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Romeo and JulietBy William Shakespeare
Ms. Bosch 2013-2014Literature and Composition I
Lexington High School
Name: _______________________________________
Essential Questions: How are our identities formed and shaped?
How do we know how to make good decisions?
Who or what should we be loyal to?
How much control do we have over our lives?
How do our actions and words define who we are?
Table of Contents
Literary Devices 3Prologue 4Pre-Reading Jigsaw 5How Shakespeare Invented Teenagers 7Introduction to Shakespearean Language: Lines to Translate 8Shakespearean Insults 10Acting Assignments 11Act 1.1.1-105 Questions 13The Fight Write 15Oxymora! 17Act 1.1.106 – End: Getting to Know Romeo 18Act 1.2 Questions 19Act 1.3-1.4 Questions 20Act 1.5 Questions 21Who Do They Love? 22Romeo and Juliet’s First Encounter 24Staging Romeo and Juliet’s First Encounter 25Act 2 Questions 26Act 3.1-3.2 Questions 28Act 3.3-3.5 Questions 29Soliloquy Assignment 30
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Act 4 Questions 31Act 5 Questions 32Why Did It All Go Wrong? 33Group Scene Presentations 34
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Literary DevicesLiterary devices are words that we use to discuss different aspects of literature. These devices are the means by which authors create meaning through language, and by which readers gain understanding of and appreciation for their works. These are concepts that you need to be able to recognize and employ.
Alliteration – A repetition of sounds
Assonance – A repetition of vowelsConsonance – A repetition of consonants
Aside – A remark or passage by a character in a play that is intended to be heard by the audience but unheard by the other characters in the play
Diction – An author’s choice of words
Foreshadowing – A hint of an action to come
Hyperbole – An extravagant exaggeration used for emphasis or vivid descriptions
Imagery – Using language to represent abstract ideas: metaphor, personification, simile, etc
Irony (Three Types)Verbal Irony – When the author says the opposite of what he meansSituational Irony – When a situation turns out opposite of what is expectedDramatic Irony – When the audience knows something the characters do not
Metaphor – An indirect comparison between two unlike things not using like or as
Monologue – An extended speech by one character, addressed to another character(s)
Mood – The “atmosphere” of a whole work, expressed as an adjective like “dark” or “playful”
Motif – An image or concept that is repeated throughout a work of literature
Paradox – Apparent contradiction that is nevertheless true (to love and hate someone at the same time)
Personification – Giving an inanimate object life-like qualities
Pun – a play on words
Oxymoron – Apparently contradictory terms placed side by side (loving hate)
Soliloquy – a dramatic technique in which a character speaks his thoughts aloud when he believes himself to be alone, often revealing his feelings, state of mind, motives, or intentions.
Simile – A metaphor that uses like or as
Subject – A person, thing, or idea that is being discussed, described, or dealt with
Symbol – An object that stands for an idea, belief or intangible concept
Theme – The central idea in a piece of literature. A theme is not a single word, but a complete idea. For example, “love is easier to express than hate” is a theme, “love” is not.
Tone – The author’s attitude toward his characters or his subject, you can usually find the done by looking at the language. Usually the tone is something like satiric, approving or condemning.
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Prologue
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-crossed lovers take their life;
Whose misadventured piteous overthrows
Doth with their death bury their parents’ strife.
The fearful passage of their death-marked love
And the continuance of their parents’ rage,
Which, but their children’s end, naught could remove,
Is now the two hours’ traffic of our stage;
The which, if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
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Pre-Reading JigsawDirections: There are six sections in the introduction to this play. You will be responsible for the content of one of them. To start, everyone will read the first brief section (just over one page) to orient you to the play. Then, carefully read, annotate, and summarize your assigned section. Review your paragraph main ideas, then write a short paragraph of your own to summarize your entire section in the box below. In our next class meeting, you will teach the information to a group of your classmates.
Everyone Reads: Shakespeare’s Romeo and Juliet (xiii-xvi) Assigned section to read and summarize for homework:
___ Reading Shakespeare’s Language (xvi) ___Shakespeare’s Life (xxv) ___ Shakespeare’s Theater (xxxiii)____ The Publication of Shakespeare’s Plays (xlii) ____An Introduction to This Text (xlv)
ALL: What new or interesting things do you learn in the section Shakespeare’s Romeo and Juliet (xiii-xvi)?
