Learning IntentionsLearning IntentionsExplore Shakespearean theatre and its Explore Shakespearean theatre and its

characteristics.characteristics.Reading and understanding an unfamiliar Reading and understanding an unfamiliar

text.text.Analysing the major Analysing the major characterscharacters of the of the

play, as well as the relationships between play, as well as the relationships between them.them.

Analysing important Analysing important scenesscenes and how they and how they contribute to the central contribute to the central themesthemes of the of the play.play.

Shakespearean TheatreShakespearean Theatre

Discuss what you already know… What Discuss what you already know… What do you know? How do you know this?do you know? How do you know this?

Think about the audience, the plays, the Think about the audience, the plays, the actors and the theatre itself – what was it actors and the theatre itself – what was it called?called?

Built in 1599.Built in 1599.Primary home of Shakespeare's acting Primary home of Shakespeare's acting

company in late 1599.company in late 1599. In 1613 the theatre burned to the ground.In 1613 the theatre burned to the ground.The second level of the The second level of the ‘‘tiring-housetiring-house’’

contained a central balcony stage in the contained a central balcony stage in the middle, undoubtedly used multiple times middle, undoubtedly used multiple times in the production of in the production of Romeo and JulietRomeo and Juliet, (II,ii) , (II,ii)

How might Shakespearean theatre/The Globe differ from modern-day theatre?

Open to the public eye at every turn and scenery Open to the public eye at every turn and scenery could not be changed in between scenes could not be changed in between scenes because there was no curtain to drop. because there was no curtain to drop.

If the play required a change of place in the next If the play required a change of place in the next scene, the actors would not leave the stage at scene, the actors would not leave the stage at all and it would be up to the audience to imagine all and it would be up to the audience to imagine the change had occurred. the change had occurred.

Most of the poorer audience members – Most of the poorer audience members – ‘‘groundlingsgroundlings’’ - would pay one penny (which was - would pay one penny (which was almost an entire day's wage) to stand in front of almost an entire day's wage) to stand in front of the stage, while the richer patrons would sit in the stage, while the richer patrons would sit in the covered galleries, paying as much as half a the covered galleries, paying as much as half a crown each for their seats.crown each for their seats.

‘‘Romeo and Romeo and Juliet’Juliet’ Inspired by poet Arthur Brooks’ story of Inspired by poet Arthur Brooks’ story of

‘Romeus and Juliet’‘Romeus and Juliet’Many significant details of Many significant details of

Shakespeare’s plot are lifted directly Shakespeare’s plot are lifted directly from Brooks’ poem, including the from Brooks’ poem, including the meeting of Romeo and Juliet at the ball, meeting of Romeo and Juliet at the ball, their secret marriage, Romeo’s fight with their secret marriage, Romeo’s fight with Tybalt, the sleeping potion, and the Tybalt, the sleeping potion, and the timing of the lover’s eventual suicides.timing of the lover’s eventual suicides.

ChorusChorusOriginates from Greek drama and Tragedy.Originates from Greek drama and Tragedy.Appears at the beginning of the play and Appears at the beginning of the play and

throughout. throughout.

Why? Why?

What is their What is their

purpose?purpose?

ProloguePrologue Information about the setting, the characters Information about the setting, the characters

and brief plot summaryand brief plot summary 14 line sonnet14 line sonnet The English sonnet (also called the The English sonnet (also called the

Shakespearean sonnet) comprises three Shakespearean sonnet) comprises three quatrains and a final couplet, rhyming quatrains and a final couplet, rhyming ababcdcdefefggababcdcdefefgg

Written in iambic pentameter – lines with 10 Written in iambic pentameter – lines with 10 syllablessyllables

Read the prologue and translate this into Read the prologue and translate this into modern day English. What does it all mean?modern day English. What does it all mean?

ProloguePrologue

Listen to the Prologue being read and note Listen to the Prologue being read and note down as much information as you can.down as much information as you can.

Repeat two or three times, or until you Repeat two or three times, or until you have an idea of what the Prologue is have an idea of what the Prologue is supposed to tell the audience.supposed to tell the audience.

What do you know about the plot from the What do you know about the plot from the Prologue alone?Prologue alone?

Before we start…Before we start…Annotate own text as we readAnnotate own text as we readPlenty of lined paper for notesPlenty of lined paper for notesMain charactersMain charactersThemesThemesKey scenesKey scenesTechniquesTechniquesOwn revision at home – studying in Own revision at home – studying in

class is not enough!class is not enough!

Act 1Act 1Why do you think Shakespeare opened Why do you think Shakespeare opened

the play with a violent scene between the the play with a violent scene between the Montagues and the Capulets?Montagues and the Capulets?

Who is Romeo and how does he feel when Who is Romeo and how does he feel when we meet him? Why?we meet him? Why?

Who is Juliet? When do we meet her? Why Who is Juliet? When do we meet her? Why is this significant?is this significant?

Who is the Nurse? Why might she be an Who is the Nurse? Why might she be an important character?important character?

Why might Romeo and Juliet’s first Why might Romeo and Juliet’s first meeting be an important scene?meeting be an important scene?

