Name: _____________________________________ Class: __________________

Romeo and Juliet: Your Complete GuideDO NOT LOSE THIS PACKET!

Put it in the Literature & Notes section of your binder. This information will help keep

track of your notes, understand the play, and study for tests/quizzes.

If you are found loaning your packet to another student to be copied, or are copying another student’s packet, everyone involved

will earn an automatic and unrecoverable zero without exceptions.

Please sign your name below the Paxon Academic Honesty Pledge showing that you

agree to uphold it:I pledge that I have not engaged in academic

misconduct on this assignment. Background Information: Elizabethan Theater and William Shakespeare (p. 180-181)

The center of the Elizabethan stage was the city of ___________________. The reason that the theaters in London did so

well was because _________________________________________________________________________.

Shakespeare was part of the theater troupe called The Lord Chamberlain’s Men, the group which constructed

__________________________________________________________ in 1599.

Elizabethan theater had to rely heavily on the audience’s imagination because ___________________________________

_________________________________________________________________________________________________.

To make up for this, theater guilds used _________________________________________________________________.

In Shakespeare’s time, __________________ could not belong to theater companies in England, so __________________

___________________ had to act the part of those roles instead.

We have very little data regarding Shakespeare’s life. We do know that throughout his life, Shakespeare was known as the

following three titles: _______________, ________________, and ____________________.

Shakespeare was born in the city of _____________________________ in the year _______________. He died in the

year ____________.

Shakespeare married _____________________ in 1582, and together, they had _______________ children. It is likely

that Shakespeare ____________________________________ in order to join the theater troupe. Shakespeare rose to

popularity and even ___________________________________________ came to the Globe Theater in 1603.

In his life, Shakespeare wrote ____________ sonnets and ________________ plays.

Archaic/Elizabethan Words to KnowSome archaic words, like thee, thou, thy, and thine, are instantly understandable, while others, like betwixt, may cause you to stumble.

Art = _______ “Thou art a fiend!”

Didst = _______ “Why didst thou frown?”

’a coz hie perchance yond, yonder

Wast = _______ “Thou wast a fiend!”

Canst = _______ “Canst thou come to the party?”

adieu ere hither prithee

Hast = ________ “Thou hast a pleasant face.” (2nd

person)

Shalt = _______ “Thou shalt come to the party with me.”

anon fain mark saucy

Hath = ________ “He hath a pleasant face.” (3rd

person)

Shouldst = _______ “Thou shouldst come to the party.”

an, and god-den marry sirrah

Hadst = ________ “She hadst little to say.”

Wilt = _______ “Wilt thou come with me?”

aught God gi’ go’den

morrow soft

Dost = _______ “Why dost thou frown?”

Wherefore = _______ “Wherefore didst thou come to school?”

aye hark nought thither

Doth = _______ “He doth frown.”

Whence = _______ “From whence did thou come?”

counsel hence oft wot

Roman NumeralsUpper case Roman numerals are used for _____________. Lower case Roman numerals are used for ____________.

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Shakespeare’s Pronouns

Thou = ________, when it is the _________ of a sentence.

Thee = ________, when it is the _________ of a sentence.

Thy = _________, when it is the ________ form before a ___________.

Thine = ________, when it is the ________ form before a ___________.

Ye = plural form of ________, used for addressing a ____________.

For example:

You are a good friend = _______ art a good friend.

I will give you a present = I wilt give ______ a present.

Your father is angry with you = ______ father is angry with you.

Your apple is green. = _________ apple is green.

Unusual Word ArrangementsDid people really speak the way they do in Shakespeare’s plays? No! Shakespeare wrote the way he did for poetic and dramatic purposes. There are many reasons why he did this – to create a specific poetic rhythm, to emphasize a certain word, to give a character a speech pattern, etc. For example: “Never was seen so black a day as this.” (Romeo and Juliet, Act IV, Scene v)You can change its inverted pattern so it is more easily understood: “A day as black as this was never seen.”Here are a few more examples: “For the gracious Duncan have I murdered.” (Macbeth, Act III, Scene i)Rewrite the above example in a pattern more familiar to you: _________________________________________________________________________________

“How like a fawning publican he looks.” (The Merchant of Venice, Act I, Scene iii)Rewrite the above example in a pattern more familiar to you: _________________________________________________________________________________

Shakespeare likes to mix it up, often starting with the object before including the verb and subject. Rearranging in the order that makes the most sense to you will be one of your first steps in making sense of Shakespeare’s language.

