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Year 10

Graduating June 2022

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Lockdown Homework 

Revision Checklist 

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Task Booklet 2

Documents you need for homework

Romeo and Juliet

Full Text 

Task Booklet 1

Seneca Learning

Online Courses and assignments

Tracked  remotely by your teacher

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Haven't signed

in yet?

Click HERE

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Timetable

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Reading

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June 15th 

assessment help

    Loom Presentations    

Preparing yourself for learning

  1. Create a folder where you will save your Romeo and Juliet work. This can be a desktop folder or in a plastic wallet. All work must be organised in chronological order and dated, as these will become your revision notes for June 2022.  

  2. Sign yourself up for SenecaLearning.com  here and join the course by entering the class code 3ut18z2edf

  3. Download and save the Full Romeo and Juliet text here

  4. Download and save the Revision Checklist to keep track of your notes. Find it  above 

  5. Look around the Romeo and Juliet page here to see what resources are available to you

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Lesson 1

LO: To understand general information about the play

Purpose: You should get a general overview of the characters and ideas in the play before you read it so that you can make connections as you start reading

Outcome:  You should have full sentence responses to the questions below. You should show evidence of your marking and corrections

Submitted to teacher?: No (but you can always email to ask questions!)

 

Read pages 1-6 of the Romeo and Juliet Full Text document and answer these questions (20 marks, total. Share with a friend and peer mark)

  1. What is the name of the person who wants to marry Juliet? (1 mark)

  2. What are the last names of the two families? Which side is Juliet on? Romeo? (4 marks)

  3. What are soliloquies? (2 marks)

  4. What are the four main themes or ideas in the play? (4 marks)

  5. What are stage directions? (1 mark) how can you tell where they are when reading the play? (2 marks)

  6. Define “tragedy.” (2 marks)

  7. Where is the play set? (1 mark) look up pictures of this place on google images. What do you notice about this place? (2 marks) Why did Shakespeare pick this place for a romantic tragedy? (2 marks)

Remember. These are your revision notes! The more work you put into them now, the better your notes will be when you revise for June 2022.

 

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Lesson 2

LO: To see a performance of the play and get an idea of the story/narrative

Purpose: It is a good idea to understand the story first, before you start analysing each act.

Outcome: To create a timeline of events OR a “what happened first” quiz

Submitted to teacher?: No (but you can always email to ask questions!)

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  • Click here to watch the Sparknotes Video Summary of the story (https://youtu.be/dRrvQ1vZxcg)

  • Click Here  to watch the play production of Romeo and Juliet from Shakespeare’s Globe.

    • The 1996 version of Romeo and Juliet by Director Baz Luhrmann is a great version, but is different to the version that you will appear on your exam. Therefore, please watch the “original” version from Shakespeare’s Globe so not to create confusion between the text and the film.

  • If you are confused with the timeline (as there is a lot going on) please see the very last pages of your Full Text as there is a comic strip there which outlines the play. This can also be found at the bottom of the Romeo and Juliet page here 

  • Complete a vertical or horizontal timeline with at least 5 major events of the play.  CLick here for exemplars. This should be in chronological order. To extend, do a timeline of Romeo and a separate timeline of Juliet to show how they both act and react to these moments.  

  • OR you can complete a “what came first” quiz. Take ten moments  and/or quotations from the play and write questions like this “What came first… The Balcony Scene or the introduction of the Friar”  or “What came first… “those stumble who run fast” or “Juliet is the sun”  Tip : Put the answers on a separate piece of paper and use this as as a revision task when you get closer to the exam!

 

Remember. These are your revision notes! The more work you put into them now, the better your notes will be when you revise for June 2022.

 

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Lesson 3

LO: To use Seneca to consolidate my learning about context and the play

Purpose: You should work your way through Seneca and the assignments in line with the content you are leaning each lesson.

Outcome: TO complete the four assessments on SenecaLearning.com for Context

Submitted to teacher: No (but you can always email to ask questions!)

 

  • Now that you have a good idea of the play and the background, test yourself! Go to SenecaLearning.com. Make sure you have joined the class here https://app.senecalearning.com/dashboard/join-class/3ut18z2edf

  • Click on “assessments” and complete the assessments. Please note that teachers can monitor your progress through Seneca and will be giving out reward points!

                                 1.1.1 Tragedy & Setting

                                 1.1.2 Relationships

                                 1.1.3 Religion & Fate

                                 1.1.4 End of Topic Test - Context

 

Check your work from the last three lessons.

