Teaching Companion. Romeo and Juliet. Teaching Guide

Romeo and Juliet Unit Calendar Week 1 Week 2 Week 3 Monday Tuesday Wednesday Thursday Friday Secret Messages Activity Begin Dramatic Terms Chart Puns Read 1.1 Watch 1.1 Read 2.2 Important quotes from 2.2 Add Juliet to character chart Dramatic Terms Soliloquy, Aside. Watch 2.2 Watch the rest of Act 4 Close reading of Juliet s soliloquy Act 4 Statements Assignment Begin Character Chart Benvolio, Tybalt, Romeo Arranged marriages Read 1.2 Opinion Paragraph Romeo and Juliet Ven Diagram Handout #4 Comparison Paragraph Romeo vs. Juliet in 2.2 Read 2.3 silently Read 5.1 Important Quotes from 5.1 Stop and predict Read 5.2 Watch 1.3 Continue Character Chart Nurse Begin Important Quotes Record I ll look to like... Watch 1.4 Close Reading Queen Mab Speech Read 2.3 Friar Lawrence as a father figure Watch 2.4, 2.5, 2.6 Act 2 Headlines Pride Web Dramatic Terms and Devices Crossword Handout #5 Watch 5.3 Important Quotes from 5.3 Discussion Queen Mab Labelled Drawing Assignment Love at first sight statement Watch 1.5 Discuss 1.5 Dramatic Terms Dramatic Irony Read 3.1 Important Quotes from 3.1 Watch 3.1 Opinion paragraph Add Tragic Hero and Tragic Flaw Pathos Graffiti Theme Workshop Theme paragraph Act 1 Headlines Assignment Impressions so far Add metaphor and simile to dramatic devices Watch 3.1, 3.2, 3.3 Act 3 Headlines Devise a Plan Assignment Read 4.1 Discuss Friar s plan Handout #5 DiCaprio film version Week 4 Continue film and Handout Finish film Collect Handout #6 Monologues and Scenes performances Monologue and Scene overflow Study Time Review Jeopardy Study Time Unit Test

ROMEO AND JULIET UNIT PLAN Lessons Lesson 1 1. Secret Messages Split class into two groups. Number the students in each group so that they can find a partner with the same number in the other group. Then give each student a secret message to communicate to their partner. They can use gestures, drawings, and sounds, but no written or spoken language. The messages will relate to the play. A class set of the messages can be found in the handouts package. Just cut them into strips with one message each: Group A You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. Group B Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. 2. Discuss the communication process What techniques did you rely on? Which parts of the messages were most difficult to communicate? How do you think this might relate to watching and/or studying a Shakespearean play? If you are watching a play and you don t understand all of the language being used, how do you decipher meaning? How do you read the emotions and thoughts of the characters? 3. Distribute Handout #1 Dramatic Terms and Devices 4. Punning define pun, give some examples (bad jokes), and have them enter the definition and example for pun as written in your teacher copy of the handout. 5. Assign reading parts for Act 1 Scene 1. 6. Read scene one together. Stop often, almost after each thing that is said, to make sure the kids get it. This is a great scene in which two guys are making dirty jokes. It starts off with some stuff about carrying coals etc. (just breeze through that cause it ain t funny), but it quickly gets funny (especially for immature teenagers) when the jokes turn a little dirty. Stop reading after the Prince addresses the two families. 7. Watch Scene 1 remember, we are using the 1968 Zeferelli film version. 8. Discuss any observations the students have about the first scene. Ask them if the feud between the families could be compared to anything in modern society (ex. Gangs). Copyright 2010 www.teachingcompanion.com 1

ROMEO AND JULIET UNIT PLAN Lessons 1. Distribute Handout #2 Character Chart Lesson 2 2. Today we are going to start a character chart to keep a record of what each character is like. Just put them in the order in which they appear. Start with Benvolio and Tybalt since we read and watched their parts yesterday. 3. Discuss Romeo as he appeared in the film version of scene 1. Point out how brooding and emotional he is. Who is he in love with (it s not Juliet)? Watch it again if the students need reminding. 4. Now enter Romeo into the character chart as well. 5. Arranged Marriage Pros and Cons create a web with the words Arranged Marriage in the middle. List the pros on the left on the cons on the right. Have the students spend five minutes listing them individually before you discuss it as a group and fill in more. Push them to think of positives for arranged marriage. 6. Now read Scene 2 together. In this very short scene, Paris (a respected nobleman), is asking Capulet for his blessing for Paris to marry Juliet (who is only 13). Capulet tells Paris to be patient, to wait a bit for Juliet to grow up, and to win her heart. Paris isn t concerned with Juliet s age and points out that Younger than she are happy mothers made. 7. Discuss how things have changed in our society. 8. Add Paris to the Character Chart. 9. Opinion Paragraph At what age are people ready for marriage? (opinion, reasons, examples, conclusion) 10. Discuss opinions. Copyright 2010 www.teachingcompanion.com 2