Sentence: “I ate the sandwich”.Directions: Rearrange the order of the words in the sentence above in all the possible ways Shakespeare may have written this sentence.

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Read It Out LoudShakespeare’s plays were written for the stage. While we spend weeks studying Shakespeare in the classroom, his plays were meant to be spoken aloud over the course of a few hours. When you are reading out loud, remember to focus on punctuation to help with rhythm and intonation; unless there is a mark of punctuation, such as a comma or period, don’t stop at the end of a line.

Here is an example from The Merchant of Venice, Act IV, Scene i:

The quality of mercy is not strain’d, (short pause)It droppeth as the gentle rain from heavenUpon the place beneath: (long pause) it is twice blest; (long pause)It blesseth him that gives, (short pause) and him that takes; (long pause)‘Tis mightiest in the mighties; (long pause) it becomesThe throned monarch better than his crown; (long pause)

ContractionsWhen you come across an odd-looking contraction, know that they are generally simple contractions with only a letter or two left out. Here are some frequent Shakespearean contractions: be’t = _______ know’st = _______ e’en = _______ ta’en = _______ do’t = _______

t’ = _______ on’t = _______ o’er = _______ ‘twill = _______ i’ = _______

‘tis = _______ ‘gainst = _______ wi’ = _______ ne’er = _______ ‘bout = _______

Literary Terms for Sonnets:

1. blank verse – unrhymed iambic pentameter; blank signifies that there is no rhyme at the end of the lines of the poem.

2. couplets – two consecutive lines of poetry that rhyme. In Shakespeare’s writings, couplets are often used to punctuate or emphasize a character’s exit or the end of a particular scene.

3. quatrain – a stanza of four lines of poetry, especially one having alternate rhymes.

4. rhyme scheme – the ordered pattern of rhymes at the ends of the lines of a poem or verse. A rhyme scheme continues throughout the course of a poem and does NOT start over at the beginning of a new stanza. Example: a – Little Miss Muffet

a – sat on a tuffetb – eating her curds and whey. c – Down came a spiderc – and sat down beside herb – and frightened Miss Muffet away.

The rhyme scheme for this poem is aabccb. The lines with end rhymes that sound the same are given the same letter. When there is a new rhyme, a new letter is given to the line.

5. Shakespearean sonnet (also known as an Elizabethan sonnet) – a poetic form of writing consisting of three quatrains and a concluding couplet in iambic pentameter, often in the rhyme scheme of abab cdcd efef gg.

6. Iambic pentameter – a line of verse with five metrical feet, also known as iambs, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable. *One metrical foot, or iamb, has two syllables: unstressed, stressed. Example:

This example shows five sets of stressed, unstressed syllables per line, making this verse written in iambic pentameter (penta = five).

Shakespearean Sonnet Structure:ABAB

CDCD

EFEF

GG

Romeo and Juliet Anticipation Guide

Directions: In the space next to each statement, write agree or disagree.

1. It is okay to engage someone in a physical fight if the person makes offensive statements. ________________2. It’s okay to keep important problems in your life a secret from your parents if they will get angry and punish you.

________________3. Parents should not have a role in determining whom their children marry. ________________4. Deceiving people temporarily is all right if it is for a good cause in the long run. ________________5. It is important to always be supportive of friends and family, even if you disagree with their choices. __________6. Parents are ultimately responsible for their children’s choices. _______________7. Love at first sight exists. ________________8. There is a distinct difference between love and lust. ________________9. Loyalty to your family is more important than love. ________________10. The punishment for murder should always be death. ________________

Practice with Iambic Pentameter

Use this template to plan out your sonnet. Each box is a syllable. Make sure that you follow the rhyme scheme and the stressed and unstressed syllables.