SUMMARY: To summarize your section, write a sentence or two to give the main idea for each paragraph.
MAIN IDEAS: Write a short paragraph to highlight the two or three most important points from your summary.
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To be completed in class.Section Title: Presenter:
Section Title: Presenter:
Section Title: Presenter:
Section Title: Presenter:
How Shakespeare Invented Teenagers
1. Do you agree that adolescent rebellion is always doomed? Who or why not?
2. Even if adolescent rebellion is doomed, is that a problem? Who or why not?
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Introduction to Shakespeare’s Language: Lines to Translate
The following are all lines from Romeo and Juliet Act 1, Scene 1 (a.k.a. 1.1). You already know a little bit about what happens in the play; now you’re going to use that knowledge to try to figure out the language and imagine the action.
Define unfamiliar words. Identify and explain words or images that create a certain mood.
Possible scenario in which your line would make sense
1. A dog of that house shall move me to stand.
In your own words:
2. What, ho! You men, you beasts, that quench the fire of your pernicious rage with purple fountains issuing from your veins!
In your own words:
3. If ever you disturb our streets again, your lives shall pay the forfeit of the peace.
In your own words:
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Directions: Read your assigned line out loud a few times. What words don’t you know or seem to be used in a way that is unfamiliar? Define those words. Then, think about how you read the line. What words or phrases create a mood? What is that mood? Then, think about a context in which that line would make sense. What might be happening? Finally, put the line in you own, everyday English, words.
Define unfamiliar words. Identify and explain words or images that create a certain mood.
Possible scenario in which your line would make sense
4. Who set this ancient quarrel new abroach?
In your own words:
5. I…pursued my humor, not pursuing his, and gladly shunned who gladly fled from me.
In your own words:
6. Black and portentous must this humor prove unless good counsel may the cause remove.
In your own words:
7. Could we but learn from whence his sorrows grow, we would as willingly give cure as know.
In your own words:
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Shakespearean InsultsHello friends.
Are you weary of giving voice to the same tired old invectives when boorish rubes intrude upon your serenity?Don't you wish you could inveigh your enemy with a genuinely classic put-down?
Well, now you can.With this handy-dandy insult list, you can have the spleen of The Bard at your disposal!
The next time someone cuts you off in traffic, or a clerk behaves rudely,stun them with your lexicographical command of vituperation.
Combine one selection from each list below, and impale your unsuspecting foe.
To construct a Shakespearean insult, combine one word from each column below, and preface it with "Thou":
Column 1 Column 2 Column 3artless base-court apple-johnbawdy bat-fowling baggagebeslubbering beef-witted barnaclebootless beetle-headed bladderchurlish boil-brained boar-pigcockered clapper-clawed bugbearclouted clay-brained bum-baileycraven common-kissing canker-blossomcurrish crook-pated clack-dishdankish dismal-dreaming clotpoledissembling dizzy-eyed coxcombdroning doghearted codpieceerrant dread-bolted death-tokenfawning earth-vexing dewberryfobbing elf-skinned flap-dragonfroward fat-kidneyed flax-wenchfrothy fen-sucked flirt-gillgleeking flap-mouthed foot-lickergoatish fly-bitten fustilariangorbellied folly-fallen gigletimpertinent fool-born gudgeoninfectious full-gorged haggardjarring guts-griping harpyloggerheaded half-faced hedge-piglumpish hasty-witted horn-beastmammering hedge-born hugger-muggermewling idle-headed lewdsterpaunchy ill-breeding loutpribbling ill-nurtured maggot-piepuking knotty-pated malt-wormpuny milk-livered mammetqualling motley-minded measlerank onion-eyed minnowreeky plume-plucked miscreantroguish pottle-deep moldwarpruttish pox-marked mumble-newssaucy reeling-ripe nut-hookspleeny rough-hewn pigeon-eggspongy rude-growing pignut
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surly rump-fed puttockunmuzzled sheep-biting ratsbanevain spur-galled scutvenomed swag-bellied skainsmatevillainous tardy-gaited strumpetwayward toad-spotted vassalweedy unchin-snouted whey-faceyeasty weather-bitten wagtail
Acting Assignmentsfor Romeo and Juliet
ACT 1, SCENE 1 12Sampson (C)
Gregory (C)
Abram (M)
Servingman (M) (no lines)
Benvolio (M)
Tybalt (C)
Citizens all others yell!
