ROMEO AND JULIET
Freshman A
ANNOTATE FOR THEMATIC IDEAS
Love. True love? Innocent love? Too young to love? Love
vs. lust? Love vs. passion? Love.
 Hate. Causes of hate? Does hate cause violence or does
violence cause hate? Can love cause hate?
 Forbidden. Is it human nature to want something more
because it is forbidden or kept away from us?
 Fate. Coincidences, destiny, fate?
 Personal Connection: What variables influence your
decisions and guide you toward making sound choices?
How do you know if it is a sound choice?

ANNOTATE FOR STRUCTURE
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Cause and Effect Scenarios
What is the outcome of these choices?
 Examine both character choices and author choices!
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The structure of text to develop and refine the author’s
intention
Why would the author choose this particular structure of sentences,
paragraphs, scenes, and acts?
 How does this organizational structure support what the central
theme or idea?
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Chronological Order
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Why does the author reveal the information in this order?
Compare / Contrast

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Usually a persuasive strategy. Do the characters use this strategy to reason or
influence?
Parallel Structure

Using the same pattern of words to show that two or more ideas have the same
level of importance
ANNOTATE FOR LITERARY DEVICES/
FIGURES OF SPEECH
Allusion – makes reference to something known
 Alliteration -- repetition of a particular sound
 Personification – human characteristics to non-human
things
 Metaphor – comparison of two unlike things (Extended
metaphor)
 Simile – comparison using like or as
 Foreshadowing – hints towards a certain plot
development
 Soliloquy – character speaks to oneself
 Asides – character speaks to the audience
 Pun -- form of word play which suggests two or more
meanings, often used with similar sounding words

ANNOTATE FOR SHAKESPEARE’S STYLE
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
Sonnet -- 14 lines with a set rhyme scheme and a
fixed rhythm called ' iambic pentameter'
Iambic pentameter – Five unaccented syllables
alternate with five accented syllables
di-dum/di-dum/di-dum/di-dum/di-dum
 There are five iambs to a line
 This helps to create a sense of harmony and acts to link the
ideas expressed in the sonnet.
 “But soft!/ What light/ through yon/der win/dow breaks?”

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End rhyme -- rhyme that occurs in the last syllables
of verses

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.