Line # U / U / U / U / U /

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Directions: Read the sonnet below and complete the following tasks:

1) Label the rhyme scheme.2) Label the unstressed and stressed syllables of the first and second quatrains. Put a slash in between

each pair of iambs. 3) Annotate the sonnet with any interpretations, questions, or summaries. 4) Sometimes poets have to change around the words in a line to make it fit the iambic pentameter of a

sonnet or to make the line rhyme with another line. Choose a line in which the syntax seems to be out of order and rewrite it so that it is more like how we would actually say it.

Sonnet 18 (“Shall I Compare Thee to a Summer’s Day?”)

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate.

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date.

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimmed;

But they eternal summer shall not fade,

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wand’rest in his shade,

When in eternal lines to Time thou grow’st.

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.

Romeo and Juliet Cast of CharactersThe Montagues The Capulets Others

Lord MontagueLady MontagueRomeo, son of MontagueBenvolio, nephew of Montague and friend and cousin of RomeoBalthasar, servant to RomeoAbram, servant to Montague

Lord CapuletLady CapuletJuliet, daughter of CapuletTybalt, nephew of Lady Capulet and cousin of JulietNurse to JulietPeter, servant to Juliet’s nurseSampson, servant to CapuletGregory, servant to CapuletAn Old Man of the Capulet family

Prince Escalus, ruler of VeronaMercutio, kinsman of the prince and friend of RomeoFriar Laurence, a Franciscan priestFriar John, another Franciscan priestCount Paris, a young nobleman, kinsman of the princeApothecaryPage to ParisChief WatchmanThree MusiciansAn OfficerChorusCitizens of Verona, Gentlemen and Gentlewomen of both houses, Maskers, Torchbearers, Pages, Guards, Watchmen, Servants, and Attendants

Romeo and Juliet TimelineDirections: As we read Romeo and Juliet, pay attention to the timing of when the events in this tragedy occur. Record the day of the week, time of day, and what is happening in the story at the time. An example is provided for you.

Act and Scene

Day Time Summary

I : i Sunday Morning

The Montagues and Capulets fight in the streets and are broken up by Prince Escalus.

Romeo is pining for Rosaline, who has rejected him. Benvolio tries to comfort Romeo by saying that Romeo should find another girl on whom to focus his romantic intentions.

I : ii

I : iii

I : iv

I : v

II: i

II : ii

II : iii

II : iv

II : v

II : vi

III : i

III : ii

III : iii

III : iv

III : v

IV : i

IV : ii

IV : iii

IV : iv

IV : v

V : i

V : ii

V : iii

Romeo and Juliet Prologue ActivityDirections: Read the Prologue of Romeo and Juliet and complete the following tasks in regards to the Prologue. Task 1: Translate each line of the Prologue into modern English on the lines provided. Yes, it’s challenging, but YOU CAN DO IT! We will go over it as a class, so just do your best! Romeo and Juliet PrologueTwo 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-cross'd lovers take their life; _______________________________________________________________

Whose misadventured piteous overthrows ________________________________________________________________

Do with their death bury their parents' strife. ______________________________________________________________

The fearful passage of their death-mark'd love, ____________________________________________________________

And the continuance of their parents' rage, _______________________________________________________________

Which, but their children's end, nought 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. _________________________________________________________

Task 2: Underline any words in the Prologue that are associated with love, and circle any words in the Prologue that are associated with hate. Task 3: Label the rhyme scheme of the prologue above and write it here: ___________________________________Task 4: Label the unstressed and stressed syllables. Put a slash in between each pair of iambs. Task 5: Answer the following questions in complete sentences.

1. What type of poem is this and how do you know? What elements of this type of poem are present in the Prologue?

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2. List three major events you anticipate happening based on the foreshadowing in the Prologue. Be sure to explain which line led you to your conclusion.

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Film Comparisons and Contrasts

Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. LAFS.910.RI.3.7

We will be watching movie versions of certain scenes from Romeo and Juliet. When we watch a movie clip, we may compare or contrast it to the actual work that Shakespeare wrote. Answer the questions below when indicated for a play and film clip comparison and contrast.