Capulet
Lady Capulet
Montague
Lady Montague
Prince Escalus
Romeo (M)
ACT 1, SCENE 2 5Capulet
Paris
Servingman
Benvolio
Romeo
ACT 1, SCENE 3 4Lady Capulet
Nurse
Juliet
Servingman
ACT 1, SCENE 4 3Romeo
Mercutio
Benvolio
ACT 1, SCENE 5 111st Servingman
2nd Servingman
3rd Servingman
Capulet
Capulet’s Cousin
Romeo
Servingman
Tybalt
Juliet
Nurse
Benvolio
ACT 2, SCENE 1 4
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Chorus
Romeo
Benvolio
Mercutio
ACT 2, SCENE 2 3
Romeo
Juliet
Nurse
ACT 2, SCENE 3 2Friar Lawrence
Romeo
ACT 2, SCENE 4 5
Mercutio
Benvolio
Romeo
Peter
Nurse
ACT 3, SCENE 1 8
Mercutio
Benvolio
Tybalt
Petruchio
Romeo
Citizen
Prince
Lady Capulet
Montague
ACT 3, SCENE 2 2Juliet
Nurse
ACT 3, SCENE 3 3Friar Lawrence
Romeo
Nurse
ACT 3, SCENE 5 5Juliet
Romeo
Nurse
Lady Capulet
Capulet
ACT 5, SCENE 3 13Paris
Juliet
Page
Romeo
Balthasar
Friar Lawrence
First Watch
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Second Watch
Third Watch
Prince
Capulet
Lady Capulet
Montague
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Act 1.1.1-105 Comprehension Questions1. In 1.1, different members of the Capulet and Montague households become involved in arguments and, as they lose their tempers, swords are drawn. Where does the scene take place?
2. Describe the relationship between Gregory and Sampson. Do they seem like serious men? How do you know?
3. How intense is the fight between Gregory and Abram? How do you know?
4. Who is Benvolio? How does he try to break up the fight? Find a quote that shows him doing this.
5. Tybalt tries to pick a fight. Find a quote that shows him doing this.
6. How would you describe the difference in attitudes between Benvolio and Tybalt after reading these lines?
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7. Who are Lord Capulet and Lord Montague and why do they dislike each other so much?
8. How do Capulet and Montague behave and what do they say?
9. How does Prince Escalus feel about what is going on? Find a quote as evidence.
10. What does the Prince say the Montagues and Capulets have done?
11. What warning does the Prince give? Quote it and explain it in your own words.
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The Fight Write
Your Assignment: Write a personal narrative that uses a specific incident in your life to show your feelings about fighting. This incident could be:
A specific verbal or physical fight you were involved in or witnessed A specific memory of hearing about real fighting or violence in the news A specific memory about fictional fighting or violence in a television show, movie, or game
Important Note: This is NOT an analytical essay, so you are not trying to make an argument for what an author is doing with a text. Instead, you are writing the text—this is creative nonfiction. Consider how you can use the things we pay attention to when we closely read and annotate to make the incident you portray and your feelings about it come to life.
Style and Content Checklist:
Choose an incident that really affected you and how you think about fighting.
As you pre-write, clarify your purpose. What are your feelings about fighting? How does this incident show those feelings?
Use numerous, specific, and vivid details to show your characters, the action, and your feelings. Use to diction, imagery, metaphors, symbols, etc. to add meaning and to support your purpose. Use dialogue to support characterization.
Organize your essay with a clear beginning, middle, and end. The beginning should grab the readers’ interest, the middle should build a complex situation through a logical sequence, and the end should resolve the incident and provide the reader with closure.
Revise for style. Does your essay sound like you? Does it show your real feelings in a believable way?
Is your word choice and sentence structure interesting and sophisticated, but still natural?
Specifics____ Full heading
____ Original title
____ Less than 3 pages
____ 1” margins all around
____ Double-spaced
____ 12-point professional font
Due DatesOutline/Prewriting: _____________________
First Draft: ____________________________
Final Draft: ___________________________
See Ms. Bosch for a writing conferenceif you want additional guidance.
