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9
English
Quarter 4, Wk.8 – Module 2
(Explain how elements specific to full length plays
build its theme)

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode
Quarter 4,Wk. 8- Module 2 : Explain how the elements specific to full length plays
build its theme

First Edition, 2020

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ii
 9
English
Quarter 4,Wk. 8 - Module 2
Explain how the elements specific to full length
plays build its theme

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Division English Coordinator of the
Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
[email protected] or Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

iii
 Table of Contents

What This Module is About.......................................................................................................................v

How to Learn from this Module............................................................................................v
Icons of this Module..............................................................................................................v

Lesson 1:
Listen to Process Information: After Twenty Years.............................................................1
What I Need to Know....................................................................................2
What’s New ................................................................................................5
What Is It.......................................................................................................6
What’s More .................................................................................................12
What I Have Learned.....................................................................................14
What I Can Do...............................................................................................16

Summary............................................................................................................................17
Assessment: (Post-Test)....................................................................................................17
Key to Answers..................................................................................................................20
References……………………………………………………………………………… 24

iv
What This Module is About
This module will help you to explore, analyze, and use the literary elements of
drama. It introduces you to a classic Shakespearean play and help you understand
human nature, behavior and empathy with situations that might happen in real life. It
also provides activities that encourages you to resolve conflict, consider alternative
perspectives and recognize the various roles and responsibilities individuals have in
their families and societies through working on the theme presented in the play. This
module also provides you with activities that develop your vocabulary and concepts
of drama, understand the meaning of the story, and hone your creativity and writing
skills.

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge of the subject matter at hand,
meant specifically to gauge prior related
knowledge
This part connects the previous lesson with
What’s In that
of the current one.

What’s New An introduction to the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

v
What’s More These are follow-up activities that are in-
tended for you to practice further to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied to real-life concerns and situations.

vi
 Romeo and Juliet Act 2 Scene
Lesson 2 (An Excerpt) by William

1 Shakespeare

What I Need to Know

Objectives: At the end of this module the learners will

be able to:

1. Explain how the elements specific to full length plays build its
theme

What I Know

TASK 1: VOCABULARY/CONCEPT BUILDING

“Romeo and Juliet” is an example of a tragic play or drama written by William
Shakespeare where the main characters were brought to ruin or suffered extreme
sorrow, especially as a consequence or inability to cope with unfavorable
circumstances. Before you read the excerpt of the play, you must learn concepts on
the elements of drama or play and some keywords from the story itself.

Directions:
1. In the table below, you will find a list of important concepts relating to the
elements of drama or play. Match the concept with its definition by writing it in
the first column of the table below.

vii
conflict scenes acts playwright dialogue protagonist

cast of characters drama props narrator

monologue

Elements of Drama Definition

a story intended to be performed in front of an

audience.
divisions of acts that occur in different settings.
the author of a play.

a list of all the characters in the play, usually in the

order of appearance.

an abbreviation of the word “property”; any object

that is used in a play that helps to enhance the
setting.
a character who sets the scene for the play and
comments on the action.

the words speeches or conversation spoken by

characters to each other. Much of what you learn
about the characters setting and events are
revealed in this conversation.

the central or main character a drama. They are a

central part of the conflict in the plot and normally
the hero.
internal or external problems the characters face in
play. The theme or moral centers around this and
protagonist and antagonist play a huge role in its
resolution.
a long uninterrupted speech that is spoken by a
single character which reveals his/her thoughts and
feelings.

2. Below are words that are taken from the play. Match the words from Column
A to its definition in Column B. Write the letter of your answers on the space
before each item.