ROMEO AND JULIET UNIT PLAN Lessons Lesson 3 1. Watch Act 1, Scene 3 2. Add Juliet s Nurse to the Character Chart 3. Distribute Handout #3 Important Quotes 4. Enter first important quote I ll look to like 5. Discuss what this scene tells us about Juliet as a character not thinking about marriage, seems a bit more grounded than Romeo, wishes to please her mother, close to her nurse. 6. Watch Act 1, Scene 4 7. Discuss Mercutio what kind of guy is he? 8. Close reading of Mercutio s Queen Mab speech this is a good opportunity for students to practice deciphering Shakespeare by closely examining each line of text. Ask them to read through Mercutio s description of Queen Mab (which begins on line 53). Students must make a point form list of information about Queen Mab. Copyright 2010 www.teachingcompanion.com 3

ROMEO AND JULIET UNIT PLAN Lessons Lesson 4 1. Queen Mab Drawing to show that they can decipher the difficult language and pick out information, students must draw and label a simple picture of Queen Mab. Give them 20 minutes and anyone who isn t finished can complete it for homework. 2. When they are finished their Queen Mab Drawing, students are to write a brief statement explaining their thoughts on the following question: Do you believe in love at first sight? Explain your answer. 3. Discuss students thoughts about love at first sight. Ask them questions and try to get them to articulate why they think what they think. 4. Watch Act 1, Scene 5 Capulet party where Romeo and Juliet first see each other. 5. Discuss the party scene Was their love at first sight believable? What does it tell us about these two characters? Is this real love? What role does physical attraction play? What traits do we see more of from Tybalt? Do we learn anything about Capulet? Copyright 2010 www.teachingcompanion.com 4

ROMEO AND JULIET UNIT PLAN Lessons Lesson 5 1. Act 1 Headlines To review the major events of the play thus far and to ensure students understand what is going on, students are to write headlines for each scene in act 1. Students can work with a partner or individually. Students must write one headline for each scene. The headline must convey the important events of the scene. Students should feel free to be creative and funny, just as long as they fulfil the requirements of the assignment to show they know what happened in each scene. Headline Example for Scene 1: Rumble in Verona Rival Families Fight Over Thumb-Biting Incident 2. Have each group of students write one of their headlines on the board there will be some duplicates, but that s fine. 3. Read over the headlines together and discuss whether or not they convey the important information. 4. Discuss students impressions of the play so far. 5. Add metaphor and simile to the Dramatic Terms and Devices Handout. Copyright 2010 www.teachingcompanion.com 5

ROMEO AND JULIET UNIT PLAN Lessons Lesson 6 1. Assign reading parts for Act 2, Scene 2 pick strong readers for Romeo and Juliet. 2. Read 2.2 stop frequently to explain meaning and check for understanding. 3. Add important quotes from 2.1 to Important Quotes Handout It is the East, and Juliet is the sun! Deny thy father and refuse thy name What s in a name? There lies more peril in thine eye than twenty of their swords. Focus on SIGNICANCE explain that this is what is really important that they can explain what each quote reveals about the characters. It s not enough to simply paraphrase or explain meaning. 4. Add Juliet to the Character Chart 5. Add soliloquy and aside to the Dramatic Terms and Devices Handout 6. Watch 2.2 Copyright 2010 www.teachingcompanion.com 6

ROMEO AND JULIET UNIT PLAN Lessons Lesson 7 1. Romeo and Juliet Ven Diagram Romeo Both Juliet There is lots from 2.2 to show that while both teenagers are somewhat impulsive, Romeo is far more so and seems less mature than Juliet despite being three years older. 2. Comparison Paragraph today s assignment is to write a paragraph comparing Romeo and Juliet. Use the following steps to make sure your paragraph has all the necessary components: i) Thesis this is your argument or opinion summarized in a single sentence. ii) Similarities identify and discuss similarities between the two characters. Be specific and give examples. iii) Differences identify and discuss differences between the two characters. Again, be specific and give examples. iv) Conclusion based on the information discussed in your paragraph, state whether the two are more similar of different. 3. Distribute Handout #4 BEFORE THEY WRITE THEIR OWN PARAGRAPHS Read together. 4. When finished the paragraph, students should reread and edit it. They should then exchange it with a classmate for editing. 5. Good copy before handing in the paragraph, students should write a good copy with all editing completed. 6. After the paragraph is handed in, students can silently read 2.3 Copyright 2010 www.teachingcompanion.com 7