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Narrative Essay Rubric Exemplary Proficient Satisfactory Beginning
Focus and Content
The narrative is interesting, sophisticated, and has a clear purpose.
Narrative contains numerous and specific details about people, places, and events that clearly support purpose.
Dialogue is used effectively to support characterization and purpose.
Characterization shows careful consideration of self-portrayal and portrayal of others.
The narrative has a clear purpose. Narrative contains some specific
details about people, places, and events, but some may not be clear enough or may not clearly support purpose.
Dialogue is used to support characterization and purpose.
Characterizations show some consideration.
The narrative is generally coherent, but the purpose is not clear.
The amount and type of details do not demonstrate an awareness of characterization and/or purpose.
The purpose of the narrative is not clear.
The narrative may lack essential details.
Organization
The narrative has a clear beginning, middle, and end. The beginning pulls the reader into the essay, the middle introduces and builds a complex situation in an organized manner, and the end resolves or explains.
Author uses sophisticated transitions to link sentences and paragraphs.
The narrative has a beginning, middle, and end. It introduces and resolves a complex situation.
Author uses transitions.
The narrative may lack a clear beginning or end.
General organization may be unclear and transitions may be rare or awkward.
The writing does not have a clear beginning, middle, or end.
Essay lacks general organization of ideas.
Style
Writes creatively and clearly in a style appropriate for the audience.
Uses sophisticated vocabulary and sentence structures without distracting from the purpose.
The narrative shows the author is truly interested in the subject, and speaks with knowledge and/or enthusiasm.
The narration and characters are believable.
Writes in a style appropriate for the audience.
Uses appropriate and varied vocabulary and sentence structures.
The narrative shows interest in the subject.
The narration and characters are generally believable.
Writing is sometimes unclear and shows little attention to the audience.
Demonstrates limited variety in vocabulary and sentence structure.
The narrative shows inconsistent interest in the subject.
The narration and characters are occasionally believable.
Writing is unclear and shows little attention to audience.
Demonstrates problems in sentence structure and weak vocabulary.
The narrative shows little or no interest in the subject.
The narration and characters are usually not believable.
Conventions
Essay contains no errors in grammar, usage, mechanics, or spelling.
The author consistently uses the first-person point of view.
Dialogue is punctuated correctly.
Essay contains few errors in grammar, usage, mechanics, or spelling.
The author consistently uses the first-person point of view.
The punctuation in the dialogue may have minor errors.
Essay contains multiple errors in grammar, usage, mechanics, or spelling.
The point of view is inconsistent.
Dialogue is punctuated incorrectly or inconsistently.
Numerous errors in grammar, usage, mechanics, or spelling interfere with reader comprehension.
The point of view shifts. Dialogue may lack essential
punctuation.Comments: Grade:
Oxymora!We finally encountered Romeo in the play Romeo and Juliet. Romeo, however, is a little confused at the beginning of the play. He is in love and has mixed emotions because the girl he loves does not seem to love him back.
To show Romeo’s confusion and his mixed emotions, Shakespeare uses a figure of speech called an OXYMORON. Remember these? An oxymoron is when two seemingly contradictory (or opposite) words are used together to show when things are complicated or are contrary to expectations or desires.
For example: breathtakingly dull (how can something be astonishing and boring at the same time?)genuine imitation (how can an object be real and fake at the same time?)accidentally on purpose (really?)half deadoriginal reproduction
1. Underline at least five oxymora (best plural ever!) that Romeo says in this passage (I started you out):
“Here is much to do with hate, but more with love,
Why then, O brawling love, O loving hate,
O anything, of nothing first create!
O heavy lightness, serious vanity,
Misshapen chaos of well-seeming forms,
Feather of lead, bright smoke, cold fire, sick health,
Still-waking sleep that is not what it is!
This love feel I, that feel no love in this” (1.1.180-187)
2. What do you think Shakespeare shows about Romeo by having him speak using so many oxymora? Explain how and why this is effective in showing the reader Romeo’s personality.