Your Column A: Words Column B: Definition

viii
 Answe
r
Jove a. Chains, shackles

Enmity b. Worship

Perverse c. Clothing; appearance

Ware d. Hatred

Falconer e. Celibate, virtuous

Perjuries f. Conscious of, aware

Gyves g. Falsehoods

Vestal h. A hawk trainer

Idolatry i. Passionless, indifferent,

unsympathetic

Llivery j. Chief Roman god, Jupiter

3. Choose three words from column A and use them in sentences.

a. ___________________________________________________________
___________________________________________________________

b. ___________________________________________________________
___________________________________________________________

c. ___________________________________________________________
___________________________________________________________

ix
 What’s New

PRE- LI
TASK 1: Let’s Talk About Love
Directions:
1. Shakespeare’s Romeo and Juliet tells the tale of a young man and woman, who
fall in love but are destined for tragedy due to their families’ conflict - the
Montagues and the Capulets. Before reading the Excerpt, read and answer the
questions inside the shapes.
TIVITY 2: DESCRIBING FRIENDSHIP
Directions:
1. Before listening, read the words and the sentences listed in the table below.
These words can be used to describe a good friend or a bad friend.
2. Use the sentences in the table to help you understand the meaning of the
words.
Write your own definition of
3. Look up any words that you do not know in a dictionary.
what real love is and what is not.
4. Sort the words in the boxes below. Write words that describe a good friend in
_____________________________
the box_____________________________
on the left. Write words that describe a bad friend in the box on the right.
_____________________________
Words_____________________________
Sentences
_____________________________ Is it possible to fall in love at first
reliable My friend is reliable. She always arrives on time.
______________ sight? Explain.
A ______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Should love be blind to family

differences? Why or why not?
__________________________________
__________________________________
. He steals money from people.
__________________________________
__________________________________
__________________________________
_____________________________

x
TASK 2:

What Is It
TASK 1: Reading Activity: Romeo and Juliet Act 2 Scene 2 (An Excerpt) by
William Shakespeare

Romeo and Juliet Summary

An age-old vendetta between two powerful families erupts into bloodshed. A group of
masked Montagues risk further conflict by gatecrashing a Capulet party. A young lovesick Romeo
Montague falls instantly in love with Juliet Capulet, who is due to marry her father’s choice, the
County Paris. With the help of Juliet’s nurse, the women arrange for the couple to marry the next
day, but Romeo’s attempt to halt a street fight leads to the death of Juliet’s own cousin, Tybalt, for
which Romeo is banished. In a desperate attempt to be reunited with Romeo, Juliet follows the
Friar’s plot and fakes her own death. The message fails to reach Romeo, and believing Juliet dead,
he takes his life in her tomb. Juliet wakes to find Romeo’s corpse beside her and kills herself. The
grieving family agree to end their feud.

Romeo and Juliet begins as the Chorus introduces two feuding families of Verona: the
Capulets and the Montagues. On a hot summer's day, the young men of each faction fight until the
Prince of Verona intercedes and threatens to banish them. Soon after, the head of the Capulet
family plans a feast. His goal is to introduce his daughter Juliet to a Count named Paris who seeks
to marry Juliet.
Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the party and resolve to go
in disguise. Romeo hopes to see his beloved Rosaline at the party. Instead, while there, he meets
Juliet and falls instantly in love with her. Juliet's cousin Tybalt recognises the Montague boys and
forces them to leave just as Romeo and Juliet discover one another.

Romeo lingers near the Capulet house to talk with Juliet when she appears in her window.
The pair declare their love for one another and intend to marry the next day. With the help of
Juliet's Nurse, the lovers arrange to marry when Juliet goes for confession at the cell of Friar
Laurence. There, they are secretly married (talk about a short engagement).
Following the secret marriage, Juliet's cousin Tybalt sends a challenge to Romeo. Romeo
refuses to fight, which angers his friend Mercutio who then fights with Tybalt. Mercutio is
accidentally killed as Romeo intervenes to stop the fight. In anger, Romeo pursues Tybalt, kills
him, and is banished by the Prince.