 Is everything completed? Is there anything you will

need to catch up on next week?

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Lesson 4

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LO: To begin analysing the play, starting with the prologue 

Purpose: Now that you have a good understanding of the play in general, you can start to analyse and read the text. 

Outcome: 

  1. Watch the  prologue HERE 

  2. To complete the two worksheets about the prologue HERE and HERE 

Submitted?: No (but you can always email to ask questions! Make sure all your notes are neat and complete as these will be your revision notes for June 2022)

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Lesson 5

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LO: To begin analysing Act 1

Purpose: Now that you have a good understanding of the play and the prologue, you should move on with reading the upcoming acts and understanding what happens

Outcome: 

  1. Watch a summary of act 1 HERE

  2. Read act 1 HERE and get help with translations HERE

  3. Answer questions about Act 1 HERE 

  4. Have a friend in your English class or a person in your household, quiz you with THIS

  5. Extension-- Create a timeline of the main events in act 1 (aim for 6 main events, Use Sparknotes.com to support you if you are stuck) Add quotes where you think is appropriate. Use the full text HERE to help identify good quotations. 

Submitted?: No (but you can always email to ask questions! Make sure all your notes are neat and complete as these will be your revision notes for June 2022)

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Lesson 6

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LO: To apply your knowledge of act 1 and the Prince to a past paper question

Purpose: Now that you have a good understanding of the prologue and act 1, try to complete a past paper using PETER paragraphs. Your question in the exam will be about a theme or a character. For today, we are focusing on Prince Escalus 

Outcome: 

  1. Download the PETER paragraph structure HERE

  2. Do some research about the Prince. Make a mindmap that includes appearance, quotes, where he presents himself in the story, his role in the story. You can click HEREor if you want a bit more help or go to Sparknotes.com or No Fear Shakespeare 

  3. Complete the past paper question attached HERE 

Submitted?: No (but you can always email to ask questions! Make sure all your notes are neat and complete as these will be your revision notes for June 2022)

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Lesson 7 and 8 

LO:  To begin analysing Act 2

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Purpose:  Now that you have a good understanding of Act 1 , you should move on with reading the upcoming acts and understanding what happens (if you don't,feel confident yet, that's okay! Go please go back to the homework from lessons 1-6, go to the RJ website here or email your teacher with your specific questions) 

 

Tasks to complete: 

  1. Click here and bookmark this web page on your browser if you can 

  2. Watch Act 1 and 2 scene by scene here  (why not involve your family in watching this with you?) 

  3. If you're stick, get help with translations here

  4. Answer questions about Act 2 here

  5. If you can, check with a friend in your class that you got the answers right. Add a quote where possible. 

  6. Create a timeline of the main events in act 1 and 2 (aim for 6 main events per act. Use Sparknotes.com to support you if you are stuck) Add quotes where you think is appropriate. Go to the quotes page here 

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Do I submit this work?: No (but you can always email to ask questions! Make sure all your notes are neat and complete as these will be your revision notes for June 2022)

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Lesson 9 and 10  - (approx 2 hours) 

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LO: To apply your knowledge of act 2

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Purpose: Now that you have a good understanding of Act 2, try to complete a past paper using PETER paragraphs. Your question on the exam will be about a theme or a character. For today, we are focusing on Friar Lawrence 

 

Tasks to complete: 

  1. Download the PETER paragraph structure HERE

  2. Do some research about the Friar. Make a mindmap that includes appearance, quotes, where he presents himself in the story, his role in the story and important quotes You can click HERE (There may be spoilers!) or if you want a bit more help or go to Sparknotes.com or No Fear Shakespeare 

  3. Complete the past paper question attached HERE 

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Do I submit this work?: No, but if you want your English teacher to have a look at your Romeo and Juliet Paper for Friar Lawrence, please send it for review  

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Lesson 11

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LO:  To understand the events of act 3 scene 1

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Purpose:  Each act should have a set of notes that you will use for your GCSE exam revision. There are many resourcs on the R&J page here as well as online. Take advantage of the wonderful resources that are out there for you!   

 a scene by scene 

Tasks to complete: 

  1. Download the Romeo and Juliet full text here and read through act 3 scene 1

  2. As you read, try to imagine the scene in your mind. Where does it start? Who comes in first? Second? Third? 

  3. Can you find three quotes from the start of the scene that suggest a brawl will happen? What structural technique is this? 