Movie Clip Comparison/Contrast for Act ________, Scene _______

Movie: __________________________________________

1. What elements of the play are emphasized in the film version and why do you think the director chose to emphasize those elements?

2. What elements of the play are absent from the film version and why do you think the director chose to leave those elements out?

3. What effect do the differences and/or similarities between the play and the film have on the plot?

Movie Clip Comparison/Contrast for Act ________, Scene _______

Movie: __________________________________________

1. What elements of the play are emphasized in the film version and why do you think the director chose to emphasize those elements?

2. What elements of the play are absent from the film version and why do you think the director chose to leave those elements out?

3. What effect do the differences and/or similarities between the play and the film have on the plot?

Movie Clip Comparison/Contrast for Act ________, Scene _______

Movie: __________________________________________

1. What elements of the play are emphasized in the film version and why do you think the director chose to emphasize those elements?

2. What elements of the play are absent from the film version and why do you think the director chose to leave those elements out?

3. What effect do the differences and/or similarities between the play and the film have on the plot?

Romeo and Juliet QuestionsDirections: For each of the indicated scenes of Acts I-V of Romeo and Juliet by William Shakespeare, answer the following questions as they correspond to each scene in complete sentences. Be sure to restate the question in your response and explain your answers. LABEL multi-part questions (A, B, C, etc.). You must adhere to all criteria outlined in your handout titled 9th Grade Writing Expectations for Responding to Short-Answer Questions. You should complete the questions and activities directly on this packet when indicated, or on notebook paper if there is not a place to answer in this packet. As long as you clearly indicate which Act, Scene, and question you are answering, you can continue to write on the same piece of notebook paper for multiple scenes and acts. As questions are graded and returned, you will attach the answers written on notebook paper to the back of this packet.

ACT I

Act I, scene i

1) The play opens up with two Capulet servants insulting each other through the use of puns, or plays on the multiple meanings of words. Read the excerpt below and underline each use of the word move in lines 5 – 11. Explain each character’s play on the word move by determining which definition of the word each character uses. 5 Sampson. I strike quickly, being moved.

Gregory. But thou art not quickly moved to strike.

Sampson. A dog of that house of Montague moves me.

Gregory. To move is to stir, and to be valiant is to stand.

Therefore, if thou art moved, thou runnest away.

10 Sampson. A dog of that house shall move me to stand. I will

take the wall of any man or maid of Montague’s.

2) Re-read Prince Escalus’s warning to the two families about their feud. Summarize the Prince’s warning citing evidence from the text to support your statements. 3) Romeo uses multiple contrasts and oxymoron when describing love and its effect. What does this reveal about his mental state?

Act I, scenes ii and iii

1) Paraphrase Lord Capulet’s perspective on marriage and love when he speaks with Paris about Juliet.

2) Summarize the conversation between Benvolio and Romeo in lines 84-102 in scene ii. What decision is reached and why? How do you predict this decision will advance the plot?3) Read lines 80 – 95 in Act I, scene 3. Identify the extended metaphor therein. What two things does Lady Capulet compare? Cite at least three specific details from the extended metaphor that illustrate the features of Lady Capulet’s comparison. 4) In what ways are Lady Capulet and the nurse opposite in nature? In other words, how does the nurse serve as a foil to Lady Capulet? Provide at least two specific details that illustrate the differences in character and support your answer with cited textual evidence.

Act I, scene v – Close Read Activity

1) What examples of light imagery does Romeo use upon seeing Juliet for the first time? What do these images have in common? Cite textual evidence to support your response. __________________________________________________________________________________________________

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2) Closely and carefully read the first meeting between Romeo and Juliet provided below and use it to complete the following tasks. When applicable, write your answers in complete sentences. Be sure to label any multi-part answers.

Act 1, Scene 5, Lines 92-110: Romeo and Juliet’s first encounter

If I profane with my unworthiest hand 92

This holy shrine, the gentle sin is this:

My lips, two blushing pilgrims, ready stand

To smooth that rough touch with a tender kiss.

