rwt lesson plan romeo and juliet character analysis nancy...

Running head: Character Analysis 1

RWT Lesson Plan – Romeo and Juliet Character Analysis

Nancy L. Gentry

University of New England

Character Analysis 2

Title: Romeo and Juliet Character Analysis

Brief Description/Abstract

In order to learn more about the complex characters Shakespeare has created in Romeo

and Juliet, it is important for students to take the time to evaluate and interpret what the

characters have to say about themselves. Character analysis allows students to have a deeper

understanding of the characters and therefore of the play itself.

Overview

In this exercise, students will be evaluating both Romeo and Juliet by reading something

each character said about him/herself in Act 2, Scene 2. They will also evaluate various

characters in Act 3, Scene 1. Students will begin their character analysis by asking the question,

“What did I learn about the character from this particular quote?” Students will not merely

respond with an obvious answer, but will dig deeper into deciphering what the character wants

(motivation), who the character is being influenced by or is trying to influence (influences), and

what types of conflicts the character is facing (conflicts).

Students will use an “Emotion Mat” to assist them in interpreting the emotional state of

the character delivering each quote (Ellery, 2009, p. 117). Finally, based on the analysis of

motivation, influences, conflicts, and emotional state, students will choose three character traits

to describe each character.

Grade Band = 9th

Grade

Lesson Plan Type = Standard Lesson

Estimated Lesson Time = One 90-minute session


Featured Resources

A copy of the play Romeo and Juliet

Romeo and Juliet Character Analysis Worksheet

“Emotion Mat”

Printouts


“Emotion Mat”

From Theory to Practice

Character analysis serves as a way to engage students in their critical thinking ability.

“Research has found that the more often a student is exposed to critical thinking, the greater the

probability that the student will transfer critical thinking to other areas of his or her life. Based

on this research, it is important to expose students to critical thinking in education wherever

possible,” (Staff: The Critical Thinking Co., 2005). The dissection of characters forces students

to draw upon their background knowledge and make applications to the real world. “To improve

critical reading abilities, an important lesson to learn is that stories are less about what happens

and more about who they happen to. The reason we can become so interested in fictional

characters is because they aren’t completely fictional. For a reader wrapped up in a story, they

represent real people (sometimes ourselves) facing real problems in the real world,” (Peha,

2003).


Standards

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

1 - Students read a wide range of print and non-print texts to build an understanding of texts, of

themselves, and of the cultures of the United States and the world; to acquire new information; to

respond to the needs and demands of society and the workplace; and for personal fulfillment.

Among these texts are fiction and nonfiction, classic and contemporary works.

2 - Students read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human

experience.

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate

texts. They draw on their prior experience, their interactions with other readers and writers, their

knowledge of word meaning and of other texts, their word identification strategies, and their

understanding of textual features (e.g., sound–letter correspondence, sentence structure, context,

graphics).

11 - Students participate as knowledgeable, reflective, creative, and critical members of a

variety of literacy communities.

Websites

A digital copy of Romeo and Juliet can be found at the following address:

http://shakespeare.mit.edu/romeo_juliet/full.html


Preparation

1. Activity can be used once students have read Act 2, Scene 2 – Act 3, Scene 1 of Romeo

and Juliet.

2. Collect the appropriate number of copies of Romeo and Juliet

3. Prepare copies of necessary handouts.

4. Review Romeo and Juliet Act 2, Scene 2 and Act 3, Scene 1

5. This assignment works best as an individual activity.

Instructional Plan

Student Objectives

Students will:

Develop and apply specific reading comprehension strategies (e.g., note-taking,

questioning, making inferences, and predicting)

Build text analysis skills by discussing personal responses and opinions about a text they

have read

Analyze the problems, motivations, and interactions of the characters in the Act 2, Scene

2 of Romeo and Juliet

Reflect on the different comprehension strategies used and how these might be beneficial

in the future


Session Introduction and Activities

Session One

1. Distribute copies of Romeo and Juliet, the “Emotion Mat,” and the Romeo and Juliet

character analysis worksheet.

2. Read directions to students and discuss the completed example.

3. Make sure that students have a working understanding of the terms analysis, motivation,

influence, conflict, emotional state, and traits.

4. Allow students approximately 35 minutes to complete part A of the Romeo and Juliet

character analysis worksheet.

5. For each quote given in part A, students should analyze the quote for meaning (a),

explain what the character wants (b), identify who the character is being influenced by or

is trying to influence (c), discuss the type of conflict the character is facing (d), identify

the character’s emotional state with the aid of the “Emotion Mat” (e), and write down

three character traits that describe the character based on the analysis in a – e (f).

6. While students are working, circulate throughout the room to check for student

understanding.

7. After the allotted 35 minutes, instruct students to move on to part B of the Romeo and

Juliet character analysis worksheet.

8. For each character listed, students are to find evidence in Act Three, Scene One to

support the given emotional state.

9. Students will have 35 minutes to complete part B of the Romeo and Juliet character

analysis worksheet.


10. While students are working, circulate throughout the room to check for student

understanding.

11. End with a discussion of how this activity could be used as a platform for future writing

assignments about the play.

Extensions

Have students write a poem or letter from the point-of-view of one of the characters

analyzed.

Have students rewrite either 2.2 or 3.1 using their own language but still conveying the

same qualities of the characters analyzed.

Student Assessment/Reflections

Observe and assess students’ participation during the class activity

Review Romeo and Juliet Character Analysis Worksheet responses to evaluate for

student comprehension of character analysis and critical thinking.