3. Re-read the passage, actively. What else do you notice?
Act 1.1.106 – End: Getting to Know Romeo← Quotation that shows…
← (from the text. Put in quotation marks and include act, scene, and line
numbers, like this: 1.1.141)
← Meaning← (in your own
words)
← Connection← to your own life, to something
that has happened in the world, or to something else you have read
← 1. What is wrong with Romeo:←← “Ay me! sad hours seem long” (1.1.171).← ← “She hath forsworn to love, and in that vow/ Do I live dead that live to tell it now” (1.1.241-242).←
←←← Time drags by when one is sad.←← He is in love with a woman who has decided not to love anyone and does not love him back. ←
←
← 2. something about Romeo’s personality:←←←←←
←←←←←
← ←
← 3. Benvolio’s advice:←←
←←←←←
← ←
Directions: Using the triple entry journal format below, find a quote (from where Romeo first enters in 1.1 to the end of the scene) that shows each detail in 1-3. Put the quote in the left hand column, explain its meaning in
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your own words in the middle column, and make a connection to your own life, another thing you have read, or the world in the third column.
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Act 1.2 Comprehension Questions1. When Paris asks for Juliet’s hand in marriage, what is her father’s response? Include the exact line
along with your interpretation.
2. Why does Capulet invite Paris to his party?
3. Why does the Servingman need Romeo and Benvolio’s help? What do they do for him?
4. What does it mean when Benvolio says, “Tut man, one fire burns out another’s burning” to Romeo?
5. Find a line that shows Romeo’s opinion of Rosaline’s beauty.
6. What is Romeo’s ultimate reason for going to the party? Include the line along with your interpretation.
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Act 1.3-1.4 Comprehension Questions1. Describe the relationship between Juliet and her mother. Describe the relationship between Juliet and
Nurse. Which seems to be the stronger relationship? How do you know?
2. What does Mercutio mean when he says, “If love be rough with you, be rough with love. Prick love for pricking and you beat love down” (1.4.28)?
3. Find three puns in 1.4. What do they add to the text?
4. Describe Queen Mab. Who is she? What does she look like? What does she do? Why does Mercutio tell Romeo about her?
5. What is Mercutio’s opinion of dreams? How do you know?
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Act 1.5 Comprehension Questions1. Whom does Romeo ask about Juliet? What does he learn?
2. What is Tybalt’s reaction to Romeo’s presence? Quote his words directly.
3. How does Juliet’s father react to Romeo’s’ presence?
4. Interpret Tybalt’s last four lines (1.5.100-103). What is being foreshadowed? How do you expect the story to progress?
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Who Do They Love?Character Who do they love? Your proof: their actions. How
do you see this love in the play?Your proof: a quote
from the play.
Romeo
Juliet
Mercutio
Benvolio
Tybalt
Character Who do they love? Your proof: their actions. How Your proof: a quote
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do you see this love in the play? from the play.
Nurse
Friar Lawrence
Lord Capulet
Lady Capulet
Paris
Lord and Lady
Montague
Prince Escalus
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Romeo & Juliet’s First EncounterROMEO: If I profane with my unworthiest hand
This holy shrine, the gentle sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.
JULIET: Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this;
For saints have hands that pilgrims' hands do touch,
And palm to palm is holy palmers' kiss.
ROMEO: Have not saints lips, and holy palmers too?
JULIET: Ay, pilgrim, lips that they must use in prayer.
ROMEO: Oh then, dear saint, let lips do what hands do.
They pray: grant thou, lest faith turn to despair.
JULIET: Saints do not move, though grant for prayers' sake.
ROMEO: Then move not while my prayer's effect I take.
Thus from my lips, by thine, my sin is purged.
JULIET: Then have my lips the sin that they have took.
ROMEO: Sin from my lips? O trespass sweetly urged!
Give me my sin again.
JULIET: You kiss by th' book.
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Staging Romeo & Juliet’s First EncounterDirections:
1. Number the lines.
2. Circle all the words with religious meanings or connotations. What do they seem to imply? How might you incorporate the religious aspects of this scene if you were directing it?
3. Write stage directions for actors beside the passages that suggest them. For example:
a. What is Romeo doing when he says his first line?
b. How is Juliet reacting, even before she speaks?
c. When Juliet says "palm to palm" does she hold her hands in prayer, or put her palm against Romeo's? Or first one, then the other?
d. Mark places where Romeo may be leaning towards Juliet as if to kiss her and places where Juliet may be stalling. What body language might she use?
e. At what points does Romeo kiss Juliet? (Does she kiss back?)
