William ShakespeareWilliam Shakespeare(1564-1616)(1564-1616)

An Introduction to An Introduction to

Romeo and JulietRomeo and Juliet

Shakespeare’s ChildhoodShakespeare’s Childhood

Born on April 23, 1564 in the town of Born on April 23, 1564 in the town of Stratford-on-Avon in EnglandStratford-on-Avon in England

His family was middle-class (father later His family was middle-class (father later became mayor of the town, mother’s became mayor of the town, mother’s ancestors had some social rank)ancestors had some social rank)

Ironically both his parents were illiterate Ironically both his parents were illiterate (but this was also very common for the (but this was also very common for the day)day)

He enjoyed a typical, but unremarkable He enjoyed a typical, but unremarkable education at the Stratford Grammar education at the Stratford Grammar School, which focused on a classical School, which focused on a classical education in history, reading, and Latin.education in history, reading, and Latin.

More about his background…More about his background…

At age eighteen, he At age eighteen, he married Anne married Anne HathawayHathaway who was twenty-six (eight years who was twenty-six (eight years his senior—how his senior—how scandalous!)scandalous!) They had three children togetherThey had three children together

Ten years later, in 1592, he left his family Ten years later, in 1592, he left his family for London and begun his writing careerfor London and begun his writing career

By 1594, he was writing and performing By 1594, he was writing and performing with a group of actors known as “Lord with a group of actors known as “Lord Chamberlain’s Men”Chamberlain’s Men” Very popular group, often performed for Very popular group, often performed for

royalty and most London theatre-goers royalty and most London theatre-goers (remember this is before movies, so he was (remember this is before movies, so he was sort of famous guy)sort of famous guy)

““The Bard” is born!The Bard” is born!

He wrote He wrote Romeo and Juliet Romeo and Juliet in 1594in 1594Shakespeare’s version was based on Shakespeare’s version was based on

another playwright’s work, entitled another playwright’s work, entitled The The Tragicall Historye of Romeus and Juliet Tragicall Historye of Romeus and Juliet (1562)(1562)Interesting historical note: Since there were Interesting historical note: Since there were

no copy-right laws at the time, writers were no copy-right laws at the time, writers were extremely competitive at the time (and it extremely competitive at the time (and it was common practice among writers to was common practice among writers to “borrow” ideas– with or without the author’s “borrow” ideas– with or without the author’s permission)permission)

Biographical TimelineBiographical Timeline

1594 – Shakespeare becomes a shareholder 1594 – Shakespeare becomes a shareholder in Lord Chamberlain’s Menin Lord Chamberlain’s Men

1599- Lord Chamberlain’s Co. built the Globe 1599- Lord Chamberlain’s Co. built the Globe Theater (where most of Shakespeare’s plays Theater (where most of Shakespeare’s plays were performed)were performed)

1603 – James I becomes the King of England 1603 – James I becomes the King of England (after Queen Elizabeth dies)– Renamed (after Queen Elizabeth dies)– Renamed acting company “King’s Men”acting company “King’s Men”

1610 – Shakespeare retired to Stratford-on-1610 – Shakespeare retired to Stratford-on-AvonAvon

1616 – The famous playwright dies at age 521616 – The famous playwright dies at age 52

Why is he still so famous?Why is he still so famous?

His plays feature universally His plays feature universally identifiable characters and situationsidentifiable characters and situationsSuch as Such as love, marriage, death, grief, love, marriage, death, grief,

making difficult choices, separation, making difficult choices, separation, reunion and reconciliationreunion and reconciliation

These characters are fresh and can be These characters are fresh and can be adapted to any time and place and help adapted to any time and place and help us (the audience) understand what it is us (the audience) understand what it is to be to be humanhuman and cope with the and cope with the problems that plague the human spiritproblems that plague the human spirit

Enduring LanguageEnduring Language Shakespeare’s characters used Shakespeare’s characters used wonderfully wonderfully

colorful colorful words and expressionswords and expressions He used over 20,000 words in his worksHe used over 20,000 words in his works

