romeo and juliet activities act 2

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romeo and juliet act 2

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Romeo and Juliet Reading Guide Bundle W/ Questions For Act 1, Act 2, Act 3, ETC

Romeo and Juliet- Act 2 Guided Notes Handout

Word Document File

Romeo and Juliet Act Two “The Balcony Scene”

Also included in: Romeo and Juliet Teaching Unit

Romeo and Juliet Act 2 Prologue, Fun Hands-On Activity/Race, Shakespeare, R&J

Romeo and Juliet- Act 2 Quiz and Answer Key

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English Teacher's Grammar SAT Prep Super Store

Romeo & Juliet: Act Two Activities, Close Reading, Balcony Scene

Also included in: Romeo & Juliet: Complete Bundle {Grades 9-12}

Romeo and Juliet Act 2 Multiple Choice and Short Answer Quiz

Romeo and Juliet Act 2 Quiz

Romeo and Juliet Test 100 Questions

Romeo and Juliet (Shakespeare) Act 1 2 3 4 5 Quiz and Test Assessment Bundle

Romeo and Juliet - Act 2 Summary with Two Active Learning Tasks

Romeo and Juliet - Analysis for ANY Act or Scene - Print & Digital

Also included in: Romeo and Juliet - Organizers, Character Activities, Project - DIGITAL & PRINT

Romeo and Juliet Act I and II (1 and 2) Escape and Breakout Room

Romeo and Juliet Act 2 Activities Bundle

Romeo and Juliet - Act 1 Summary with Two Active Learning Tasks

"Romeo and Juliet" Act 2, Scene 3 Blackout Poetry

Also included in: Romeo and Juliet Act 2 Activities Bundle

Romeo and Juliet Act 2, Scene 6 Wedding Feast

"Romeo and Juliet" Act 2, Scene 2 Choice Board and Choral Montage

Romeo and Juliet: Act 2 Scene 2 - The Balcony Scene!

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March 3, 2017

How to teach shakespeare's romeo and juliet: act ii.

Whether you are a teacher tackling William Shakespeare's play Romeo and Juliet for the first time or you are a veteran looking to change how you’ve taught it in the past, it is always helpful to find out how another teacher plans it all out. Read on to find out what scenes I focus on in Act II and why, how my students read and act out those scenes, and what activities I use to extend learning and make connections.

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Supplementary Lesson Plans

Act II Focus: Representation of Class Through Language

Lesson: “drawing language into a scene”.

Final objective: Students should begin to consider that the language preferred by upper class characters incorporates more complex diction and syntax than the language preferred by the working class characters. They should also be encouraged to notice that the content addressed by upper class characters is different than the content addressed by working class characters (for example: courtly love versus dirty jokes).

Lesson: “Close Reading Class”

Final objective: Students should consider how variances of language work to establish Romeo and Juliet as a different class than characters like the Nurse and Peter, with a different level of education. Students should also begin to reflect on how Shakespeare’s representation of these class differences affects the clarity and imagery of different passages in the play.

Act II Lesson Extension

The below source presents a means for thinking through filmic representations of Romeo and Juliet and the different approaches directors have taken with the story over the years. Engaging with film allows students to think critically about the mass media they consume while practicing skills that critique, analyze, and question the directorial choices that create/communicate the characters’ actions and intentions. This could also be used in Act V, wherein we think about adaptations and how students could adapt characters, worldviews, or plot occurrences to be more representative of their lives and circumstances. Recommended for students in 9-12 grades.

Martin, Jennifer L. “Tights vs. Tattoos: Filmic Interpretations of ‘Romeo and Juliet.’” The English Journal , vol. 92, no. 1, 2002, pp. 41–46. JSTOR , www.jstor.org/stable/821945. Accessed 19 Nov. 2020.

Romeo and Juliet by Rebecca Olson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Romeo and Juliet Act II

Contributor: Melissa Kowalski. Lesson ID: 11333

Our plans usually involve other people, for better or worse. Can one find humor in tragedy? As Romeo and Juliet sneak toward forbidden marriage, see how it affects others, and examine comedic effect!

Literary Studies

Lesson plan - get it.

"O Romeo, O Romeo. Wherefore art thou Romeo?" is perhaps the most recognized line in all of Shakespeare's work. Read this line in the context of Act II, Scene 2 to find out if Romeo's name is an impediment to the budding love of this young couple!

As you learned in Act I, the young, proud Romeo Montague is all too quick to forsake his chaste, yet unseen, Rosaline for the fair young Capulet.

However, do you think Romeo was really in love with Rosaline? Why or why not?

It is at the masquerade ball that Romeo, while expressing his almost juvenile affection for Rosaline, spots Juliet, and is swept up by a wave of emotions that can only be explained as love . Although Juliet shares this affection for Romeo, things are not so simple for the young lovers.

The house of Montague, to which Romeo belongs, and the house of Capulet, to which Juliet belongs, have been engaged in a legendary feud, thus making theirs a forbidden love for the ages. Yet, could there be hope for this young couple? Lady Capulet herself speaks of not condemning the son for his father's sins. Read on to see if Romeo can handle this situation like the man he claims to be, or is the timid boy that hides behind swagger.

