Romeo and Juliet Character Analysis Lesson Plan

Romeo and Juliet Character Analysis Lesson Plan

A Romeo and Juliet character analysis shows that many Romeo and Juliet characters had a role to play in the young lovers’ death, but who is most at fault? You decide.

Although you’d benefit greatly from reading this witty introduction, you don’t have to. In fact, you could stop reading now, download the pdf download lesson plan, print it, make copies, and be ready for your next class:

Assigning Blame in Romeo and Juliet Lesson Plan

Real Life Lessons from Romeo and Juliet

I received this letter from a former student:

Dear Teacher:

You may not remember me. I was in your English class years ago. Because of conflicts at home and troubles at school, I decided to drop out. I had no intentions of attending your class that day, but the truant officer was guarding the exit to the school and I couldn’t leave. Thank goodness! Your Romeo and Juliet character analysis lesson, the one about assessing the blame of Romeo and Juliet characters, saved my life. Up to that point, I saw everything as black and white. After your lesson, I realized there were gray areas and that things could be worked out. Because of you I went on to become a clinical psychologist. Who would have thought a character analysis of Romeo and Juliet could have had such a profound effect?



I don’t remember Phil, but I do remember that Romeo and Juliet Characters lesson plan

Assignment Procedures

Romeo and Juliet Lesson Plans

Click the pic and check out the 8-12 week Romeo and Juliet unit plan and teaching guide.

Whatever you do, don’t tell students they’re doing a character analysis of Romeo and Juliet. Tell them they get to blame Romeo and Juliet characters. Teenagers love to blame.

  1. Instruct students to copy the following Romeo and Juliet characters’ names, leaving at least three lines in between: Romeo, Juliet, Benvolio, Tybalt, Mercutio, Lady Capulet, Lord Capulet, Friar Lawrence, Nurse, Montague, Prince Escalus, Paris, Fate, Friar John, Rosaline.
  2. For each character, find at least two pieces of evidence to explain their guilt in Romeo and Juliet’s death.
  3. Instruct students to rank the characters’ blame for Romeo and Juliet’s death by assigning each character a number, with the number 1 being the most responsible.
  4. Assign students into groups of four.
  5. As a group, instruct students to compile a list of their top 5 most responsible for the young lovers’ deaths, and their reasons for the assignation. Groups must come to a consensus. Students must be prepared to defend their answers.
  6. Make a chart on the board to record each groups’ answers. Include your answers on the chart. I’ve included an example on page 2.
  7. Discuss the results. Pay special attention to anomalies and force groups to explain their choices.

My Character Analysis of Romeo and Juliet

I don’t mind if you steal my ideas to get class discussion going.

  • Friar Lawrence: Friar Lawrence’s plans were irresponsible and reckless. Ecclesiastical leaders, in addition, should be held to a higher standard.
  • Romeo: As a husband, Romeo really needed to step up and control his emotions. How’d you like this guy governing your family, or teaching your children, or handling your investments?
  • Lord Capulet: Capulet needs to stop slapping his daughter around and start listening to her.
  • Nurse: Come on, Nurse. When Juliet needed you most, you deserted her. I hope you enjoy the rest of your miserable life, you traitorous wench.
  • Friar John: Come on John, your boss sent you on an important assignment and you dilly-dallied at some sick guy’s house. Champions find a way to get it done. You’re no champion.
  • Tybalt: I have an idea, Tybalt. Shut your mouth! Romeo was sincere. He really did like you, but you thought he was a sissy. As it turns out, you’re the bigger sissy because he carved you up.
  • Mercutio: Hey dummy, it wasn’t Romeo’s fault you got killed by Tybalt. It was your fault. You’re the idiot who ran his mouth one too many times. You got exactly what was coming to you, so rot in hell.
  • Montague: Do you even remember why you hate the Capulets?
  • Paris: Dude, she doesn’t like you! If you wouldn’t have forced her to marry you, she would not have taken such drastic measures to escape. Hint: if a woman fakes her own suicide to avoid marrying you, she probably doesn’t want to marry you.
  • Escalus: Did you bother to think of the ramifications of your ridiculous law? Instead of pronouncing threats, perhaps you should spend some time coming up with a solution. Have you ever heard of diplomacy?
  • Lady Capulet: How about a little sympathy for your daughter, you skank?
  • Juliet: Granted, she stabs herself, but let’s look at this from her perspective: she’s 13-years-old. Her husband’s been banished; she’s been forced to marry someone else; her best friend deserts her; her mother has turned against her; her father beats her; she wakes up in a tomb next to her dead husband; and in a panic, Friar Lawrence, the last of his many stupid choices, deserts her. Add the whole women have no rights in 13th century Verona angle, and Juliet has no reason to live.
  • Rosaline: It’s not Rosaline’s fault she’s hot. She was sensible. Romeo was a loser and she knew it.
  • Fate: Poor choices, not fate, lead to their deaths.

ELA Common Core Standards Covered

Teaching cause and effect with this lesson plan covers the following ELA Common Core Standards.

  1. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  2. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  3. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  4. Common Core Writing Standard 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  5. Common Core Writing Standard 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  6. W.9-10.4  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.)
  7. W.9-10.5  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of L.9-10.1-3.)
  8. W.9-10.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.
  9. W.9-10.9a  Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
  10. SL.9-10.1   ? Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  11. SL.9-10.1a   ? Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas
  12. SL.9-10.1c   ? Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  13. SL.9-10.1d   ? Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Romeo and Juliet Lesson Plans

Students will respond positively to Romeo and Juliet if they are engaged.

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