The average writer uses only 7,500– whoa! The average writer uses only 7,500– whoa! Interesting fact– the English Dictionary of Interesting fact– the English Dictionary of

his time only had 500 wordshis time only had 500 words Shakespeare is responsible for adding 3,000 Shakespeare is responsible for adding 3,000

words to the English Oxford Dictionarywords to the English Oxford Dictionary He had an enormous influence on the He had an enormous influence on the

development of modern Englishdevelopment of modern English He’s credited with inventing some of the He’s credited with inventing some of the

words we still use in our daily speechwords we still use in our daily speech

Such as…Such as…

AccommodationAccommodation Amazement Amazement AssassinationAssassination BloodyBloody CountlessCountless CriticCritic ExposureExposure GenerousGenerous GloomyGloomy HurryHurry ImpartialImpartial

LonelyLonely MajesticMajestic MisplacedMisplaced ObsceneObscene PremeditatedPremeditated RadianceRadiance RelianceReliance RoadRoad SubmergeSubmerge SuspiciousSuspicious

… … among many others!among many others!

Shakespeare wrote:Shakespeare wrote:

ComediesComedies

HistoriesHistories

TragediesTragedies

The Theater in Shakespeare’s The Theater in Shakespeare’s DayDay

Plays produced for the general publicPlays produced for the general publicTook place in an roofless / open air Took place in an roofless / open air

theatre theatre ((Thank goodness because public sanitation, hygiene and Thank goodness because public sanitation, hygiene and common decency were not as we expect them to be today!common decency were not as we expect them to be today!))

Building had three levelsBuilding had three levelsStage:Stage:

A large platform without a curtainA large platform without a curtain

Shakespeare’s Globe TheaterShakespeare’s Globe Theater

Elements of a DramaElements of a DramaThese are the FIVE (5) parts that These are the FIVE (5) parts that

correspond to the five ACTS of playscorrespond to the five ACTS of playsExpositionExposition (the introduction) (the introduction)

Establishes the TONE, introduces the Establishes the TONE, introduces the setting, the main characters, and the conflictsetting, the main characters, and the conflict

It may also provide additional background It may also provide additional background info important to understanding the plotinfo important to understanding the plot

In In Romeo & Juliet, Romeo & Juliet, there was a Prologue to provide there was a Prologue to provide a comprehensive summary of the plota comprehensive summary of the plot

Rising ActionRising ActionSeries of complications for the protagonist Series of complications for the protagonist

(main character)(main character)Flows from the main characterFlows from the main character

Elements of a Drama Elements of a Drama (continued)(continued) Climax Climax (or crisis)(or crisis)

Turning point in the storyTurning point in the story The moment of choice (an important decision The moment of choice (an important decision

must be made)must be made) Forces of conflict come togetherForces of conflict come together

Falling ActionFalling Action Results of protagonist’s decisionResults of protagonist’s decision Maintains suspenseMaintains suspense

ResolutionResolution Conclusion of the playConclusion of the play Unraveling of the plotUnraveling of the plot Typically, in a Shakespearean play, may Typically, in a Shakespearean play, may

include the characters’ deathinclude the characters’ death

Dramatic TechniquesDramatic Techniques Pun Pun

A play on words involvingA play on words involving A word or words with more than one meaning, orA word or words with more than one meaning, or Words with similar soundsWords with similar sounds

SoliloquySoliloquy Medium to long speechMedium to long speech Spoken by one actor alone on stage (or not Spoken by one actor alone on stage (or not

heard by other actors)heard by other actors) MonologueMonologue

One person speaking for a longer period of timeOne person speaking for a longer period of time Is NOT a dialogue (which is an fair exchange of Is NOT a dialogue (which is an fair exchange of

words between two or more characters)words between two or more characters)

Some additional dramatic Some additional dramatic techniquestechniques

Comic ReliefComic ReliefUse of comedy or humor used to provide Use of comedy or humor used to provide

“relief” from the seriousness or sadness, “relief” from the seriousness or sadness, or to “relieve” the tension of the situationor to “relieve” the tension of the situation

AsideAsideDirect address by actor to audienceDirect address by actor to audience

Not supposed to be overheard by other Not supposed to be overheard by other characterscharacters

More Dramatic Techniques: More Dramatic Techniques: Poetic LanguagePoetic Language

Metaphoric LanguageMetaphoric LanguageComparison of Comparison of unlikeunlike things things““Shall I compare thee to a summer’s Shall I compare thee to a summer’s

day?...”day?...”AlliterationAlliteration

A repetition of a consonant sound at the A repetition of a consonant sound at the beginning of a wordbeginning of a wordEx. “She sells sea shells by the sea shore.”Ex. “She sells sea shells by the sea shore.”