ROMEO AND JULIET UNIT PLAN Lessons Lesson 8 1. Watch 2.3 2. Discuss Friar Lawrence as a role model and father figure does he give good advice? Why do you think he agrees to marry the two young lovers secretly? Are his actions contrary to the advice he gives? 3. Watch 2.4, 2.5, 2.6 4. Act 2 Headlines same as was done for Act 1. Students write headlines, put one on the board, then read over them and discuss together. 5. Discussion What are the potential positives and negatives of pride? How is it a good thing? When does it become a bad thing? 6. Create a web with the positive aspects of pride of the left and the negative aspects on the right. Copyright 2010 www.teachingcompanion.com 8

ROMEO AND JULIET UNIT PLAN Lessons Lesson 9 1. Add dramatic irony to Dramatic Terms and Devices Handout. 2. Assign reading parts for 3.1 remind the students to try to read the punctuation and to read with emotion. 3. Read 3.1 4. Important Quotes from 3.1 add to Important Quotes Handout Romeo, the love I bear thee can afford no better term than this: thou art a villain. (59) I do protest, I never injured thee, but love thee better than thou canst devise till thou. (67) O calm, dishonourable, vile submission! (72) A plague o both your houses! (90) Ask for me tomorrow and you will find me a grave man. (96) O, I am fortune s fool! (135) 5. Watch 3.1 6. Opinion Paragraph What role does pride play in the deaths of Mercutio and Tybalt? 7. Add tragic hero and tragic flaw to Dramatic Terms and Devices Handout 8. Discuss what Romeo s tragic flaw might be. Copyright 2010 www.teachingcompanion.com 9

ROMEO AND JULIET UNIT PLAN Lessons Lesson 10 1. Watch 3.2, 3.3, 3.4, 3.5 2. Act 3 Headlines this time, have the students write headlines for three of the scenes from Act 3. 3. Devise a Plan Assignment students must imagine they are Friar Lawrence and devise a plan to fix Romeo and Juliet s problems. How can they be together? How can they beat the murder rap? 4. Invite students to share their plans. Discuss the merits of each. 5. Assign reading parts for 4.1 6. Read 4.1 together, stopping frequently to explain meaning and check for understanding. 7. Discuss Friar Lawrence s plan. Copyright 2010 www.teachingcompanion.com 10

ROMEO AND JULIET UNIT PLAN Lessons Lesson 11 1. Watch the rest of Act 4 2. Close reading of Juliet s Poison Soliloquy in 4.3 students are to read the soliloquy (starting on line 14) and write a point-form list of Juliet s fears. 3. Discuss the lists. Go over the speech together to make sure they understand Juliet s apprehension and specific fears. 4. Act 4 Statements Assignment Students are to complete one of the following statements and provide an explanation of at least five sentences: I believe that Juliet has/hasn t changed significantly since the beginning of the play because If I were Juliet, I would/wouldn t consider going through with the plan because This whole thing could have been avoided if only 5. Students share their statements before handing them in. Copyright 2010 www.teachingcompanion.com 11

ROMEO AND JULIET UNIT PLAN Lessons Lesson 12 1. Assign reading parts for 5.1 2. Read 5.1 together, stopping frequently to explain meaning and check for understanding. 3. Important Quotes to be added: Then I defy you, stars! (24) Well, Juliet, I will lie with thee to-night (34) Again, get the students to focus on significance. They should be able to identify and articulate how each quote is important to the play as a whole. For each quote, they should explain how it is important to character, theme, or plot. 4. Stop and Predict students discuss with a partner what they think will happen. 5. Discuss predictions as a class. 6. Read 5.2 7. What happened? How did the Friar s plans go awry? What lesson can be learned? (don t trust important packages to Monk and Donkey Express) Copyright 2010 www.teachingcompanion.com 12

