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Romeo and Juliet By William Shakespeare
Ms. Lonardo 2014 Literature/Composition I
Lexington High School
Essential Questions:
What is the difference between revenge and justice?
Who or what should we be loyal to?
How much control do we have over our lives?
How do our actions and words define who we are?
How do authors use language to create character?
Table of Contents
Literary Devices 1 Critical Terms Sets 2 Shakespeare Top 10 Notes 3 Characterization Tracking 5 Act 1.1 Questions 10 Act 1.2 Questions 11 Act 1.3-1.4 Questions 12 Act 1.5 Questions 13 Acting Project & Grading Guidelines 14 Act 3.1 Questions 16 Act 3.3-3.5 Questions 17 Soliloquy Assignment 18 Act 4 Questions 20 Act 5 Questions 21
Literary Devices Literary devices are words that we use to discuss different aspects of literature. These devices are the means by which authors create meaning through language, and by which readers gain understanding of and appreciation for their works. These are concepts that you need to be able to recognize and employ.
Alliteration – A repetition of sounds Assonance – A repetition of vowels Consonance – A repetition of consonants Aside – A remark or passage by a character in a play that is intended to be heard by the audience but unheard by the other characters in the play Diction – An author’s choice of words Foreshadowing – A hint of an action to come Hyperbole – An extravagant exaggeration used for emphasis or vivid descriptions Imagery – Using language to represent abstract ideas: metaphor, personification, simile, etc Irony (Three Types) Verbal Irony – When the author says the opposite of what he means Situational Irony – When a situation turns out opposite of what is expected Dramatic Irony – When the audience knows something the characters do not Metaphor – An indirect comparison between two unlike things not using like or as Monologue – An extended speech by one character, addressed to another character(s) Mood – The “atmosphere” of a whole work, expressed as an adjective like “dark” or “playful” Motif – An image or concept that is repeated throughout a work of literature Paradox – Apparent contradiction that is nevertheless true (to love and hate someone at the same time) Personification – Giving an inanimate object life-like qualities Pun – a play on words Oxymoron – Apparently contradictory terms placed side by side (loving hate) Soliloquy – a dramatic technique in which a character speaks his thoughts aloud when he believes himself to be alone, often revealing his feelings, state of mind, motives, or intentions. Simile – A metaphor that uses like or as Subject – A person, thing, or idea that is being discussed, described, or dealt with Symbol – An object that stands for an idea, belief or intangible concept Theme – The central idea in a piece of literature. A theme is not a single word, but a complete idea. For example, “love is easier to express than hate” is a theme, “love” is not. Tone – The author’s attitude toward his characters or his subject, you can usually find the done by looking at the language. Usually the tone is something like satiric, approving or condemning.
Critical Terms Lists You will receive amended critical term squares.
Set #1 is due Monday, March 10 Set #2 is due Monday, March 31
Set #1: Adversaries
Wanton
Languish
Pernicious
Rapier
Solemnity
Transgression
Valiant
Banishment
Calamity
Dexterity
Vile
Set #2: Abate
Beguile
Distraught
Prostrate
Abhor
Amorous
Conspire
Paramour
Beseech
Contempt
Sepulcher
Tedious
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Characterization Tracking: Romeo
Act Line Numbers Literary Devices Character Traits & Opinions
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Characterization Tracking: Juliet
Act Line Numbers Literary Devices Character Traits & Opinions
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Characterization Tracking: Mercutio
Act Line Numbers Literary Devices Character Traits & Opinions
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Characterization Tracking: Tybalt
Act Line Numbers Literary Devices Character Traits & Opinions
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Characterization Tracking: Friar Lawrence
Act Line Numbers Literary Devices Character Traits & Opinions
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Act 1.1 Comprehension Questions
1. Describe the relationship between Gregory and Sampson. Do they seem like serious men?
2. How intense is the fight between Gregory and Abram? How do you know?
3. Who is Benvolio? How does he break up the fight?
4. How would you describe the relationship between Benvolio and the Montagues?
5. How does Romeo feel about Rosaline (his current love interest)? Why is he so frustrated with love?
6. What type of a man is Romeo? Use a quotation to support your stance.
Act 1.2 Comprehension Questions
1. When Paris asks for Juliet’s hand in marriage, what is her father’s response? Include the exact line along with your interpretation.