Juliet is anxious when Romeo is late to meet her and learns of the brawl, Tybalt's death, and
Romeo's banishment. Friar Laurence arranges for Romeo to spend the night with Juliet before he
leaves for Mantua. Meanwhile, the Capulet family grieves for Tybalt, so Lord Capulet moves
Juliet's marriage to Paris to the next day. Juliet’s parents are angry when Juliet doesn't want to
marry Paris, but they don't know about her secret marriage to Romeo.

xi
SCENE II. Capulet's orchard. JULIET
Enter ROMEO Do not swear at all;
ROMEO: Or, if thou wilt, swear by thy gracious self,
(He jests at scars that never felt a wound. Which is the god of my idolatry,
JULIET appears above at a window) And I'll believe thee.
ROMEO
If my heart's dear love--
But, soft! what light through yonder window
JULIET
breaks? Well, do not swear: although I joy in thee,
It is the east, and Juliet is the sun. I have no joy of this contract to-night:
Arise, fair sun, and kill the envious moon, It is too rash, too unadvised, too sudden;
Who is already sick and pale with grief, Too like the lightning, which doth cease to be
That thou her maid art far more fair than she: Ere one can say 'It lightens.' Sweet, good night!
Be not her maid, since she is envious; This bud of love, by summer's ripening breath,
Her vestal livery is but sick and green May prove a beauteous flower when next we
And none but fools do wear it; cast it off. meet.
It is my lady, O, it is my love! Good night, good night! as sweet repose and rest
O, that she knew she were! Come to thy heart as that within my breast!
ROMEO
She speaks yet she says nothing: what of that?
O, wilt thou leave me so unsatisfied?
Her eye discourses; I will answer it. JULIET
I am too bold, 'tis not to me she speaks: What satisfaction canst thou have to-night?
Two of the fairest stars in all the heaven, ROMEO
Having some business, do entreat her eyes The exchange of thy love's faithful vow for mine.
To twinkle in their spheres till they return. JULIET
What if her eyes were there, they in her head? I gave thee mine before thou didst request it:
The brightness of her cheek would shame those And yet I would it were to give again.
stars, ROMEO
As daylight doth a lamp; her eyes in heaven Wouldst thou withdraw it? for what purpose,
Would through the airy region stream so bright love?
JULIET
That birds would sing and think it were not night.
But to be frank, and give it thee again.
See, how she leans her cheek upon her hand! And yet I wish but for the thing I have:
O, that I were a glove upon that hand, My bounty is as boundless as the sea,
That I might touch that cheek! My love as deep; the more I give to thee,
JULIET The more I have, for both are infinite.
Ay me!
ROMEO Nurse calls within
She speaks: I hear some noise within; dear love, adieu!
O, speak again, bright angel! for thou art Anon, good nurse! Sweet Montague, be true.
As glorious to this night, being o'er my head Stay but a little, I will come again.
As is a winged messenger of heaven Exit, above
Unto the white-upturned wondering eyes
ROMEO
Of mortals that fall back to gaze on him O blessed, blessed night! I am afeard.
When he bestrides the lazy-pacing clouds Being in night, all this is but a dream,
And sails upon the bosom of the air. Too flattering-sweet to be substantial.
JULIET Re-enter JULIET, above
O Romeo, Romeo! wherefore art thou Romeo? JULIET
Deny thy father and refuse thy name; Hist! Romeo, hist! O, for a falconer's voice,
Or, if thou wilt not, be but sworn my love, To lure this tassel-gentle back again!
And I'll no longer be a Capulet. Bondage is hoarse, and may not speak aloud;
ROMEO Else would I tear the cave where Echo lies,
[Aside] Shall I hear more, or shall I speak at this? And make her airy tongue more hoarse than
Lest that thy love prove likewise variable. mine,
ROMEO With repetition of my Romeo's name.
What shall I swear by? xii
ROMEO
It is my soul that calls upon my name:
How silver-sweet sound lovers' tongues by night,
Like softest music to attending ears!
JULIET
Romeo!
ROMEO
My dear?
JULIET
At what o'clock to-morrow
Shall I send to thee?
ROMEO
At the hour of nine.
JULIET
I will not fail: 'tis twenty years till then.
I have forgot why I did call thee back.
ROMEO
Let me stand here till thou remember it.
JULIET
I shall forget, to have thee still stand there,
Remembering how I love thy company.
ROMEO
And I'll still stay, to have thee still forget,
Forgetting any other home but this.
JULIET
'Tis almost morning; I would have thee gone:
And yet no further 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.
ROMEO
I would I were thy bird.
JULIET
Sweet, so would I:
Yet I should kill thee with much cherishing.
Good night, good night! parting is such
sweet sorrow,
That I shall say good night till it be morrow.
Exit above