ROMEO AND JULIET UNIT PLAN Lessons Lesson 13 1. Dramatic Terms and Devices Review Crossword students complete Handout #4 (give a prize for the student who finishes first). 2. Go over the answers to the crossword. 3. Distribute Handout #5 Romeo and Juliet Monologues/Scenes 4. Tell the students they will be presenting in one week (lesson 18). 5. Watch 5.3 6. Important Quotes to be added: I dare no longer stay. (159) All are punish d. (295) A glooming peace this morning with it brings. (305) 7. Discussion Questions Why are the two lovers dead, really? To what degree do you think the Friar is responsible? Would you charge Friar Lawrence with a crime? What is the silver lining in this tragedy? Copyright 2010 www.teachingcompanion.com 13

ROMEO AND JULIET UNIT PLAN Lessons Lesson 14 1. Add Pathos to the Dramatic Terms and Devices Handout 2. Graffiti Each student must write something on the board about the play Romeo and Juliet. It can be a comment, question, statement, observation, whatever. Have all the students come to the board at once to make it more fun for them. 3. Read over and discuss the graffiti together. 4. Theme Workshop a) Add theme to the Dramatic Terms and Devices Handout. b) Tell the class that theme can be discovered using a formula just as you would use in math. Theme = Topic + Insight c) Ask the students to list topics from Romeo and Juliet. Then make a master list on the board. d) Now ask the students to add insight by suggesting what the play says about each topic. Students should phrase their theme statements in the following way: Shakespeare s play Romeo and Juliet shows... [that passion can be dangerous; that hate leads to suffering; etc.] 5. Theme Paragraph Discuss a major theme from Shakespeare s Romeo and Juliet. Your theme paragraph should begin with a theme statement. Then provide explanation and examples to support the theme statement. How does Shakespeare convey this theme? Copyright 2010 www.teachingcompanion.com 14

ROMEO AND JULIET UNIT PLAN Lessons 1. Distribute Handout #6 Film Comparison. Lesson 15 2. Read over the assignment sheet with the students. 3. Begin the 1996 Leonardo DiCaprio film version of Romeo and Juliet. 4. Pause after the first scene and discuss how guns change the scene. Which version of this first scene do you prefer? 5. Continue film. 6. Pause after balcony scene (which doesn t have a balcony in this version) and discuss how this scene is different. Which is more believable? Which do you prefer? 7. Continue film. Copyright 2010 www.teachingcompanion.com 15

ROMEO AND JULIET UNIT PLAN Lessons Lesson 16 1. Continue film. 2. Pause after Mercutio and Tybalt are killed and discuss how this scene is different in the two versions. Remember how in the other film there was a great play fight? How is the atmosphere different in this version? 3. Continue film. 4. Students continue to work on Handout #6 Copyright 2010 www.teachingcompanion.com 16

ROMEO AND JULIET UNIT PLAN Lessons Lesson 17 1. Finish film (will it end already!!!) 2. Collect comparison handouts. 3. Discuss the final conclusions made by the students. 4. Begin Monologues/Scenes with a random draw or with a signup sheet. Students receive two scores: 10 marks for memory 10 marks for delivery Memory is simply their accuracy when reciting their lines. Delivery is their stage presence, voice, volume, confidence, etc. Copyright 2010 www.teachingcompanion.com 17

ROMEO AND JULIET UNIT PLAN Lessons Lesson 19 1. Romeo and Juliet Jeopardy Write the categories and amounts on the board: People Events Quotes Devices Random 100 100 100 100 100 200 200 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500 Split the class into three groups. Each group must come up with a name for their group and a buzzer sound they will use to buzz in. The sounds must be different enough for you to distinguish between them. Here are your questions: 100 200 300 400 500 People Events Quotes Devices Random Why is Tybalt A rose by any Thoughts Name of so angry at other name. briefly spoken jeopardy host. Romeo? to the Which of Romeo s friends is the peacemaker? Who wants to marry Juliet? What is Tybalt s nickname? Who tells Romeo Juliet is dead? Who is Romeo s first love? What does the Prince declare is the punishment for fighting? Why doesn t Romeo get the Friar s message? How many people die in Romeo and Juliet? Where does Romeo hang while banished? I hate the word, as I hate hell... I ll look to like, if looking liking move. Then I defy you stars! Ask for me tomorrow and you will find me a grave man. audience. Comparison not using like or as. Audience knows something a character doesn t. Damning lack or excess of a key character trait. Feeling of sympathy or sadness. Biggest lake in the world by volume. Country Haagendaze ice cream is from. 2 nd tallest mountain in the world. At least seven digits of pi. Copyright 2010 www.teachingcompanion.com 19

