ROMEO AND JULIET
ROMEO AND JULIET. Act 1 Scene 2-3. Contextual Questions. Page 2. ACT 1 SCENE 2: WHAT HAPPENS ? Page 3. ACT 1 SCENE 2 : ACTIVITY 3 (READ THE. EXTRACT AND ANSWER
GCSE English Literature (8702) Paper 1: Shakespeare Exemplar
Read the following extract from Act 1 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play
Question Bank - Characters - Romeo and Juliet - AQA English
Read the following extract from Act 2 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play Romeo is speaking to
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15 Nov 2021 Read the following extract from Act 3 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play the ...
GCSE English Literature 2015-2017
Romeo and Juliet. Read the following extract from the start of Act 2 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in
Year 9 English Romeo and Juliet Student Workbook
18 Jan 2021 Exit Quiz - How is Juliet presented in Act 2 Scene 2 of 'Romeo and Juliet'? a) Juliet is presented as a scared girl
Question Bank - Themes - Romeo and Juliet - AQA English
2. Internal Conflict. Read the following extract from Act 2 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play
PiXL Independence - Romeo and Juliet
Short Answer Questions – 10 credits per question. IV. Wider Reading – 50 TASK QUESTION: Why does Juliet question Romeo's intentions in Act 2 scene 2 (focus.
Six practice exam questions Romeo and Juliet by William
Act 2 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play Romeo and Juliet are meeting on Juliet's balcony. Romeo ...
Question paper (Modified A3 36pt): Paper 2 Shakespeare and
0 2. 'Romeo and Juliet'. Read the following extract from Act 3. Scene 2 of 'Romeo and Juliet' and then answer the question that follows. At this point in the
ACT III Romeo and Juliet Study Questions Scene 1 1. What does
What does Romeo try to do when the two men fight? What is the result of this action? Romeo tries to keep the peace & break up Mercutio & Tybalt by putting
STUDY QUESTIONS FOR Romeo and Juliet ACT 2 SCENE 1 ACT 2
Who does Mercutio think that Romeo is in love with in his speech in Scene 1 lines 6-21? ACT 2 SCENE 2. 1. Juliet is on the balcony outside her bedroom but
GCSE English Literature (8702) Paper 1: Shakespeare Exemplar
1: Shakespeare. Exemplar Questions ... question that follows. ... Read the following extract from Act 1 Scene 2 of Romeo and Juliet and then answer the.
ACT I - ROMEO & JULIET READING QUESTIONS PROLOGUE 1
acting strangely; goes off by himself for a walk; shuts himself in his room; depressed. Page 2. 10. How does Romeo describe Rosaline? she does not love him &
Romeo & Juliet Act 2
https://www.moundsviewschools.org/cms/lib010/MN01909629/Centricity/Domain/591/ACt%202%20lit%20elements%202016.pdf
Romeo and Juliet—Act I Questions
2. Who attempts to stop the fight amongst the servants? Why isn't he successful? Benvolio. Because Tybalt arrives and insists on fighting
Romeo & Juliet Act 1 Literary Elements 2016 (periods 1 & 3)
Rest you merry" (Act 1 Scene 2
ACT II – ROMEO AND JULIET STUDY QUESTIONS
ACT II – ROMEO AND JULIET READING QUESTIONS. 1. What information does the chorus give at the beginning of this Act? 2. In his soliloquy to what does Romeo
Romeo & Juliet - Questions & Important Quotes
ACT 1 SCENE 2. 1. In this scene Lord Capulet talks to Paris about marrying his daughter Juliet. What two reasons does he give for not wanting Juliet to
Year 9 English Romeo and Juliet Student Workbook
Exit Quiz – Which statements about Romeo and Juliet are correct? a) 'Romeo and Juliet' was written in the Jacobean era Part 2: The Capulet's masked ball.
Romeo and Juliet Study Guide Questions
Romeo and Juliet Study Guide Questions Name _____ Act IV 1 How does Paris think Juliet feels about him? 2 What does Juliet ask of Friar Laurence? 3 What does Juliet say she will do if she cannot find a way to avoid marrying Paris? 4 How does Juliet respond to Paris’ complements in this act? 5
Romeo & Juliet Guided Reading Questions - Benjamin N Cardozo
Nov 23 2015 · What will help Romeo and Juliet overcome their problems? Scene 1 Romeo do in order to avoid his friends? What do Benvolio and Mercuito think Romeo is doing? Scene 2 compare Juliet to? What is Juliet’s enemy? Why doesn’t Romeo reveal himself? Why doesn’t Juliet want Romeo to swear by the moon? About what else is Juliet concerned?