ROMEO
Sleep dwell upon thine eyes, peace in thy breast!
Would I were sleep and peace, so sweet to rest!
Hence will I to my ghostly father's cell,
His help to crave, and my dear hap to tell.
Exit

xiii
Task 2: Understanding the Scene

In “Rome and Juliet’s” Act II Scene II, Romeo reveals himself, agreeing to forsake
the name Romeo if he can have her love. Juliet warns him that, as a Montague, he'll
be killed if he's spotted with her, but Romeo doesn't care. After much discussion, the
two swear their love for each other and agree to be married. To check your
understanding of this event, read the following questions below and write the letter of
your answer on the space provided.

1. Where does this scene take place? ________

a. Outside of the part c. On Juliet's balcony
b. In Romeo's backyard d. On the streets of Verona
2. How does Juliet react when she realizes that Romeo overheard her talking
about him?
a. She is upset and angry
b. She is embarrassed and blushing
c. She is indifferent and uncaring
d. She is shocked and disgusted _____________
3. What does Juliet wish about Romeo?
a. That he forgets about his father c. That he becomes a Capulet
b. That he changes his name d. That he be reborn again
4. Why doesn't Juliet want Romeo to swear by the moon? ________
a. The moon is dark, depressing, and cold
b. The moon is always changing and inconsistent
c. She would rather that he swears by something brighter, like the sun
d. She thinks that Romeo is lying about his love for her
5. At the end of this scene, what do Romeo and Juliet decide to do?
a. Make a vow to marry each other
b. Runaway together
c. Elope and get married
d. Remain faithful to each other

TASK 2: CHARACTER DESCRIPTION

Dialogue is one of the few ways that a playwright communicates important things to
the audience through his/her characters. Dialogue reveals character. A character’s
words tell us much about the character’s background, emotional and psychological
state. In revealing a character through dialogue, a playwright considers how a
character speaks. In the play “Romeo and Juliet,” the characters expressed their
thoughts and their feelings through a dialogue. Choose two major characters from
the scene Describe the characters by completing the human diagram below. Make
two images and write your description inside the images based on how they speak
and interact with other characters.

xiv
 The HEAD The SHOULDER
 Select a color that  Select a color that
symbolizes the represents the burden
thoughts of the the character carries
character  Choose 5 words that
 Write 5 adjectives would describe the
that best describe the character’s challenges
character’s state of or burden/problem
mind.  Copy a line from. The
 Copy a line from the dialogue that describes
dialogue that these challenges
describes the
character’s thought.

The HANDS
The HEART  Choose a color that
 Choose a color that represents what this
best symbolizes the character do and
character’s emotion hold with his hands
 Choose 5 adjectives  Choose 5 adjectives
that strongly to describe his
describe the actions towards
character’s those around him.
feelings/emotions  Copy a line from
 Copy line from the the dialogue that
dialogue that expressed these
describes this actions.
emotion.

xv
TASK 3: INTERPRETING FIGURATIVE LANGUAGE

Shakespeare’s use of figurative language is one of his strongest and most

distinguishing characteristics. It is the frequent use of words, places, characters, or
objects that mean something beyond what they are on a literal level. Recognizing
when his characters are speaking figuratively helps to understand what they are saying. The

famous balcony scene of the play is overflowing with figurative language. Scan over Act
2, Scene 2. On the first column of the table are lines taken from the scene, identify
what figures of speech is used for each line (simile, metaphor, personification,
hyperbole, irony). On the opposite side of the chart, describe the two things each
figures of speech compares.

Lines from the Scene Figures of Speech Explanation

Example:

Love.. is too rash, too simile Juliet is comparing their

unadvised, too sudden; love to lighting because it
Too like the lightning, came upon them so
which doth cease to be quickly

This bud of love, by

summer's ripening
breath, may prove a
beauteous flower when
next we meet.

.. there lies more peril in

thine eye than twenty of
their swords!"