Good pilgrim, you do wrong your hand too much,

Which mannerly devotion shows in this; 97

For saints have hands that pilgrims' hands do touch,

And palm to palm is holy palmers' kiss.

Have not saints lips, and holy palmers too?

Ay, pilgrim, lips that they must use in prayer.

O, then, dear saint, let lips do what hands do; 102

They pray, grant thou, lest faith turn to despair.

Saints do not move, though grant for prayers' sake.

Then move not, while my prayer's effect I take.

Thus from my lips, by yours, my sin is purged.

Then have my lips the sin that they have took. 107

Sin from thy lips? O trespass sweetly urged!

Give me my sin again.

You kiss by the book. 110

1. Underline all words in this passage that are (or are associated with) parts of the physical human body.

2. Circle any words with religious connotations.

3. Highlight each word whose predominant sound is O, OO, or AH. When these sounds are said aloud, what motion

do your lips make? Explain how these words, sounds, and lip motions might be relevant to Scene 5?

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4. Find and label, with numbers, the lines of the sonnet, and then label the rhyme scheme. Identify the quatrains and

couplet.

5. Label the first quatrain in iambic pentameter. Separate each iamb with a slash / .

ROMEO

ROMEO

ROMEO

JULIET

JULIET

JULIET

ROMEO

JULIET

ROMEO

JULIET

6. Identify one of the implied metaphors from the selection. Be sure to cite the lines and identify what is being

compared in the implied metaphor.

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7. Create a 6-panel comic strip that gives a colorful visual representation of the dialogue between Romeo and Juliet

as depicted in lines 85-103. Include captions and/or dialogue bubbles for each panel that are written in a modern

adaptation of the original language used.

ACT II

Act II Prologue

Directions:

a) Read the sonnet and provide a close-read summary of each of the three quatrains and the concluding couplet.

b) Label the lines of the poem with both line numbers and the rhyme scheme.

c) Mark the sonnet in iambic pentameter. Clearly identify each iamb with a slash. The first line has been completed

for you as an example. Read aloud the lines to determine where the unstressed/stressed syllable markings go!

CHORUS

Now old desire doth in his deathbed lie,

And young affection gapes to be his heir;

That fair for which love groaned for and would die,

With tender Juliet matched, is now not fair.

Now Romeo is beloved and loves again,

Alike bewitchèd by the charms of looks;

But to his foe supposed he must complain,

And she steal love’s sweet bait from fearful hooks.

Being held a foe, he may not have access

To breathe such vows as lovers use to swear,

And she a much in love, her means much less

To meet her new belovèd anywhere;

But passion lends them power, time means, to meet,

Temp’ring extremities with extreme sweet.

[Exit.]

Act II, scene ii – Read pages 65-74 and complete questions #3-16 in your Close Reader.

Act II, scene iii

1) Friar Laurence lends insight about life and human nature in his soliloquy on pages 214 – 215. Cite a seemingly contradictory statement in his soliloquy and explain the idea he is conveying in each statement.2) Explain why Friar Laurence agrees to marry Romeo and Juliet. Cite evidence to support your response.

Act II, scene iv (Film Clip)

1) What warning does the nurse give Romeo, and why do you think she does this?

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SUMMARY OF QUATRAIN #1

SUMMARY OF QUATRAIN #2

SUMMARY OF QUATRAIN #3

SUMMARY OF COUPLET

Act II, scene v

1) When the nurse returns from talking to Romeo about a possible marriage between Romeo and Juliet, how would you describe Juliet’s mood? Provide textual evidence to support your response. 2) What do you think will happen now that Romeo and Juliet have decided to marry? In what way might their marriage be a turning point? Make a prediction regarding what will happen and provide textual evidence to support your response.

Act II, scene vi – Complete a “Film Comparisons and Contrasts” entry on pages 14 or 15 of your Romeo and Juliet Guide after both reading and watching this scene of the play.