2. Why does Capulet invite Paris to his party?
3. Why does Peter need Romeo and Benvolio’s help? What do they do for him?
4. What does it mean when Benvolio says, “Tut man, one fire burns out another’s burning” to Romeo?
5. Find a line that shows Romeo’s opinion of Rosaline’s beauty.
6. What is Romeo’s ultimate reason for going to the party? Include the line along with your interpretation.
Act 1.3-1.4 Comprehension Questions
1. Describe the relationship between Juliet and her mother. Describe the relationship between Juliet and the nurse. Which seems to be the stronger relationship? How do you know?
2. What does Mercutio mean when he says, “If love be rough with you, be rough with love. Prick love for pricking and you beat love down.”
3. Find 3 puns in section 1.4.
4. Describe Queen Mab. Who is she? What does she look like? What does she do? Why does Mercutio tell Romeo about her?
5. What is Mercutio’s opinion of dreams?
Act 1.5 Comprehension Questions
1. Whom does Romeo ask about Juliet? What does he learn?
2. What is Tybalt’s reaction to Romeo’s presence? Quote his words directly.
3. How does Juliet’s father react to Romeo’s’ presence?
4. Interpret Tybalt’s last 4 lines (1.5.100-103). What is being foreshadowed? How do you expect the story to progress?
Video Acting Project & Grading Guidelines Assignment: You and your classmates will perform key scenes in the play over the next few weeks. In your small group, you will read your scene, plan your performance of it, and prepare to explain orally and in writing why your scene is important. Evaluation: Groups will be evaluated on:
1. Theatrical presentation of the scene, including: o Costumes and props, o Blocking (planned locations and movements across the stage), o Acting (gestures and interactions that clarify the action) o Reading loudly, clearly, and with appropriate emotion
2. Introduction and explanation of key aspects of the scene. This should be in the form of:
o An initial summary that explains what will happen and what characters are feeling o A final summary that explains “so what?” Tell your classmates why the scene matters.
3. Completion of a director’s notebook that includes:
o A cover page with the title of the play, the scene presented, and the cast o A copy of your scene with annotation explaining the decisions you made about presentation. o A one-page analysis of why your scene matters to the plot and thematic development of the
play. Process: Groups should follow these steps: A. PLAN:
• After getting your scene assignment, meet with your group to formulate a plan for completion. • Read and annotate the scene individually and then as a group. Make notes regarding meaning,
relevance, and characters’ emotions and movement. Read the summaries of previous scenes in the text to gain any needed context.
B. PRACTICE and FILM SCENE: • Practice the scene together during a study, after school, while sophomores are taking the MCAS, during
X block, or on the weekend. Make sure to go above and beyond what we do when reading as a whole group in class. Your movements should be planned and practiced, you should read your lines smoothly, loudly, and with appropriate emotion, and you should have appropriate costume elements and props. You might also have fewer people than you need for the scene—we will discuss some creative solutions.
NOTE: Your film must be compatible with our classroom technologies. Check if you are unsure.
C. PREPARE DIRECTOR’S NOTEBOOK: 1. A cover page: staple this to the front of the two following items 2. Using a fresh copy of your scene, complete a director’s notebook of the scene based on your final
decisions about how you will present it. Movements across the stage, gestures, and emotions of each character should be noted in the margins, as should any relevant notes about the text and its meaning.
