why she left. Mario’s action was the reason or cause for her
leaving. The result or effect of his first action was Suzy’s second action to leave.)
Identify the cause or effect relationship. There are two important questions to help you
understand when events are connected in time in a cause/effect relationship. The cause is the
reason why an incident occurs. The effect is what happens as the result of the action. Asking
the question, "why?" usually leads us to cause. Asking the question, “what happened?” helps to
find the effect. What happened? (The Effect or Result) Why? (The Cause or Reason)
CAUSE
Why?
EFFECT
What
Happened?
EFFECT
This
happened.
Examples:
a) The kids went swimming because it was too hot to sit in the sun.
What happened? EFFECT-The kids went swimming.
Why? CAUSE-It was too hot to sit in the sun.
b) The teacher didn’t count our grades because it was such a difficult test.
What happened? EFFECT-The teacher didn’t count our grades.
Why? CAUSE-It was such a difficult test.
c) I’m hungry because I didn’t eat lunch
d) Since I was late to class, I had to get a pass.
e) As a result of studying for my test, I got an “A.”
CAUSE
For this reason
Cause: Why?
I didn’t eat lunch.
I was late to class.
I studied for my test.
Effect: What Happened After?
I’m hungry.
I had to get a pass.
I got an “A.”
Refer to next page(s) for more Identifying Cause and Effect.
English I Through ESOL: Romeo and Juliet
Page 12

Identifying Cause and Effect (Continued)
Identify signal words Signal words can help you to identify the two events that are connected
in time in a cause/effect relationship.
Examples:
a) Janette won the race. As a result, she received a gold medal.
b) The house was flooded because the roof leaked and it rained all night.
c) Melodie’s car wouldn’t start. Therefore, she was late for work.
d) If you drive too fast, then you’ll have an accident.
e) Due to the fact that you’re so angry, I’ll wait to discuss the problem.
Signal Words for Cause/Effect
consequently because if…then
due to since therefore
due to the fact that this/that is how so that
thus thus as a result
for this/that reason nevertheless for
Check the word order of cause and effect. Once you have identified the two events
connected in time, ask yourself some important questions:
a) Which one happened FIRST IN TIME order?
b) Which one happened SECOND IN TIME order?
One event is the cause of the other event. One event is the effect of the other event. The
event that happens first in time is the CAUSE or REASON. The event that happens second
in time is the EFFECT or RESULT.
The cause happens first in time; the effect comes later in time. However, sometimes in a
passage, it is not presented in time order. Sometimes the effect comes first in the sentence.
Look at the examples:
EVENT #1: What happened FIRST? EVENT #2: What happened SECOND?
THIS IS THE CAUSE.
Since her car wouldn’t start
EVENT #2: What happened SECOND?
THIS IS THE EFFECT.
She was late for work
THIS IS THE EFFECT.
she was late for work.
EVENT #1: What happened FIRST?
THIS IS THE CAUSE.
because her car wouldn’t start.
Look for stated cause and effect. Sometimes it is clearly stated with signal words. Examples:
a) Since I burned the dinner, we have to go out to eat.
b) Everyone was upset because we couldn’t agree on which restaurant.
Refer to next page(s) for more Identifying Cause and Effect.
English I Through ESOL: Romeo and Juliet
Page 13

Identifying Cause and Effect (Continued)
Watch for unstated cause and effect. Sometimes signal words are not used. Examples:
a) George’s car runs better now. The mechanic fixed the transmission.
b) Florida advertises oranges on television to help the economy of the state.
Organize the information in the passage to help you determine cause and effect.
CAUSE
Why?
I burned the
dinner.
EVENT #1
EFFECT
What
Happened?
We have to
go out to eat.
EVENT #2
EFFECT
This
happened
We have to
go out to eat.
EVENT #2
CAUSE
For this reason
I burned the dinner.
EVENT #1
In the graphics above, EVENT #1 is the CAUSE, because it happened first in time, and EVENT
#2 is the EFFECT, because it happened second in time.
English I Through ESOL: Romeo and Juliet
Page 14

Beginning Reading Activities
Pre Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3 rd time, stopping at the end of each sentence to
ask questions. Ask several questions for each sentence, and ask a variety of types of questions
(i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot
answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to
America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did
he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America?
Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail?
Option: Read the paragraph a 4 th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Romeo and Juliet: Lesson 5 Pre Reading Activity:
Romeo’s servant travels to Mantua with the news of Juliet’s death. Friar Laurence’s
letter to Romeo telling about the plan never arrived. Romeo wants to return to Verona to join his
wife in death. Romeo buys a fast-acting poison and leaves immediately. When Friar Laurence’s
messenger returns the undelivered letter, Friar Laurence rushed to the tomb before Juliet wakes
up. Meanwhile, Paris sees Romeo at the tomb and the two fight, ending in the death of Paris.