Dramatic ThemesDramatic Themes

ThemeThemeCentral idea or insight about life Central idea or insight about life

featured in the plotfeatured in the plotTragedyTragedy (Shakespearean) (Shakespearean)

Drama where the central character/s Drama where the central character/s suffer disaster or great misfortunesuffer disaster or great misfortuneIn many tragedies, this downfall results fromIn many tragedies, this downfall results from

FATEFATECHARACTER FLAW / FATAL FLAWCHARACTER FLAW / FATAL FLAW

Or a combination of these twoOr a combination of these two

Types of CharactersTypes of Characters

Static Static (or “Flat” characters)(or “Flat” characters) Characters within a story who remain the same– Characters within a story who remain the same–

they DO NOT change their minds, opinions, or they DO NOT change their minds, opinions, or charactercharacter

Dynamic Dynamic (or “Round” characters)(or “Round” characters) Possess many character traits, like “real” peoplePossess many character traits, like “real” people

Dramatic FoilDramatic Foil A character whose whole purpose is to show off A character whose whole purpose is to show off

another characteranother character Look for how Benvolio does this for Tybalt’s character Look for how Benvolio does this for Tybalt’s character

in the storyin the story

Poetic TechniquesPoetic Techniques

Blank VerseBlank VerseUnrhymed iambic pentameterUnrhymed iambic pentameter

Iambic PentameterIambic Pentameter5 units of rhythm per line5 units of rhythm per line

A meter consists of five (5) pairs in a two (2) A meter consists of five (5) pairs in a two (2) syllable stressed/unstressed patternsyllable stressed/unstressed pattern

Follows pattern of unstressed syllable followed by Follows pattern of unstressed syllable followed by a stressed syllablea stressed syllable

Primary rhythm is iambic– Primary rhythm is iambic– UUnstressed/ nstressed/ SStressed / tressed / UUnstressed/ nstressed/ SStressed tressed

/Unstressed/Unstressed

Understanding Shakespeare’s Understanding Shakespeare’s MeterMeter

Foot/Feet: In Shakespeare’s poetry, it is the Foot/Feet: In Shakespeare’s poetry, it is the smallest unit of rhythmsmallest unit of rhythm (more commonly referred to as a “Meter”)(more commonly referred to as a “Meter”) MeterMeter is a measure of the time-pattern that is repeated is a measure of the time-pattern that is repeated

Iamb:Iamb: A foot of two-syllables with A foot of two-syllables with unstressed syllable followed unstressed syllable followed

by the stressedby the stressed syllable syllable Iambic PentameterIambic Pentameter

5 foot metrical line of weak followed by strong 5 foot metrical line of weak followed by strong syllablessyllables

Each line is 10 syllables long in Shakespeare’s Each line is 10 syllables long in Shakespeare’s sonnetssonnets

Intended for actors to speak lines naturally when Intended for actors to speak lines naturally when performing a playperforming a play

An Example of Shakespeare’s An Example of Shakespeare’s Iambic PentameterIambic Pentameter

But,But,| | soft!soft! | |whatwhat | | lightlight | | throughthrough | | yonyon||der der | | winwin||dowdow | | breaks? breaks?

(iambic pentameter = 10 syllables per (iambic pentameter = 10 syllables per line, or meter of text)line, or meter of text)

Act 2, Scene 2 Act 2, Scene 2 Romeo & JulietRomeo & Juliet

Poetic TechniquesPoetic Techniques

English SonnetEnglish SonnetFourteen line poem Fourteen line poem (Shakespeare wrote (Shakespeare wrote

154 of them!)154 of them!)Each line contains ten syllables and Each line contains ten syllables and

written in iambic pentameterwritten in iambic pentameterRhyme scheme in a Shakespearean sonnet Rhyme scheme in a Shakespearean sonnet

is is a-b-a-b, c-d-c-d, e-f-e-f, g-g*a-b-a-b, c-d-c-d, e-f-e-f, g-g**The last two lines are a rhyming couplet*The last two lines are a rhyming couplet

Figurative Language: Figurative Language: OxymoronsOxymorons

An An oxymoronoxymoron is a term that sounds logical is a term that sounds logical (in the figurative sense), but contain words (in the figurative sense), but contain words that with illogical literal meanings like that with illogical literal meanings like ‘plastic silverware.’ These terms have a ‘plastic silverware.’ These terms have a contradictorycontradictory meaning and serve to have a meaning and serve to have a specific effect on the audience.specific effect on the audience. List 3 on your own right now:List 3 on your own right now: 1. ________________1. ________________ 2. ________________2. ________________ 3. ________________3. ________________

Beginning Beginning Romeo & JulietRomeo & Juliet

Based on the meaning of the Based on the meaning of the stems, what can you infer the stems, what can you infer the purpose is of a purpose is of a prologueprologue..pro=?pro=?logue?logue?