I have night's cloak to

hide me from their eyes

She speaks yet she says

nothing: what of that?

xvi
 Arise, fair sun, and kill the
envious moon
It is the east, and Juliet is
the sun

What’s More

TASK 1: TRANSLATE ROMEO AND JULIET

The language plays an important role in “Romeo and Juliet” as it defines and
characterizes the characters in the play. It is used to display which social class they
are in, signals the change in the characters and reflects their mood or feelings.
However, it is written in Elizabethan English, highly poetic, sound complicated and
difficult to understand. To check your understanding of the language, translate the
selected lines from scene 2 act 2 of Rome and Juliet’s conversation into modern text to
make it easier to understand. An example is done for you.

Original Text Modern Text

JULIET Oh, Romeo, Romeo, why do you have
O Romeo, Romeo! Wherefore art thou to be Romeo? Forget about your father
Romeo? and change your name. Or else, if you
Deny thy father and refuse thy name. won’t change your name, just swear you
Or, if thou wilt not, be but sworn my love me and I’ll stop being a Capulet.
love,
And I’ll no longer be a Capulet.
,
ROMEO
Shall I hear more, or shall I speak at
this?

ROMEO
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.

JULIET
But trust me, gentleman, I’ll prove more
true
ROMEO
For stony limits cannot hold love out,

JULIET
If they do see thee they will murder

xvii
 thee.

ROMEO
My life were better ended by their hate
Than death proroguèd, wanting of thy
love.

TASK 2: YOU’RE THE DESIGNER

Create costume designs that show Romeo’s look and Juliet’s image. Pay attention to
the meaning or feelings behind the colors you pick. Consider what era or period you
want to set the play in and what impact that will have on the play.

xviii
 What I Have Learned

TASK 1: LOVE ADVICE

Young love is a very deep immature feeling, which tends to misguide those affected
by it, and the affected ones fall too deeply in love, which leads to a tendency of self-
destruction. The concept of the young misguiding love is emphasized in the
drama, Romeo and Juliet. Understanding their situation, what piece of advice would
you give to the two characters, Rome and Juliet as young lovers?

Advice for Romeo:

Advice for Juliet:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

xix
Task 2: LOVE QUOTES

Shakespeare's Romeo and Juliet is one of history's most famous love stories.
Love is naturally the play's dominant and most important theme. The play focuses
on romantic love, specifically the intense passion that springs up at first sight
between Romeo and Juliet. In Romeo and Juliet, love is a violent, ecstatic,
overpowering force that supersedes all other values, loyalties, and emotions. Choose
three quotes from the scene and explain what it says about love.

Quote 1
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Quote 2

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Quote 3
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

xx
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

TASK 1: YOU’RE THE WRITER

Shakespeare is still relevant today for many reasons. His plays and poems teach
society how to not only love but dream and hate all at the same time. “Romeo and
Juliet” perfectly capture the rush of being in love and the desire to make that feeling,
that one moment in time, last forever despite daunting circumstances. Write a short
script on a modern-day story of Romeo and Juliet by using modern language,
setting, characters and plot. Make your own ending or change the ending of the
story.

My Script

xxi
 Summary

This module helped learners explore, analyze, and use the literary elements of
drama. through a classic Shakespearean play. This module also helped them extract
the theme of the story by understanding human nature, behavior and empathy with
situations that might happen in real life. Students also did activities that encouraged
them to resolve conflict, and recognize the various roles and responsibilities
individuals have in their families and societies through working on the theme
presented in the play. Activities also developed the learner’s vocabulary and
concepts of drama, understand the meaning of the story, and hone their creativity
and writing skills.

Post Test:

A. Match the statement that uses words containing the definition given in
the second column.

Statements Answer Definition

1. That were some spite: a. an extended communication
my invocation dealing with some particular
topic
2. He jests at scars that never b. unusually great in size or
felt a wound. amount or extent or scope

3.Her eye discourses; I will c. misery resulting from

answer it. affliction

4. Alack, there lies more peril d. the act of appealing for help
in thine eye
5. As that vast shore wash'd e. a farewell remark
with the farthest sea,
6. I hear some noise within; f. activity characterized by good
dear love, adieu! humor

7. Good night, good night! as g. a state of danger involving

sweet repose and rest risk
8. I have forgot that name, h. be fond of
and that name's woe.
9. O, let us hence; I stand on i. overly eager speed and
sudden haste. possible carelessness
10. Yet I should kill thee with j. freedom from activity
much cherishing.