Romeo enters the tomb, kisses his wife, drinks the poison and dies. When Friar Laurence
arrives, Juliet awakens to see both Romeo and Paris dead. Juliet takes Romeo’s dagger and
stabs herself in the heart.
Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
English I Through ESOL: Romeo and Juliet
Page 15

Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
English I Through ESOL: Romeo and Juliet
Page 16

Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
English I Through ESOL: Romeo and Juliet
Page 17

Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Romeo and Juliet: Lesson 5 Indirect Speech Activity: Use the dialog in this lesson written
for Presenting Activity “Dialog”.
Example:
Paris to Romeo: Stop talking nonsense. I am arresting you as an outlaw here!
Paris told Romeo to stop talking nonsense and that he was arresting him as an outlaw there!
English I Through ESOL: Romeo and Juliet
Page 18

Intermediate-Proficient Writing Activities
Language Experience Story
Objective: Create a collaborative writing text to use as a model for re-reading, individual
student writing or other written activities (including Story Grammars, RAFT, and Spool Writing)
Procedure: Language Experience Story instruction involves asking students to talk about some
item of relevance to the class. (You may use information from Listening Activity 6, the Interview,
or information learned in other unit activities.) Teams take turns, through individual members,
offering sentences to be added to the text. You write their contributions on the board, including
non-standard forms and word order. Ask groups to change the text to standard English
grammatical and lexical forms and to decide on an acceptable organizational format. Help the
groups when they cannot make all of the necessary adjustments. After the text is corrected,
students copy it in their notebooks, or you can type and distribute it.
Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs make very good exam preparation questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First....
Second.... Third.... These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior
is... Another example is.... Finally.... Therefore, this character is...
Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This
was caused by.... Therefore, my hypothesis was/was not correct because....
Romeo and Juliet: Lesson 5 Framed Paragraphs Activities:
Sample #1: (Elements of Tragedy) Use these ideas as starters for the elements of a tragedy:
a) Exposition: setting main characters and main conflict
b) Complication: Romeo and Juliet’s families are enemies.
c) Climax: Romeo kills Tybalt and is banished
d) Reversal: Romeo thinks Juliet is dead and kills himself
e) Resolution: Juliet kills herself to be with her husband in death.
Romeo and Juliet, by William Shakespeare, contains all five elements of a tragedy,
exposition, complication, climax, reversal, and resolution. (Topic Sentence) In the exposition,
the setting is _____, the main characters are _____, and the conflict is _____. (Detail # 1). The
complication in the play (the difficult decision or thing that goes wrong) is _____. (Detail # 2).
The climax or high point of the story is _____ (a character makes a difficult decision). (Detail #
3) After that, the reversal (unexpected consequences force the character to decide whether to
reverse his action or decision) is when _____. (Detail # 4). In the end, the resolution of the
tragedy occurs when the consequences of the reversal _____ are revealed. (Conclusion).
English I Through ESOL: Romeo and Juliet
Page 19

Romeo and Juliet: Lesson 5 Framed Paragraphs Activities: (continued)
Sample #2: (Turning Point)
Use the following as a starter for the turning point of the story in this lesson:
Romeo kills Tybalt and is banished. This sets in motion a chain of tragic events: The marriage
must be kept secret; Capulet decides Juliet should marry Paris, etc.
The turning point of the play, Romeo and Juliet, by William Shakespeare happens when
_____. After the turning point, _____ has changed in several ways (Topic Sentence). First, after
_____ then _____. (Detail #1). Second_____ (Detail #2). Finally_____ (Detail #3). After _____
occurs, the reader sees everything change, including _____, _____ and _____ (summarize key
points here). This was the turning point of the story. (Conclusion)
Sample #3: (Elements of Suspense) Use the following as starters for the elements of
suspense in Act IV of the play:
Mystery: (The reader wants to know the explanation for something unusual)
a) Will Juliet wake up after she takes the potion?
b) Will Romeo be there to take her away with him?
c) Will Romeo ever receive a pardon to return to Verona?
Surprise: (Sudden new twist or turn in the story)
a) Tybalt is killed unexpectedly and the families are angrier than before.
b) Friar’s letter is never delivered to Romeo in Mantua.
c) Balthasar tells Romeo that Juliet is truly dead.
Dilemma: (Hero or heroine chooses between two unpleasant choices)
a) Romeo and Juliet both decide that death is better than life without the other.
