Romeo and Juliet Honors Packet 1, Act 1

Scenes 1-5

Keep:Vocabulary

Figurative Language Review & Pre-AP

Unit Skills

WorksheetsScene 1 Due:_______Scene 2 Due: _______Scene 3 Due:________Scene 4 Due:________Scene 5 Due:________

Figurative Language Due:______

Name: _______________________Period: 1 2 4 5 6 7

VocabularyWORD DEFINITION SENTENCE IMAGE

AnguishSevere mental pain or

physical suffering When the two teenagers were forbidden to see each other, they were

both in anguish.

AugmentMaking something

greater by adding to it; increase

The students augmented the pile of papers the

teacher had to grade by each turning in an essay.

BrawlLarge scale fistfight

usually involving several people

The police had to stop the angry fans from

beginning a brawl after the town’s basketball

team lost the championship game.

ChastePure in thought and action; not having experience sexual

intercourse

The bride looked chaste in her white gown as she

walked down the aisle toward her new

husband.

FoeAn adversary or

opponent The two foes argued every time they saw each

other.

ForswearTo deny under oath; to

formally renounce I had to forswear cheating in order to not

get into trouble.

GallSomething bitter

(difficult) to go through When we were kids, there was lots of gall

between my brother and I; we fought constantly.

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KinOne’s relatives

Every year, my kin gets together around

Christmas to exchange presents and spend time

together.

Mad Crazy The mad scientist created a horrible

creature that eventually destroyed the city.

PerniciousHaving a harmful effect

A pernicious illness spread rapidly through the city; thousands of people got sick and

hundreds died.

ProfaneTo treat (something

important) with abuse He profaned the church by using inappropriate language while inside.

QuarrelAn angry argument or

disagreement A long-standing quarrel between George and his

neighbors started because George refused to watch their dog when they went on vacation.

ShriftConfession (especially in

relation to a priest) When talking to her friend, Maria hoped to hear a true shrift about whether or not he had

stolen her watch.

VileExtremely unpleasant

The crime was so vile that no one could talk

about it without crying.

WooTo go after the affection

of; court To woo someone usually involves complimenting

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her/him and buying her/her gifts.

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Figurative Language

Definition Example

Simile

Comparing two unlike things using the words like or as

Tim’s voice booms like the loud speaker.

Metaphor

Making a direct comparison of two unlike things

The boy is a speeding bullet racing toward the finish line

Personification

Giving human qualities to nonhuman things.

I woke up to the sun smiling down at me.

Alliteration

The repetition of constant sounds or letters.

The sea shells sang sweet songs.

HyperboleObvious and intentional exaggeration To wait an eternity

OnamonapiaA word that imitates the sound it is associated with

Buzz, Pow, Zip

Enjambment*The continuation of a sentence or phrase from one line of a poem to the next, without a pause between lines. (notice how you read without a pause)Ex: The waves beside them danced; but they Outdid the sparkling waves in glee

Dr. Seus wrote in iambic tetrameter. If he had split his lines differently, he would have used enjambment:I do not eat green eggsAnd ham, I will not eat them, Sam I am

Internal Rhyme*

A rhyme created by two or more words in the same line of verse

It cracked and growled, and roared and howled.

Analogy*A comparison that shows similarities between two things that are otherwise dissimilar. A writer may use an analogy to explain something unfamiliar by comparing it to something familiar

We hold the silence / tight between us / like a live wire, / like a strip of gold / torn from a wedding brocade

Consonance*The repetition of consonant sounds, typically within or at the end of words,

Brick-clockCannot-recollect

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that do not rhyme and preceded by different vowel sounds

Assonance*The repetition of same or similar vowel sounds within nonrhyming words.Ex: I’ve been trying / to remember the taste, / but it doesn’t exist

About the town the owl could not be found.

Cacophony*A harsh, discordant mixture of sounds

“Everywhere was tumult exultation, deafening and maniacal bewilderment, astounding noise, yet furious dumb-show. “The Prisoners!” “The Records!” “The secret cells!” “The instruments of torture!” “The Prisoners!” Of all these cries, and ten thousand incoherencies, “The Prisoners!” was the cry most taken up…”

Euphony*Pleasing or sweet sound; pleasing effect to the ear, especially a pleasant sounding or harmonious combination or succession of words

Nature’s first green is gold, / Her hardest hue to hold. / Her early leafs a flower;

Allusion*A reference to a well-known character, place, or situation from history, music, art, or another work of literature. Discovering meaning of an allusion can often be essential to undersanding a work.

Ex: Edna St Vincent Millay alludes to Penelope, Odysseus’s wife in the Odyssey, in her poem “An Ancient Gesture”: I thought, as I wiped my eyes on the corner of my apron: / Penelope did this too.

Epithet*A brief pause used to characterize a person, place, or thing.

“the grey-eyed goddess” is Athena

Metonymy*Rhetoric device or figure of speech in which a thing or concept is not called its own name, but by the name of something closely associated with the concept (can be real or fictional)

Uncle Sam is a name with which the United States Government is associated and is often used in place of it. Hollywood is a metonym for the US media industry.