3. A collectively written one page analysis of how your scene furthers character or theme development.
D. PRESENT SCENE VIDEO and TURN IN DIRECTOR’S NOTEBOOK on your scheduled day. YOUR SCENE: ________________ PRESENTATION DATE: __________________________ GROUP MEMBERS AND CONTACT INFO:
Explanatory Elements Exemplary Proficient Satisfactory Beginning
Introduction and
Conclusion
• Students introduce and explain multiple key aspects of the scene and their characters’ motivations.
• Students leave the audience with insight into the importance of the scene to the play as a whole.
• Students introduce and explain some key aspects of the scene and their characters’ motivations.
• Students leave the audience with an idea of the importance of the scene to the play as a whole.
• Students introduce few aspects of the scene and their characters’ motivations, and explanations re not always accurate.
• Students leave the audience with little insight into the importance of the scene to the play
• Students do little to introduce and explain aspects of the scene and their characters’ motivations.
• Students leave the audience confused about the importance of the scene to the play
Director’s Notebook
• Demonstrates thorough consideration of scene and dynamic dramatic choices.
• Demonstrates consideration of scene and appropriate dramatic choices.
• Demonstrates inconsistent consideration of scene and weak dramatic choices.
• Demonstrates little consideration of scene and unclear or inappropriate dramatic choices.
Written Scene
Explanation
• Employs sufficient and well-chosen evidence that is relevant to character or theme development
• Provides enough context to understand evidence while avoiding plot summary
• Analyzes how and why specific evidence supports character or theme development, correctly using all relevant literary terms
• Develops and analyzes content with sophistication
• Employs sufficient evidence that is relevant to character or theme development
• Provides context for evidence while mostly avoiding plot summary
• Analyzes how and why evidence supports character or theme development, using some relevant literary terms
• Develops and analyzes content, taking limited risks with ideas
• Provides some evidence that may or may not be relevant to character or theme development
• Provides little or no context for evidence and/or excessive plot summary
• Explains evidence rather than analyzing and/or makes claims that are not clearly supported by evidence
• Reiterates content with little analysis
• Provides little or no evidence relevant to character or theme development
• Provides no context for evidence
• Reiterates content with no analysis
Theatrical Presentation
Exemplary Proficient Satisfactory Beginning
Voice Students communicate expressively by enunciating and using variety of rate, pitch, tone, and volume.
Students enunciate clearly, using rate, pitch, and volume to express character.
Students attempt to enunciate, using vocal variety and volume, but execution is weak.
Students use limited or inappropriate enunciation, vocal variety, and volume.
Movement
Students move expressively, using a variety of gestures, body movements, and facial expressions to effectively illuminate character.
Students move cleanly, using gestures, body movements, and facial expressions to illustrate character.
Students attempt to use gestures, body movements, and facial expressions, but execution is weak.
Students use limited or inappropriate movements. Lack of familiarity with script detracts from performance.
Character Students communicate expressively, illuminating the personality and desires of the character.
Students communicate clearly, expressing the personality and desires of the character.
Students attempt to express the personality and desires of the character, but execution is weak.
Students use limited or inappropriate acting technique to create character.
Ensemble
Students use concentration and focus to collaborate seamlessly with partner(s) during performance.
Students use concentration and focus to collaborate appropriately with partner(s) during performance.
Students attempt to collaborate with partner(s), but concentration and focus are weak during performance.
Student lacks concentration and focus resulting in limited collaboration during performance.
Creativity Creative choices significantly add to scene presentation and audience enjoyment.
Creative choices add to scene presentation and audience enjoyment.
Creative choices attempt to add to scene presentation, but are not always successful.
Creative choices detract from scene presentation.
Act 3.1Comprehension Questions
1. Why does Romeo refuse to fight Tybalt? What does he say?
2. How is Mercutio killed?
3. What upsets Romeo the most about being banished?
4. Looking at both Romeo and Oedipus, do you think banishment and death are comparable punishments? Is one worse than the other?