In the play Romeo and Juliet, by William Shakespeare, there are three important
elements of suspense: mystery, surprise and dilemma. First, there are some excellent
examples of mystery. For example _____ and _____. (Detail #1) In addition, there are
surprises in the story. For example _____ and _____. (Detail #2) The third element of
suspense is dilemma _____. (Detail #3) The character _____ has to make a choice between
_____ and _____. The story is a clearly suspense story because, mush to the reader’s delight, it
contains all three elements of suspense: mystery, surprise and dilemma. (Conclusion)
Sample #4: (Dramatic Irony) Use these as starters for irony:
a) It is ironic that Friar Laurence knows what might happen and he cannot prevent it.
b) It is ironic that Mercutio says he only has a scratch, but he knows he is really dying.
c) It is ironic that Romeo feels sorry for Paris, even though Paris was to marry Juliet.
Romeo places his body in the tomb with Juliet’s.
d) It is ironic that in the end after all of the tragedy, the families decide not to fight.
In the play Romeo and Juliet, by William Shakespeare, the author uses irony to create a
dramatic effect by fooling our sense of reality and our expectations and creating an unexpected
event. (Topic Sentence) First, we find out that_____. It is unexpected and ironic because _____
(Detail #1). It is also unexpected and ironic that _____ because _____ (Detail #2). Finally
_____. (Detail #3) What appears to be true and what is really true is dramatic and surprises the
reader. (Conclusion).
English I Through ESOL: Romeo and Juliet
Page 20

Opinion/Proof
Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing)
Procedure: Introduce the concept by having students read a selection from which opinions can
be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the
right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion,
students must find factual statements from the text that support the opinion.
Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew
up a new constitution. He made taxation fair. He chose government workers for their ability.
Option: Opinion/Proof may be used for several written activities described in this document,
including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a
format for note taking from books, videos, and lectures.
Option: Teams can write their opinions and support with proof. (think/pair/share activity).
Romeo and Juliet: Lesson 5: Opinion/Proof Activity: Opinion/Proof may be used for several
written activities described in this document, including Story Grammars, RAFT, and Spool
Writing. Students can also use it as a format for note taking from books, videos, and lectures.
Allow teams to write their own opinion to support with proof if they are at n proficient level. This
can be used as a think/pair/share activity. Use the following as a starter for less proficient
students:
Opinion
Hate destroyed the things that were the most precious to the two families.
Proof
Hate caused Romeo and Juliet to be separated and eventually to kill themselves.
Hate caused the deaths of Mercutio, Tybalt and Paris.
Hate caused Friar Laurence to take drastic measures.
Hate caused Romeo to become a murderer and to be banished.
Hate caused secrets and lies between family members and friends.
The families lost their children, the most precious treasure.
English I Through ESOL: Romeo and Juliet
Page 21

Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5 th ) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
SAMPLE FORMAT FOR CAUSE AND EFFECT
In the _____ (story, piece, poem) _____ by ____, ______ happened (result/effect) for
several reasons that are evident. These reasons include _____, ____, and ____ (OR
____caused several things to happen] These effects (results) include _____, _____, and _____.
First, (one cause/effect of _____ (Argument #1 Topic Sentence) is _____. We know
that_____ (Supporting Detail #1). In addition, _____ (Supporting Detail #2). Finally, _____
(Supporting Detail #3).
Second (In addition, another cause/effect of_____ (Argument #2 Topic Sentence).
_____ Supporting Detail #1. _____ Supporting Detail #2. _____ Supporting Detail #3.
Third (finally, The last cause/effect of) _____ (Argument #3 Topic Sentence) is _____.
_____ Supporting Detail #1. _____ Supporting Detail # 2. _____ Supporting Detail #3.
In conclusion, there are many reasons why _____happened. Because of _____ and
_____, (this happened) _____. (State cause)_____also helped to cause this effect/result. [OR
___ caused several things to happen]. These include _____, _____ and _____.
Romeo and Juliet: Lesson 5 Spool Writing Activities: Suggested Topics: Use the sample
format for Cause and Effect.
Suggested Topic(s): Use these ideas as starters for cause and effect:
a) What were the reasons that Romeo returned to Verona?
b) What were the causes of Romeo’s death?
c) What were the effects or results of Juliet’s death?
d) Why did Juliet feel she had no choice but to kill herself?
e) What caused the Capulet and Montague families to stop fighting?
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RAFT
Objective: Write on a topic in a specific format, understanding role as a writer and audience.
R-A-F-T is a system for making sure students understand their role as a writer (R), their
audience (A), format of their work (F), and topic of the content (T). Ex.: persuade a soldier to
spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.
• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier,
Abraham Lincoln, a slave, a blood cell, or a mathematical operation).
• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a
mother, to Congress, to a child.)
• (F): Format (F) determines what form the communication will take. (Examples-letter,
speech, obituary, conversation, memo, recipe or journal)
• (T): The topic (T) consists of a strong verb as well as the focus.
