Romeo and Juliet
Key Passages for Commentary
(from Ms. Rankin’s Google Docs)
Act I
o
Scene 3 (82) “What say you?...Than your consent gives strength to make it fly” (102). 20 Lines
o
Scene 5 (40) “What lady’s that, which doth
You kiss by the book” (114)
Act II
o
Scene 2 But soft! What light .but love from love, towards school with heavy looks (166)
Act II
o
Scene 2 But soft! What light .but love from love, towards school with heavy looks (166)
Act III
o
o
o
o
o
Scene 1 (50) Well, peace be with you Either thou or I, or both, must go with him” (124).
Scene 2 (1) Gallop apace, you fiery-footed steeds O, here comes my Nurse (31)
Scene 2 (59) O, break, my heart!....And bid him come to take his last farewell (147)
Scene 3 (112) Hold thy desperate hand .Romeo is coming (162)
Scene 5 (1) Wilt thou be gone?...But send him back (65)
Act IV
o
Scene 3 (15) Farewell! God knows
Romeo, Romeo, Romeo, here’s drink. I drink to thee (59)
Act V
o
o
Scene 3 (74) In faith I will Thus with a kiss I die (121)
Scene 3 (292) This letter doth make good .Than this of Juliet and her Romeo (317)
QUESTIONS TO ANSWER WITH SENTENCE STARTERS
(1) Where does the passage come in the play and (2) why is it important?
This passage comes from Act ___ Scene ___
These lines are important because __________
It affects the rest of the plot because __________
(3) Summarize what happens in the passage and (4) what is said by the characters
In this scene
(5) What themes or ideas are introduced or developed?
P: The theme/themes depicted in this part of the play are__________.
E:Shakespeare used line number “quote ” from line number ___ to support this theme.
(Choose one )
(character) is trying to say is that __________.
E: OPTION A: Here, what __________
Theme choices
o
o
o
o
The forcefulness of love
Love as a cause of violence
The individual versus society
The inevitability of fate
OPTION B: What is happening here is that __________
(6) Comment on Shakespeare’s choice of words and his use of literary devices
P: Shakespeare’s play of words and use of literary devices affect a scene by making it more dramatic and colorful.
Diction
P: He is also able to magnify emotions by his choice of words.
(a)
(b) from line _____
E: Some words that help express certain feelings are _____
and _____
Denotative meaning
Connotative meaning
E:
(a)
literally means __________.
It has a positive / negative / other effect on (subject), because (write how the word has a positive / negative effect on the scene)
E:The word _____
symbolizes _____.
(b)
This word helps the scene (write what that word does to the scene)
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
_____ Scene _____, (quote lines)
_____, (quote lines)
how the word has a positive / negative effect on the scene)
Repetition
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: Another way that he played with language is through the use of repetition
E: He repeated the word/s ____ and _____ in line number ____.
E: The reappearance of these words...(write what the repetition does to the scene)
BONUS:
Oxymoron
An oxymoron, usually uses only
two opposing words side by side.
For example, “true lie”.
A paradox is similar to an
oxymoron but is a sentence rather
than just two words. For example:
“Pinocchio said, ‘I’m lying’”
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: In some lines Shakespeare used oxymorons.
E: He placed the words _____ and _____ close to each other in line ____
E: By doing this, he is able to put some (choose one ore more)
o
o
o
o
o
mixed emotions (feelings)
humor
drama
food for thought
confusion
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
_____ Scene _____, (quote lines)
Opposites /
contrast
_____, (quote lines)
P: Another literary technique that Shakespeare used is placing opposites.
E: For example, line number _____ has a pair of contrasting images, suchas as (image 1) and (image 2).
E: By mentioning two opposing figures (not necessarily beside each other), Shakespeare is able to clearly show how different (who/what image 1 is linked to)
and (who/what image 2 is linked to) are.
(Who/what image 1 is linked to) is as (adjective) as (image 1) while (who/what image 2 is linked to) is as (adjective) as (image 2).
BONUS:
Alliteration
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: If one observes, he used some words that have the same consonant sound in the beginning.
E: Some of these words are _____ and _____ from line ____.
E: This is called “alliteration”
He does this to....(write what alliteration does to the scene)
BONUS:
Assonance
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: Another language play that he did was the selection of words that have the same vowel sounds.
E: Some of these words are _____, _____, and _____ from line ____
E: This is called “assonance”
This makes the scene (write what assonance does to the poem)
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
Literal imagery
Visual
Auditory
Olfactory
Gustatory
Tactile
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: To give the audience a better picture of ideas that must be expressed, he used words that reach out to different bodily senses.
E: For example, the words _____ and _____ from line _____ help the audience visualize (write what object the words are describing) better.
E: These words tell the audience the (write what kind of visual information the words give you) of the (object)
This gives the reader the idea that __________
E: The words _____ and _____ from line_____ give the audience a better idea how some sounds exist in the play.
E: These words inform the audience how the (write what object is making the sound) (write the action happening)
This makes the reader think that __________
E: The words _____ and _____ from line _____ add details to the scene by helping the audience imagine different scents or odors.
E: These words let the audience know what the (write what object has that smell) smells like.
This suggests to the audience that __________
E: The words _____ and _____ from line _____ have an effect on the audience’s sense of taste.
E: These words reveal to the audience what (write what object has that taste) tastes like.
This makes the audience assume that __________
E: The words _____ and _____ from line _____ allow the audience to “touch” or “feel” different objects or sensations that are present in the scene.
E: These words share with the audience how (write what object has that texture or temperature) the object is.
