GRADE 9 ENGLISH

INQUIRY UNIT: What makes a good relationship?

(A study of Romeo and Juliet and Shakespeare)

UNIT GOALS/FOCUS QUESTIONS

1. Conceptual: Study the theme of love in Romeo and Juliet and explore this in terms
of what makes a good relationship.
2. Affective: Students to connect with text and make Shakespeare relevant to today.
Connect text to personal experience.
3. Procedural:
• Familiarise students with Shakespeare’s times and language.
• Explore how Shakespeare presents the theme of love and how it is
developed through the play and the characters.

REFERENCES
Heinemann English Outcomes 3
Longman Literature Guidelines, Romeo and Juliet, Sullivan (Longman Group,1989)
Romeo and Juliet, (ILEA English Centre,1984)
Romeo and Juliet, (text with cartoon) Cambridge University Press
Shakespeare File, Wilcock, Redsell, Little (Heinemann Educational Books)
English Skills, McRoberts & Gardner

G. Staples/Romeo & Juliet/Gr9/2002 1

REFERENCE TO ENGLISH STATEMENT

TEXTS STRAND
Any communication, written, spoken or visual, involving language.

LITERATURE TEXTS:
Classic
• Selected excerpts from Romeo and Juliet, Shakespeare
• "The Play" by C.J. Dennis

Popular
• Excerpt from The Diary of Adrian Mole aged 13 3/4, Susan Townsend
• “The Chaser” (short story)

MASS MEDIA TEXT:

Film
• Romeo and Juliet, (Zeffirelli)
• Romeo + Juliet, (Luhrmann)

EVERYDAY TEXT:
Students’ writing:
Journal
Class/group discussions

LANGUAGE STRAND

CONTEXTUAL UNDERSTANDING:
• Appreciation of how language changes over time - Shakespearean English was once a
contemporary language.
• Understand why Shakespeare’s plays still appeal to a modern audience. The themes and plots
of his plays are those written about by modern writers – action, romance, intrigue, suspense.
• Understand Shakespeare’s audience. To whom did his plays appeal?
• Closer study of the theme of love.

LINGUISTIC STRUCTURES AND FEATURES:

• Familiarize students with the language of Shakespeare.
• Understanding of terminology used in the study of Shakespeare, e.g. quatrain, rhyming
couplet, tragedy, soliloquy, aside.
• Theme study - love/relationships
• How to quote Shakespeare in written work

G. Staples/Romeo & Juliet/Gr9/2002 2

STRATEGIES:
Refer to Teaching and Learning Activities

UNIT FRONTLOADING ACTIVITIES (http://www.discover.tased.edu.au/english/introduction.htm)

1. Think/Pair/Share: • W
(http://www.discover.tased.edu.au/english/thinkpair.htm) Questions aim hatto prepare
points
• What adjectives would best describe students to think
areabout
beingthe
someone you would want to spend your life unit question, “What
made makes
with? a good relationship?”
about and
• Do you think they would have to be this as a frontloading activity to
relationshi
way naturally, or do you think you could the short story,ps?
“The
change parts of them you didn’t like? Chaser” (Taken from
• P
Wilhelm workshop).
• What part does love play in a relationship? eople can
• How would you define love? sometimes
• How do people ‘fall in love’? make an
active
decision to
2. Short story, “The Chaser” (See separate document) love
Point out the significance of
Pre-reading/Story entry: Why do you think the someone.
titles – especially for short
story is called “The Chaser”? What might it be What do
stories
about? you think
about the
Guided Reading/DRTA: choice
Explain and demonstrate to
(http://www.discover.tased.edu.au/english/DRTA.htm) individuals
students how authors use
• Read first page or so of story out makeacross
techniques to bring to
loud, modelling DRTA method. intended meaningloveto the
• Encourage students to predict, audience: someone?
hypothesize and create meaning of text by Characters – titles, names, how
asking leading questions: Drama: and speak
they are introduced
What is your initial impression of Alan? Language •– adjectives
Good
Students connect to the characters
Why is he here? used to describe
through characters,
drama
angel/badto assist
Who is the old man? What does he do? understanding
setting; figures angel – writing.
of and
speech
• Ask students to write down what used, e.g. simileAlan:
they think, feel, see, hear, smell as they Cliches – e.g. Should
rockinghechair,
read the rest of the story. dark, creaky stair –
use thehow
these set the mood
love
Class discussion: potion?
• How is the story about Students focussing on the
relationships? meaning of the story, but also on
the Unit Question.
• Is it a good idea to use a “love
potion”?
• What would be good or bad
about using it?
• Why does the old man keep
talking about the “cleaning fluid”?
• Why is it so expensive?
G. Staples/Romeo & Juliet/Gr9/2002 3
the nature
of a good
relationshi
p?
• What do
you think
about a
couple
having the
choice to
love? Can
you make
someone
love you?
• How
Authorial
do peoplereading
‘fall in
love’?
• Wha
t do you
think the
author
wants us to
think?
What might
he think
about what
makes a
good
relationshi
p?