An Example of a SonnetAn Example of a Sonnet(from the prologue of (from the prologue of Romeo & JulietRomeo & Juliet))

Chorus   1    Two households, both alike in dignity,   2    In fair Verona, where we lay our scene,   3    From ancient grudge break to new mutiny,   4    Where civil blood makes civil hands unclean.   5    From forth the fatal loins of these two foes   6    A pair of star-cross'd lovers take their life;   7    Whose misadventured piteous overthrows   8    Do with their death bury their parents' strife.   9    The fearful passage of their death-mark'd love,  10    And the continuance of their parents' rage,  11    Which, but their children's end, nought could remove,  12    Is now the two hours' traffic of our stage;  13    The which if you with patient ears attend,  14    What here shall miss, our toil shall strive to mend.           [Exit.]

Relating to the TextRelating to the Text

What sort of actions preclude a fight?What sort of actions preclude a fight?

AND… AND… Do you ever HAVE to fight?Do you ever HAVE to fight?When is it acceptable to walk away?When is it acceptable to walk away?

11stst period Learning Groups period Learning Groups AminaAmina EricaErica AnthonyAnthony

JazmynJazmyn EstefaniEstefani AbbyAbby

DestinyDestiny MosiesMosies CrystalCrystal

HarperHarper ElainnaElainna ChristopherChristopher

JocelinJocelin DavidDavid KrupaKrupa

JenniferJennifer IsreaelIsreael AlexAlex

MouhcineMouhcine NoohaNooha JonathanJonathan

IvanIvan RobertoRoberto PoojaPooja

33rdrd period Learning Groups period Learning Groups AshraAshra AndreaAndrea AnthonyAnthony

JonathanJonathan RacquelRacquel EmmanuelEmmanuel

AmanAman JesusJesus MayraMayra

JefferyJeffery MatthewMatthew BraijonBraijon

VanessaVanessa AlmedinaAlmedina Isiah G.Isiah G.

JacobJacob BrianBrian HaroldHarold

Lee

44thth period Learning Groups period Learning Groups AndreAndre Nathan V.Nathan V. AnaAna

LupeLupe ErickErick NatalyNataly

JenniferJennifer CalebCaleb ModestyModesty

SulemaSulema AngeloAngelo JahquannJahquann

MelissaMelissa MirianMirian Jasmine N.Jasmine N.

AlyssaAlyssa VirgilVirgil Nathan T.Nathan T.

LitzeLitze YanYan Jasmin T.Jasmin T.

AndyAndy AlexisAlexis ZoeZoe

BrukBruk LouisLouis

CarlaCarla AshleyAshley AbdullahAbdullah

88thth period Learning Groups period Learning Groups AndrewAndrew ArnoldArnold YocelinYocelin

EdwardEdward ClaudiaClaudia AmyAmy

BryanBryan LilyLily JuliajoyJuliajoy

IvanIvan ChristianChristian RobertRobert

JalenJalen JoseJose TannerTanner

LorenzoLorenzo MichaelMichael MelissaMelissa

Jasmine H.Jasmine H. CelesteCeleste EmilyEmily

MalorieMalorie BernardoBernardo ArreanaArreana

JohnnasyJohnnasy JakeJake JazmineJazmine

Learning Group ActivitiesLearning Group ActivitiesStep 1: Determining RolesStep 1: Determining Roles

1 Facilitator 1 Facilitator Responsible for keeping the group on task and focused, ensures Responsible for keeping the group on task and focused, ensures

that all group members have had an opportunity to participate and that all group members have had an opportunity to participate and that the group has met the goals of each activity in an assignmentthat the group has met the goals of each activity in an assignment

1 Recorder/Reporter1 Recorder/Reporter Keeps the records for the group, takes notes, keeps all handouts, Keeps the records for the group, takes notes, keeps all handouts,

etc. and functions as the spokesperson for the groupetc. and functions as the spokesperson for the group

1-2 Research Guru(s)/ Literary Luminary (ies)1-2 Research Guru(s)/ Literary Luminary (ies) Responsible for ensuring that all responses to the text are Responsible for ensuring that all responses to the text are

supported with clear evidence from the text AND that the group’s supported with clear evidence from the text AND that the group’s responses are enhanced with additional research (i.e. looks up responses are enhanced with additional research (i.e. looks up unfamiliar words, concepts, etc. unfamiliar words, concepts, etc.