HomeworkMini essay – Romeo (characterisation)Choose 3 personality traits (e.g. arrogant,

self-centered, sullen)Provide evidence to show how you came to

these conclusions about Romeo’s character.Show your evidence as a PEE paragraph (one

paragraph for each trait).Only use evidence from what we’ve read so

far.Remember your introduction and conclusion!

Prologue to Act IIPrologue to Act II

What are we being told and why?What are we being told and why?How might the audience feel at How might the audience feel at

this point? Why?this point? Why?

Act II

The Balcony Scene (2)The Balcony Scene (2) – what does – what does this scene reveal about the true this scene reveal about the true personalities of Romeo and Juliet?personalities of Romeo and Juliet?

How/why does Friar Lawrence react to How/why does Friar Lawrence react to Romeo’s news?Romeo’s news?

How has Romeo changed because of How has Romeo changed because of Juliet’s love? (4)Juliet’s love? (4)

The two get married, but how do we The two get married, but how do we know there’ll be consequences?know there’ll be consequences?

Co-operative task: Who am I?

Groups of 3 Choose a character – cannot be Romeo or

Juliet! Work together to write a short

description/profile of your chosen character. Try not to give too much away! The class must try and guess who you are. Think of what you have read so far – you don

’t necessarily need evidence from the text but you should be able to fully support your reasons and descriptions.

For example…

Impulsive Fickle Romantic Obsessive Moody Immature

Fortunately… Unfortunately…Thinking about good points/bad pointsMove around the class re-telling the

story of Romeo and Juliet.This should encourage you to try and

remember the plot, as well as important scenes.

Unfortunately there was a nasty fight between the Montagues and the Capulets.

Fortunately the Prince came along and stopped it.

Homework

Critical essay6-8 quotes (or more – you can use more

than one quote in a paragraph, as long as it’s relevant)

Show planning for the task (deconstruction)

Handwritten – try to write within an hour

PEE paragraphs

Study Guide Make the most of your notes from class and

any additional support you are given. Mind-maps/flow charts, etc. Revise scenes you read in class and next one

for discussion. Homework tasks are set as practice – make the

most of these! SQA website – past papers, timed practise, etc. Make up your own study timetable so you can

incorporate your hobbies/jobs/other subjects.

Consider as you listen…Consider as you listen…

Tone – who is speaking? How do they Tone – who is speaking? How do they sound? Why is this? (emotions/events, etc.)sound? Why is this? (emotions/events, etc.)

Characterisation – who is in this scene? Characterisation – who is in this scene? Have they done anything significant?Have they done anything significant?

Is there any new evidence to support one of Is there any new evidence to support one of the play’s many themes?the play’s many themes?

We will listen/read to a couple of scenes We will listen/read to a couple of scenes before discussing them (briefly) at the end.before discussing them (briefly) at the end.

Act IIIAct III

Consider how Shakespeare uses Scene I Consider how Shakespeare uses Scene I to build tension/suspense between the to build tension/suspense between the Montagues and Capulets.Montagues and Capulets.

Characterisation of Romeo (supposedly Characterisation of Romeo (supposedly he is a lover, not a fighter)/Mercutio.he is a lover, not a fighter)/Mercutio.

Theme of fate – remember when Romeo Theme of fate – remember when Romeo had a bad feeling about going to the had a bad feeling about going to the Capulet’s ball? How has this caught up Capulet’s ball? How has this caught up with him?with him?

Scene 2Scene 2

Characterisation of Juliet – similarities Characterisation of Juliet – similarities between Act II, Scene 5.between Act II, Scene 5.

How could this scene be used as an How could this scene be used as an example of dramatic irony?example of dramatic irony?

Juliet is torn between grieving for Juliet is torn between grieving for Tybalt and staying with Romeo. Tybalt and staying with Romeo. (Characterisation)(Characterisation)

Act 5Act 5

What do you think about how the What do you think about how the play ends?play ends?

We always knew they were going We always knew they were going to die.to die.

Are you satisfied with the ending?Are you satisfied with the ending?

Revision Task

Thinking about the ending, work backwards through the play.

Identify all of the key scenes/events (you can think of) that lead to this ending.

Who, or what, do you think was to blame?

Draw this out as a timeline/flow chart.

Focus Groups

In your groups, focus your discussion/notes on the following characters/themes/scenes/techniques.

Discuss and make notes on what your heading has to do with the play – how is it involved? When? Why? What effect(s) does it have?

1. Fate (T)2. Romeo3. Juliet4. Conflict (T)5. The Tomb

(final scene)6. Dramatic

Irony

Focus Groups

Discuss the question your group has been given – do you all agree? Disagree? Why?

Consider this question and the focus for your group in constructing notes.

Gather evidence which supports/disagrees with your statement(s) so that you have a bank of evidence for essay writing.

Homework – Critical Essay

Choose a play which you feel has a turning-point.

Describe briefly what happens at this turning point and then, by referring to appropriate techniques, go on to explain how it makes an impact on the play as a whole.

Turning Point

Death of Tybalt (Introduction)Go on to write about events that

follow and how they make an impact on the play as a whole…

Act 3, 4 and 5.Techniques = symbolism, imagery,

dramatic irony, etc.