Procedure: Introduce RAFT by creating a story collectively using the Language Experience
Approach. The second time you assign RAFT, have each group prepare one. Model for
students, explaining that all writers must consider their role as a writer, their audience, format,
and topic These four components are critical in every written assignment. Assist teams to
brainstorm on a topic. Work with teams to list possible roles, audiences, formats, and strong
verbs appropriate for each topic. Once groups have mastered RAFT, have each student
prepare his/her own, but include incentives for the group to help individual members. For
example, give a team a point for each member who receives a grade of B or higher.
Romeo and Juliet: Lesson 5: RAFT Activity: Students write according to role, audience,
format, & topic.
R: Your role as writer is Romeo.
A: Your audience is your parents.
F: The format of your writing is a letter.
T: Your topic is to write to explain your reasons for your behavior. Explain your reasons
for a secret marriage, and why you are killing yourself.
FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Romeo and Juliet: Lesson 5: FCAT Writing Activity (Persuasive Prompt):
Writing Situation:
Fighting bothers everyone because we know that no good can come from fighting. How
do you persuade others to stop fighting?
Directions for Writing:
Before you write, think of a time you really wanted to stop others from fighting. Who were
the people involved? Were they friends, family members, classmates, or neighbors?
What caused them to fight? What are the results of the fighting? Are the results
negative? Why? What would you say or do to convince them to stop fighting?
Now, write to persuade others to stop fighting.
English I Through ESOL: Romeo and Juliet
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Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and
vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit.
Model each line of the dialog, having the entire class repeat after you. Then, say each line and
call on whole teams to repeat the line. Then say each line and call on individual students to
repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until
students can know the lines of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until
you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two
words at random from each line during repetition. Then erase two more, two more, and so on
until there are no words left on the board. Option 3: Each group chooses a member to
represent them by presenting the dialog with a member from another group in front of the class.
If the representative can say his/her lines correctly then the group gets a point. Option 4: Have
each group rewrite the dialog from memory. Groups are to use one piece of paper and one
pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members
can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper
and grade it. Each member of the team gets the same grade.
Romeo and Juliet: Lesson 5: Dialog Activity:
Paris:
Romeo:
Paris:
Romeo:
Paris:
Romeo:
Romeo, stop what you are doing!
Good, gentle sir, I am a desperate man. Do not stand in my way.
You villain! I am arresting you!
By heaven, I have more regard for your life than I do for my own. Go.
Stop talking nonsense. I am arresting you as an outlaw here!
I warned you! Now it is too late!
English I Through ESOL: Romeo and Juliet
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Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from
the Queen of Spain, the long voyage, Hispaniola landing
Romeo and Juliet: Lesson 5: Making the News Activities:
Family Feud Over
Tragic Marriage
Lovers End in Death
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use
when viewing a video or speech. The effectiveness of a challenge is not as high as with a
written text.
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Beginning Vocabulary Activities
Line of Fortune
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.)
Choose a word from the lesson’s vocabulary and write the appropriate number of
dashes to represent the letters of the word. For example, for the word dicot you would draw five
dashes. A team member guesses a letter. If the letter is not found in the word, write the letter
under the dashes and move on to the next team. If their letter is found in the word, then write
the letter on the appropriate dash. When a team guesses correctly, they have the option to
guess the word. If they choose not to guess the word, call on the next team. If they choose to
guess and successfully guess the word, then they receive ten points minus the number of letters
written under the dashes from incorrect previous guesses, and the game is over. If they choose
to guess and do not guess the word, then they lose points equal to the number of letters written
under the dashes, and you call on the next team. If no team can guess the word before ten
incorrect letters are written under the dashes then all teams lose points equal to the number of
teams in the class.
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card.
Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one
word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place
them behind the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to
go first. A member of that team picks two numbers. Remove those cards from the chart, leaving
the words behind them visible to the class. The student reads the words, with the team’s
assistance if needed. If the words match, leave them showing and give the team a point. If they
do not match, replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching
variations such as these helps the students understand that, despite certain differences in the
visible spelling of two words, they are still semantically related at a deeper level.
Romeo and Juliet: Lesson 5: Concentration:
Match vocabulary words with their meanings:
wild
crazy, violent, uncontrollable
plague
disease, infection
interfere
get in the way, obstruct, hinder
prove
show, verify, provide evidence
pale
colorless, pallid, ashen
poison
venom, toxin
join
unite, stick together
honor
respect, pay tribute to
victim
injured party, sufferer
torchlight
light, fire, lantern
English I Through ESOL: Romeo and Juliet
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Romeo and Juliet: Lesson 5: Jeopardy Activity:
Question
Answer
a) Who killed Paris Romeo
a) How Romeo got into the tomb ax and crowbar
a) Who sold Romeo the poison druggist
b) What Juliet used to kill herself Romeo’s dagger
b) What kind of poison Romeo bought fast-acting
b) How Juliet died stabbed herself in the heart
c) Why Balthasar didn’t deliver Friar’s letter plague
c) Where the two families made peace Capulet tomb
c) When Romeo received Friar’s letter never
Wrong Word
Objective: Identify, analyze, and correct errors in vocabulary usage.
