Name Date. The Tragedy of Romeo and Juliet, Act III, by William Shakespeare Writing About the Big Question

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1 Writing About the Big Question The Big Question: Do our differences define us? Big Question Vocabulary accept assimilated background conformity culture defend determine differences differentiate discriminate individuality similarity understanding unique values A. Use one or more words from the list above to complete each sentence. 1. Rosa Parks did not think that others should against her because of her race. 2. In the South in 1955, there was an that African Americans sit in a section in the back of the bus. 3. Parks refused to this practice. 4. Her act of defiance helped to the course of the civil rights movement in America. B. Follow the directions in responding to each of the items below. 1. In two sentences, tell why you think people are discriminated against because they are different. Use at least two of the Big Question vocabulary words. 2. Write two sentences explaining two things you might do to fight discrimination. C. In The Tragedy of Romeo and Juliet, two young lovers come from families locked in a deadly feud. That difference defines their relationship and forces the plot toward tragic consequence. Complete the sentence below. Then, write a short paragraph in which you connect this idea to the Big Question. Family differences are especially hard to overcome because Grade 9, Unit 5 1

2 Literary Analysis: Dramatic Speeches Characters in plays often deliver these types of dramatic speeches: Soliloquy: a lengthy speech in which a character usually alone on stage expresses his or her true thoughts or feelings. Soliloquies are unheard by other characters. Aside: a brief remark by a character revealing his or her true thoughts or feelings, unheard by other characters. Monologue: a lengthy speech by one person. Unlike a soliloquy, a monologue is addressed to other characters. Characters often add meaning to speeches by making allusions references to well-known people, places, or events from mythology or literature. For example, in Act II, Mercutio insultingly calls Tybalt Prince of Cats, alluding to a cat named Tybalt in French fables. DIRECTIONS: Answer the questions that follow about an aside, a soliloquy, a monologue, and an allusion. 1. In Scene v, Juliet s mother refers to Romeo as a villain. In an aside, Juliet says, Villain and he be many miles asunder. What is the effect of this aside? Why do you think Shakespeare wrote just the one remark as an aside? 2. In Scene v, Capulet delivers a monologue when he discovers that Juliet has rejected the match with Paris. Reread lines What makes this speech a monologue? 3. Why is it important for Juliet and the others to hear Capulet s monologue? 4. At the close of Scene v, Juliet delivers a soliloquy. Reread lines What makes these last eight lines a soliloquy? 5. Explain Juliet s allusion to Greek mythology in the opening lines of Scene ii. Gallop apace, you fiery-footed steeds, Toward Phoebus lodging! Grade 9, Unit 5 2

3 Reading: Using Paraphrases to Summarize Summarizing is briefly stating the main points of a piece of writing. Before you summarize a long passage in a Shakespearean play, you should paraphrase it by restating the lines in your own words. For example, compare these two versions of a speech by Romeo: Shakespeare s version: This gentleman, the prince s near ally, / My very friend, hath got his mortal hurt / In my behalf. Paraphrase: My good friend, a close relative of the prince, has been fatally wounded in defending me. Once you have paraphrased small portions of text, you can more easily and accurately summarize the entire passage. DIRECTIONS: Paraphrase the following passages from Act III. Remember that a paraphrase is a restatement in your own words for clarity. It is not a summary. 1. TYBALT. Romeo, the love I bear thee can afford No better term than this: thou art a villain. (Scene i, ll ) 2. PRINCE. My blood for your rude brawls doth lie a-bleeding; But I ll amerce you with so strong a fine That you shall all repent the loss of mine. (Scene i, ll ) 3. JULIET. So tedious is this day As is the night before some festival To an impatient child that hath new robes And may not wear them. (Scene ii, ll ) Grade 9, Unit 5 3

4 Word List Vocabulary Builder eloquence exile fickle fray gallant martial A. DIRECTIONS: For each of the following items, think about the meaning of the italicized word and then answer the question. 1. Would you describe the people participating on both sides of a fray as hostile or friendly? Explain. 2. Can a romance in which one or both partners are fickle be described as stable and happy? Why or why not? 3. Would the sound of martial music evoke war or peace? Explain. 4. If you call someone gallant, is that a compliment or an insult? Explain. 5. What might be one of the main sorrows or complaints of a person who is exiled? 6. If a candidate delivers a speech with eloquence, is it likely to be persuasive? Why or why not? B. WORD STUDY: The Latin root -loque- means to speak. Answer each of the following questions, using one of these words containing -loque-: colloquial, eloquence, loquacious, soliloquy, ventriloquist. 1. Who gives a soliloquy? 2. With whom does a ventriloquist usually converse? 3. What is an example of when it is appropriate to use colloquial language? 4. What difficulty might you have conversing with someone who is loquacious? 5. How might you be affected by the eloquence of a speech? Grade 9, Unit 5 4

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