Archaism*The use of a form of speech or writing that is no longer current

The word thee is an archaism because it’s old and no longer used

*= Pre-AP term

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Skills: PunsA pun is a ______________________.

Puns usually involve words that are similar in ______________ or a word that has

________________________.

Act 1, Scene 1Gregory: The quarrel is between our masters and us their men.Sampson: ‘Tis all one, I will show myself a tyrant: when I have fought with the men, I will be cruel with the maids, and cut off their heads.Gregory: The heads of the maids?Sampson: Ay, the heads of the maids, or their maidenheads; take it in what sense thou wilt.Gregory: They must take it in sense that feel it.Sampson: Me they shall feel while I am able to stand: and ‘tis known I am a pretty piece of flesh.Gregory: ‘Tis well thou art not fish; if thou hadst, thou hadst been poor John. Draw thy tool! Here comes two of the house of the Montagues.

This exchange between Sampson and Gregory has two different puns. Explain in the box.

Maids/Maidenheads Feel/Fish/Tool

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Skills: FoilA foil is a character who provides a ______________________to another character.A foil may emphasize another character’s ______________________ or may make another character look better by comparison.A foil essentially is a character that ________________ and _________________ another character.

Harry Potter versus Draco Malfoy

How does Malfoy contrast Harry? AKA, what is so different about the two?1)

2)

3)

How is a Tomboy different from a Girly Girl?1)

2)

3)

Tomboy versus Girly Girl

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Name: Period:Scene I

Reading Guide1. Describe the fight: Who is fighting and over what? Who breaks up the fight? Then, explain what propelled the fight to escalate to such a high level and what that escalation reflects about the emotions of the two families.

3. What threat does the Prince make to Lord Montague and Lord Capulet? What could this foreshadow?

4. Explain why Romeo’s sadness may be such a shock to the audience? What does his sadness tell us about his characterization?

5. What is Benvolio’s advice to Romeo? Based off of his advice and handlings of the brawl, what can you infer about Benvolio’s characterization so far?

Analysis Practice: Why is thumb-biting such a big deal in the story? What does the thumb-biting and its potential cataclysmic consequences suggest about the fighting between the Montague and Capulet household? (Go beyond the obvious: that it could start a fight!)

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Vocabulary Practice_____1. Which of the following would cause the most anguish?

A. the death of a close friend or relative C. winning the lottery B. being jealous of a friend D. adding ingredients to a

recipe

2. Name three of your kin.

_____3. Finally, the officer heard a true __________ out of the criminal; he finally admitted he had been lying.

A. brawl B. gall C. augment D. shrift

_____4. Which of the following is the best example of something chaste? A. a person who has never committed a crime C. a person who

has committed many

crimes

B. a person who always wears white D. a person who never

carries a cell phone

5. What is something a mad person might do?

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Name: Period:Scene II

Reading Guide1. How old is Juliet?

2.What does Paris ask Capulet about and how does Capulet respond?

3. What does this exchange between Capulet and Paris suggest about Juliet’s own role in determining her future?

6. How do Romeo and Benvolio learn about the Capulet’s ball and what do they decide to do?

7. At this point, what would the audience be predicting?

Paraphrasing Practice: Paraphrase the lines below from Act I Scene IRomeo speaking on page 704. Lines 166-177

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Alas that love, whose view is muffled still,

Should without eyes see pathways to his will!Where shall we dine? O me! What fray was here?Yet tell me not, for I have heard it all.

Here’s much to do with hate, but more with love.Why then, O brawling love, O loving hate,

O any thing, of nothing first create!

O heavy lightness, serious vanity,

Misshapen chaos of well-seeming forms,Feather of lead, bright smoke, cold fire, sick healthStill-waking sleep, that is not what it is!

This love feel I, that is not what it is!

This love feel I, that feel no love in this.

Vocabulary Practice

_____1. Jordan ___________ that he will not attend Saturday School even if he ends up getting suspended; the

principal thinks that he is making a poor choice. A. forswears B. foes C. augments D. brawls

2. Name two things friends may quarrel over.

3. What are two foes of mice?

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_____4. He _______ the teacher when he refused to do his work; the teacher was so upset, she cried.

A. kin B. vile C. profaned D. pernicious

_____5. Which of the following is most likely to create gall in a child? A. someone given the child cake C. someone helping the child

with his/her homework

B. someone stealing the child’s toy D. someone taking the child’s

vegetables away

Name: Period:Scene III

Reading Guide1. How does Juliet feel about getting married? How do you know?

2. Following Juliet’s answer, what does Lady Capulet then tell Juliet?

3. Explain what Juliet meant when she said: “I’ll look to like, looking liking move; / But no more deep will I endart mine eye / Than your consent gives strength to make it fly”

4. In this scene, we are introduced to our three main female characters. Give a description of how each is characterized so far:Lady Capulet:

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Nurse:

Juliet:

Paraphrasing Practice: Paraphrase the lines below from Act I Scene 3Lady Capulet speaking lines 79-86

What say you? Can you love the gentleman?This night you shall behold him at our feast.