Procedure: Read a sentence with a wrong word in it. Teams find the word that is “wrong” and
correct it, receiving a point for each correction. Ex: The contribution tells us how the government
will operate. (should be Constitution) Many people have moved to Florida for the arctic climate.
(should be tropical) At a more proficient level, embed an incorrect sentence among other
correct sentences. Teams can make sentences with incorrect words for other teams to correct.
Romeo and Juliet: Lesson 5: Wrong Word Activity:
a) Romeo axed Balthasar if there was any news. (asked)
b) Juliet was so disparate that she killed herself. (desperate)
c) There was a plaque in the city. (plague)
d) Romeo’s death was sealed with a holey kiss. (holy)
e) A noise scarred Friar Laurence away. (scared)
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
ADVERB CLAUSES & TRANSITION WORDS TO SHOW CAUSE & EFFECT
Adverb clauses that show cause and effect and time relationships: Adverb clauses cannot
stand alone as a sentence. They are always connected or added to a sentence, either at the
beginning, or at the end of the sentence. Below are the subordinating conjunctions that
introduce an adverb clause and signal both time relationships and cause/effect relationships.
Time relationships are important in determining cause and effect.
Study the examples below.
Words that Introduce Adverb Clauses, Signal Time Relationships/Cause & Effect
because in order that until
since (i.e. because) after as soon as
now that before once
as (i.e. because) as a result of whenever
as/so long as when every time (that)
so while the first time that (2 nd, 3 rd, next, last)
so (that) by the time (that) in order to (to)
Because it was cold, we wore coats.
Since no one was there, we didn’t go in.
Now that school is out, I’m free to vacation.
As he had nothing to do, he went to a movie.
Until the work was done, we waited for lunch.
She ran a mile so that she’d stay in shape.
As long as you’re not busy, can you help me?
I studied for my test before I could party.
We make a snowman when it snows.
Once the phone is repaired, I can call you.
Prepositions that show cause and effect are followed by a noun object:
Because of Due to Due to the fact that As a result of
Examples:
Because of the flu, we had to stay home.
Due to the hurricane, school was cancelled.
As a result of his good grade, he received a scholarship.
Transition words that show cause and effect: Therefore Consequently
The dog was sick. Therefore, we went to the vet.
The plane was late. Consequently, I was late.
Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to reform the
sentence. The team gets a point if the cards are rearranged correctly.
English I Through ESOL: Romeo and Juliet
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Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example: The soldiers who surrendered were killed.
Possible substitutions for killed: butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
Romeo and Juliet: Lesson 5: Modified Single Slot Substitution:
(a) Friar (b) must hide Juliet (c)until he can get word to Romeo.
Possibilities:
a) the priest, Balthasar, Paris’ servant, Lord Montague
b) has to be patient, wants to keep the secret, needs to wait
c) until Romeo is found, until the truth is told, until the families find out
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response: Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response: Fresh fish is a healthy food.
Romeo and Juliet: Lesson 5: Sentence Builders:
a) Romeo wants (to leave) (immediately) (for Verona) (Now that Juliet is dead) (so that he can
join Juliet) (in death)
Romeo wants.
Romeo wants to leave.
Romeo wants to leave immediately.
Romeo wants to leave immediately for Verona.
Romeo wants to leave immediately for Verona now that Juliet is dead.
Romeo wants to leave immediately for Verona now that Juliet is dead so that he can join
Juliet.
Romeo wants to leave immediately for Verona now that Juliet is dead so that he can join
Juliet in death.
Continue with the following:
b) Romeo knows. (a druggist) (desperate) (and poor) (who will sell poison) (him) (even
though the penalty is death) (for selling it)
c) Romeo pays. (the druggist) (forty coins) (gold) (for some poison) (fast-acting) (that is
strong) (enough) (to kill) (twenty men) (right away)
d) Friar John returns. (from his journey) (to Mantua) (In Scene 2) (in order to report) (to
Friar Laurence) (that his letter was delivered) (to Romeo) (never)
e) The officers did not let Friar leave. (health) (John) (to deliver) (the letter) (to Romeo)
(because the house was infected) (with the plague)
Multiple Slot Substitution Drills
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a multiple slots.
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Romeo and Juliet: Lesson 5: Multiple Slot Substitution Activities:
(a) After Friar Laurence (b) gets a crowbar, (c) he rushes (d) to the Capulet tomb.