ROMEO AND JULIET UNIT PLAN Lessons Jeopardy Answers: People Events Quotes Devices Random 100 Benvolio Went to Capulet party Juliet Aside Alex Trebek 200 Paris Death Tybalt Metaphor Baikal in Siberia, Russia 300 Prince of Cats Fear of plague/donkey express Juliet Dramatic Irony USA 400 Balthasar 6 Romeo Tragic Flaw K2 500 Rosaline Mantua Mercutio Pathos pi = 3.14159265 Groups buzz in for each question by making their noise. The teacher has to listen and determine which group makes their noise first. Be warned it gets loud and competitive! 2. Give students time to study for their unit test. 1. Unit Test Lesson 20 2. When finished, students can read silently. Copyright 2010 www.teachingcompanion.com 20

Dramatic Terms and Devices Handout #1 Term Definition Example

Character Chart Handout #2 Character Description Quote

Important Quotes Handout #3 Page 1 Quote Circumstances Significance

Comparison Paragraph Sample Handout #4 Although they are initially presented as character foils, Victor and Rick of Casablanca share similarities that are more important than their superficial differences. Victor Lazlo is a warm, selfless man. As leader of the French Resistance, Victor lives under constant threat of death. He is an obvious champion of good, a man who has survived a concentration camp and still continues to fight for his country. Victor Lazlo will sacrifice himself for the good of others. Rick is a less obvious hero. Long regarded as an icon of cool American masculinity, Rick speaks smooth and acts cold. His icy demeanor can be summed up in one of his classic lines: I stick my neck out for no one. But Rick is also willing to sacrifice his life for the greater good. Rick proves his moral worth when he orchestrates Victor and Ilsa s escape. He recognized that his life didn t add up to a hill of beans compared to Victor s resistance work. Despite Rick s icecold image, he is not so different from Victor Lazlo.

Romeo and Juliet Monologues/Scenes Handout #5 Your mission, should you choose to accept it, and the alternative is a zero so you re a bonehead if you don t accept it, is to memorize at least 10 lines of Romeo and Juliet and recite it to the class. This does not have to be a performance. We are not in drama class. But you do have to recite the lines accurately and with emotion if you want a good mark. As always, extra efforts will be rewarded. If you wear a costume and/or enhance the recital by making it more of a performance, your grade will reflect your pains. You have three basic options for this assignment: 1. The Soliloquy Recite ten consecutive lines from one of the play s several significant soliloquies. You could be Juliet, atop her balcony lamenting the important of names; or you could be Romeo, going on, once again, about love and beauty and stars; or you could be Juliet, describing in detail her fear of the Capulet tomb. 2. The Scene Work with a partner and recite or act a scene together. You could be Romeo and Juliet on the night they fall in love. Or you could be the two thumb-biting, dirty punning Capulets who start the brawl in the first scene. Each student must still recite 10 lines each, so your scene must total at least 20 lines. 3. The Schizophrenic Assume two roles and recite a scene by yourself. Change your voice and/or costume quickly so the audience can follow your double personality. NOTES: Each student must recite at least 10 lines regardless of which style you choose. Do not leave a scene hanging just because you have reached your 10-line minimum. You don t have to finish the whole scene, but at least finish the character s sentence or thought before stopping. Procedure On the day of our recitals, you must give me a hand-written copy of your lines. I will use it to monitor the accuracy of your recital and to prompt you if you need it. Marking Criteria Memorization 10 marks Delivery 10 marks Due Date:

Romeo and Juliet Film Comparison Handout #6 Introduction Over the last few weeks we have used the 1968 film version of Romeo and Juliet directed by Franco Zeffirelli. Many fans and scholars consider this the definitive film rendition of the play, but many others have been made. In 1996, director Baz Luhrmann released his modern interpretation of Romeo and Juliet. This version is set in a modern Los Angeles. The two families are essentially gangs, and the Montague and Capulet boys carry guns instead of swords. Needless to say, these differences greatly alter the feel of the play. Task Your task is to compare the two film versions of Romeo and Juliet. You will take notes on the significant differences in three key scenes. Then you will write a comparison paragraph that explains why you believe one version is superior to the other. Notes Take note of the differences and their effects in the following three key scenes: 1. The opening scene in which the Montague and Capulet boys start a fight. 2. The balcony scene in which Romeo and Juliet profess their mutual love. 3. The fight between Mercutio and Tybalt Your notes should identify differences and explain what impact these differences have on the action, atmosphere, and/or feel of the play. Paragraph Once you have completed your notes for the three scenes, you must write a paragraph that explains why one version is superior to the other. Use your notes to help you refer to specific differences. Give examples to support your points. Focus on two or three important differences and thoroughly explain how they change the play. Your paragraph should include a thesis, explanation, specific examples, and a conclusion. *12 sentence minimum