To what three heavenly bodies does Romeo compare Juliet at the be
ACT II – ROMEO AND JULIET READING QUESTIONS 1 What information does the chorus give at the beginning of this Act? 2 In his soliloquy to what does Romeo compare Juliet? What poetic element is used? 3 What description of Juliet does he give? 4 How does Juliet express her fears about their relationship? 5
Sample Exam Questions Bank - The Warriner School
Romeo and Juliet Read the following extract from the start of Act 2 Scene 2 of Romeo and Juliet and then answer the question that follows At this point in the play the Romeo declares his love to Juliet ROMEO O wilt thou leave me so unsatisfied? JULIET What satisfaction canst thou have tonight? ROMEO
Romeo and Juliet Unit - Portland Public Schools
2 Table of Contents: Romeo and Juliet Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 8 Academic Vocabulary 10 Pre-assessment 11 Building Background Knowledge 14 Culminating Assessment: Analyzing and Performing a Scene 15 Timed Writing Prompt 23 Differentiation 26
Searches related to scene 2 romeo and juliet questions filetype:pdf
In Act II Scene ii Romeo and Juliet profess their love for one another Juliet is to contact Romeo (through a servant) the next day Why? He wants to send her some flowers She will tell him where to send them She will get information about where and when they will be married She will tell him what time to come and meet her parents
What does Romeo compare Juliet to in Act 2 Scene 2?
- The three heavenly bodies that Romeo compares Juliet to in Act 2, scene 2 of Romeo and Juliet are the sun, the moon, and the stars. This scene occurs after the Capulets' party where Romeo and Juliet meet. Romeo breaks away from his friends and climbs the outer wall of the Capulets' dwelling. He uses a metaphor to compare Juliet to the sun.
What is the plot of Romeo and Juliet in Act 2?
- The second Act of Shakespeare's Romeo and Juliet introduces the conflict of Romeo and Juliet getting married. When Act two begins Benvolio and Mercutio are calling out for Romeo and thinks that he is with Rosaline when he is really just with Juliet. When Romeo is talking to Juliet they plan to get married the next day when she sends a messenger.
What is Juliet's first reaction to seeing Romeo?
- I would say that Juliet 's immediate reaction is best described as coy (a mixture of shy and inviting at the same time). When Romeo first sees her, he takes her hand and then asks to kiss her. her first response, "Good pilgrim, you do wrong your hand too much," shows that she is surprised by this gesture.
What does Capulet tell Paris in Scene 2?
- What does Lord Capulet tell Paris about his daughter Juliet in scene 2? Group of answer choices She is too young to get married She is now in love with Romeo She wants to have a child soon She is sad about Tybalt's death
Romeo and Juliet Unit
Grade Nine Curriculum Guide
Version 1.0: September 2009
2Table of Contents: Romeo and Juliet Unit
Activity Page #
Introduction to Unit 3
Unit Template with Learning Plan 4
Student Progress Monitoring 8
Academic Vocabulary 10
Pre-assessment 11
Building Background Knowledge 14
Culminating Assessment: Analyzing and Performing a Scene 15Timed Writing Prompt 23
Differentiation 26
Resources (in 2002 materials) 128
Note that the majority of the lesson plans and activities are found in the original curriculum packet, which appears at the end of this unit guide. See the Learning Plan for suggested activities.3 Introduction
Why is Romeo and Juliet still the most commonly taught text in ninth grade classrooms around the country? Do we subject our students to the archaic language of Shakespeare only because we were so subjected ourselves when we were in school? Based upon recent PPS teacher surveys and the fact that we have developed no less than two curriculum packets for the play in the past seven years, the real reason is that and themes still resonate with fifteen-year-old students.There are hurdles, certainly, for stu
chief among them. The best way to overcome this initial student resistance is to remember that Romeo and Juliet is a PLAY and must be performed and viewed as a performance. It is the experience of many ninth grade teachers that only through this performance-based approach students can be successful in analyzing the play. Therefore, this unit guide suggests a pathway through the study of Romeo and Juliet by making suggestions for the appropriate activities from both of the earlier curriculum packets that will lead to the culminating assessment, which is both a performance and an analysis. So, this unit guide does not attempt to replace the exceptional work done by our colleagues, but rather complements and focuses on the identified grade-level priority standards.2002 Romeo and Juliet Guide Writers:
Myron Filene
Theresa Quinn
Linda Steinle
Jenn Wiandt Owens
2007 Romeo and Juliet Guide Writers:
Barbara Brown
Jordan Gutlener
Chris Rudolf
Maria Joy
Revision by:
Mary Rodeback, Grant
4 Romeo and Juliet Unit Template
Stage 1: Desired Outcomes
Priority Standards:
9.07. Analyze characterization
9.06.9.10. Analyze how dramatic elements are used to develop characters/mood through
dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions. 9.15 9.16. Speaking: Demonstrate and apply knowledge of the elements of an effective oral presentationUnderstandings:
Students will understand that:
Writers from diverse backgrounds and time periods explore themes and ideas important to humanity.Writers use a complex range of literary devices and strategies to engage their readers and convey their ideas.