Possibilities: speaks to Friar John, he hurries, before Friar Laurence, to find Romeo, once
Friar Laurence, to see what happened, gets the undelivered letter, as soon as Friar
Laurence, he runs, the priest goes, hears about Romeo, to Juliet
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words: he/sail/america/1492. Answer: He sailed to America in 1492.
Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America?
Romeo and Juliet: Lesson 5: Flesh it Out Activities:
a) Balthasar/not/have/letter/Romeo/Friar Laurence
b) As soon/Balthasar/tell/Romeo/Juliet/be/dead/Romeo/become/pale/wild
c) Friar/Laurence/get/crowbar/rush/Capulet/tomb
d) Paris/reveal/presence/believe/Romeo/be/still/seek/revenge/Tybalt
e) Romeo/warn/Paris/not/interfere/but/Paris/persist/two/fight/swords
Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.) Yes, it is raining.
2. It is raining. (Ask a yes/no question.) Is it raining?
3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences
into one sentence.) Many Indians died from disease and starvation.
Romeo and Juliet: Lesson 5: Transformation Exercises:
Students respond by combining two sentences into one cause and effect statement using cause
and effect signal words. (Suggestions are in parentheses.)
Example: Balthasar went to Verona.
He had news for Romeo that Juliet was dead. (because)
Balthasar went to Verona because he had news for Romeo that Juliet was dead.
a) The desperate and poor druggist doesn’t want to sell Romeo the poison. The penalty
for selling it is death. (since)
b) Romeo is disappointed. Balthasar does not have a letter from Friar Laurence.
(because)
c) Friar Laurence gets a crowbar and rushes to the Capulet tomb. He wants to save
Juliet. (in order to)
d) Paris asks to be placed with Juliet in death. Romeo carries the dead Paris into the
tomb. (for this reason)
e) Romeo sees Juliet’s red lips and cheeks. He wonders how she can still be so
beautiful. (When)
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Romeo and Juliet: Lesson 5: Who, What, When, Where, How, Why Activities:
a) Romeo pays the druggist forty gold coins for some fast-acting poison that is strong
enough to kill twenty men right away. (who, what, when, why, how)
b) Romeo gives his servant a letter to give to his father the next morning and he sends
Balthasar away. (who, what, when, where, why, how)
c) Balthasar is worried Romeo will do something dangerous, so he hides in the
churchyard. (who, what, where, why)
d) Paris’ servant goes to call the guards just as Paris falls, asking to be placed next to
Juliet in death. (who, what, when, where, how)
e) When Romeo sees Juliet’s red lips and cheeks, he wonders how she can still be so
beautiful. (who, what, when, why, how)
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Romeo and Juliet: Lesson 5: Sentence Stretcher: Example:
Begin with the sentence: Romeo pays.
Romeo pays the druggist.
Romeo pays the desperate druggist.
Romeo pays the poor, desperate druggist.
Romeo pays the poor, desperate druggist forty coins.
Romeo pays the poor, desperate druggist forty gold coins.
Romeo pays the poor, desperate druggist forty gold coins for some poison.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill men.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill twenty men.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill twenty men right away.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill twenty men right away without pain.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill twenty men right away without pain or suffering.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill twenty large men right away without pain or suffering.
Romeo pays the poor, desperate druggist forty gold coins for some fast-acting poison
that is strong enough to kill twenty large, healthy men right away without pain or
suffering.
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present, or passive voice to active.
Romeo and Juliet: Lesson 5: Look it Up: Teams locate examples of adverb clauses and
transition words for cause and effect in the text and summary
Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Use a paragraph based on the text, and language focus structures of the lesson.
Teams read and discuss necessary changes. Members work together to rewrite a grammatically
correct paragraph with the changes. Collect one paper from each team for a grade. (Examples:
Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.)
Romeo and Juliet: Lesson 5: Rewrite the Paragraph Activity:
Teams will rewrite the paragraph changing the present tense to the past tense.
Romeo’s servant travels to Mantua with the news of Juliet’s death. Friar Laurence’s
letter to Romeo telling about the plan never arrived. Romeo wants to return to Verona to join his
wife in death. Romeo buys a fast-acting poison and leaves immediately. When Friar Laurence’s
messenger returns the undelivered letter, Friar Laurence rushes to the tomb before Juliet wakes
up. Meanwhile, Paris sees Romeo at the tomb and the two of them fight, ending in the death of
Paris. Romeo enters the tomb, kisses his wife, drinks the poison and dies. When Friar Laurence
arrives, Juliet awakens to see both Romeo and Paris dead. Juliet takes Romeo’s dagger and
stabs herself in the heart.