4. What actress would you choose to play Juliet? Explain your choice.
5. What actor would you choose to play Romeo? Explain your choice.
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Act 2 Comprehension Questions1. Interpret the following chorus lines from the Prologue to Act 2: “Now Romeo is beloved and loves again,/ Alike bewitched by the charm of looks.” What do these lines seem to say about love?
2. In Scene 2, Juliet cries out, “O Romeo, Romeo, wherefore art thou Romeo? / Deny thy father and refuse thy name, / Or, if thou wilt not, be but sworn my love, / And I’ll no longer be a Capulet” (2.2.36-39). Juliet speaks about one of the biggest tensions in the play. Explain what she means and what the problem is.
3. In Scene 3, Friar Lawrence muses to himself: “Virtue itself turns to vice, being misapplied, / And vice sometimes by action dignified” (2.3.21-22). Through these lines, what does Shakespeare say about the nature of good and evil?
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4. Friar Lawrence says to Romeo: “In one respect I’ll thy assistant be, / For this alliance may so happy prove / To turn your household’s rancor into pure love.” What does this passage mean? Why does Friar Lawrence decide to help Romeo and Juliet marry?
5. What does the jesting between Romeo and Mercutio in Scene 4, with Benvolio looking on, show about each of the three characters? Describe the personality of each.
6. In Scene 5, what is the plan Nurse conveys to Juliet? Summarize it with at least three points.
7. Friar Lawrence says: “These violent delights have violent ends / And in their triumph die, like fire and powder, / Which as they kiss, consume. The sweetest honey / Is loathsome in his own deliciousness / And in the taste confounds the appetite” (2.6.9-13). What does he mean by this?
Act 3.1-3.2 Comprehension Questions31
1. Why does Romeo refuse to fight Tybalt? What does he say?
2. How is Mercutio killed?
3. Looking at both Romeo and Oedipus, do you think banishment and death are comparable punishments? Is one worse than the other?
4. How does Juliet respond to Tybalt’s death? Find a quotation that supports your answer.
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Act 3.3-3.5 Comprehension Questions1. The Friar gives three reasons that Romeo should be happy. What are they?
2. What does Nurse give to Romeo at the end of 3.3? What is his reaction to the gift?
3. Why is there such a rush to see Juliet married?
4. At the beginning of 3.5, explain the bird imagery. What do larks and nightingales represent?
5. Beginning in line 225, the nurse gives Juliet advice regarding her future. What is Nurse’s message?
6. Why does Juliet tell Nurse that she is going to see Friar Lawrence? Why is she actually going?
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Soliloquy AssignmentDefinition: A soliloquy is dramatic monologue that reflects a series of unspoken reflections. It is essentially a time when a character talks to themselves for the benefit of the audience. It helps the audience better understand the character’s thoughts.
Directions: You will choose a character and a specific moment in the play and write a 15-20-line soliloquy where there is not one. Your speech should be written in Shakespearean style and accurately reflect the character’s thoughts, tone, and intent.
Your final project should:
Include a two to three sentence synopsis of what is happening in the play at the moment of the soliloquy and explain your character’s current mood and the tone of his newly-invented speech
Include at least two different literary devices that makes sense for your chosen character (see the list at the beginning of the packet if you’ve forgotten). These devices should be explained in footnotes.
Be 15-20 lines in length
Mimic Shakespearean style
Be typed and double-spaced
Example of the final product:
Category Evaluation Criteria your points
possible points
Synopsis
Synopsis provides a specific scene in which the soliloquy falls
Synopsis explains what is happening at that moment in the story
5
Literary Devices
Literary devices clearly contribute to enhancing the mood of the soliloquy
Literary devices fit naturally and seem appropriate to the speaker
Two literary devices (minimum) are clearly identified and explained
10
Voice
The character’s voice is believable and appropriate to character
The character references relevant and real plot points
10
Style Vocabulary is heightened Soliloquy sounds as though it could
fit into the rest of the play10
Clarity The intended meaning of the
character’s words is clear throughout
10
Formatting &
Mechanics
All formatting specifications were followed
There are no typos or punctuation errors
5
Comments: Grade:50
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NameQ Block EnglishDateSoliloquy
Synopsis: This soliloquy comes at the beginning of Act 1, Scene 5 just after Capulet has welcomed his guests. Capulet has just had a brief exchange with a relative, whom he secretly hates. He is frustrated with his family, especially this man who is jealous of his wealth.