  4. Still not sure about what is happening? Watch a summary from the Romeo and Juliet page or search Act 3 scene 1 on YouTube. Why not watch the play from Culture in Quarantine (above) 

  5. Make a timeline of act 3 scene 1. 

  6. Do you think that this could have been stopped? Wh y or why not? 

  7. What is fate? Watch the theme video about fate here (Careful! There may be spoilers for act 3 scene 1)  How does it present itself in this scene?

  8. What do you think will happen next? What will Juliet think? The Friar? The Prince? 

 

Do i submit my work?:  No, but you can always email your teacher with your work to see if you are on the right track. We are also around to answer any questions you may have! 

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Lesson 12

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LO:  To understand the events of act 3 scene 2-3

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Purpose:  Each act should have a set of notes that you will use for your GCSE exam revision. There are many resources on the R&J page here as well as online. Take advantage of the wonderful resources that are out there for you!   

 a scene by scene 

Tasks to complete:                             Make your notes 

  1. Read act 3 scenes 2-3 , paying close attention to the annotations on the margins (these can give you some great information about the characters, themes and ca sometimes help with translations. If you are struggling, find the translations on sparknotes.com, No Fear Shakespeare) 

  2. Watch a summary of act 3 scene 1 - 3 to reinforce your learning. You can find videos here. 

  3. What is a soliloquy? What is its purpose? Is this a structural or language device?

  4. What is the confusion in act 3 scene 2? What effect does this have on the audience?

  5. After hearing news of Romeo, Juliet says she will hang herself--- what does this say about her character? Explain.  What theme might this relate to? Explain. (for more help with themes click here.)

  6. What role does the nurse have in act 3 scene 2? How does the nurse help to progress the story?  Consider her actions and her reactions. You can also watch a video about the nurse here. 

  7. Find two moments that foreshadow death in act 3

  8.  In act 3 scene 3, Romeo goes to the Friar. How is this situation similar to Act 3 scene 2? 

  9.  Both Romeo and Juliet think that Romeo's banishment is worse than death. Why do they think this? What does it say about their character? Why did Shakespeare make the decision to have them say this?

 

 

PARAGRAPH WORK

(Please write up to one page, typed, to answer these questions. You do not have to answer them in order but you should try to answer tem all. )

 

  • What do you think of the Prince's decision to banish Romeo?

  • In act 1, what did the Prince threaten to do if the streets were disturbed with conflict again? Find the quote. 

  • What might his decision to banish Romeo, suggest about the Prince and his authority over the citizens of Verona? Is Shakespeare trying to get a message to us about authority in general? If so, what? 

  • The Prince is known as a "neutral character" What does this mean? Why are Neutral Characters important to have in a story about conflict? Why are they included? What does it help us to think or feel or  believe? 

  •  In your opinion, did the Prince make the right decision? Why or why not? 

  • What is the purpose of Shakespeare's decision? Shakespeare could have decided to make the Prince execute Romeo, but instead made him banish Romeo. Why do you think this is?

  • How does the Prince help to create tension in this decision? 

 

 

 

Extension-- complete SENECA LEARNING for act 3 scene 1-3

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      Lesson 13 and 14       (set June 1st)

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LO:  To understand the events of act 3 scene 4-5 

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Purpose:  Each act should have a set of notes that you will use for your GCSE exam revision. There are many resources on the R&J page here as well as online. Take advantage of the wonderful resources that are out there for you!   

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Tasks to complete:                             

  1. Read act 3 scenes 4-5 in your textbook paying close attention to the annotations on the margins (these can give you some great information about the characters, themes and ca sometimes help with translations. If you are struggling, find the translations on sparknotes.com, No Fear Shakespeare) 

  2. Watch a summary of act 3 scene 4-5 to reinforce your learning. You can find videos here. 

  3. Complete these questions here on Act 3 scene 4 

  4. At the end of act 4 in your textbook (page 63 of the book), you will see a page called "Practise Questions." Complete all the Quick Questions and provide a quotation for each answer. 

  5. Choose two "in depth" questions from page 63 of the textbook , and write at least one page typed or 2 pages hand written, to respond to the questions you choose. You may use PETER paragraph structure for questions 1-6, ensuring that you are using quotes to explain your opinions. For question 7, please extend by focusing on her thoughts and feelings from the specific events of act 3.  