3. Scenarios: (See
Scenarios adapted from Jeff
separate document)
•Wilhelm’s
Give scenarios.
students
sample
 Hot seat – In groups of 4 decide on scenarios of
2 questions you would ask Alan and Diana different kinds
about their relationship before, just after of
and several years after administering the relationships.
love potion. What would possible answers Ask students
be? Hot seat the 2 characters. (Hot Seat – to read the
Two students take the role of Alan and examples and
Diana. The other students are in role as comment in
investigative journalists asking the pairs on which
characters questions) describes the
best
Journal: relationship.
• What do you think this story tells us about Student response to text
G. Staples/Romeo & Juliet/Gr9/2002 4
• Journal: (See separate document)
Describe a healthy, lasting relationship that
you’ve been part of or observed. (You may
change the names of the people if you wish.)
What does a relationship need to have in
order to grow and last? Why do some
relationships really seem to work well?
Why do some relationships break up? What
sorts of things cause relationships to end?

G. Staples/Romeo & Juliet/Gr9/2002 5

TEXT FRONTLOADING ACTIVITIES

1. Journal:
What do you know about Romeo and Juliet? Students’ writing was what
Have you seen the movies? What did you think of I had expected. They
them? What do you know about Shakespeare? didn’t know much about
Have you studied any Shakespeare? What would Shakespeare, except that
you like to know about either Romeo and Juliet or he lived a long time ago
Shakespeare? Is there anything you would like to and we still study his
do? works for some reason.
Some knew a little bit
about the story; some had
2. Introduction to story: seen the film but didn’t
understand much of the
• Ask students to read the cartoon summary
language. Just about all of
of play in their text.
them wanted to see the
• Discuss the story – What is it about? Why films and act it out
did Shakespeare write it? Why is it still because just reading it
popular? Are there any other films or stories would be boring. It was
that you can think of that have a similar theme interesting that most of
or storyline? their goals matched mine.
3. Prologue
• What is being said?
What is going to happen? Whilst the Prologue is part
What questions remain unanswered? of the text, I have used it
• Brief introduction to the Shakespearean as a frontloading activity
sonnet: as an introduction to the
14 lines – 3 sets of 4 lines called quatrains action in the play.
2 lines at the end, called a rhyming couplet.
Rhyme scheme – abab cdcd efef gg This is meant to be only a
brief introduction to the
4. Unrequited love or puppy love? Sonnet form – we may do
• Read excerpt from The Diary of Adrian Mole more when finished with
Aged 13 3/4 (Longman Literature Guidelines, the play.
p.5)
• Discuss:
Adrian is in love. Do you agree? Authorial reading.
Is it the real thing or is it “puppy love”? Introduction to unrequited
Can you identify his “in love” symptoms? love.
What do you think Pandora thinks of Adrian?
Is this the basis for a good relationship?
Why do we find Adrian’s love amusing?
What advice would you give Adrian?
TEXT STUDY

1. Act I scene i - Romeo in love with Rosaline Introduce the theme of

Read lines 98-153 love – in this case,
• How do Romeo’s parents describe unrequited love. Is this the
Romeo’s behaviour? basis for a good
• What does Benvolio say about Romeo’s relationship?
behaviour?
• What does Benvolio agree to do? Help students with
“difficult” language.
Read lines 154-239 Encourage them to listen
• What does Romeo tell Benvolio? to it rather than trying to
• How has Romeo been feeling? translate it. Not to worry if
• What advice does Benvolio give Romeo? they don’t understand
Do you think it is good advice? Why? everything word for word.
• Can you compare Romeo’s love for
Rosaline to Adrian’s love for Pandora? Why/why Begin by asking for
not? Are there similarities? volunteers, or choose
good readers to give it a
Assessment task: Write a modern dialogue go, then ask class to
between two friends based on unrequited love. divide into pairs and read.
One friend thinks he is in love, the other tries to
make him/her feel better by giving him support Questions may be
and advice. Your dialogue should include a discussed as pair/share
description of feelings and the advice given. The and then ask students to
dialogue will be presented orally to the class. write answers in journals.
(Assess. Crit. 1, 5) This reinforces what they
learn, but also acts as a
2. Act I scene iii (65-100) - Juliet and marriage
Answer questions in journal:
Introduce the concept of
• What does Lady Capulet ask of Juliet? an arranged marriage – Is
• How does Juliet respond? this the basis of a
• What does Juliet agree to do? successful relationship?
• What is being said about relationships in What would make the
this scene? relationship work?