Step 2: Identifying Themes Step 2: Identifying Themes Take turns sharing what each member Take turns sharing what each member

annotated from Act I, Scene 1 in annotated from Act I, Scene 1 in Romeo & JulietRomeo & Juliet (pgs. 7-25). Identifying (pgs. 7-25). Identifyingqualities or traits of major characters by qualities or traits of major characters by

his or her quotationshis or her quotationsMajor and minor conflictsMajor and minor conflictsMajor themes in Major themes in R & JR & J

Reason / ImpulseReason / ImpulseLoyalty / IndependenceLoyalty / IndependencePride / HumilityPride / HumilityHope / DespairHope / DespairFate / Free-WillFate / Free-Will

Step 2.5: Sharing Your VIPsStep 2.5: Sharing Your VIPs(Very Important Points)(Very Important Points)

VIPs=VIPs=Very Important PointsVery Important PointsThese are the annotations that your group has These are the annotations that your group has

determined to be the determined to be the most insightful most insightful

Each group will share with the class your Each group will share with the class your THREE (3) VIPs best examples of your THREE (3) VIPs best examples of your annotationsannotationsMake sure you cite the page and line #’s from Make sure you cite the page and line #’s from

the text, summarize or quote the text and the text, summarize or quote the text and fully explain your interpretation of its meaningfully explain your interpretation of its meaning

For ExampleFor Example

TextText

Page 7 in the ProloguePage 7 in the Prologue

lines 3-4 lines 3-4

““from ancient grudge from ancient grudge break to new break to new mutinymutiny””

MeMe

The term The term mutinymutiny refers to refers to a riot, which means that a riot, which means that the conflict between the the conflict between the Capulets and Montagues Capulets and Montagues impacts everyone in the impacts everyone in the community and that community and that impulsiveness overrules impulsiveness overrules reason in Verona. I reason in Verona. I wonder if the Prince has wonder if the Prince has personal, political personal, political motivations to solve the motivations to solve the conflict conflict

Step 3: Take Turns Sharing Your Experience Step 3: Take Turns Sharing Your Experience with the “Perfect Mate” Activity with the “Perfect Mate” Activity (be prepared to (be prepared to

share with the class)share with the class)

Compare and contrast Compare and contrast your experiences with your experiences with Romeo’sRomeo’s

Based on what Based on what you’ve read so far, you’ve read so far, what does Romeo what does Romeo want in a want in a relationship?relationship?

Is this more like or Is this more like or unlike what the unlike what the members of your members of your group is looking for group is looking for in a commitment?in a commitment?

Now compare and Now compare and contrast your contrast your experiences with experiences with those of Juliet and those of Juliet and her parents.her parents.How were your How were your

interactions interactions similar?similar?

How were they How were they different?different?

Making Meaning of the TextMaking Meaning of the TextAct I, Scene 2, Lines 1-12Act I, Scene 2, Lines 1-12

CapuletCapuletBut Montague is bound as well as I,But Montague is bound as well as I,

In penalty alike, and ‘tis not hard, I think, In penalty alike, and ‘tis not hard, I think, For men so old as we to keep the peace.For men so old as we to keep the peace.

ParisParis

Of honorable reckoning are you both,Of honorable reckoning are you both,

And pity ‘tis you lived at odds so long.And pity ‘tis you lived at odds so long.

But now, my lord, what say you to my But now, my lord, what say you to my suit?suit?

CapuletCapulet

But saying o’er what I have said before.But saying o’er what I have said before.

My child is yet a stranger in the world.My child is yet a stranger in the world.

She hath not seen the change of fourteen She hath not seen the change of fourteen years.years.

Let two more summers wither in their Let two more summers wither in their pridepride

Ere we may think her ripe to be a bride.Ere we may think her ripe to be a bride.