The characters in Romeo and Juliet are
complex, reflecting the demandsRenaissance culture placed on
individuals with respect to allegiance and revealing the ultimate tension between the individual and societal expectations.Essential Questions:
What makes a person who he or she is?
What role does family play in a
What is loyalty? What different kinds of loyalty are demonstrated in the play?How can an author use language to establish or define a character? What kinds of linguistic structures distinguish the play?
What is the nature of romantic love? interrogate or critique the value of romantic love as a social construct?
Students will know:
The plot and characters of Romeo and
Juliet
Various stylistic techniques specific to
The dramatic elements that make an effective performanceStudents will be able to:
Apply interpretive reading strategies.
Develop a well-reasoned thesis.
Apply the writing process to produce a draft and revision of a character analysis essay. Perform a scene from Romeo and Juliet that effectively captures the character5 Stage 2: Assessment Evidence
Culminating Assessment
(learning task) Other EvidenceWho Are You? After carefully reading and
analyzing the play, your task is to perform a scene from the play in which you use gesture, movement, and voice to effectively capture and present your character to an audience. Then, you will write a detailed character analysis essay exploring the complexity of your character in the context of the play.1. Character Notes and ParagraphsLetter/Journal/Blog Entry
2. Creative Character Extensions
Students write a back story, a deleted
scene, or an alternate ending to extend their comprehension of the character they work with.3. Character Profile Posters
6 Stage 3: Learning Plan: Romeo and Juliet
Where is the activity? (Page #)
Activity Title Priority Standards This guide 2002 2007 Famous Lines 9.01. Determine meanings of words using contextual and structural clues and through the use of definition, inference, example, restatement, or contrast.9.05. In
unstated ideas and make reasonable generalizations about text. 9Snippets:
Language 9.05.
unstated ideas and make reasonable generalizations about text.9.09. Define how tone or meaning is conveyed in poetry 11
Tea Party:
Whose House
Am I? 9.04. Predict future outcomes supported by the text, using contextual clues. 23Shakespearean
Insults 9.01. Determine meanings of words using contextual and structural clues and through the use of definition, inference, example, restatement, or contrast. 44Pre-Assessment 9.03.Summarize sequence of events
9.07. Analyze characterization
9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions. 11Building
Background
Knowledge and
the Writing Process 9.01. Determine meanings of words using contextual and structural clues and through the use of definition, inference, example, restatement, or contrast. 9.05. unstated ideas and make reasonable generalizations about text. 14Character Notes 9.07. Analyze characterization
9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions. 8 Letter/Blog 9.13. Use dialogue, interior monologue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions. 10 7Where is the activity? (Page #)
Activity Title Priority Standards This guide 2002 2007Acting Out the
Ball 9.07. Analyze characterization
9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions. 46Citing
Quotations 9.13. Support interpretations of literature through the use of textual references 14Character
Extensions 9.07. Analyze characterization
9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions. 18Character
profiles 9.07. Analyze characterization9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions. 20Comparing film
Versions 9.07. Analyze characterization
9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions.9.13. Support interpretations of literature through the use of textual references 50
Image-Making
Drama Activity 9.07. Analyze characterization
9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions. 52Culminating
Assessment
Performing
and Analyzing a Scene 9.07. Analyze characterization 9.06.9.10. Analyze how dramatic elements are used to develop characters/mood
through dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions. 9.15 9.16. Speaking: Demonstrate and apply knowledge of the elements of an effective oral presentation 15 TimedWriting 9.07. Analyze characterization
9.06. 23
8 Student Progress Monitoring: Romeo and Juliet Unit
Student 9.07. Analyze
characterization9.06. Draw
conclusions about the9.10. Analyze how
dramatic elements are used to develop characters/mood through dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions.9.15. Actively solicit
comment or opinion 9.16. opinion assertively without dominatingE M D n/e E M D n/e E M D n/e E M D n/e E M D n/e
9Student 9.07. Analyze
characterization9.06. Draw
conclusions about the9.10. Analyze how
dramatic elements are used to develop characters/mood through dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions.9.15. Actively solicit
comment or opinion 9.16. opinion assertively without dominatingE M D n/e E M D n/e E M D n/e E M D n/e E M D n/e
10 Academic Vocabulary
The vocabulary used extensively in this unit:
Alliteration
Allusion
Characterization
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