3. Act I scene v - Romeo meets Juliet Introduce the concept of love at

Read the scene in pairs first sight. Is this the basis for a
• How does Romeo feel now? good realtionship?
• Make a list in journal describing:
How did Romeo feel for Rosaline? How did she
respond?
What does he say about Juliet? What does he
say to her? How does she respond?
• Discuss: Is this love at first sight? Is there
such a thing?
Assessment task: Rewrite "O she doth teach the
torches to burn bright!" in your own words OR
write your own poem describing someone
beautiful. (Crit. 5)

4. Act II scene ii - Balcony scene

Journal:
• Why does Juliet tell herself that Romeo’s Teach students to use
name is not important? How does Juliet try to quotes from text as
convince herself of this? Why does she do it? evidence to support their
Choose some lines that help you answer this opinions.
question.
• In the remainder of the scene, Juliet reveals
herself as a very practical person in the way in
which she speaks. Find lines in the text that
show what Juliet thinks of love.
• Romeo seems much more romantic and
poetic in what he says. Find lines that show
how he idealises Juliet.
• Despite being practical, by the end of the
scene Juliet has agreed to marry Romeo.
What do you think of her decision?
• What do Romeo and Juliet agree to do?

Assessment task: Write Romeo's or Juliet's

diary entry of their secret meeting. Include as
much detail from the scene as you can and try to
use some lines from the play in your writing. (Crit.
4, 5)
Ref: A pure, ideal love, Longman, Literature
Guidelines, Romeo and Juliet, p. 13)

5. Act II scene iii (40-92) - The Friar's consent

• What is the friar's reaction to Romeo's
news?
• Why does he consent to marry Romeo and
Juliet?

Drama activity: Talk back radio - "Should Friar

Lawrence marry Romeo and Juliet?”
6. Act III scene v (111-254) - Get thee to Church
(Ref.: "Get thee to Church….", ILEA, Romeo and
Juliet p. 12)

What does this scene tell us about the characters’

views on relationships?

7. Last scenes – Doomed love

Fill students in on the rest of the story. Was Romeo
and Juliet’s love doomed to fail?

8. Culminating Activity – Essay

Choose one of the following topics to write about:
a) Who is to blame for the deaths of Romeo and
Juliet? Juliet’s parents, the nurse, Friar
Lawrence…? Could their lives and love have
been saved? (Heinemann Outcomes:
English 3 p.191)
b) There are several types of love alluded to in
Romeo and Juliet: unrequited love, “puppy”
love, arranged marriage, love at first sight.
Find examples of these in the play and
describe them. Can any of these form the
basis of a good relationship? What is needed
for a good relationship?
c) Were Romeo and Juliet really in love? Did
they have the basis of a good relationship?
(You will have to discuss what makes a good
relationship and whether Romeo and Juliet
had these qualities.)
d) Friar Lawrence gives this advice to Romeo
and Juliet: “love moderately; long love doth
so.” What is he telling the young lovers? Do
you agree with him? Should he have given
them any other advice?
e) "Chronicles of Verona" - Write several articles
for a newspaper or magazine on Romeo and
Juliet’s relationship. Each article should be
from a different perspective. (Ref.: ILEA,
Romeo and Juliet, p. 18 and Shakespeare
File, p. 48-9)
EXTRA ACTIVITIES

• Read "The Play" by C.J. Dennis for fun.

• Watch Romeo + Juliet (Lurhman) and Zeffirelli’s Romeo and Juliet. Compare the two
films. Which do you prefer and why?

• Internet task: (cf English Skills)

Review 3 sites on Shakespeare:
Does the content suit Grade 9 students?
Is material detailed enough?
Would you use it in preference to a book? Why?
Does it have graphics/sound? Do they contribute to the effectiveness of the
information?
What have you learned about Shakespeare?