B. Read the questions below and encircle your answer.

22
 1. Juliet acts distant and cold towards Romeo during the balcony scene.
a. True b. False

2. What does Romeo mean when he says, “My name, dear saint, is hateful to
myself Because it is an enemy to thee. Had I it written; I would tear the
word.” Why does he say this?
a. Romeo's name is his enemy and he cannot bear the word
b. Romeo wants to change his name using a paper
c. Romeo hates his own name and despises that he cannot be with Juliet
d. Romeo hates his name because his name is Juliet's enemy. If Romeo had it
written down, he would tear up the paper

3. What technique is used in the line " The brightness of her cheek would
shame those stars,”

a. Metaphor
b. Jargon
c. Personification
d. Oxymoron
4. . What is the technique and meaning in the following line "With Love's light
wings did I o'erperch these walls for stony limits cannot hold love out"
a. Alliteration - emphasises the power of Love to break through limitations.
b. Simile - to compare their love to a brick wall
c. Metaphor - their love is powerful enough to penetrate a brick wall
d. Allusion - the wall is a challenge that only their love will break
5. Juliet wants to make sure Romeo does not think she is 'too quickly won.' What does
she mean by this?
a. She wants to make sure that Romeo does not think she is won over too
easily.
b. She wants to be sure that Romeo truly loves her before she fully gives herself
to him.
c. She wants to let Romeo know that she likes to play hard to get.
d. Both A & B

C. Read again Scene 2 of Romeo and Juliet. Then, complete the following
graphic organizer.

Elements of a Play
Title: Romeo and Juliet
Playwright: William Shakespeare

23
Cast of Characters: (Describe each) Scene: ( Describe the setting)

1.

2.

Dialogues: Choose your favorite dialogue from the characters below. Translate them in
your own words.

Romeo: ____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Juliet: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Conflict: Solution:

Central Theme: Lesson:

24
 Key to Answers

I. What I know
Task 1.1
Elements of Definition
Drama
drama a story intended to be performed in front of an
audience.
scene divisions of acts that occur in different settings.
playwright the author of a play.
cast of characters a list of all the characters in the play, usually in the
order of appearance.
props an abbreviation of the word “property”; any object
that is used in a play that helps to enhance the
setting.
narrator a character who sets the scene for the play and
comments on the action.
dialogue the words speeches or conversation spoken by
characters to each other. Much of what you learn
about the characters setting and events are revealed
in this conversation.
protagonist the central or main character a drama. They are a
central part of the conflict in the plot and normally
the hero.
conflict internal or external problems the characters face in
play. The theme or moral centers around this and
protagonist and antagonist play a huge role in its
resolution.
monologue a long uninterrupted speech that is spoken by a
single character which reveals his/her thoughts and
feelings.

task 1.2

Your Answer Column A: Words Column B: Definition

j Jove e. Chains, shackles

d Enmity f. Worship

i Perverse g. Clothing; appearance

f Ware h. Hatred

h Falconer i. Celibate, virtuous

g Perjuries j. Conscious of, aware

a Gyves k. Falsehoods

e Vestal l. A hawk trainer

b Idolatry m. Passionless, indifferent, unsympathetic

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 c Llivery n. Chief Roman god, Jupiter

Task 1: 3 Answers may vary

What’s New Task 1: answers may vary

What Is it:
Task 1: 1. C 2. B 3. A 4. B 5. c
Task 2: answers may vary
Task 3

Lines from the Scene Figures of Speech Explanation

Example:
Love.. is too rash, too Juliet is comparing
unadvised, too sudden; simile their love to lighting because it
Too like the lightning, came upon them so quickly
which doth cease to be

This bud of love, by Answers may vary

summer's ripening breath, may
prove a beauteous flower when metaphor
next we meet.
.. there lies more peril Answers may vary
in thine eye than twenty of hyperbole
their swords!"
I have night's cloak to personification Answers may vary
hide me from their eyes
She speaks yet she irony Answers may vary
says nothing: what of that?
Arise, fair sun, and kill Personification/ Answers may vary
the envious moon metaphor
It is the east, and
Juliet is the sun

