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:
Set #2:
Adversaries
Abate
Wanton
Beguile
Languish
Distraught
Pernicious
Prostrate
Rapier
Abhor
Solemnity
Amorous
Transgression
Conspire
Valiant
Paramour
Banishment
Beseech
Calamity
Contempt
Dexterity
Sepulcher
Vile
Tedious
Top 10 Notes
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Characterization Tracking: Romeo
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Characterization Tracking: Juliet
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Characterization Tracking: Mercutio
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Characterization Tracking: Tybalt
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Characterization Tracking: Friar Lawrence
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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
Introduction
and
Conclusion
Director’s
Notebook
Written
Scene
Explanation
Exemplary
Proficient
Satisfactory
• 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.
• Demonstrates
consideration of scene
and appropriate
dramatic choices.
• 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
• Demonstrates inconsistent
consideration of scene and
weak dramatic choices.
• 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
• 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
• Demonstrates thorough
consideration of scene and
dynamic dramatic choices.
• 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
Beginning
• Demonstrates little
consideration of scene
and unclear or
inappropriate dramatic
choices.
Theatrical Presentation
Voice
Movement
Character
Ensemble
Creativity
Exemplary
Proficient
Satisfactory
Students communicate
expressively by enunciating
and using variety of rate,
pitch, tone, and volume.
Students move expressively,
using a variety of gestures,
body movements, and facial
expressions to effectively
illuminate character.
Students communicate
expressively, illuminating
the personality and desires of
the character.
Students use concentration
and focus to collaborate
seamlessly with partner(s)
during performance.
Students enunciate clearly,
using rate, pitch, and
volume to express
character.
Students move cleanly,
using gestures, body
movements, and facial
expressions to illustrate
character.
Students communicate
clearly, expressing the
personality and desires of
the character.
Students use concentration
and focus to collaborate
appropriately with
partner(s) during
performance.
Creative choices add to
scene presentation and
audience enjoyment.
Students attempt to enunciate,
using vocal variety and
volume, but execution is
weak.
Students attempt to use
gestures, body movements,
and facial expressions, but
execution is weak.
Creative choices
significantly add to scene
presentation and audience
enjoyment.
Students attempt to express
the personality and desires of
the character, but execution is
weak.
Students attempt to
collaborate with partner(s),
but concentration and focus
are weak during performance.
Creative choices attempt to
add to scene presentation, but
are not always successful.
Beginning
Students use limited or
inappropriate enunciation,
vocal variety, and volume.
Students use limited or
inappropriate movements.
Lack of familiarity with
script detracts from
performance.
Students use limited or
inappropriate acting
technique to create
character.
Student lacks concentration
and focus resulting in
limited collaboration during
performance.
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
Comments:
Devices
Voice
Style
Mechanics
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?