  6. Complete your timeline of act 3- focus on characters, key events and add in a couple of quotations. You may also use images to help add colour and interest to your timeline. For examples of timelines click here. 

 

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Extension-- complete SENECA LEARNING for act 3 scene 1-5

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      Lesson 15      

  approx.  1 hour    

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LO:  To explore the historical context of women in the Elizabethan era 

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Purpose:  We need to understand what was happening during the time that Shakespeare wrote Romeo and Juliet as this may give us some information about how to view his characters. It may also give us a bit more information about why these characters act the way they do. For this lesson, you will focus on the role of women in the Elizabethan Era to see if you can make any links to the female characters in the play

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Tasks to complete:

  1. What is historical context?

  2. Why is it called the Elizabethan Era? How long was the Elizabethan era?

  3. Click on the BBC Bitesize link here to read about Elizabethan England and women during this time. 

  4. Complete the test here 

  5. Read this article of Sparknotes here and add to your notes that you made from BBC Bitesize

  6. Make a chart with the female characters in the play so far. What connections can you make between the way they act and behave, to what you know about the historical context of women in the Elizabethan Era? In what ways is each female character similar to the historical context of women at this time? 

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       Lesson 16 and 17      

  approx.  2 hours   

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LO:  To explore Lady Capulet and Juliet in more detail

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Purpose:  Now that we understand a bit about the historical context of women, we should delve deeper into the play. Our two main characters to focus on today are Lady Capulet and Juliet. What kinds of character are they? What motivates them to act the way they do? We will explore them closely as, on the exam, we may be asked to speak about them in detail!

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Tasks to complete:

  1. Watch the character analysis videos for Juliet AND Lady Capulet on the Romeo and Juliet page here 

  2. Go to sparknotes.com here and click on the character sheets. Give it a read (some great information is there!) 

  3. Download the character analysis sheets here and scroll to Juliet and Lady Capulet. Answer the questions that are asked of you. If you are unsure of themes, don't worry. Just comment on what is important to them. Extend your answers because these will be your revision notes for year 11. If this is too difficult, complete this character analysis sheet here for Juliet and Lady Capulet. Make sure your notes are kept safe. You can also write this in your exercise book. 

  4. To extend, you can make a mind map of the characters. See an example on GetRevising (another amazing revision tool!) here

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       Lesson 18      

  approx.  2 hours   

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LO:  To revise act 1-3 (but with a focus on act 3 scene 5) 

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Purpose:  Now that we understand a bit about the historical context of women, and have completed a character profile for Lady Capulet and Juliet, you are ready to start revising for your text which will be set on Monday June 15th and will be due on Monday June 22nd. 

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Check:

  • I have completed SENECA learning for act 1-3 (Never signed in? Click here)

  • I have read act 1-3 in the text here and/or I have watched summaries here

  • I have completed the timeline for act 1-3 

  • I have answered the Quick Questions on the blue pages in my textbook 

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Revising act 3 scene 5 

Your test next week will be about women in act 3 scene 5. Please revise this scene. You may wish to read the scene again in your text so that you are aware of what happens and what is said. You will be expected to write full PETER paragraphs for your assessment. 

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       Lesson 19       

  approx.  1 hour    

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LO:    ASSESSMENT Due June 22nd   

act 3 scene 5 Past Paper question 

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Purpose:  You have been working so hard at completing tasks for act 1-3 of Romeo and Juliet, and now it is time to show us what you've learned! REfer to last week's lesson before starting toda to ensure that you are familiar with the role of women in Romeo and Juliet, and more specifically, their relationship in act 3 scene 5.  You can watch a quick video about women in Shakespeare in general here (Skip to 2 minutes for Romeo and Juliet information). or you should look at the homework from last week here. 

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Tasks to complete:

  1. Download your question here. 

  2. Read the question a couple of times, annotating where possible. 

  3. Watch the Loom presentation guiding you through this question here. 

  4. Spend at least 1 hour on this question, and send your work via email to your teacher. This will be marked and given feedback. 

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Help Videos and Resources

  • How to get 100% video support here 

  • PETER paragraphs here 

  • Character analysis here 

  • Language and structural devices here 

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     Lesson 20      

  approx.  2 hours   

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LO:  To complete Seneca learning for act 3

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Purpose:  To consolidate learning of act 1-3 

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Tasks to complete SENECA:

  1. Make sure that you are signed up and signed in to Seneca. If you have any trouble, please email Mrs James. 

  2. Complete the assessments and the course for act 1-3. As you know, this is monitored weekly

 

Tasks to complete RJ TEXT:

  1. Complete the quick questions on the blue pages in the booklet here, for act 1-3. Try your hand at a couple of the long answer questions. 