Interpretation– What is said?Interpretation– What is said?CapuletCapulet

Montague is subject to the same penalty Montague is subject to the same penalty (of death), and it shouldn’t be so (of death), and it shouldn’t be so unreasonable for mature men to keep unreasonable for mature men to keep the peace.the peace.

ParisParis

Both of you are honorable men and it’s Both of you are honorable men and it’s sad that you’ve fought for so long, but sad that you’ve fought for so long, but more importantly, what do you think more importantly, what do you think about my proposal?about my proposal?

CapuletCapulet

I’ve said this before, my child doesn’t I’ve said this before, my child doesn’t have much life experiencehave much life experience

She’s not even fourteen.She’s not even fourteen.

Let’s let two more summers pass before Let’s let two more summers pass before we decide she’s old enough to get we decide she’s old enough to get married.married.

What does it matter? What does it matter? Text AnalysisText Analysis

In Act I, Scene 2, Lines 1-13 we meet Lord Capulet In Act I, Scene 2, Lines 1-13 we meet Lord Capulet (Juliet’s father) who has been approached by (Juliet’s father) who has been approached by Count Paris for Juliet’s hand in marriage.Count Paris for Juliet’s hand in marriage.

When the scene opens, Capulet is reasoning that When the scene opens, Capulet is reasoning that Montague and should be mature enough to know Montague and should be mature enough to know how to be civil and avoid the Prince’s harsh how to be civil and avoid the Prince’s harsh penalty.penalty.

Paris agrees, but is more concerned about Paris agrees, but is more concerned about whether Capulet will accept his proposal for whether Capulet will accept his proposal for Juliet’s hand in marriage Juliet’s hand in marriage Consider why Count Paris would want to marry Juliet– Consider why Count Paris would want to marry Juliet–

what does he stand to gain as a result?what does he stand to gain as a result? Consider why Capulet would want to postpone his Consider why Capulet would want to postpone his

daughter’s marriage (hint: there’s probably more than daughter’s marriage (hint: there’s probably more than one correct answer here) one correct answer here)

Learning Group Activity:Learning Group Activity:Jig-Saw Text InterpretationJig-Saw Text Interpretation

Each learning group will be responsible for Each learning group will be responsible for reading and interpreting 10 lines of the reading and interpreting 10 lines of the text for the class.text for the class.In your groupsIn your groups

Take 5 minutes to read and deconstruct the Take 5 minutes to read and deconstruct the lines with your grouplines with your group

On your ownOn your ownBe sure to write down each group’s Be sure to write down each group’s

interpretations as part your own INDIVIDUAL interpretations as part your own INDIVIDUAL ANNOTATIONS (that’s what makes the jig-ANNOTATIONS (that’s what makes the jig-saw interpretation so successful– when saw interpretation so successful– when everyone helps out, challenging texts are everyone helps out, challenging texts are easy to understand!)easy to understand!)

SAYS-MEANS-MATTERSSAYS-MEANS-MATTERS

As a learning groupAs a learning groupDetermine who will read the true text Determine who will read the true text

(SAYS),(SAYS),

who will share your group’s who will share your group’s interpretation, (MEANS), andinterpretation, (MEANS), and

who will share your group’s analysis of who will share your group’s analysis of the significance with the class (MATTERS).the significance with the class (MATTERS).

The Structure of a The Structure of a Shakespearean TragedyShakespearean Tragedy

Act I: The ExpositionAct I: The Exposition

Introduction to the Introduction to the plot of the playplot of the play SettingSetting

CharactersCharactersMajor Major

Some minorSome minor

ConflictConflict

ComplicationComplication

THEMETHEME

ACT II: The ACT II: The ComplicationComplication

On a sheet of paper, On a sheet of paper, answer A & B: (this will answer A & B: (this will NOT be shared with any of NOT be shared with any of your peers in this class if your peers in this class if you choose)you choose)

A.A. What is appealing What is appealing about them? (Cite as about them? (Cite as many adjectives as many adjectives as possible)possible)

B.B. What did you say- What did you say- or or do- do- (or (or would say or would say or dodo) to persuade them ) to persuade them to get to know you to get to know you better?better?

Bell-Bell-RingerRingerThink about Think about someone someone

you have you have dated, dated,

are currently are currently dating or dating or

would like to would like to date…date…

Act II: A Balancing ActAct II: A Balancing ActBELL-RINGERBELL-RINGER

Have you heard the saying, “opposites Have you heard the saying, “opposites attract”? Answer the following on a sheet of attract”? Answer the following on a sheet of paper.paper.

