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Romeo and Juliet By William Shakespeare
Mr. Baker Literature 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?
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Table of Contents
Literary Devices ………………………..3 Prologue……………………………………4 4 Corners…………………………………5 “How Shakespeare Invented Teenagers…….6 Intro to Shakespearean Language………..7 Shakespearean Insults………………….9 Act 1 Comprehension Questions begun……….10 Fight Write ……………………………..12 Oxymora…………………………….14 Getting to Know Romeo……………….15 Act 1 Comprehension ?’s Continued….. 16 Whom do they Love?.......................19 First Meeting…………………………21 Act 2 Comprehension questions…….23 Act 3 Comprehension questions ……….25 Act 4 Comprehension questions………..27 Act 5 Comprehension questions…..28 What went wrong?.....................29 Family Chart & Timeline………30
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Literary Devices
Literary 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 vowels Consonance – 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 means Situational Irony – When a situation turns out opposite of what is expected Dramatic 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.
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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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4 Corners
1. Love is real- something beyond biochemisty.
2. It is possible to fall in love at first sight.
3. There is only one “true” love for you.
4. Teenagers can understand what love is.
5. You should stand by your friend no matter how wrong he/she is.
6. You should live in the moment, not worry about the future.
7. Blood is thicker than water. (Family above all other allegiences!)
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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.
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
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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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 Insults
Hello 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 3 artless base-court apple-john bawdy bat-fowling baggage beslubbering beef-witted barnacle bootless beetle-headed bladder churlish boil-brained boar-pig cockered clapper-clawed bugbear clouted clay-brained bum-bailey craven common-kissing canker-blossom currish crook-pated clack-dish dankish dismal-dreaming clotpole dissembling dizzy-eyed coxcomb droning doghearted codpiece errant dread-bolted death-token fawning earth-vexing dewberry fobbing elf-skinned flap-dragon froward fat-kidneyed flax-wench frothy fen-sucked flirt-gill gleeking flap-mouthed foot-licker goatish fly-bitten fustilarian gorbellied folly-fallen giglet impertinent fool-born gudgeon infectious full-gorged haggard jarring guts-griping harpy loggerheaded half-faced hedge-pig lumpish hasty-witted horn-beast mammering hedge-born hugger-mugger mewling idle-headed lewdster paunchy ill-breeding lout pribbling ill-nurtured maggot-pie puking knotty-pated malt-worm puny milk-livered mammet qualling motley-minded measle rank onion-eyed minnow reeky plume-plucked miscreant roguish pottle-deep moldwarp ruttish pox-marked mumble-news saucy reeling-ripe nut-hook spleeny rough-hewn pigeon-egg spongy rude-growing pignut surly rump-fed puttock unmuzzled sheep-biting ratsbane vain spur-galled scut venomed swag-bellied skainsmate villainous tardy-gaited strumpet wayward toad-spotted vassal weedy unchin-snouted whey-face yeasty weather-bitten wagtail
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Act 1.1.1-105 Comprehension Questions
1. 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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Th e Fight Writ e
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?
Speci f ics
____ Full heading
____ Original title
____ Less than 3 pages
____ 1” margins all around
____ Double-spaced
____ 12-point professional font
Due Dates
Outline/Prewriting: _____________________ First Draft: ____________________________ Final Draft: ___________________________
See Mr. Baker for a writing conference if you want additional guidance.
Comments: Grade:
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.
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 dead original 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?
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Act 1.1.106 – End: Getting to Know Romeo 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 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.
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:
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Act 1.2 Comprehension Questions
1. 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 Questions
1. 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 Questions
1. 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
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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.
Nurse
Friar Lawrence
Lord Capulet
Lady Capulet
Paris
Lord and Lady
Montague
Prince Escalus
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Romeo & Juliet’s First Encounter
ROMEO: 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 Encounter
Directions:
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 Questions
1. 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?
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Act 3.1-3.2 Comprehension Questions
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 Questions
1. 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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Act 4 Comprehension Questions
1. 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 Questions
1. 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 Offense 1. 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
Prince Escalus
Romeo
Rosaline
Friar Lawrence
Montague & Lady Montague
Balthasar Abram
Benvolio
Mercutio
Servants
Affection
Counsel
Friend
Cousin
Parents
Juliet
Paris
Nurse
Capulet & Lady Capulet
Gregory & Sampson
Tybalt
Servants
Affection
Counsel Cousin
Parents
Monday
•Romeo in love with Ros • R & J meet at party • Balcony Scene: R&J profess love.
Tuesday
•Romeo asks F.L. to officiate •Romeo and Juliet wed •Tyb kills Mer. Ro kills Tyb •R & J consummate marriage
Wednesday
•Romeo to Mantua • Juliet takes potion to avoid wedding Paris
Thursday
•Romeo hears Juliet is dead •Romeo goes to tomb •Romeo kills himself •Juliet wakes, sees dead husband and kills herself.
The Law