This makes the audience believe that __________
BONUS:
FIGURATIVE
IMAGERY
Metaphor
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: Another kind of word play used is figurative imagery.
E: For example he wrote on line _____ that (object 1) is an (object 2).
E: By doing this, he is able to tell the audience that (object 1) and (object 2) have the same characteristics such as (write what traits the two objects
have
in common)
This gives the reader the impression that __________
Simile
P: He also used similie/s in the poem.
E: For example, (quote simile) on line _____.
E: Instead of ordinarily describing a (object 1), equating it to a (object 2) puts more depth into its qualities.
This gives the audience the view that __________
Personification
P: The poem also is more alive when some objects take on human characteristics.
E: For example, in line _____, (object) is able to (action),
E: By doing this, he is able to give an ordinary object, a new and different dimension.
This makes the audience feel that __________
Symbol
P: To broaden the reader’s views, he also used symbol/s to replace certain things.
E: For example in line _____ , instead of saying __________, he used the word __________
E: This allows the audience’s mind to correspond certain objects with other objects, giving a more artistic view of scene.
Hyperbole
/ exaggeration
P: To call attention to the intensity of something, he chose to exaggerate the situation.
E: For example, on line _____, he wrote (quote hyperbole)
E: This makes the audience aware of how __________
Allusion
Iambic
pentameter
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: In this play, Shakespeare uses iambic pentameter in most key passages wherein each line has 10 syllables, with the syllables following a stress—unstress—
stress (and so forth) pattern.
E: For instance, line number _____ has 10 syllables with the stress in (quote the line then underline the stressed syllable in each word)
E: He does this because __________.
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
Rhyme
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: Another literary device that he uses is rhyme.
E: For example, line number ______ ends with the word __________ while line number _____ ends with the word __________.
E: He chooses to do this in order to __________.
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
Paradox
P: In some instances, Shakespeare uses a paradox.
An oxymoron, usually uses only
two opposing words side by side.
For example, “true lie”.
E: Line number ______, (quote paradox) is an example of a paradox.
A paradox is similar to an
oxymoron but is a sentence rather
than just two words. For example:
“Pinocchio said, ‘I’m lying’”
Rhetorical
question
E: He does this to create excitement, to cause bewilderment, and lastly to make the audience think more deeply.
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: Sometimes, Shakespeare’s passages include a question that doesn’t seem to need answering. This is called a rhetorical question.
E: (Quote rhetorical question) in line number ______ is an example of a rhetorical question.
E: This type of question helps Shakespeare to push the audience to think of an idea that he wants them to reflect on.
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
Anaphora
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
P: Another literary device that he uses is an anaphora.
E: (Quote anaphora), is an example of an anaphora in line number ______
E: By repeating the first words of a sentence or a phrase, Shakespeare makes that line more powerful and memorable, like Charles Dickens’, “It was the best of
times. It was the worst of times” or Martin Luther King’s “I Have a Dream” speech wherein he repeats, “Now is the time to” in the beginning of many lines.
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
_____ Scene _____, (quote lines)
Soliloquy
_____, (quote lines)
P: In this play, Shakespeare used a number of soliloquies.
E: The words of character, in Act _____, Scene _____, lines _____ is an example of a soliloquy.
E: He does this so that the audience may get to know that thoughts of a character.
BONUS:
If you can think of another scene with the exact SAME words or
SIMILAR words being said by your sample character (or another
character)
If you can think of another scene with words that are OPPOSITE
or CONTRADICTORY to the words being said by your sample
character (or another character)
P: This choice of words resurfaces in another scene.
P: In another scene, these words are completely turned around.
E: (Character) uses these words again /a similar choice of words in Act
E: (Chracter) uses a set of completely opposing words in Act _____ Scene
_____ Scene _____, (quote lines)
_____, (quote lines)
E: This also has a positive / negative / other effect on (subject), as it (write
E: The contrasting images show how differently (subject) is viewed, thus
how the word has a positive / negative effect on the scene)
circulating on the idea of “star-crossed lovers” or “conflicting” characters.
(7) How does the passage help to develop characters? (choose one set)
o
SET A:
(character) as ___________________.
(adjective)
P: This scene lets the audience see __________
E: For example, line number _________ says, “quote”
(character)
(what is the character doing)
(rephrase adjective)
E:This shows how __________
______________________
is, as he/ she ___________________
.
o
SET B:
(adjective that describes the character BEFORE)
(character) from _____________________________________
P: This scene allows the audience to see the change in __________,
to (adjective that describes the character NOW)
____________________________________
E: For example, line number _________ says, “quote”
(character)
(what is the character doing NOW)
that describes the character NOW)
E:This shows how (adjective
________________________________
___________
is, as he / she _______________________________
compared to Act _____ Scene ______
(what was the character was doing in the EARLIER scene)
(adjective that describes the character BEFORE)
when he/she was ____________________________________________________
and was still ____________________________________
o
SET C:
(character 1) who is __________
2) who is __________
(adjective) .
(adjective) , and (character
P: This gives the audience the chance to compare __________
__________
E: For example, line number _____ says, “quote” and line number _____, “quote”
E: These two lines show the difference in their characters by the words __________ and ___________ which are opposites
(8) How would you make this work as a performance?
For example, what advice would you offer to the actors at key moments about movement, gesture, delivery, etc.
This scene is (write by describing the emotions / feelings felt during this scene).
To express these sentiments, the actor must first have eye contact / not have eye contact because__________.
A facial expressions that he / she can do is __________ because __________
He/she can also have some movement or gesture such as ___________ because ___________
His/her voice must be _________ because _________
He must say his lines slowly / fastly because __________.