‘Romeo and Juliet’ by William Shakespeare
Year 11 Workbook: 2020-2021
Extract to whole exam question
Name: ____________________________________________________________________
Class and teacher: _________________________________________________________
CONTEXT
AO3: Show understanding of the relationships between texts and the contexts in
which they were written.
Context is:
 The things that influenced Shakespeare when he wrote the play.
 The thoughts, beliefs, customs and behaviour of Shakespeare’s contemporary (of
his time) audience.
Social context:




Patriarchal society
Women and their role in society
Social hierarchy: the way society was organised in the late 16th Century: privileged rich,
servants and large households.
Social status: important / powerful families and their behaviour towards other families
Historical context:



Shakespeare’s life and success as a playwright
the reigning monarch: Elizabeth I
major historical events
Only write about CONTEXT if there is a
clear relationship between something in
the play (evidence from the text) and
some of the ideas on this page.
Cultural context:



the ideas, customs and behaviour of people in the Shakespearean era
includes religion, beliefs and superstitions and the Italian connection - Catholicism
Shakespeare’s theatre, the conventions and experience of being at The Globe.
A good way to help you look for and understand the context of this play is to ask yourself:
Does it connect to any of the following images that were popular and widely recognised in the
16th Century?
 Religion: God, faith, belief and the Church.
 Cosmic imagery: the sun, moon, stars and their connection with fate and destiny.
 Nautical imagery: all things relating to the sea which was considered an exciting but also
dangerous place.
 Nature: birds, animals, the countryside, flowers and all things relating to the four
seasons and the natural world.
 Light and dark imagery: things associated with the colour black = evil / the devil /
wickedness / ugliness / witchcraft / hell / etc. Things associated with the colour white =
virginity / purity / kindness / angels / heaven / beauty / gentleness / etc.
2
Plot summary
Act One
The latest street fighting between the Capulets and the Montagues ends when
the Prince of Verona arrives and threatens to execute anyone who continues
fighting. To help Romeo get over being rejected by the girl he loves, his friends
persuade him to join them in gate-crashing the Capulets’ party. Juliet’s cousin,
Tybalt, recognises Romeo at the party and wants him thrown out because he is
a Montague. Lord Capulet humiliates Tybalt by ordering him to leave Romeo
alone. Juliet’s parents want her to marry Count Paris, but when Romeo and
Juliet meet at the party they fall in love. To their horror, they discover they are
from opposing families.
Act Two
After the party, Romeo gives his friends the slip and enters the Capulets’ garden
where he sees Juliet on her balcony. He surprises her, they express their love
for each other and decide to marry in secret the next day. Friar Lawrence agrees
to marry Romeo and Juliet in the hope that this will unite their families. Romeo
sends Juliet the wedding details via her Nurse (who has looked after her since
birth). Juliet slips out of the house, joins Romeo and they are married.
Act Three
When Romeo refuses to fight Tybalt in the street, Tybalt fights and kills
Mercutio. This provokes Romeo into killing Tybalt. The Prince exiles Romeo as
punishment. Distraught, Romeo seeks the advice of Friar Lawrence, who tells
him to hide in Mantua. Juliet is horrified when she hears that Romeo has killed
her cousin, but soon takes her husband’s side. She sends the Nurse to bring
Romeo to her and they secretly spend the night together. In the morning
Juliet’s parents shock and anger her with the news that she must marry Paris
later that week. The Nurse advises Juliet to marry Paris.
Act Four
Friar Lawrence gives Juliet a potion that will make her seem dead. He tells her
he will send for Romeo to rescue her secretly from the tomb. Juliet goes home
and tells her parents she will obey them and marry Paris. However, she drinks
the potion and on her wedding morning she is discovered ‘dead’. Her parents
are grief-stricken. Friar Lawrence advises them to bury her immediately.
Act Five
Romeo hears that Juliet is dead. Friar Lawrence’s message of explanation
doesn’t get through to Romeo. Romeo buys poison to kill himself. He rushes to
Juliet’s tomb, where he meets and kills Paris. Inside the tomb he poisons
himself next to Juliet, who then wakes up, finds Romeo’s body and stabs herself
to death. The Prince hears what has happened and promises to pardon some
and punish others.
3
Act /
Action
Scene
Prologue Introduction to the tragedy
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
2.4
2.5
2.6
3.1
3.2
3.3
Theme / Summary
Montagues and Capulets fight.
Romeo is love-sick.
Romeo reluctantly agrees to go to the
Capulet party.
Her mother urges Juliet to marry Count
Paris.
Mercutio urges Romeo not to give in to the
misery of love.
Romeo and Juliet fall in love at the party.
Romeo escapes his friends.
Romeo and Juliet exchange love vows on
her balcony.
Friar Lawrence agrees to marry Romeo and
Juliet.
Romeo arranges to marry Juliet.
Nurse reports back to Juliet.
The secret wedding.
Mercutio and Tybalt killed in street fight.
Romeo banished.
Juliet forgives Romeo.
Friar Lawrence advises Romeo.
3.4
3.5
Capulet promises Juliet to Paris.
Romeo and Juliet sleep together.
Juliet refuses to marry Paris.
4.1
4.2
4.3
Friar Lawrence’s potion plan for Juliet.