Dramatic Terms and Devices Crossword Across 1. "Juliet is the sun!" 3. The lack or excess of a character trait that leads to downfall and death 4. When the audience knows something a character doesn't 5. A feeling of pity of sadness evoked by a play 8. "My naked weapon is out!" Down 2. Romeo 6. Character briefly speaks their thoughts to the audience 7. Character speaks their thoughts while alone on stage

You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison.

You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds.

Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds. Hi. I like your man tights. It s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds.

Dramatic Terms and Devices Teacher Copy Term Definition Example Pun A pun is a play on words in which a word or phrase has a double meaning. My naked weapon is out (1.1, 32). Soliloquy Aside Metaphor A soliloquy occurs when a character speaks their thoughts in an extended speech while alone on stage. An aside occurs when a character briefly speaks their thoughts to the audience while there are other characters on stage. A metaphor is a direct comparison not using like or as. But, soft! What light through yonder window breaks... (2.2, 2). Shall I hear more, or shall I speak at this? (2.2, 37). It is the east, and Juliet is the sun! (2.2, 3). Simile Tragic Hero Tragic Flaw Dramatic Irony Pathos A simile is a comparison using like or as. The tragic hero is the protagonist who experiences a rise in fortune followed by a sudden downfall that results in death. A tragic flaw is the lack or excess of a character trait that leads to the protagonist s downfall. Dramatic irony occurs when the audience knows something a character does not. Pathos is a feeling of sympathy or sadness evoked by a play. thou art as glorious to this night being o er my head, as is a winged messenger or heaven (2.2, 26). Romeo Romeo s tragic flaw could be his excess of passion, the fickle nature of his love, his rashness, etc. Tybalt and others do not know Romeo and Juliet are married. The tragic conclusion to Romeo and Juliet evokes pathos for the lovers and their families.

Character Chart Teacher Copy Character Description Quote Benvolio A Montague Romeo s cousin Peace maker Part, fools! Put up your swords; you know not what you do (1.1, 62). Tybalt Romeo Nurse Paris Mercutio Juliet Friar Lawrence A Capulet Juliet s cousin Verona s best swordsman Known as Prince of Cats Montague s only son 16 years old Falls in and out of love easily Emotional Juliet s nurse Adult who is closest to Juliet Mother figure for Juliet Quirky and eccentric Nobleman of Verona Handsome and respected Wants to marry Juliet Not concerned with her age Friend of the Montagues Prince s cousin Funny and charismatic Joker provides comic relief Capulet s only daughter 13 years old Has more commonsense than Romeo Adult closes to Romeo Gives good advice but doesn t follow it himself Terrible schemer What, drawn, and talk of peace! I hate the word as I hate hell, all Montagues, and thee (1.1, 68). Tut, I have lost myself; I am not here (1.1, 194). Thou was the prettiest babe that eér I nursed (1.3, 61). Younger than she are happy mothers made (1.2, 12). If love be rough with you, be rough with love (1.4, 27). Ask for me tomorrow, and you will find me a grave man (3.1, 96). That which we call a rose by any other name would smell as sweet (2.2, 43). Wisely and slow; they stumble that run fast (2.3, 94).