Before you delve into Act II, it is necessary to define a few vocabulary words from the scene, since Shakespeare was known for using a wide vernacular in his plays. Using Merriam-Webster, Incorporated , or another dictionary, look up each word in the list that follows, and write down the definition. After you have defined each word, use each in an original sentence, making sure the part-of-speech and definition are correct in the context. Once you have finished the definitions and the sentences, share them with your teacher or parent and have him or her check your work:

Act II Vocabulary Words

Once you have had your parent or teacher check your sentences for the correct use of each vocabulary word, you are ready to begin reading Act II of Romeo and Juliet .

I recommend you use the following version of Romeo and Juliet, because it is a revised version that normalizes the spelling of words and includes line numbers. You can also use another version of the text, as long as it is the complete, full text. The recommended text is:

The Tragedy of Romeo and Juliet from the Folger Shakespeare Library

Remember, you should be reading the play aloud in order to hear the dialogue as verbal expression. To help inspire your reading, watch the following Jeremy Goeckner — Romeo and Juliet — "Act 2, Scene 2" clip of a performance by Jeremy Goeckner. It is a clip of Act II, Scene 2, which is known as the famous "Balcony Scene," when Romeo and Juliet meet again after the ball:

After you watch the video, read Act II. When you have finished reading Act II, continue to the Got It? section to check your comprehension of this act.

Resources and Extras

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Curriculum / ELA / 9th Grade / Unit 11: Romeo and Juliet / Lesson 11

Romeo and Juliet

Lesson 11 of 23

Readings and Materials

Target task, key questions.

Analyze how Shakespeare develops the theme of young love in act 2, scenes 5-6.

Identify instances of foreshadowing in act 2, scenes 5-6.

Play: Romeo and Juliet by William Shakespeare — Act 2, Scenes 5–6 (pp. 103–111)

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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Multiple Choice

“How art thou out of breath, when thou hast breath to say to me that thou art out of breath? The excuse that thou dost make in this delay is longer than the tale thou dost excuse.” This line helps to build what tone in this scene?

What is the primary function of the Friar’s statement, “These violent delights have violent ends …” in line 9 of scene 6?

Writing Prompt

Throughout scenes 5 and 6, Shakespeare depicts the powerful nature of young love. Describe, using evidence, how he builds this theme in these scenes.

Questions about the text that will help guide the students understanding

Explain the function of the prologue in Romeo and Juliet .

Analyze the conflict in act 1, scene 1.

Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Analyze how Shakespeare continues to develop the theme of fate in act 1, scene 2.

Analyze Shakespeare’s characterization of the three female characters introduced in act 1, scene 3.

Analyze Shakespeare’s characterization of Mercutio and describe his relationship with Romeo.

Analyze Shakespeare’s characterization of Romeo.

Explain in a well-crafted essay how Shakespeare and Luhrmann each create mood in act 1, scene 5.

Explain how the interactions between Romeo and Juliet develop the themes of the play.

Analyze how the interactions between Romeo and Friar Lawrence develop the conflict of the play.

Examine the differences between Romeo the lover and Romeo the friend.

Analyze how the events of act 3, scene 1 further communicate the theme of fate.

Analyze the events of act 3, scene 2 and the impact they have on the plot development.

Compare Romeo’s and Juliet’s reactions to his banishment and analyze what these reactions reveal about character and theme.

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Analyze Juliet’s actions and motivations for her actions in act 4, scenes 1–3.

Analyze how Shakespeare develops the theme of young love in act 4, scenes 1-3.

Explain how Myers draws on and transforms ideas from Romeo and Juliet to develop the themes, characters, and/or conflict of Street Love .

Analyze the individual characters’ reactions to Juliet’s death.

Identify how the tone shifts in act 4, scene 5.

Analyze how Shakespeare uses the plot to develop the theme of fate in act 5, scenes 1–2.

Analyze the degree to which fate shaped the deaths of the protagonists.

Develop an opinion about the significance of the final scene and its relationship to earlier scenes.

Discussion & Writing

Discuss and debate the essential thematic questions of the unit.

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IMAGES

Romeo and Juliet: Act 2 Scene 2 Cloze Activity
Romeo + Juliet (IGCSE): Act 2, Scenes 4-6
Non-Traditional, Engaging Romeo and Juliet Act 1 Activities
Imagery Examples In Romeo And Juliet Act 3
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Romeo & Juliet Close Reading Worksheet

VIDEO

Romeo + Juliet FuLLMovie HD (QUALITY)
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Romeo and Juliet: Act 5
Romeo and Juliet, Act III Scene 8, Op. 64: Juliet Alone
So this happened earlier
Romeo + Juliet FuLLMovie HD (QUALITY)

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Results for romeo and juliet act 2 scene 2
Browse romeo and juliet act 2 scene 2 resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original
Results for romeo and juliet act 2
Browse romeo and juliet act 2 resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original
How to Teach Shakespeare's Romeo and Juliet: Act II
I like to show a scene or two at the beginning of reading the play to help students visualize the setting and characters. It can also help with
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Learning Objectives. After this lesson, students will be able to: summarize the events of Act II of Shakespeare's Romeo and Juliet; sequence events in order
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Readings and Materials. Play: Romeo and Juliet by William Shakespeare — Act 2, Scenes 5–6 (pp. 103–111).
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Two lessons exploring the balcony scene from Romeo and Juliet. The first lesson is focused on analysing language, while the second takes a more creative