Keywords/Tagging

Romeo and Juliet

Character Analysis

Critical Thinking

Related Resources

Romeo and Juliet Drama Map - http://www.readwritethink.org/classroom-

resources/student-interactives/drama-30012.html

Star-Crossed Lovers Online: Romeo and Juliet for a Digital Age -

http://www.readwritethink.org/classroom-resources/lesson-plans/star-crossed-lovers-

online-857.html

http://www.readwritethink.org/classroom-resources/student-interactives/drama-30012.html

http://www.readwritethink.org/classroom-resources/student-interactives/drama-30012.html

http://www.readwritethink.org/classroom-resources/lesson-plans/star-crossed-lovers-online-857.html

http://www.readwritethink.org/classroom-resources/lesson-plans/star-crossed-lovers-online-857.html


Tragic Love: Introducing Shakespeare’s Romeo and Juliet -

http://www.readwritethink.org/classroom-resources/lesson-plans/tragic-love-introducing-

shakespeare-1162.html

Image

http://www.readwritethink.org/classroom-resources/lesson-plans/tragic-love-introducing-shakespeare-1162.html

http://www.readwritethink.org/classroom-resources/lesson-plans/tragic-love-introducing-shakespeare-1162.html


References

Ellery, V. (2009). Creating strategic readers: Techniques for developing competency in

phonemic awareness, phonics, fluency, vocabulary, and comprehension. (2nd ed.).

Newark, DE: International Reading Association, Inc.

Peha, S. (2003). What can you say about a book? Ideas and inspiration for improving book talk

and book reviews. Retrieved from www.ttms.org

Staff: The Critical Thinking Co. (2005). Why teach critical thinking skills?. Retrieved from

www.criticalthinking.com

http://www.criticalthinking.com/


Appendix i


Part A Directions: For each quote given in part A, analyze the quote for meaning (a), explain

what the character wants (b), identify who the character is being influenced by or is trying to

influence (c), discuss the type of conflict the character is facing (d), identify the character’s

emotional state with the aid of the “Emotion Mat” (e), and write down three character traits that

describe the character based on the analysis in a – e (f).

Example:

Juliet Quote: O Romeo, Romeo!

Wherefore art thou Romeo?

Deny thy father and refuse thy name,

Or if thou wilt not, be but sworn my love,

And I’ll no longer be a Capulet

a. Analysis: In this quote, it is clear that Juliet is already in love with Romeo. Juliet asks the

heavens why her love has to be Romeo Montague and therefore her enemy.

b. Motivation: Juliet wants Romeo to refuse to be himself, but if he is not willing, she declares

openly that she is willing to give up her name and legacy as a Capulet

c. Influence: Juliet is clearly controlled by her family and the conflict between the Montagues

and Capulets.

d. Conflict: Juliet faces an internal conflict – herself vs. her decision to choose Romeo. She also

faces an external conflict – herself vs. her family and their traditions

e. Emotional State: confused, lovestruck

f. Traits: Based upon this quote, Juliet is confused, impulsive, and passionate.

1. Romeo Quote: By a name

I know not how to tell thee who I am:

My name, dear saint, is hateful to myself,

Because it is an enemy to thee;

Had I it written, I would tear the word.


a. Analysis: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

b. Motivation: __________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

c. Influence: ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

d. Conflict: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

e. Emotional State: ______________________________________________________________

f. Traits: ______________________________________________________________________

2. Romeo Quote: I have night’s cloak to hide me from their eyes;

And but thou love me, let them find me here:

My life were better ended by their hate,

Than death prorogued, wanting of thy love.

a. Analysis: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

b. Motivation: __________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

c. Influence: ___________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

d. Conflict: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


f. Traits: ______________________________________________________________________

3. Juliet Quote: In truth, fair Montague, I am too fond;

And therefore thou mayst think my ‘havior light:

But trust me, gentleman, I’ll prove more true

Than those that have more cunning to be strange.

I should have been more strange, I must confess,

But that thou overheard’st, ere I was ‘ware,

My true love’s passion: therefore pardon me…

a. Analysis: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

b. Motivation: __________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

c. Influence: ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

d. Conflict: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



f. Traits: ______________________________________________________________________

4. Juliet Quote: My bounty is as boundless as the sea,

My love as deep; the more I give to thee,

The more I have, for both are infinite.

a. Analysis: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

b. Motivation: __________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

c. Influence: ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

d. Conflict: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


f. Traits: ______________________________________________________________________

5. Romeo Quote: O blessed, blessed night! I am afeard,

Being in night, all this is but a dream,

Too flattering sweet to be substantial.

a. Analysis: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

b. Motivation: __________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

c. Influence: ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

d. Conflict: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


f. Traits: ______________________________________________________________________

6. Juliet Quote: Tis almost morning; I would have thee gone:

And yet no farther than a wanton’s bird,

Who lets it hop a little from her hand,

Like a poor prisoner in his twisted gyves,

And with a silk thread plucks it back again,

So loving jealous of his liberty.

a. Analysis: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

b. Motivation: __________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

c. Influence: ___________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

d. Conflict: ____________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________


f. Traits: ______________________________________________________________________

Part B Directions: For each character listed, find quotes in Act Three, Scene One to support the

given emotional state.

1. Benvolio – emotional state = anxious, cautious, worried

Evidence: _____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Mercutio – emotional state = angry, frustrated, outraged

Evidence: _____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Romeo – humbled, calm, relenting

Evidence: _____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Romeo – angry, vengeful

Evidence: _____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix ii

rwt lesson plan romeo and juliet character analysis nancy...

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