I ll look to like, if looking liking move; but no more deep will I endart mine eye than your consent gives strength to make it fly (1.3) It is the East, and Juliet is the sun! (2.2, 4). Important Quotes Handout #3 Teacher Copy Quote Circumstances Significance Juliet is talking to her mother about checking out Paris. Deny thy father and refuse thy name (2.2, 34). What s in a name? (2.2, 43). There lies more peril in thine eye than twenty of their swords. (2.2, 71). Romeo, the love I bear thee can afford no better term than this: thou art a villain (3.1, 59). I do protest, I never injured thee, but love thee better than thou canst devise till thou (3.1, 67). O calm, dishonourable, vile submission! (3.1, 72). A plague o both your houses! (3.1, 90). Ask for me tomorrow and you will find me a grave man (3.1, 96). O, I am fortune s fool! (3.1, 135). Then I defy you, stars! (5.1, 24). Well, Juliet, I will lie with thee to night (5.1, 34). Romeo sees Juliet through a window while he is creeping around her yard. Juliet on her balcony speaking her thoughts about Romeo while he secretly listens below. Again, Juliet on her balcony speaking her thoughts about Romeo while he secretly listens below. Romeo responds to Juliet s suggestion that he is in great danger sneaking around her yard. Tybalt challenges Romeo to a duel for a perceived slight. Romeo is telling Tybalt that he doesn t want to fight him. Mercutio can t stand Romeo s refusal to stand up for himself. Mercutio curses both houses after he is stabbed by Tybalt. Mercutio just before his death. This quote shows that Juliet is mature and respectful. She hasn t really thought about marriage, but she will do as her mother wishes and give Paris a look. In this quote, Romeo is already worshipping Juliet and placing her on a pedestal. He constantly compares her to things in the sky or heavens, things above him. Juliet is wishing Romeo wasn t a Montague. She suggests he should forfeit his name so they can be together. This quote shows Juliet is quite a modern thinker for her time. She is questioning the value of titles and names at a time when they meant everything. This shows Romeo s immaturity and overblown romanticism. In contrast, Juliet is far more mature and rational. This shows Tybalt s extreme sensitivity and excessive pride. He is looking for a reason to fight. This is an example of dramatic irony, as the Tybalt is unaware of the marriage between Romeo and Juliet. This shows Mercutio s pride. His inability to stand by ultimately kills him. Mercutio lays equal blame on both families. He is a victim of their senseless feud. This shows Mercutio s jocular character. Even in death he jests. Romeo has just killed Tybalt. Romeo repeatedly refers to the stars and other cosmic forces in the play. He believes in fate. Romeo has just learned Juliet is This again shows Romeo s belief in fate, but dead. not Romeo is determined to buck it. Romeo in the immediate grief of Romeo intends to kill himself. Again he is Juliet s death. impulsive, emotional, and extreme. I dare no longer stay (5.3) Friar Lawrence before he runs Shows he is cowardly. All are punish d (5.1, 295). The Prince addresses the families These two quotes effectively summarize the at the end of the play. new reality: both families have lost their very A glooming peace this The Prince addresses the families at best and suffer equally, but mutual loss has morning with it brings (5.3, 5). the end of the play. brought a new peace and the feud is over.

Romeo and Juliet Section A 12 marks Answer the following by placing the letter for the corresponding definition or example in the space provided. 1. Metaphor 2. Dramatic Irony 3. Soliloquy 4. Tragic Flaw 5. Tragic Hero 6. Aside 7. Pathos 8. Pun a) What we imagine a character is thinking as he/she speaks. b) A comparison using like or as. c) The literal meaning of text. d) Juliet is the sun! e) Series of similar sounds. f) Occurs when words have double meanings. g) Occurs when the audience knows something a character does not. h) While on stage with other players, a character speaks thoughts only the audience can hear. i) A lack or excess of a character trait that leads to the hero s downfall. j) Feeling of pity. k) A speech made when only one character is on stage; character speaks their thoughts. l) Experiences a downfall because of a fundamental character fault.

Section B 10 marks Answer the following questions as briefly as possible. 1. Where is Shakespeare s Romeo and Juliet set? 2. To which family does Romeo belong? 3. Where does Romeo meet Juliet? 4. Who does Romeo love during Act I? 5. What is Tybalt s nickname? 6. Which character is always the peacemaker? 7. Why does Mercutio fight Tybalt? 8. What is Romeo s punishment for killing Tybalt? 9. Who tells Romeo that Juliet is dead? 10. How old is Juliet? Section C 15 marks Identify speaker, circumstances, and significance for THREE of the following quotes. You should explain the significance using full sentences, and remember to discuss how the quote is important regarding one or more of the following: character, plot, theme. a) Speaker = 1 b) Circumstances = 1 c) Significance = 3 1. What is in a name? That which we call a rose By any other name would smell as sweet. 2. the love I bear thee can afford No better term than this: thou art a villain. 3. No, tis not so deep as a well, nor so wide as a church door; but tis enough, twill serve. Ask for me tomorrow and you will find me a grave man.