What’s More: Task 1

Original Text Modern Text

JULIET JULIET
O Romeo, Romeo! Wherefore art thou Romeo? Oh, Romeo, Romeo, why do you have to be
Deny thy father and refuse thy name. Romeo? Forget about your father and change
Or, if thou wilt not, be but sworn my love, your name. Or else, if you won’t change your
And I’ll no longer be a Capulet., name, just swear you love me and I’ll stop being
a Capulet.
ROMEO ROMEO
Shall I hear more, or shall I speak at this? Should I listen for more, or should I speak now?
ROMEO ROMEO
I know not how to tell thee who I am. I don’t know how to tell you who I am by
My name, dear saint, is hateful to myself telling you a name. I hate my name, dear saint,
Because it is an enemy to thee. because my name is your enemy
JULIET JULIET
But trust me, gentleman, I’ll prove more true But trust me, gentleman, I’ll prove myself more
faithful
ROMEO ROMEO
For stony limits cannot hold love out, Stone walls can’t keep love out.

JULIET JULIET
If they do see thee they will murder thee. If they see you, they’ll murder you.

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Task 2: answers may vary

What I have Learned: Task 1 and 2: answers may vary

What I Can Do: Answers May Vary

Post-test key answer

A.
Statements Answer Definition
2. That were some spite: d k. an extended communication
my invocation dealing with some particular
topic
2. He jests at scars that never f l. unusually great in size or
felt a wound. amount or extent or scope

3.Her eye discourses; I will a m. misery resulting from

answer it. affliction

11. Alack, there lies more peril g n. the act of appealing for help
in thine eye
12. As that vast shore wash'd b o. a farewell remark
with the farthest sea,
13. I hear some noise within; e p. activity characterized by good
dear love, adieu! humor

14. Good night, good night! as j q. a state of danger involving

sweet repose and rest risk
15. I have forgot that name, c r. be fond of
and that name's woe.
16. O, let us hence; I stand on s. overly eager speed and
sudden haste. possible carelessness
17. Yet I should kill thee with h t. freedom from activity
much cherishing.

B.
1. A 2. C 3. C 4. C 5. D

C.
Elements of a Play
Title:
Playwright:

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Cast of Characters: (Describe each) Scene: ( Describe the setting)
On another street of Verona, Capulet
1. Romeo=A young lovesick Romeo walks with Paris, a noble kinsman of the
Montague falls instantly in love with Prince.
Juliet Capulet,

2. Juliet-Juliet Capulet, who is due to

marry her father's choice, the
County Paris.

Dialogues: Select one from each character that you love most ( Answers here vary)

Romeo: ____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Juliet: _____________________________________________________________
___________________________________________________________________
___________________________________________________________________

Conflict: Solution:

Conflict is between their families, the They must keep their love a secret and go
Montagues and the Capulets. All of the to great lengths to fight the greater forces
other problems in the plot stem from this against them but ended in tragedy
feud, and the

Central Theme: Lesson:

love is a violent, ecstatic, overpowering force
The play focuses on romantic love, specifically that supersedes all other values, loyalties, and
the intense passion that springs up at first sight emotions.
between Romeo and Juliet

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REFERENCES

1.
Utah Shakespear Festival. Examining the Text: Romeo and Juliet
July 17,, 2020
https://www.bard.org/study-guides/examining-the-text-romeo-and-juliet

2. Teaching Playwrighting in School. Teachers’s Handbook

Accessed July, 2020
https://www.learningtogive.org/sites/default/files/06playwrightshandbook.pdf

3. British Council. Bringing the world into your classroom

July 19, 2020
https://www.tes.com/teaching-resource/romeo-and-juliet-act-2-scene-2-the-
balcony-scene-11242941

4. Styan, John L. The elements of drama. Cambridge University Press, 1960.

5. Manny, Melissa. "The Play Is a Mirror: Looking at Human Nature in Romeo

and Juliet [9th grade]." (2009).

For inquiries and feedback, please write or call:

Department of Education – Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: [email protected]

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