  2. Top Tip-- record yourself answering the questions rather than writing everything down. This will save you a bit of time! Why not teach somebody in your household about what has happened to far in the play? You may also send any recordings of your work to Mrs James who would be delighted to hear your thoughts and opinions about what you have read (Gold Rewards Offered!) 

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LO:    ASSESSMENT Due June 22nd   

act 3 scene 5 Past Paper question 

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Purpose:  You have been working so hard at completing tasks for act 1-3 of Romeo and Juliet, and now it is time to show us what you've learned! REfer to last week's lesson before starting toda to ensure that you are familiar with the role of women in Romeo and Juliet, and more specifically, their relationship in act 3 scene 5.  You can watch a quick video about women in Shakespeare in general here (Skip to 2 minutes for Romeo and Juliet information). or you should look at the homework from last week here. 

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Tasks to complete:

  1. Download your question here. 

  2. Read the question a couple of times, annotating where possible. 

  3. Watch the Loom presentation guiding you through this question here. 

  4. Spend at least 1 hour on this question, and send your work via email to your teacher. This will be marked and given feedback. 

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Help Videos and Resources

  • How to get 100% video support here 

  • PETER paragraphs here 

  • Character analysis here 

  • Language and structural devices here 

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   Lesson 21   

  approx.  2 hours   

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LO:  To begin understanding act 4

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Purpose:  Now that your assessment is completed and sent to your teacher, and your Seneca learning is up to date for act 1-3, you may not begin on the penultimate chapter of Romeo and Juliet 

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Tasks to complete RJ TEXT:

  1. Read through act 4 scenes 1 and 2 in your text here 

  2. Complete the questions for act 4 scenes 1-2 here

  3. Watch the summary videos here and/or go to sparknotes here to read a summary. Note: You should be reading the text itself, perhaps with the translations on nofearshakespeare here  

  4. Create/add to your timeline of the events of act 4 scenes 1-2. Add in key moments and any quotes that you think are important from act 4 scene 1-2. Hint: Look at the margins of the textbook, as they will guide you to a couple important quotations. 

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Additional Support Videos and Resources

BBC Bitesize readings, videos and tests here 

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   Lesson 22   

  approx.  2 hours   

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LO:  To begin understanding act 4 scene 3 

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Purpose:  Now that your have been through act 4 scene 1-2, it is time to start on act 4 scene 3

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Tasks to complete@

  1. Complete Seneca assignment for act 4 scene 1 and 2 here

  2. Read through act 4 scene 3 in your text here 

  3. Watch the summary videos here and/or go to sparknotes here to read a summery. Note: You should be reading the text itself, perhaps with the translations on nofearshakespeare here  

  4. Create/add to your timeline of the events of act 4 scenes 3. Add in key moments and any quotes that you think are important from act 4 scene 1-2. Hint: Look at the margins of the textbook, as they will guide you to a couple important quotations. 

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Additional Support Videos and Resources

BBC Bitesize readings, videos and tests here 

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   Lesson 23   

  approx.  2 hours   

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LO:  To begin understanding act 4 scene 3 

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Purpose:  Now that your have been through act 4 scene 1-2, it is time to start on act 4 scene 3

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Tasks to complete@

  1. Complete Seneca assignment for act 4 scene 1 and 2 here

  2. Read through act 4 scene 3 in your text here 

  3. Complete the questions for act 4 scenes 1-3 here

  4. Watch the summary videos here and/or go to sparknotes here to read a summery. Note: You should be reading the text itself, perhaps with the translations on nofearshakespeare here  

 

  1. In act 4 scene 3, Juliet is scared that the potion might kill her. Imagine that you are Juliet. Write a letter (more information about how to write a letter is here) to Romeo before you drink the potion, telling him your last wishes and your thoughts and feelings.

  • Make a plan. What will you discuss in your letter? What will you refer to (the wedding, speaking with Friar Lawrence, how your mum will react, how the nurse would react, your feelings about Paris etc...)

  • What is the purpose of your letter? What do you want to achieve with the letter?

  • Go to the emotion wheel here to pinpoint what feelings you want to show in your work.

  • Make sure you use paragraphs, commas and full stops properly.