Juliet ‘gives in’ to her parents.
Juliet takes the potion.
4.4
4.5
5.1
Preparations for the wedding.
Juliet found ‘dead’.
Romeo hears of Juliet’s ‘death’.
5.2
Friar Lawrence hears that his message
didn’t get through.
Romeo and Juliet kill themselves.
5.3
4
Fate, feuds, love and
death.
Unrequited love, love and
hate.
Romeo’s love for
Rosaline.
Love and marriage.
Marriage and sex.
The effects of love.
Love at first sight; love as
a sort of religious
experience.
Mercutio’s crude talk.
Romantic love.
Love as a force of
reconciliation.
Mercutio’s continuing
scorn.
Nurse as comic character.
Love with holy blessing.
Violence, manliness,
justice.
Loyal love.
Manliness; the Friar’s
wisdom.
A father’s power.
Romantic love. Rebellion
against parental
authority.
Friar Lawrence’s wisdom.
Juliet in control.
Juliet overcomes her
fears.
Chaos in Capulet house.
Parents’ grief.
Romeo decides on
suicide.
Cruel fate.
Conflict leads to tragedy.
THE CHARACTERS
Romeo is a member of the house of Montague. He falls in love with Juliet who is the daughter
of his family’s enemy, the house of Capulet. Romeo eventually takes his own life when he
believes that Juliet is dead. However, her "death" was merely a ruse in order for her not to
marry Paris and instead be with Romeo.
Juliet is a member of the house of Capulet. She falls in love with Romeo who is the son of her
family’s enemy, the house of Montague. She fakes her own death to be with Romeo, but
Romeo never learns of the plan. She awakens to find Romeo dead beside her. She stabs herself
with a knife and dies rather than live without Romeo.
Mercutio is kin to the Prince of Verona and a friend to Romeo. Mercutio is killed by Tybalt
when Romeo tries to stop the two from fighting.
Paris is a young count and kin to the Prince. He wants to marry Juliet.
Tybalt is the nephew of Capulet and a cousin to Juliet. He is headstrong and despises the
Montagues. He kills Mercutio, and Tybalt is later killed by Romeo who avenges Mercutio’s
death.
Benvolio is a friend to Romeo. He always tries to play the role of peacemaker by trying to stop
the fighting between the Montagues and Capulets. He also tries to help Romeo while he is
depressed over the loss of his former love, Rosaline.
The Nurse is Juliet’s friend and nursemaid. She raised Juliet, as was usually the custom in
wealthy families of the time period. The nurse also helps Juliet and Romeo meet with each
other. She always does what she thinks is best for Juliet.
Friar Lawrence marries Romeo and Juliet with the hope that the marriage will stop the feuding
between both of their houses. When Romeo kills Tybalt, he tries to help the two stay together
by coming up with the plan for Juliet to fake her death. However, he does not get word to
Romeo in time, and the two lovers end up committing suicide.
Lord Montague is the leader of the house of Montague and Romeo’s father.
Lady Montague is the wife of Montague.
Lord Capulet is the leader of the house of Capulet and Juliet’s father.
Lady Capulet is the wife of Capulet.
Balthasar is Romeo’s servant. He tells Romeo that Juliet has died.
Escalus, Prince of Verona who tries to keep peace between the houses Montague and
Capulet. He banishes Romeo from Verona for the death of Tybalt.
Peter is the nurse’s servant.
Sampson is one of the servants to Capulet. He and Gregory start a fight at the beginning of the
play with Abram, a Montague.
Gregory is one of the servants to Capulet. He and Gregory start a fight at the beginning of the
play with Abram, a Montague.
Abram is one of the servants to Montague who gets into a fight with Sampson and Abram.
5
Form, structure
and language
(AO2)
6
(BBC Bitesize) The form, structure and language of ‘Romeo and Juliet’ reveals how Shakespeare
presented his play to his audience, exploring his intentions and what he was trying to make the
audience think and feel.
Use of form in Romeo and Juliet
Form is the text type the writer chooses to write in. The form of Romeo and Juliet is a play. Plays are
meant to be performed by actors and watched by an audience. This is really important and you must
remember that Shakespeare’s plays were meant to be performed; to be seen. This will be really
useful for your analysis.
The play is also a tragedy. A Shakespearean tragedy is a type of play that normally results in the
main protagonists' deaths in tragic / shocking circumstances
Research: What are the characteristics of a Shakespearean Tragedy? Why is the Prologue central
to this form?
What is a sonnet? Where is the shared sonnet in the play and what is its significance and effect?
Dramatic irony: From the Prologue the audience know that this story will end in tragedy but the
characters have no knowledge of their fate.
Poetry and Prose: Shakespeare often uses prose sentences without set rhythms for common and
comic characters and then changes to poetry for those who are noble or for elevated topics such
as love.
Blank verse: Much of the play is written in blank verse where there are ten syllables in a line, and
in Shakespeare’s time blank verse was often used to express the theme of love.
Soliloquy: When a character is alone on stage and their speech reveals thoughts and feelings
directly to the audience.
Imagery: Words connected to light and religion are used throughout the play to indicate how
heavenly and bright the love is between Romeo and Juliet. Darkness is usually linked to bad
omens and fate.
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Use of structure in ‘Romeo and Juliet’
The play is split into five acts. Below is a summary of what happens in each act.