CAPULET: Many years have I worked for this fame,
and for what but to have this man call me a shrew.
He yearns for my jeweled cloak, my plentiful emptiness.
He is but a leech, sucking the wealth of my bosom.
(Yours will be 15-20 lines long.)
Literary Devices:1) “Plentiful emptiness” – An oxymoron used to describe Capulet’s dissatisfied feelings toward his own wealth and family.2) “He is but a leech” – A metaphor used to describe the cousin’s dependent attitude toward wealthy Capulet.
Act 4 Comprehension Questions1. Who seems most devastated by Juliet’s death? Explain your response.
2. Whose reaction seems the most hysterical? Why?
3. Whose reaction seems the least emotional? Why?
4. Paris speaks of death as alive. Name, explain, and give two examples from the text of the literary device Shakespeare is using.
5. How are Lady Capulet’s and the nurse’s reactions similar?
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Act 5 Comprehension Questions1. Read Romeo’s speech at 5.1.37-55. What is he saying here? What is his plan?
2. What do you think Romeo meant when he said, “then I defy you, stars!” after learning of Juliet’s death?
3. Identify at least two themes for Romeo and Juliet that you think stand out. (Remember: “Shakespeare shows the world to be a place where…”) How do these themes come across to you, the reader/audience? Give examples from the play.
4. Romeo and Paris meet up at Juliet’s tomb and fight. Paris dies. Why does Shakespeare include this?
5. Friar Lawrence’s last speech, a monologue, summarizes all the actions for everyone on stage. Re-read his lines (5.3.238-278) and paraphrase his words. What message is the audience left with?
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Why Did Everything Go Wrong?Does this look familiar? This is the list of social offences that happen in Romeo and Juliet that we started this unit with, even before we started reading the play. Now, though, you know how each of these fits into the play.
1. For each offence, list the example or examples of it from the play. Write these in the spaces below the offence.
2. Pick one of the offences that you think could be to blame for everything that went wrong in the play. Write one complete paragraph that argues your case for why that offence is to blame. There is no one correct answer for this—I want to see that you can pick one thing and make a convincing argument based on the events and characters of the play.
← Social Offense1. Lying to someone
2. Lying to your parents
3. Killing someone for revenge
4. Telling someone to marry for money
5. Hating someone because they are “different” (race, ethnicity, social class, etc.)
6. Selling drugs
7. Accidentally killing someone in a fight
8. Committing suicide
9. Crashing a party where you will not be welcome
10. Marrying against your parents’ wishes
11. Picking a fight
12. Calling someone names
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Romeo and Juliet Group Scene Presentations
Assignment: You and your classmates will perform key scenes in the play over the next few weeks. In your small group, you will read your scene, plan your performance of it, and prepare to explain orally and in writing why your scene is important.
Evaluation: Groups will be evaluated on:1. Theatrical presentation of the scene, including:
o Costumes and props,o Blocking (planned locations and movements across the stage), o Acting (gestures and interactions that clarify the action)o Reading loudly, clearly, and with appropriate emotion
2. Introduction and explanation of key aspects of the scene. This should be in the form of:o An initial summary that explains what will happen and what characters are feelingo A final summary that explains “so what?” Tell your classmates why the scene matters.
3. Completion of a director’s notebook that includes: o A cover page with the title of the play, the scene presented, and the casto A copy of your scene with annotation explaining the decisions you made about presentation.o A one-page analysis of why your scene matters to the plot and thematic development of the
play.
Process: Groups should follow these steps: A. PLAN:
After getting your scene assignment, meet with your group to formulate a plan for completion. Read and annotate the scene individually and then as a group. Make notes regarding meaning,
relevance, and characters’ emotions and movement. Read the summaries of previous scenes in the text to gain any needed context.
B. PRACTICE and FILM SCENE: Practice the scene together during a study, after school, while sophomores are taking the MCAS, during
X block, or on the weekend. Make sure to go above and beyond what we do when reading as a whole group in class. Your movements should be planned and practiced, you should read your lines smoothly, loudly, and with appropriate emotion, and you should have appropriate costume elements and props. You might also have fewer people than you need for the scene—we will discuss some creative solutions.