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 5: Exercise 1
Fill in the blanks with the correct word.
undelivered
stabs
rushes
meanwhile
travels
awakens
poison
join
letter
poison
Romeo’s servant __________ to Mantua with the news of Juliet’s death. Friar
Laurence’s __________ to Romeo telling about the plan never arrived. Romeo wants
to return to Verona to __________ his wife in death. Romeo buys a fast-acting
__________ and leaves immediately. When Friar Laurence’s messenger returns the
__________ letter, Friar Laurence __________ to the tomb before Juliet wakes up.
__________, Paris sees Romeo at the tomb and the two fight, ending in the death of
Paris. Romeo enters the tomb, kisses his wife, drinks the __________ and dies. When
Friar Laurence arrives, Juliet __________ to see both Romeo and Paris dead. Juliet
takes Romeo’s dagger and __________ herself in the heart.
English I Through ESOL: Romeo and Juliet
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Name _____________________________________ Date _____________
Romeo and Juliet: Lesson 5: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. A druggist sells Romeo some medicine to help him feel better.
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2. Juliet refuses to leave the tomb when Friar Laurence asks her.
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3. Friar Laurence plans to make two gold statues of Romeo and Juliet to honor them.
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4. The Montagues and Capulets promise tot stop their fighting at the end of the play.
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5. Friar Laurence saves Juliet in the tomb.
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6. Romeo thinks that death is a hungry mouth to be fed.
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7. Paris enters the tomb with a crowbar and an ax to bring flowers to Juliet.
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8. When Prince Escalus enters the tomb, he sees the dead bodies of his wife and son.
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9. A plague prevented Balthasar from delivering Friar Laurence’s letter to Romeo.
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10. Paris brings flowers to Juliet and promises to water the flowers with his tears.
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English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 5: Exercise 3 (FCAT Practice/Reading Comprehension)
For each sentence, write the cause under the “cause” heading on the chart, and the effect under
the “effect” heading on the chart. Use your text of Romeo and Juliet, by William Shakespeare.
1. The reason that Balthasar went to Verona was to tell Romeo the news about Juliet.
2. The druggist doesn’t want to sell poison, because the penalty for selling it is death.
3. Friar Laurence gets a crowbar and rushes to the tomb in order to save Juliet.
4. As soon as Balthasar tells Romeo that Juliet is dead Romeo becomes wild.
5. Paris goes to the Capulet tomb so that he can bring flowers to Juliet.
6. When Juliet sees poison in Romeo’s hand, she tries to drink from the empty bottle.
Cause
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Cause
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Cause
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Cause
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Cause
_______________________________
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Cause
_______________________________
_______________________________
_______________________________
Effect
________________________________
________________________________
________________________________
Effect
________________________________
________________________________
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Effect
________________________________
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Effect
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Effect
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Effect
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English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 5: Exercise 4 (FCAT Practice/Reading Comprehension)
For each cause-effect sentence, underline the “cause” once. Then underline the “effect”
twice. Use your text and summary of the play, Romeo and Juliet, by William
Shakespeare. Follow the examples.
Examples :
Paris goes to the Capulet tomb so that he can bring flowers to Juliet.
Because Paris wants to bring Juliet flowers, he goes to the Capulet tomb.
1. Romeo warns Paris not to interfere, but since Paris persists, and the two fight.
2. Due to the fact that public fighting is against the law, Paris’ servant calls the guards.
3. Balthasar fell asleep during the fight. Therefore, he did not know what happened.
4. As a result of Romeo’s letter to Lord Montague, Friar could prove his story was true.
5. Romeo and Juliet’s parents are grief-stricken. Consequently, they agree to a peace.
6. The reason that Balthasar went to Verona was that he had news for Romeo.
7. The druggist doesn’t want to sell poison, because the penalty for selling it is death.
8. Friar Laurence gets a crowbar and rushes to the tomb in order to save Juliet.
9. As soon as Balthasar tells Romeo that Juliet is dead Romeo becomes pale and wild.
10. Due to the plague, it was impossible to find another messenger to deliver the letter.
11. When Juliet sees poison in Romeo’s hand, she tries to drink from the empty bottle.
12. Now that Juliet is dead, Romeo wants to leave for Verona to join Juliet in death.
13. Friar John returns from Mantua in order to report to Friar Laurence about the letter.
14. The servant puts out the torch so they can hide in the darkness of the churchyard.
15. Balthasar is worried about Romeo, so he hides in the churchyard.
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 5: Exercise 5
Fill in the blanks.