Act 1 - the battle between the two families. The Prince declares the next battle will result in exile.
Romeo and Juliet meet and fall in love.

Act 2 - Romeo and Juliet decide to marry. Friar Lawrence organises and blesses the wedding.

Act 3 - Tybalt kills Mercutio. Romeo avenges Mercutio's death by killing Tybalt. Romeo is banished
but manages to spend the night with Juliet, consummating their marriage. Capulet decides Juliet
must marry Paris and she refuses.

Act 4 - Juliet goes to Friar Lawrence's where they come up with a plan and Juliet fakes her death
so she can be with Romeo.

Act 5 - Romeo receives the message that Juliet has died and goes to the Capulet vault. Upon
seeing her there, he kills himself with poison; Juliet awakens and kills herself with his dagger. The
play ends with the two families reunited.
When analysing the structure of Romeo and Juliet, think about how Shakespeare develops a key
theme or character throughout the narrative and plot of the play.
Structure methods in ‘Romeo and Juliet’:
1.
2.
3.
4.
5.
6.
7.
8.
Line length
Enjambment (line runs on)
Caesure (breaks the line)
Rhyming couplets
Sharing rhyming couplets
Stichomythia (two characters speak alternate lines of verse; Paris and Juliet)
Bulding tension (See Freytag’s Pyramid)
Stage directions
Find an example of one of these methods and write a response using MQA explaining how
Shakespeare presents a specific theme.
8
Use of language in ‘Romeo and Juliet’
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When writing about language you can comment on the words Shakespeare uses, why he uses them,
and what impact this has on the audience. Shakespeare’s choice of words creates IMAGERY.
With no special effects or clever lighting, Shakespeare uses language to conjure up pictures in the
audience’s mind. These extended metaphors run through the play and are a successful way of
appealing to ideas that the audience could relate to – either because it was a part of their lives like
nature, or something that they were frightened of – like the sea. Find quotations for these images at
different points in the play.
Religion:
God, faith, belief and the Church.
“For saints have hands that
pilgrims' hands do touch, / And
palm to palm is holy palmers'
kiss.” Juliet 1:5
Cosmic imagery:
The sun, moon, stars and their connection with fate and destiny.
“a pair of star-crossed lovers”
“Lady, by yonder blessed
Prologue
moon I vow” Romeo 2:2
Nautical imagery:
All things relating to the sea which was considered an exciting but also dangerous place.
“He that hath the steerage of my
“Thou desparate pilot, now at
course / Direct my sail.”
once run on the dashing rocks thy
Romeo 1:4
sea-sick weary bark.” Romeo 5:3
Nature:
Birds, animals, countryside, flowers and all things relating to the seasons and the natural world.
“It is the lark that sings so
“A glooming peace this morning
out of tune, / Straining
with it brings; / The sun, for
harsh discords and
sorrow, will not show his head”
unpleasing sharps.”Juliet 3:5 Prince 5:3
Light and dark imagery:
Things associated with the colour black = evil / the devil / wickedness / ugliness / witchcraft / hell /
etc. Things associated with the colour white = virginity / purity / kindness / angels / heaven / beauty /
gentleness / etc
“O, she doth teach the torches to “So shows a snowy dove
“More light and light, more dark
burn bright!” Romeo 1:5
trooping with crows”
and dark our woes.”
Romeo 1:5
10
Now select three quotations from page 10 and practice writing
Enhanced MQA paragraphs.
Use page 35 to help you
M:
Q:
A:
M:
Q:
A:
M:
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Themes
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A theme is an important idea or issue that runs through the play. The most important themes in
‘Romeo and Juliet’ are love, conflict, fate and family. All these themes interlink with one another.
In ‘Romeo and Juliet’, themes run throughout the play so that we can see the changes in plot,
characters and relationships. Add quotations in the boxes underneath each theme. Include the
character, Act and scene. Some have been done for you.