ACT III

Act III, scene i

1) How does Shakespeare create suspense in Act III, Scene i? Provide textual evidence to support your response and be sure to explain your answer.2) Identify an internal conflict in Act III, Scene i. Provide and cite textual evidence and explain what two forces/ideas are in conflict. 3) Identify an external conflict in Act III, Scene i. Provide and cite textual evidence and explain what two forces are in conflict. 4) Romeo’s killing of Tybalt is the turning point of the play. What actions does the killing set in motion? What are the possible tragic consequences? 5) What is the Prince’s decree, and what reasons does he give for making it? Does the punishment fit the crime? Explain.

Act III, scenes ii - iii

1) In Juliet’s soliloquy, what dramatic irony is created? Provide and cite specific textual evidence to support your response. 2) How do scenes 2 and 3 of this act parallel each other? That is, in what ways are they similar? Use textual evidence from each scene to support your response. Be sure to explain how the evidence supports your response.

Act III, scene iv

1) Read Act III, scene iv and annotate for understanding. Then, answer the following questions in complete sentences. Be sure to cite textual evidence to support your answers and to label multi-part answers.

SCENE 4. A room in Capulet’s house.Enter old CAPULET, his wife, LADY CAPULET, and PARIS

Capulet. Things have fallen out, sir, so unluckilyThat we have had no time to move our daughter.Look you, she loved her kinsman Tybalt dearly,And so did I. Well, we were born to die.

5 ’Tis very late; she’ll not come down tonight.I promise you, but for your company,I would have been abed an hour ago. Paris. These times of woe afford no times to woo.

Madam, good night. Commend me to your daughter.

Lady Capulet.

10 I will, and know her mind early tomorrow;

Tonight she’s mewed up to her heaviness. 

Capulet.

Sir Paris, I will make a desperate tender

Of my child’s love. I think she will be ruled

In all respects by me; nay more, I doubt it not.

15 Wife, go you to her ere you go to bed;

Acquaint her here of my son Paris’ loveAnd bid her (mark you me?) on Wednesday next—But soft! What day is this?Paris. Monday, my lord.Capulet.

20 Monday! Ha, ha! Well, Wednesday is too soon.A’ Thursday let it be—a’ Thursday, tell her,She shall be married to this noble earl.Will you be ready? Do you like this haste?We’ll keep no great ado—a friend or two;

25 For hark you, Tybalt being slain so late,It may be thought we held him carelessly,Being our kinsman, if we revel much.Therefore we’ll have some half a dozen friends,And there an end. But what say you to Thursday?Paris.

QUESTIONS:

1. Compare Lord Capulet’s reaction to Paris’s desire to marry Juliet in Act I and now here in Act III, scene iv. How has Capulet’s behavior changed, and what caused this change?

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2. Explain the intense dramatic irony that the audience feels as scene iv unfolds and explain how the irony adds to the suspense.

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30 My lord, I would that Thursday were tomorrow.Capulet.Well, get you gone. A’ Thursday be it then.Go you to Juliet ere you go to bed;Prepare her, wife, against this wedding day.Farewell, my lord.—Light to my chamber, ho!

35 Afore me, it is so very lateThat we may call it early by and by.Good night.  [Exeunt.]

Act III, scene v

1) In literature, two forces often represent duality, or opposing forces. What do these two birds – the lark and the nightingale – symbolize in this scene? Provide and cite textual evidence to support your response. Do NOT simply say that they represent day/night. Think more deeply!2) What literary devices does Shakespeare employ in the following lines: “O Fortune, Fortune! All men call thee fickle./If thou art fickle, what dost thou with him/That is renowned for faith? Be fickle, Fortune,/For then I hope thou wilt not keep him long/But send him back” (60-64). Additionally, what do Juliet’s words foreshadow about the events that will take place later on in the play?

ACT IV

Act IV, scene i.1) What type of figurative language does Paris use in the beginning of Act IV, scene i? Provide and cite textual evidence that shows the figurative language and explain the meaning of Paris’s words. 2) Summarize Juliet’s speech in lines 50-67 in your own words. How do her threats about knives and daggers increase the suspense and tension of the scene?3) In your own words, summarize the Friar’s plan to help Juliet in lines 89-120.