  • Edit your work again. What words could you add or change to make the emotion more intense or to make your points more clear?

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Additional Support Videos and Resources

BBC Bitesize readings, videos and tests here 

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   Lesson 24   

  approx.  1 hour   

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LO:  Revision of act 4 scenes 1-3

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Tasks to complete@

  1. Complete Seneca assignment for act 4 scene 1-3 her

  2. Download a PETER paragraph bookmark from the AQA Language revision page here

  3. Work your way through this question from act 4 scene 2 here-- Capulet's attitude towards Juliet

  4. A loom presentation will be added in later this week. Your teachers may also decide to go through this on MS teams

Mar 17

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LO:    ASSESSMENT Due June 22nd   

act 3 scene 5 Past Paper question 

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Purpose:  You have been working so hard at completing tasks for act 1-3 of Romeo and Juliet, and now it is time to show us what you've learned! REfer to last week's lesson before starting toda to ensure that you are familiar with the role of women in Romeo and Juliet, and more specifically, their relationship in act 3 scene 5.  You can watch a quick video about women in Shakespeare in general here (Skip to 2 minutes for Romeo and Juliet information). or you should look at the homework from last week here. 

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Tasks to complete:

  1. Download your question here. 

  2. Read the question a couple of times, annotating where possible. 

  3. Watch the Loom presentation guiding you through this question here. 

  4. Spend at least 1 hour on this question, and send your work via email to your teacher. This will be marked and given feedback. 

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Help Videos and Resources

  • How to get 100% video support here 

  • PETER paragraphs here 

  • Character analysis here 

  • Language and structural devices here 

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   Directed improvement and Reflection Time (D.I.R.T)  

  approx.  1 hour  

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LO:   To make corrections and improvements to my assessment. 

Purpose:  Your teachers are working really hard to make sure you have feedback for your assignments. Please take one hour to redraft the assessments using feedback. 

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 Lesson 25  Part 1

  approx.  1 hours   

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LO:   To understand act 4 scene 4 and 5

Purpose:  You have been doing so well and have almost completed the whole text! This week, let's finish act 4

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Tasks to complete:

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  1. Download your text here and read act 4 scene 4

  2. Stuck? See NoFearShakespeare here 

  3. Watch a summary video of act 4 scene 4 here

  4. Choose two quotations from the scene that you think are important. Write a word level analysis "Who said it? When? to whom? Why is it important? What word(s) stands out and why?" 

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   Lesson 25 Part 2   

  approx.  2 hours   

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  1. Download your text here and read act 4 scene 5 

  2. Go to No Fear Shakespeare here for extra help 

  3. Watch the summery video of act 4 scene 5 here 

  4. Answer the questions about act 4 scene 5 below

 

Questions about act 4 scenes 4 and 5 

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1. Scene 4 takes place at what time in the morning?

2. Scene 4 takes place on what day?

3. How do the Capulets know that Paris is approaching? What tone does this create and why?

4. Who is sent to wake up Juliet? is this expected? of this character? Explain. 

5. What does the Nurse find? Write down two quotes that show her reaction

6. Who tries to console the Capulets by saying that Juliet is better off in heaven?   Do we expect this from this character? Explain. Why is  this quotation ironic? What do the audience know that the characters on stage dont? What is this technique called?

7. How do the wedding preparations change after they find Juliet? 

8. How does Paris react to the death of Juliet? Find a quote. How do we feel about Paris at this time? Explain. 

9. How does Lord Capulet know that she is dead? How might this represent the theme of Parents vs Children?

10. How does the act end?

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Link to historical context -- Shakespeare's World --Funerals 

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Church bells were run to tell people that someone had died. until the funeral, Elizabethans usually watched beside the corpse day and night, both as a mark of respect and to keep the corpse safe. In England, the body was usually buried within two or three days of death, but in the world of the play, Juliets funeral must be the same day or the next day. 

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As in the play, wealthy families often had their own large family tomb in the churchyard. More elaborate funerals had a horse-drawn carriage draped in black cloth and many mourners. As with weddings, local people watched funerals. the corpses of wealthy and important people were dressed in expensive clothes and ornaments. At the grave, people threw sprigs of rosemary, the herb of remembrance, onto the body. Afterwards there was a funeral feast. 

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​       Long Answer Question -- Can be submitted for feedback      

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How does Lord Capulet's reaction to Juliet's death the in act 4 scene 5 contradict his earlier actions towards her?