1.1.What does it mean (provide an example if What does it mean (provide an example if you can)? you can)? If you’re unfamiliar with this idea, what do you think it If you’re unfamiliar with this idea, what do you think it

means? means? Define in your own wordsDefine in your own words

2.2.Do you agree with this concept? Do you agree with this concept? Why or Why or why not? Explainwhy not? Explain

3.3.Finally, cite as many examples of Finally, cite as many examples of opposites opposites as you can in as you can in Romeo & JulietRomeo & Juliet..Bonus: What is an example of Bonus: What is an example of oxymoronoxymoron??

Exit ReflectionExit Reflection

Is it possible that there is good and Is it possible that there is good and evil within everyone? Explain how evil within everyone? Explain how this seeming imbalance provides this seeming imbalance provides balance.balance.

Please write this response at the Please write this response at the bottom of your bell-ringer.bottom of your bell-ringer.

05/22/14 Bell-Ringer: 05/22/14 Bell-Ringer: SAYS-MEANS-MATTERSSAYS-MEANS-MATTERS

Read the last FIVE (5) lines of Act II, Scene 3:Read the last FIVE (5) lines of Act II, Scene 3:Friar Laurence: Friar Laurence: In one respect I’ll thy assistant be;In one respect I’ll thy assistant be;

For this alliance may so happy proveFor this alliance may so happy prove

To turn your households’ rancor to pure love.To turn your households’ rancor to pure love.

Romeo: Romeo: Oh, let us hence! I stand on sudden haste.Oh, let us hence! I stand on sudden haste.

Friar Laurence: Friar Laurence: Wisely and slow. They stumble that run fast. Wisely and slow. They stumble that run fast.

SAYS-MEANS-MATTERSSAYS-MEANS-MATTERS

1.1.Interpret what these lines meanInterpret what these lines mean

2.2.ANAYZE the implications of why this passage ANAYZE the implications of why this passage mattersmatters

Be prepared to share!Be prepared to share!

SAYS-MEANS-MATTERSSAYS-MEANS-MATTERS

Review Friar Laurence’s soliloquy that Review Friar Laurence’s soliloquy that opens Act II, Scene 3 Lines 1-30opens Act II, Scene 3 Lines 1-30

Choose any couplet (two lines)Choose any couplet (two lines)

1.1.WRITE what they SAYWRITE what they SAY

2.2. INTERPRET what they MEANINTERPRET what they MEAN

3.3.ANALYZE why these lines matter to ANALYZE why these lines matter to understanding the themes (of which understanding the themes (of which opposition opposition is one) of the playis one) of the play

You’re You’re cordially cordially

invited….. invited….. Activity GuidelinesActivity Guidelines

……to create the to create the wedding of Romeo wedding of Romeo and Juliet!and Juliet!In your Learning Groups, In your Learning Groups, determine who will play the determine who will play the role of Romeo, Juliet, Friar role of Romeo, Juliet, Friar Laurence (and if needed, Laurence (and if needed, the Nurse)the Nurse)What would they say to What would they say to one another to pledge their one another to pledge their undying love to one undying love to one another? another? For this activity, you may For this activity, you may use modern Englishuse modern English

Presentation Grading Presentation Grading Rubric Rubric

20 Points awarded to each 20 Points awarded to each member of the group if all member of the group if all participantsparticipantsstay in character, stay in character, demonstrate professionalism, demonstrate professionalism, show creativity, yet show creativity, yet remaining faithful to the plot remaining faithful to the plot of of R&JR&J are respectful and attentive are respectful and attentive during the presentations all during the presentations all groupsgroupsEXTRA CREDIT: USES OLD EXTRA CREDIT: USES OLD ENGLISH ENGLISH

ThemesThemesMajor Overarching Major Overarching ThemesThemes

Passion Passion (violence vs. love)(violence vs. love)

Opposition/Opposing Opposition/Opposing Forces Forces these are only a these are only a few examples of this few examples of this theme: theme:

Montague vs. CapuletMontague vs. Capulet Light vs. DarkLight vs. Dark Day vs. NightDay vs. Night Comedy vs. TragedyComedy vs. Tragedy

Additional ThemesAdditional Themes Fate vs. Free-WillFate vs. Free-Will Reason vs. ImpulseReason vs. Impulse Pride vs. HumilityPride vs. Humility

Annotating the Text forAnnotating the Text for a Purpose a Purpose

Annotations should be made for a Annotations should be made for a purpose. In other words, why purpose. In other words, why annotate?annotate?

