Romeo

1
Romeo and Juliet
Scheme of Work GCSE
2
Duration 6 Weeks
Learning Outcome

• To produce GCSE Coursework on the following title

Explore how Shakespeare creates conflict and
tension in Romeo and Juliet, paying particular
attention to Act 3, Scene 1.
3

•  
• Learning Objectives
•  
•  
•  
• To analyse the effect and impact of the writers
  language.
• To identify the use of dramatic techniques and
  conventions.
•   
• To appreciate the role of characters in the
  play.
•  

• To understand the historical context of the play
  and consider if meaning changes within a
  contemporary setting .

• To discuss the impact of the play on an
  Elizabethan audience
• and compare this to the impact on a modern
  audience.

4

• Resources
• Romeo and Juliet William Shakespeare
• Vendetta Guy De Maupassant
• William Shakespeares Romeo and Juliet Baz
  Luhrmann
• Romeo and Juliet Zeffirelli
• Media Tools
• Differentiated work

5
Historical Context
Character
Audience
Explore how Shakespeare creates conflict and
tension in Romeo and Juliet, with particular
focus on Act 3, Scene 1
Language
 
 
Dramatic Devices
Stagecraft
6
 To analyse the effect and impact of the writers
language
1. The Prologue

• Iambic Pentameter
• The Sonnet form
• Language and meaning How Shakespeares use and
  construction of language shapes meaning
• Structure prologue as dramatic technique
  Dramatic Irony/ Dramatic Tension

• Activities
• Word heap prologue with modern translation
• Examine Shakespearean sonnets (eg, My Mistress
  ..)
• Reading and filming the prologue using different
  techniques (eg. Reading lines in role/ repetition
  for emphasis. Backdrop Luhrmanns presentation
  of the prologue - use of media) .

7
To understand the historical context of the play
and consider if meaning changes within a
contemporary setting

• Revenge, Honour, Family, Loyalty (Act 1, sc 1)
• Elizabethan Theatre
• Why Verona?
• Language of the sword
• Language livery, minstrels

• Activities
• Read short story Vendetta by Guy De Maupassant
• Film a tableau exploring the themes of honour
• and revenge.
• Research websites on Elizabethan Theatre. Present
  PowerPoint on findings.(Speaking and Listening).
• Language of the Sword act out sword movements
  leading to death of Mercutio. (See Zeffirelli
  version).
• Storyboard sword movement sequence and mark
  rising of tension.
• Shakespeares use of insults language and
  connotations.

8
To identify the use of dramatic techniques and
conventions

• Act 3, Scene 1
• Stagecraft
• Lighting, scenery, etc.
• Dramatic Irony
• Stage directions
• Interpretation of role by actor

• Activities
• Watch a selection of media on the scene and
  compare/contrast the directors interpretation.
• IWB image-based tension graph

9
To appreciate the role of characters in the play

• Act 3, Scene 1
• Tybalt
• Mercutio
• Romeo
• Activities
• Gingerbread characters. Adjectives and quotes in
  word heap for IWB
• TO CAMERA Pupils in hot seat role they have to
  defend their characters role in the play to
  avoid being cut.
• Do a Romeo film diary before and after the
  death of Mercutio

10
To discuss the impact of the play on an
Elizabethan audience and compare this to the
impact on a modern audience
Empathy with both modern and Elizabethan audiences

• Activities
• VOX POP interview member(s) of an Elizabethan
  audience on film after seeing a production of
  Romeo and Juliet. Explore how thematic
  appreciation differs due to cultural context
• Write a review of the play from Elizabethan
  critic provide wordbank.