Give guidance and feedback to students' plans, encouraging, refining, and helping them to be responsible for their own learning. Maintain high expectations for completion of chosen options. Summarize by reviewing the whole, bringing students "full circle" to the experience with which the learning began.

Response statements critiqued by class.

Objective: To use the play's text as evidence to support or refute an opinion statement.

Activity: Students are given "Response Statements," such as the following:

• Friar Laurence acted irresponsibly in his involvement with Romeo and Juliet.
• Romeo is a weak, immature young man.
• Juliet behaves more rationally and responsibly than does Romeo.
• The nurse treats Juliet with disrespect.
• The Prince ia an ineffective leader because he allows the feud to continue.
• Tybalt, rather than Fate, is the true villain in the play.
• Suicide was the only option Romeo and Juliet had to solve the problems.
• Romeo and Juliet's love is deep and committed.
• Lord and Lady Capulet are as much to blame for Romeo’s and Juliet's deaths as Romeo and Juliet are.
• The tragedy in this play is a result of:

A. An error in judgement.
B. Hatred.
C. The moral and psychological weaknesses of one or more characters.
D. The evils of society.

• Romeo and Juliet were too young to know the true meaning of love.
• Juliet is manipulative and dishonest.
• Shakespeare is a fatalist because he has Romeo and Juliet commit suicide at the end of the play.
• Shakespeare believes that young people's feelings should be taken seriously.

In teams, students find evidence from the play to support or refute their positions, which are presented to the whole class for discussion and critique.

Assessment: Quality of team positions, supporting quotations, and presentation to class. Ability of students to contribute to group effort and to work together.