In Scene 1, in __________, Romeo has a dream __________ Juliet finding him
dead. __________ the dream, Juliet kisses __________ and he wakes up __________
then become the king. __________ interprets the dream as __________ joyful dream
about the __________ of true love. Balthasar, __________ servant, arrives with news
__________ Verona. As soon as __________ tells Romeo that Juliet __________ dead
Romeo becomes pale __________ wild. Now that Juliet __________ dead, Romeo
wants to __________ immediately for Verona so __________ he can join Juliet
__________ death. Balthasar does not __________ a letter for Romeo __________
Friar Laurence. Romeo knows __________ desperate and poor druggist __________
will sell him poison, __________ though the penalty for __________ it is death. Romeo
__________ the druggist forty gold __________ for some fast-acting poison
__________ is strong enough to __________ twenty men right away. __________
Scene 2, Friar John __________ from his journey to __________ in order to report
__________ Friar Laurence that his __________ to Romeo was never __________.
The health officers did __________ let Friar John leave __________ deliver the letter to
__________ because the house was __________ with the plague. Since __________
was afraid of catching __________ plague, was impossible to __________ another
messenger to deliver __________ letter. Friar Laurence gets __________ crowbar and
rushes to __________ Capulet tomb. Juliet will __________ waking up from her
__________ state within three hours. __________ must hide Juliet until __________
English I Through ESOL: Romeo and Juliet
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can get word to __________.
In Scene 3, Paris __________ his servant are at __________ Capulet tomb so
that __________ can bring flowers to __________. The servant hears a __________,
and puts out the __________ so they can hide __________ the darkness of the
__________ next to the tomb. __________ and Balthasar arrive with __________ ax
and a crowbar. __________ gives his servant a __________ to give his father
__________ next morning, and he __________ Balthasar away. Balthasar is
__________ Romeo will do something __________, so he hides in __________
churchyard. Romeo uses the __________ in order to force __________ the tomb,
offering himself __________ food for the hateful __________ of death. Paris reveals
__________ presence, believing that Romeo __________ still seeking revenge on
__________. Romeo warns Paris not __________ interfere, but Paris persists,
__________ the two of them fight with __________. Paris’ servant goes to __________
the guards just as __________ falls, asking to be __________ next to Juliet in
__________. For this reason, Romeo __________ the dead Paris into __________
tomb. When Romeo sees __________ red lips and cheeks, __________ wonders how
she can __________ be so beautiful. Romeo __________ goodbye to Juliet with
__________ last embrace and kiss, __________ the poison and then __________
dead. Friar Laurence arrives __________ the tomb and sees __________ waiting for
Romeo. Balthasar __________ asleep during the fight, __________ was afraid to go
__________ the tomb. At the __________ Juliet wakes up, Friar __________ the tomb
to find __________ and a very pale __________. The priest tells her __________ Paris
and Romeo are __________, and he tries to __________ her to leave. Juliet
English I Through ESOL: Romeo and Juliet
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__________, and when she sees __________ poison bottle in Romeo’s __________,
she tries to drink __________ drop from the empty __________. When she hears the
__________ coming, she kisses Romeo __________ takes his dagger, stabbing
__________ in the heart. The __________ arrive to find her __________, dead body.
The guards __________ up Friar Laurence, Balthasar, __________ Escalus, and Lord
and __________ Capulet at the tomb. __________ Montague and his servants
__________, and the Prince questions __________ Laurence, who explains everything
__________ the two families. Romeo’s __________ to Lord Montague proves
__________ Friar is telling the __________. They all have been __________ for not
stopping their __________. The heads of the __________ shake hands and vow
__________ make two statues of __________ gold to honor their __________, the
victims of their __________.
English I Through ESOL: Romeo and Juliet
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Name ____________________________ Date __________
Romeo and Juliet: Lesson 5: Exercise 6
Combine the information in the sentences, using the word or phrase in parentheses.
Make changes where necessary.
1. Paris’ dying wish is to be with Juliet. Romeo places him in the tomb.
(for this reason)
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2. Romeo sees Juliet’s red lips. He wonders how she can be so beautiful.
(every time that)
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3. She hears the guards coming. Juliet stabs herself in the heart with the dagger.
(when)
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4. All of the hate, violence and death is there. The two families are devastated.
(as a result of)
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5. Balthasar goes to Verona. He has news for Romeo that Juliet was dead. (since)
______________________________________________________________________
6. Romeo is disappointed. Balthasar does not bring a letter from the Friar. (as)
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7. Romeo wants to leave immediately for Verona. He can join Juliet in death. (so that)
______________________________________________________________________
8. The health officers don’t let Friar John deliver the letter. There is plague.
(because of)
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9. Paris is at the Capulet tomb. He can bring flowers to Juliet. (so that)
______________________________________________________________________
10. Romeo uses the crowbar Romeo forces open the tomb where Juliet lies. (in order to)
______________________________________________________________________
11. Friar Laurence hears the guards coming. He leaves the tomb. (as soon as)
______________________________________________________________________
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