Act 3.3-3.5 Comprehension Questions
1. The Friar gives three reasons that Romeo should be happy. What are they?
2. What does the Nurse give to Romeo at the end of 3.3? What is his reaction to the gift?
3. Why is there such a rush to see Juliet married?
4. At the beginning of 3.5, explain the bird imagery. What do larks and nightingales represent?
5. Beginning on line 225, the nurse gives Juliet advice regarding her future, what is the nurse’s message?
6. Why does Juliet tell the Nurse that she is going to see Friar Lawrence? Why is she actually going?
Soliloquy Assignment Definition: A soliloquy is dramatic monologue that reflects a series of unspoken reflections. It is essentially a time when a character talks to themselves for the benefit of the audience. It helps the audience better understand the character’s thoughts. Directions: You will choose a character and a specific moment in the play and write a 15-20-line soliloquy where there is not one. Your speech should be written in Shakespearean style, accurately reflect the character’s thoughts, tone and intent. Your final project should:
! Include a 2-3 sentence synopsis of what is happening in the play at the moment of the soliloquy and explain your character’s current mood and the tone of his newly-invented speech
! Include at least 2 different literary devices (see the list at the beginning of the packet if you’ve
forgotten). These devices should be explained in footnotes. ! Be 15-20 lines in length
! Mimic Shakespearean style
! Be typed and double-spaced
Example of the final product:
Ms. Lonardo X-Block 3/20/12 Soliloquy Synopsis: This soliloquy comes at the beginning of act 1, scene 5 just after Capulet has welcomed his guests. Capulet has just had a brief exchange with a relative, whom he secretly hates. He is frustrated with his family, especially this man who is jealous of his wealth. Capulet: Many years have I worked for this fame,
and for what but to have this man call me a shrew.
He yearns for my jeweled cloak, my plentiful emptiness.
He is but a leech, sucking the wealth of my bosom.
(yours will be 15-20 lines long)
Literary Devices: 1) Plentiful emptiness – An oxymoron used to describe Capulet’s dissatisfied feelings toward his own wealth. 2) He is but a leech – A metaphor used to describe the cousin’s dependent attitude toward Capulet.
Soliloquy Grading Rubric Synopsis (5): • Synopsis provides a specific scene in which the soliloquy falls • Synopsis also explains what is happening at that moment in the story
Literary devices (20): • Both devices clearly contribute to enhancing the tone or mood of the soliloquy • Both devices fit naturally into the speech and seem appropriate to the speaker • 2 literary devices are clearly identified and explained in footnotes
Voice is appropriate to character (15): • The character is referencing appropriate plot points • The character’s voice is believable
Shakespearian Style (10): • Vocabulary is heightened • Soliloquy sounds as though it could fit into the rest of the play
Formatting and Mechanics (5): • All formatting specifications were followed • There are no typos or punctuation errors
Synopsis Devices Voice Style Mechanics
Comments:
Act 4 Comprehension Questions
1. Who seems most devastated by Juliet’s death? Explain your response.
2. Who’s reaction seems the most hysterical? Why?
3. Who’s reaction seems the least emotional? Why?
4. Paris speaks of death as alive. Give two examples and give the literary device Shakespeare is using. (look at 4.5.55)
5. How are Lady Capulet’s and the nurse’s reactions similar?
Act 5 Comprehension Questions
1. Romeo and Paris meet up at Juliet’s tomb and fight. Paris dies. Is this necessary to the play’s overall plot? Why or why not?
2. Read Romeo’s speech at 5.1.37-55). What is he saying here? What is his plan?
3. What do you think Romeo meant when he said, “then I defy you, stars!” after learning of Juliet’s death?
4. Identify at least two themes for Romeo and Juliet that you think stand out. How do these themes come across to you, the reader/audience? Give examples from the play.
5. Friar Lawrence’s last speech, a monologue, summarizes all the actions for everyone on stage. Re-read his lines, (5.3.238-278) and paraphrase his words. What message is the audience left with?