Therefore, your annotations will be Therefore, your annotations will be focused on identifying and selecting focused on identifying and selecting the best examples of the the best examples of the major major themesthemes appearing in Shakespeare’s appearing in Shakespeare’s Romeo & JulietRomeo & Juliet

Exit ReflectionExit Reflection

Review the action of Act III, scene 1Review the action of Act III, scene 1What was the most important part of What was the most important part of

that scene? (Summarize and explain)that scene? (Summarize and explain)Cite line numbers to strengthen your claimCite line numbers to strengthen your claim

Identify which of the major themes is Identify which of the major themes is illustrated by the lines you selected. illustrated by the lines you selected. BRIEFLY EXPLAIN WHY THIS ISBRIEFLY EXPLAIN WHY THIS IS

Identifying Your VIPs Identifying Your VIPs (Very Important Points)(Very Important Points)

Review the action in each of the three acts Review the action in each of the three acts we’ve studied of the playwe’ve studied of the play

What were the THREE (3) most important What were the THREE (3) most important annotations you needed to make for EACH of annotations you needed to make for EACH of the Acts?the Acts?

With the members of your group, share your With the members of your group, share your annotations, determine which THREE were the annotations, determine which THREE were the most relevant to understanding the plot and most relevant to understanding the plot and the author’s motivationsthe author’s motivations

Be prepared to share your three VIPs with the Be prepared to share your three VIPs with the roomroom

SAYS – MEANS - MATTERSSAYS – MEANS - MATTERS

For each of your VIPs, follow the says-means-For each of your VIPs, follow the says-means-matters strategymatters strategySaysSays: Document the lines your group : Document the lines your group

selected (either summarize the scene or selected (either summarize the scene or provide a direct quote– regardless, you must provide a direct quote– regardless, you must CITE the text)CITE the text)

MeansMeans: Interpret the text; what does it say?: Interpret the text; what does it say?Matters:Matters: Analyze the significance of the Analyze the significance of the

text– why does this portion of the text matter text– why does this portion of the text matter to understand the plot and author’s motives?to understand the plot and author’s motives?

Tableau: InstragramTableau: Instragram

Like frozen statues, arrange yourself to show the “snapshot” within the scene your group has determined is the most important.

This activity is demonstrated for Romeo and Juliet, Act 3, scene 1.

Answer on the back CERAAnswer on the back CERAPlease provide a claim-evidence paragraph Please provide a claim-evidence paragraph answering the following prompt:answering the following prompt:

7.7.Based on this reading, what could you Based on this reading, what could you inferinfer were the motivating factors were the motivating factors influencing Shakespeare’s writing of influencing Shakespeare’s writing of Romeo & Juliet? Romeo & Juliet?

In other words, what do you suppose was the In other words, what do you suppose was the author’s purpose for writing? Based on your author’s purpose for writing? Based on your understanding of the reading, do you understanding of the reading, do you suppose he was successful in this endeavor? suppose he was successful in this endeavor? Explain why or why not supporting your Explain why or why not supporting your claim with evidence from the text.claim with evidence from the text.

Summarizing the Action in ACT III (The Summarizing the Action in ACT III (The Climax)Climax)

Directions: Directions: Summarize each Summarize each of the FIVE (5) of the FIVE (5) scenes in this act scenes in this act in a concise in a concise sentence sentence Aim for 5-10 words, Aim for 5-10 words, not counting not counting prepositions and/or prepositions and/or articlesarticlesThink of writing it Think of writing it like a headline or a like a headline or a Twitter postTwitter post

ACT IIIACT III Scene 1: Plot turns from comedy Scene 1: Plot turns from comedy

to tragedy with the violent deaths to tragedy with the violent deaths of Mercutio (accidental--fate), and of Mercutio (accidental--fate), and Tybalt (murder– free-will)Tybalt (murder– free-will)

Scene 2: ______________________Scene 2: ______________________

______________________________________________________________ Scene 3: ______________________Scene 3: ______________________

______________________________________________________________ Scene 4: ______________________Scene 4: ______________________

______________________________________________________________ Scene 5: ______________________Scene 5: ______________________