Act IV, scene ii1) What decision does Capulet make regarding the wedding date? Why do you think he makes this change? Provide and cite textual evidence to support your response. 2) Why is it ironic that Lord Capulet praises Friar Laurence in scene ii? Provide and cite textual evidence to support your response.

Act IV, scene iii1) In lines 14-58, Juliet performs a conventional Shakespearean soliloquy, where a character who is posed on the edge of an action thinks over its pros and cons. In your own words, list three fears and doubts that Juliet considers before taking the potion and support your response with textual evidence. 2) What dramatic irony exists in scene iii when Juliet asks the Nurse to help select clothes for the wedding? Provide and cite textual evidence to support your response.

Act IV, scene v 1) How does Shakespeare use dramatic irony scene 5? What effect is created for the audience and why? Provide and cite textual evidence to support your response. 2) According to Friar Laurence in lines 70-75, what is the highest form of human achievement? Why does he tell the characters this?

ACT V

Act V, scene i1) What does Romeo purchase from the apothecary and why? Provide and cite evidence to support your response.2) Why does the apothecary agree to sell the item from question #1 to Romeo? Provide and cite evidence to support your response.

Act V, scene ii1) Why did Friar John fail to deliver the letter to Romeo? Provide and cite evidence to support your response.2) How does Friar John’s news affect Friar Laurence? Why? Provide and cite evidence to support your response.

Act V, scene iii1) Explain Paris’s perception of Romeo and his presence at the graveyard. For what does Paris blame Romeo? Provide and cite evidence to support your answer. 2) Explain how two misunderstandings and/or miscommunications led to the tragic events in Act V, scene iii. Provide and cite textual evidence to support your response for each example. 3) Summarize how the feud between the two families determined the outcome of the relationship between Romeo and Juliet. Provide two specific details to support your answer. Additionally, explain who else suffered as a result of this hostility between the families? Provide and cite textual evidence to support your response. 4) In a tragedy, a hero or heroine’s character flaw is usually the cause of his or her downfall. What might Romeo’s or Juliet’s character flaw be that led to his or her death? Explain and cite evidence from the play to support your response.

“Pyramus and Thisbe”

The following questions correspond to the poem “Pyramus and Thisbe,” which is on p. 283-288 of your Collections textbook.

1. Reread lines 1-11 and explain one element of the poem that resembles the story of Romeo and Juliet and one element that differs.

2. Cite an example of a plot element that inspired Shakespeare and a plot element that Shakespeare modified in lines 23-51.

3. Reread lines 73-89 of the poem, and compare them to lines 77-80 of Act V.i of Romeo and Juliet. How is Shakespeare’s version of events similar to and different from events in the poem?

4. Identify examples of imagery (vivid descriptions that add to the intensity of emotion in the story) in lines 113-129.5. Identify a theme from lines 136-137 that is also developed in Shakespeare.6. Reread the ending of the poem, lines 144-152, and explain how Thisbe’s death inspired Juliet’s death in the play.

Romeo and Juliet Literary Terms to Know

1. Aside – a character’s brief remark that others on stage do not hear; reveals the character’s private thoughts. 2. Soliloquy – a long speech by one character who is alone onstage, only speaking to him- or herself or the audience.

Playwrights often use soliloquies to develop ideas or have characters express complex emotions. 3. Monologue – a long speech by one character to one or more other characters on stage. Playwrights often use

monologues to develop ideas or have characters express complex emotions. 4. Prologue – an introductory section of a work. 5. Act – the unit or division consciously placed within a dramatic work; a collection of scenes that flow together and

represent a major part of the play; Shakespearean plays often have five acts. 6. Scene – a unit or division consciously placed within an act of a play; the setting is fixed, and the timing is continuous. 7. Pun – a play on words, often achieved through the use of words with similar sounds but different meanings

Example of a pun from Romeo and Juliet Act I, Scene 1, Lines 1-4:Sampson. Gregory, on my word, we'll not carry coals. (do dirty work; put up with insults)

Gregory. No, for then we should be colliers. (coal dealers; men with dirty jobs)

Sampson. I mean, and we be in choler, we'll draw. (choler means anger)Gregory. Ay, while you live, draw your neck out of collar.(hangman’s noose, meaning to save your neck from trouble/death)The words “coals,” “colliers,” “choler,” and “collar” are similar sounding; the reader should note how the servants start making jokes based on words that sound similar (word play), which are puns.