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  • Comment on his reaction to Juliet's death in act 4 scene 5 using PETER paragraph structure

  • How has Lord Capulet treated Juliet in the past?Choose one moment that contradicts his feelings in act 4 scene 5

  • Write a PETER paragraph about this scene, comment on how he treats Juliet. 

  • In one final sentence, comment on how both scenes contradict each other

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Find the bookmark and support page here. 

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 Lesson 26   

  approx.  1 hours  

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LO: To revise act 4 using SENECA

Purpose: It is always good to revisit each act and ensure that you are remembering the key plot points and quotes. Seneca is a really quick and easy way to do this and can be completed multiple times. 

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Tasks to complete: 

  1. Log into Seneca Learning

  2. Never logged in before? Click here

  3. Complete the course for Act 4 

  4. Complete the assignments for act 4 (your progress is checked remotely by teachers)

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   Lesson 27   

  approx.  1 hour  

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LO:   To understand act 5 scene 1 and 2

Purpose:  You have been doing so well and have almost completed the whole text! This week, let's finish the play! 

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Tasks to complete:

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  1. Download your text here and read act  5 scenes 1 and 2

  2. Stuck? See NoFearShakespeare here 

  3. Watch a summary video of act 5 scene 1  here

  4. Choose two quotations from the scene that you think are important. Write a word level analysis "Who said it? When? to whom? Why is it important? What word(s) stands out and why?" 

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Act V: Scenes 1,2

1. Where does Act 5 Scene 1 take place?

2. What was Romeo’s dream?

3. Who brings Romeo the news that Juliet is dead? Find the quote. 

4. Why does Romeo go to the Apothecary?

5. How much does Romeo pay for the poison?

6. Why does the Apothecary hesitate in selling Romeo the poison? Why did Shakespeare decide to do this? What is the effect on the audience?

7. What persuades the Apothecary to go ahead and sell Romeo the poison?

8. Who does Friar Laurence entrust with the important letter to Romeo? Where else have we seen letters miscommunicated?

9. Why is the letter not delivered to Romeo? Why did Shakespeare decide to do this? how does it make the audience feel and how does it progress the narrative?

10. How long will it be before Juliet wakes up?

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   Lesson 28   

  approx.  1 hour  

LO:   To understand act 5 scene 3

Purpose:  Last scene! Come on, you can do it!

Tasks to complete:

  1. Download your text here and read act 5 scene 3

  2. Go to No Fear Shakespeare here for extra help 

  3. Watch the summary video of act 5 scene 3 here 

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Act V: Scene 3

1. Why is Paris at Juliet’s tomb? Why did Shakespeare decide to put his character there?

2. What is Paris’ last request? What is interesting about this request?

3. Why does Paris think Romeo has come to the Capulet tomb?

4. Who kills Paris? Why did Shakespeare decide to kill off his character? 

5. If Romeo had not been so hasty in drinking the poison, what would he have noticed about Juliet? Why is this tragic?

6. Name the people who have died in this scene. 

7. Where does Friar Laurence want to take Juliet?

8. How does Juliet kill herself? find the quote and comment on the effect of the personification

9. What is the Prince's role in this scene? 

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   Lesson 29 

  approx.  2 hours 

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LO:   To revise my understanding of act 5

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Tasks to complete:

  1. Go to Seneca Learning here

  2. Complete the course for act 5 

  3. Complete the assignments for act 5 (this is monitored weekly)

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Preparing yourself 

 

September Checklist 

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1. Lock down tasks

Complete the tasks set for you during lock down by clicking here. Each task is designed to help you revise for your exams.

Please keep your notes safe

 

if you have questions about the homework, or are struggling to complete it, please email Mrs James, use the question form at the bottom of the page, or put a post it reminder on the homework for when you return. While all homework needs to be completed, we understand there may be gaps. Please make us aware of these "gaps" when you come to school in September. 

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3. Seneca Learning

 

Please make sure that you have signed and completed both the course AND the assessments for Romeo and Juliet 

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4. Past Paper 

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Please complete this past paper in preparation for your lessons in September 

Download the PETER paragraph support here

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2. Quick Questions-- the Blue Pages

 

Download the text here and scroll to the end of each act. Here you will find a blue page which has "Quick Questions" and exam style questions.

Please complete the Quick Questions for each act and TWO questions from the exam style questions. please note that you need to use the PETER paragraph structure (download here) for the exam style questions. 

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