RelationshipsRelationships (Romeo and Juliet) Essential Standards: Throughout this unit, you will be introduced to terms and ideas that will be tested on the MSL. Complete this packet as you progress through the play. You will be turning this in on test day. ______________________________________

Area of Interaction: Relationships and Values

Unit Question: How do individual and societal values affect relationships?

LITERARY TERMS

Term Definition: Example from Text Effect on Author’s style

allusion

aside

blank verse

characterization

connotation

iambic pentameter

internal stage direction

imagery/ figurative language

irony

monologue

Term Definition: Example from Text Effect on Author’s style

oxymoron

prologue

pun

rhyming couplet

soliloquy

sonnet

theme

tragic flaw

tragic hero

turning point

1.

Close reading Practice – Prologue READ THE PROLOGUE AND FOLLOW THE DIRECTIONS BELOW IN YOUR ANALYSIS.

1. In one color, mark words that deal with hate. In a different color, mark words that deal with love.

- Are there more words about love or fighting? Why do you think that is?

-What do you think about the emphasis on violence? How does this alter your expectations for the play?

2. Now, circle every example of the word "two" in the prologue.

-Why is this word--the very first word of the play--so important here?

- In what ways are pairs important in love and in battle?

3. Notice the rhyme scheme. Write a letter a, b, c, d, etc. at the end of each line to record the rhyme scheme.

4. Last, rewrite the prologue in your own words. Use a dictionary if you have to. (Think sentence by sentence not line by line.)

Prologue:

Two households, both alike in dignity

(In fair Verona, where we lay our scene),

From ancient grudge break to new mutiny,

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-crossed lovers take their life;

Whose misadventured piteous overthrows

Doth with their death bury their parents’ strife.

The fearful passage of their death-marked love

And the continuance of their parents’ rage,

Which, but their children’s end, naught could remove,

Is now the two hours’ traffic of our stage;

The which, if you with patient ears attend,

What here shall miss, our toil shall strive to mend.

Close Reading Practice: Act II, Scene 3

1. Friar Laurence says, “God pardon sin! Wast thou with Rosaline?” Which sin is Friar Laurence asking God to pardon?________________________________________________________________________________________________

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2. Underline Romeo’s response to the Friar’s question (see above).

3. Romeo goes on to explain how he and Juliet love each other. Write down Romeo’s words that prove their love goes both ways.________________________________________________________________________________________________

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4. In the space below, draw the imagery that comes to mind when you read the passage of Romeo describing his love for Juliet.

5. Why does Romeo visit the Friar?

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6. Circle where you found your answer to question #5.

7. Draw a box around the words that show the Friar’s response to Romeo’s question.

8. Make a text-to-self connection to this passage.

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Close Reading Practice: from Act IV, Scene I

1. Paris says, “Do not deny to him that you love me.” Who is him? _______________________________

2. Juliet says, “I will confess to you that I love him.” Who is him? ________________________________

3. The double meanings of “him” are an example of what literary device? ______________________________

4. What does Juliet mean when she says, “…this bloody knife / Shall play the umpire”?

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5. Which words best show Friar Laurence’s reason for agreeing to help Juliet?

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6. Find Juliet’s passage that I have marked with an asterisk*. Draw a box around all of the words that have a negative connotation in this passage.

7. In the space below, draw the imagery that comes to your mind when you read the passage I have marked with an asterisk.

8. According to the passage, what day is it?_______________________________

9. Circle the line that supports your answer for question # 8.

10. Using your own words, summarize the advice the Friar gives Juliet in the final passage.

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Close Reading Practice: from Act V, Scene 3

1. In the second line of this passage, the Page uses the word “watch”. What does this word mean? ___________________________________________________________________________

2. Underline in red the context clues around the word “watch” that helped you figure out the word’s meaning.

3. What favor does Paris ask Romeo? ________________________________________________________

4. Circle Romeo’s response to Paris’s request.

5. Romeo says, “O, give me thy hand, / One writ with me in sour misfortune’s book!” Explain what this means.________________________________________________________________________________________________

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6. Highlight Romeo’s lines that suggest Juliet may not really be dead. (Of course, only the audience knows this.)

7. Because the audience knows Juliet isn’t really dead but Romeo does not, Shakespeare is using what kind of literary device? _______________________________________________________

8. How does this literary device make the reader feel at the point in the play?________________________________________________________________________________________________

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9. Find and circle the word “monster.” Who or what is the monster? _______________________

10. Draw how Romeo dies in the space below.