8. Comic relief – a humorous scene or speech intended to relieve tension; heightens the seriousness of the main action by contrast.

9. Tragedy – a drama that results in a catastrophe—most often death—for the main characters. Shakespearean tragedies, however, offer more than just despair; they provide comic moments that counter the underlying tension of the serious plot.

10. Tragic hero – the protagonist, or central character; usually fails or dies because of a character flaw or a cruel twist of fate

11. Antagonist – the adversary or hostile force opposing the protagonist; this can be a character, a group of characters, or a nonhuman entity.

12. Foil – a character whose personality and attitude contrast sharply with those of another character; a foil emphasizes another’s character’s attributes and traits, such as a timid, introverted character making a talkative one seem even chattier.

13. Allusion – a reference to something literary, mythological, or historical that the author assumes the reader will recognize.

Example of allusion from Romeo and Juliet Act I, scene i, lines 205-206:Romeo. Well, in that hit you miss. She’ll not be hitWith Cupid’s arrow. She hath Dian’s wit.

The allusion is to the Roman goddess Diana, the Roman goddess of chastity, the moon, and hunting, who was not interested in man. This reference to Diana is one that the author assumed his audience would recognize.

14. Apostrophe – a figure of speech in which one directly addresses an absent or imaginary person, or some abstraction. 15. Oxymoron – where two words that contradict each other are joined to create a paradoxical expression

Examples of oxymorons from Romeo and Juliet Act I, Scene i:      Romeo. Why then, O brawling love, O loving hate,

     O anything, of nothing first created!     O heavy lightness, serious vanity,     Misshapen chaos of well-seeming forms, (these four words create a pun)     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.

16. Suspense : a feeling of anticipation which conveys that something risky or dangerous is about to occur17. Surprise : an unexpected or astonishing event, act, fact or thing18. Turning Point : the point is a work in which a very significant change occurs that leads to either a very happy or

unhappy outcome19. Conflict : a discord that can occur between a character and outside forces (external conflict) or between a character and

his/her inner self (internal conflict)a. Character vs. Self (internal): when a character experiences conflicting thoughts or emotions with regards to a

certain situation or dilemma he/she may be faced withb. Character vs. Character (external): when a character experiences a conflict with another characterc. Character vs. Society: when a character is in conflict against some aspect of societal traditions or norms

20. Metaphor/Explicit Metaphor – a direct comparison of two unlike thingsa. Example from Romeo and Juliet Act 1 Scene 1 Lines 80-81

"What, ho! you men, you beasts, That quench the fire of your pernicious rage"What is being compared in this metaphor? Prince Escalus compares the Capulets and Montagues to beasts because they just had a fray; he then proceeds to compare their rage to a fire.

21. Implicit/Implied Metaphor – a comparison between two unlike things where the subject of the comparison is implied rather than explicitly mentioned

a. Example #1: Love sometimes has dangerous thorns. (Love is being compared to a rose, but the rose is not explicitly mentioned, but rather, implied by mentioning the word “thorns” which is associated with rose.)

b. Example #2: Thoughtless remarks can slash one’s ego. (Remarks is being compared to a knife, but the knife is not explicitly mentioned, but rather, implied by mentioning the word “slash” which is associated with the knife.)

22. Extended Metaphor – a metaphor that is developed over several lines of text, over an entire poem, or throughout an entire text.

a. Example from Romeo and Juliet Act II Scene 2 Lines 2-9"But soft! What light through yonder window breaks? It is the East, and Juliet is the sun! Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, that thou her maid art far more fair than she: Be not her maid, since she is envious; Her vestal livery is but sick and green and none but fools do wear it; cast it off.”