R&j lit workshop1

Based on Holt McDougal Literature Grade 9, Unit 10

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DRAMA TEKS

• explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.[4A]


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Romeo & JulietLiterary Workshop, Part 1

Part 1

Characteristicsof Shakespearean Tragedy


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Part 1, Model 1: Character

• In the following excerpt, Romeo—the young protagonist of the play and a member of the Montague family—complains to his cousin, Benvolio, about a problem that is plaguing him. As you read, consider…

1. What is Romeo experiencing that you can relate to?2. What possible weakness or flaw does Romeo’s

attitude hint at?3. What do you learn about Romeo’s personality?


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Part 1, Model 2: Soliloquy

• Through this soliloquy, readers gain access to the thoughts and feelings of Juliet, a Capulet — and therefore a hated enemy of any Montague. As you read, consider…

1. What does the imagery in lines 20 – 25 reveal about Juliet’s feelings for Romeo?

2. Reread the boxed text. What is Juliet’s mood as she waits for Romeo? Point out specific words and details that reveal her state of mind.


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Part 2

The Languageof Shakespeare


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Part 2: The Language of Shakespeare

• Shakespeare’s plays deal with experiences and emotions that are easy to relate to, but his language can be challenging for today’s readers to understand.

• Once you get past the unfamiliar language, learn the rhythm and learn to “get” his allusions and puns, you’ll find his sense of romance, drama and humor fascinating.


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Part 2: The Language of Shakespeare — Blank Verse

• Shakespeare wrote mostly in a poetic form called blank verse.

• Blank verse is a poetic form that does not rhyme.

• It carries the rhythm of natural speech.• Blank verse is made up of unrhymed lines that

follow a rhythm of iambic pentameter.


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Part 2: The Language of Shakespeare — Iambic Pentameter

• Read the following lines aloud. Make sure to emphasize each stressed (accented) syllable:

While this pattern is is the general rule, not every line of the play is written this way. Shakespeare included many variations to avoid sounding monotonous.


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Part 2: The Language of Shakespeare — Iambic Pentameter


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Part 2: The Language of Shakespeare — Allusion and Word Play

• Allusion is a reference to something that the audience is expected to know.

• Shakespeare’s audience was familiar with Greek and Roman mythology as well as the Bible. He sprinkled references to these works throughout his plays.

• In the following excerpt, identify the allusion. What mental image does it conjure for you?

• Why do you think Shakespeare included this reference?


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Part 2: The Language of Shakespeare — Allusion and Word Play


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Part 2: The Language of Shakespeare — Pun

• A pun is a joke exploiting 1) the different possible meanings of a word or 2) the fact that there are words that sound alike but have different meanings.

• In the following excerpt, one example of a pun has been boxed. Which of the two-part definition (above) does this pun fit?

• There’s another example as well. Find it! Explain it!


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Part 2: The Language of Shakespeare — Pun


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Part 3

Strategies for ReadingShakespearean Drama


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Part 3: Reading Shakespearean Drama

• BEFORE you begin reading each Act of a Shakespearean play:

• Study the opening Cast of Characters– Who are these people? Why should you care?

• Read the Stage Directions – Where does the scene take place?– Who’s on stage?– What are they doing there?

• Read the Synopsis at the beginning of the scene.


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Part 3: Reading Shakespearean Drama


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Part 3: Reading Shakespearean Tragedy: Relationships

• Keep track of relationships between characters:• Are they – Friends? – Relatives? – Enemies?


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• What are the character roles — how are the related in terms of plot and action?

• Tragic Hero? • Foil? • Antagonist? • Comic Relief?• Write the names of characters in the “Examples”

space on the appropriate Frayer Model sheet you began filling out last week.


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• What are the Character traits of the characters?• Character traits are revealed through dialog,

soliloquies and asides as well as through actions.• Does the character exhibit any flaws or

weaknesses? (Character flaws and weaknesses are particularly important to note in tragedies like Romeo & Juliet.)


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• Look for Cause-and-Effect relationships between events — especially events that lead to tragic outcome.

• Tracking Cause-and-Effect relationships is extremely important for writing your essay this six weeks — “Who Is Most Responsible for the Deaths of Romeo & Juliet?”

• Track them on a Graphic Organizer, like the one on the following slide…


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Part 3: Reading Shakespearean Language: Unfamiliar Words and Phrases

• In reading Romeo & Juliet, you will encounter a number of unfamiliar words and phrases.

• Take care to write down and paraphrase unfamiliar terms into terms you understand.

• You can track unfamiliar words and phrases on a Graphic Organizer like the one on the next page…


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Part 3: Reading Shakespearean Language: Unfamiliar Words and Phrases


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Part 3 Model:Reading Shakespearean Drama

• Let’s read together the fight scene in Act 1, Scene 1…

• Setting: Verona, where the play is set; an open marketplace

• Action: Sampson and Gregory, servants of the Capulets, have gotten into a heated argument with Abram and Balthasar, servants of the Montagues.


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• Use the strategies we’ve discussed so far to analyze the following episode…


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1. Close Read the entire excerpt.

2. On your K-W-L worksheet, write to describe the setting, characters and action you visualized as you read.

3. Cite details from the dialog and stage direction that helped you form a mental image.


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4. What is Benvolio trying to do when Tybalt arrives? Support your answer.


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5. Using marginal notes as necessary, paraphrase Tybalt’s speech in the boxed lines. Why does Tybalt hate Benvolio so much?


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6. How would you characterize Tybalt on the basis of this excerpt? In what way is he different from Benvolio? Cite details from the text to support your answer.


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Part 4

Analyze the Literature


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Part 4: Analyze the Literature

• Apply the strategies you’ve learned so far to analyze a longer excerpt from the beginning of the tragedy (next slide):

• Setting: A costume party at the Capulets. Disguised with masks, Romeo and other Montagues have crashed the party.

• Action: Romeo sees Juliet from across the room; he falls in love at first sight. This sets the course of tragic events in motion.


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Part 4 Model:Analyze the Literature

1. Choose a part of this passage with several unfamiliar Elizabethan words. Paraphrase the part using Marginal Notes and the word list on page 1028, as necessary.


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2. Consider Capulet’s attitude toward his guests and his servants. How would you describe Capulet? Support your answer with details from the text.


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3. Reread the boxed text. How is the pattern of Romeo’s smitten speech different from the patterns of earlier lines in the scene.


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4. Reread lines 52 – 57. What does Tybalt want to do to Romeo? Explain what has made Tybalt so enraged.


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5. Tybalt is just one of many antagonists working against Romeo & Juliet. Cite details that show Tybalt’s searing hatred for Romeo.


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6. Given what you know about the characters’ personalities, what do you think what might happen next between Romeo and Tybalt? Support your prediction with evidence.

Education

R&j lit workshop1