NOTE: Your film must be compatible with our classroom technologies. Check if you are unsure.
C. PREPARE DIRECTOR’S NOTEBOOK: 1. A cover page: staple this to the front of the two following items 2. Using a fresh copy of your scene, complete a director’s notebook of the scene based on your final
decisions about how you will present it. Movements across the stage, gestures, and emotions of each character should be noted in the margins, as should any relevant notes about the text and its meaning.
3. A collectively written one page analysis of how your scene furthers character or theme development.
D. PRESENT SCENE VIDEO and TURN IN DIRECTOR’S NOTEBOOK on your scheduled day.
YOUR SCENE: ________________ PRESENTATION DATE: __________________________
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GROUP MEMBERS AND CONTACT INFO:
Explanatory ElementsExemplary Proficient Satisfactory Beginning
Introduction and
Conclusion
Students introduce and explain multiple key aspects of the scene and their characters’ motivations.
Students leave the audience with insight into the importance of the scene to the play as a whole.
Students introduce and explain some key aspects of the scene and their characters’ motivations.
Students leave the audience with an idea of the importance of the scene to the play as a whole.
Students introduce few aspects of the scene and their characters’ motivations, and explanations re not always accurate.
Students leave the audience with little insight into the importance of the scene to the play
Students do little to introduce and explain aspects of the scene and their characters’ motivations.
Students leave the audience confused about the importance of the scene to the play
Director’s Notebook
Demonstrates thorough consideration of scene and dynamic dramatic choices.
Demonstrates consideration of scene and appropriate dramatic choices.
Demonstrates inconsistent consideration of scene and weak dramatic choices.
Demonstrates little consideration of scene and unclear or inappropriate dramatic choices.
Written Scene
Explanation
Employs sufficient and well-chosen evidence that is relevant to character or theme development
Provides enough context to understand evidence while avoiding plot summary
Analyzes how and why specific evidence supports character or theme development, correctly using all relevant literary terms
Develops and analyzes content with sophistication
Employs sufficient evidence that is relevant to character or theme development
Provides context for evidence while mostly avoiding plot summary
Analyzes how and why evidence supports character or theme development, using some relevant literary terms
Develops and analyzes content, taking limited risks with ideas
Provides some evidence that may or may not be relevant to character or theme development
Provides little or no context for evidence and/or excessive plot summary
Explains evidence rather than analyzing and/or makes claims that are not clearly supported by evidence
Reiterates content with little analysis
Provides little or no evidence relevant to character or theme development
Provides no context for evidence
Reiterates content with no analysis
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← Theatrical Presentation← ← Exemplary ← Proficient ← Satisfactory ← Beginning
← Voice
← Students communicate expressively by enunciating and using variety of rate, pitch, tone, and volume.
← Students enunciate clearly, using rate, pitch, and volume to express character.
← Students attempt to enunciate, using vocal variety and volume, but execution is weak.
← Students use limited or inappropriate enunciation, vocal variety, and volume.
← Movement
← Students move expressively, using a variety of gestures, body movements, and facial expressions to effectively illuminate character.
← Students move cleanly, using gestures, body movements, and facial expressions to illustrate character.
← Students attempt to use gestures, body movements, and facial expressions, but execution is weak.
← Students use limited or inappropriate movements. Lack of familiarity with script detracts from performance.
← Character
← Students communicate expressively, illuminating the personality and desires of the character.
← Students communicate clearly, expressing the personality and desires of the character.
← Students attempt to express the personality and desires of the character, but execution is weak.
← Students use limited or inappropriate acting technique to create character.
← Ensemble←
← Students use concentration and focus to collaborate seamlessly with partner(s) during performance.
← Students use concentration and focus to collaborate appropriately with partner(s) during performance.
← Students attempt to collaborate with partner(s), but concentration and focus are weak during performance.
← Student lacks concentration and focus resulting in limited collaboration during performance.
← Creativity
← Creative choices significantly add to scene presentation and audience enjoyment.
← Creative choices add to scene presentation and audience enjoyment.
← Creative choices attempt to add to scene presentation, but are not always successful.
← Creative choices detract from scene presentation.
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