4. In what vile part of this anatomy Doth my name lodge? Tell me, that I may sack The hateful mansion. 5. I ll look to like, if looking liking move; But no more deep will I endart mine eye Than your consent gives strength to make it fly. 6.... the reason I have to love thee Doth much excuse the appertaining rage To such a greeting. 7. Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return. Section D 15 marks Please answer the following questions with complete sentences. You must refer to specific events in the text to support your answers. Note the number of marks allotted for each answer. This should influence the length and detail of your answers. 1. List two of the life lessons Shakespeare presents in Romeo and Juliet. (2 marks) 2. Why does the Friar s plan fail? Be specific. (3 marks) 3. List three examples of dramatic irony in Romeo and Juliet. (3 marks) 4. What is Romeo s tragic flaw? Explain. (4 marks) 5. Write two theme statements for Romeo and Juliet. Use proper format. (3 marks) NOW... Chill for a bit. DO NOT BE LOUD OR DISRUPTIVE

Romeo and Juliet Section A 12 marks Answer the following by placing the letter for the corresponding definition or example in the space provided. 1. Metaphor d 2. Dramatic Irony g 3. Soliloquy k 4. Tragic Flaw i 5. Tragic Hero l 6. Aside h 7. Pathos j 8. Pun f a) What we imagine a character is thinking as he/she speaks. b) A comparison using like or as. c) The literal meaning of text. d) Juliet is the sun! e) Series of similar sounds. f) Occurs when words have a double meaning. g) Occurs when the audience knows something a character does not. h) While on stage with other players, a character speaks thoughts only the audience can hear. i) A lack or excess of a character trait that leads to the hero s downfall. j) Feeling of pity. k) A speech made when only one character is on stage; character speaks their thoughts. l) Experiences a downfall because of a fundamental character fault.

Section B 10 marks Answer the following questions as briefly as possible. 1. Where is Shakespeare s Romeo and Juliet set? Verona, Italy 2. To which family does Romeo belong? Montagues 3. Where does Romeo meet Juliet? At the Capulet Party 4. Who does Romeo love during Act I? Rosaline 5. What is Tybalt s nickname? The Prince of Cats 6. Which character is always the peacemaker? Benvolio 7. Why does Mercutio fight Tybalt? Pride 8. What is Romeo s punishment for killing Tybalt? Banishment 9. Who tells Romeo that Juliet is dead? Balthasar 10. How old is Juliet? 13 Section C 15 marks Identify speaker, circumstances, and significance for THREE of the following quotes. You should explain the significance using full sentences, and remember to discuss how the quote is important regarding one or more of the following: character, plot, theme. a) Speaker = 1 b) Circumstances = 1 c) Significance = 3 1. What is in a name? That which we call a rose By any other name would smell as sweet. a) Juliet b) During the balcony speech while Romeo secretly listens. c) Answers will vary. 2. the love I bear thee can afford No better term than this: thou art a villain. a) Tybalt b) In the streets when he challenges Romeo to a duel.

c) Answers will vary 3. No, tis not so deep as a well, nor so wide as a church door; but tis enough, twill serve. Ask for me tomorrow and you will find me a grave man. a) Mercutio b) Mercutio is dying after being wounded by Tybalt. c) Answers will vary. 4. In what vile part of this anatomy Doth my name lodge? Tell me, that I may sack The hateful mansion. a) Romeo b) While in banishment, Romeo dramatically renounces his own name. c) Answers will vary. 5. I ll look to like, if looking liking move; But no more deep will I endart mine eye Than your consent gives strength to make it fly. a) Juliet b) She is speaking to her mother before the party about Paris. c) Answers will vary 6.... the reason I have to love thee Doth much excuse the appertaining rage To such a greeting. a) Romeo b) Responding to Tybalt s challenge on the streets of Verona. c) Answers will vary 7. Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return. a) Romeo b) While gazing up at Juliet during the balcony scene. c) Answers will vary. Section D 15 marks Please answer the following questions with complete sentences. You must refer to specific events in the text to support your answers. Note the number of marks allotted for each answer. This should influence the length and detail of your answers. 1. List two of the life lessons Shakespeare presents in Romeo and Juliet. (2 marks)

2. Why does the Friar s plan fail? Be specific. (3 marks) 3. List three examples of dramatic irony in Romeo and Juliet. (3 marks) 4. What is Romeo s tragic flaw? Explain. (4 marks) 5. Write two theme statements for Romeo and Juliet. Use proper format. (3 marks) NOW... Chill for a bit. DO NOT BE LOUD OR DISRUPTIVE