Read o’er the volume of young Paris’ face,And find delight writ there with beauty’s pen;

Examine every married lineament,

And see how one another lends content;And what obsur’d in this fair colume liesFind written in the margent of his eys.

Vocabulary Practice_____1. The gentleman _____ her after asking her father for permission to do so; she eventually grew to love him.

A. wooed B. pernicioused C. anguished D. foed

2. What are three things you consider vile?

_____3. The additional lamp _____ the light already coming into the rooms through the windows.

A. foed B. galled C. augmented D. wooed

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_____4. The three men created a _______ after they insulted some strangers; all who participated were later arrested.

A. brawl B. chaste C. kin D. forswear

_____5. Which of the following is best described as pernicious? A. a rainbow B. a blizzard C. a telephone call D. a song

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Name: Period:Scene IV

Reading Guide1. According to Mercutio, who or what is Queen Mab, and what does she or it do?

2. What does Mercutio say about dreams?

3. Mercutio’s Queen Mab speech is one of the most famous in the whole play. Give an explanation as to why this speech may be so famous.

4. What is Romeo’s mood at the end of this scene? Explain.

Paraphrasing Practice: Paraphrase the lines below from Act I Scene 4Romeo speaking lines 106-111

I fear, too early; for my mind misgives

Some consequence yet hanging in the stars

Shall bitterly begin his fearful date

With this night’s revels and expire the term

Of a despised life, clos’d in my breast,

By some vile forfeit of untimely death.

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But He that hath the steerage of my course

Direct my sail! On, lusty gentlemen!

Vocabulary PracticeEach of the following quotes from the play contain a vocabulary word. In the space provided, write what the quote means. EXAMPLE: “…here comes one of my master's kinsmen”Here comes one of my boss’s family members. c 1. “Rebellious subjects, enemies to peace,/ Profaners of this neighbour-stained steel”,2. “you [must] quench the fire of your pernicious rage”

3. “Three civil brawls, bred of a… word,/ By thee…/Have thrice disturb'd the quiet of our streets”

4. “Thou shalt not stir a foot to seek a foe”

5. “Who set this ancient quarrel new abroach”

6. “Many a morning hath he there been seen,/ With tears augmenting the fresh morning dew”

7. “I would thou wert so happy by thy stay,/ To hear true shrift.”18

8. “She hath forsworn to love”

Name: Period:Scene V

Reading Guide1. Who recognizes Romeo and how does he recognize him?

2. When the answer to the above question gets mad, what is Capulet’s response?

3. Explain how Romeo convinces Juliet to kiss him. Then explain how Juliet convinces Romeo to kiss her a second time.

4. Identify the secret sonnet in scene V (by line numbers).

Analysis Practice: Where does the theme of predetermined fate assert itself in Act I? Give 1 textual example of this theme and 1. Explain how the textual example qualifies itself as the theme of predetermined fate and 2. Explain how this textual example impacts both plot and/or characterization

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Vocabulary PracticeEach of the following quotes from the play contain a vocabulary word. In the space provided, write what the quote means. EXAMPLE: “…here comes one of my master's kinsmen”Here comes one of my boss’s family members. c 1. “woo her, gentle Paris, get her heart”

2. “Why, Romeo, art thou mad?”

3. “expire the term/ Of despised life … / By some vile forfeit of untimely death.”

4. “Did my heart love till now? forswear it, sight!/ For I ne'er saw true beauty till this night.”

5. “Why, how now, kinsman! wherefore storm you so?”

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6. “I will withdraw: but this intrusion shall/ Now seeming sweet convert to bitter gall.”

7. “I profane with my unworthiest hand/ This holy shrine”

Name: Period:Figurative Language Practice

Quote Figurative Language Used

________ is being compared to _________. (explain the figurative Explain language used/or the comparison made)

Romeo: Love is smoke made with the fume of sights. (Act 1 Scene 1)

Romeo: One fairer than my love! The all seeing sun / Ne’er saw her match, since first the world begun (Act 1 Scene 2)

Romeo: O she doth teaches the torch to burn bright / It seems she hangs upon the cheek of night / as a rich jewel in Ethiop’s ear. (Act 1 Scene 5)

Romeo:"My lips, two blushing pilgrims, ready stand"(Act 1, scene 5)

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Nurse: "he's a man of wax" (Act 1, scene 3)

Romeo: "Is love a tender thing? It is too rough,Too rude, too boist'rous, and it pricks like thorn" (Act 1 Scene 5)Mercutio: "If love be rough with you, be rough with love; prick love for pricking, and you beat love down." (Act 1 Scene 4)A1S5 Lines 91-104

The lines of the Prologue contain:

A1S2 Line 3: "For men so old as we to keep the peace."

A1S4 Mercutio: You are a lover. Borrow Cupid’s wings / And soar with them above a common boundPrologue: A pair of star-cross’d lovers

Juliet: Wherefore art thou, Romeo?

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