Love: loyalty, obsession, family ties, passion, admiration, romance, friendships, maternal / paternal, affection,
adoration.
“Here’s much to do with hate, but
“Did my heart love till now?
more with love / Why then, o
Forswear it, sight! / For I ne'er saw
brawling love, o loving hate.”
true beauty till this night.”
Romeo 1:1
Romeo 1:5
Conflict and reconciliation: feuds, enemies, violence, chaos, disorder, hatred, peace, secrets, war, clash, battle,
reunion, resolution.
“From ancient grudge break to new
“Capulet! Montague! See, what a
mutiny, / Where civil blood makes
scourge is laid upon your hate /
civil hands unclean.” Prologue
That heaven finds means to kill your
joys with love”
Fate: foreshadowing, doom, destiny, prediction, unfortunate, timing, fortune, luck, chance, providence.
“A pair of star-cross'd lovers take
“O I am Fortune’s Fool!” Romeo 3:1 “Then I defy you, stars” Romeo 5:1
their life” Prologue
Family – Parent and child relationship: love, respect, honour, authority, control, tradition, duty, responsibility,
authority, secrets, loss, innocence, defiance.
“The earth hath swallow’d all my
“See what a scourge is laid upon
hopes but she, / She is the hopeful
your hate, / That heaven finds a
lady of my earth” Lord Capulet 1:2
means to kill your joys with love.”
Prince 5:3
13
Authority: hierarchy, power, control, patriarchs, humiliation, abuse, threats, wisdom, respect, expert, ability.
Death and grief: loss, pain, despair, isolation, abandonment, fear, suicide, confusion, bereavement, sorrow, misery,
anguish.
“Banishment? Be merciful, say
“Come death and welcome, Juliet
Death”
wills it so.”
Youth and age: innocence, wisdom, authority, power, weakness, impulsiveness, stubbornness, childhood,
generation.
The role of women: mothers, maternal, nurturing, loving, traditional, empathy, abandonment, cruel, kind,
confidante, weak.
Hypocrisy and prejudice: misunderstanding, hatred, feud, insults, spiteful, bigotry, two-faced, insincere.
Power and ambition: control, authority, determination, secrets, contracts, deals, tradition, influence, command,
motivation, desire.
Masculinity: power, violence, fighting, friendship, loyalty, honour, manhood, virility, protector, husband, lover,
image.
14
Theme synonyms
Make a list of synonyms for each of the main themes.
Your exam question will be about one of these but the wording might be slightly different or
unexpected – so it’s good to be prepared. Two have been left blank for you to complete
independently.
LOVE
friendship
devotion
respect
AUTHORITY
power
authority
control
CONFLICT
FATE
dispute
opposition
fight
destiny
luck
consequence
PREJUDICE
injustice
discrimination
bias
15
FAMILY
household
private
parenting
Now select three quotations from pages 13-14 and practice
writing Enhanced MQA paragraphs.
Use page 35 to help you
M:
Q:
A:
M:
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A:
M:
Q:
A:
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Characters
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The most successful way to write about these characters in your
exam is to consider what they represent outside the text and in the
wider world. This means the CONTEXT of the text.
When learning quotations for your exam, choose ones that help you
write about inside and outside the text.
VERY IMPORTANT MESSAGE!
THIS MESSAGE WILL HELP YOU UNDERSTAND THE PLAY AND BE
MORE SUCCESSFUL IN YOUR EXAM.
Every character is a CONSTRUCT.
Every character is constructed by Shakespeare to perform a
FUNCTION.
The function of each character is to represent a THEME or MESSAGE
about life and society as Shakespeare saw it.
This is how you successfully write about CONTEXT.
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19
Romeo
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“Under love’s heavy
burden do I sink.”
“Call me but love and I’ll
be new baptis’d”.
“With love’s light wings
did I o’erperch these
walls; stony limits cannot
hold love out.”
“fire-eyed fury be my
conduct now!”
“O I am Fortune’s Fool!”
“I have stained the
childhood of our joy.”
20
AO3: Link to
Context
Juliet
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“It is an honour that I
dream not of” (1:2)
“Good pilgrim, you do
wrong your hand too
much”(1:5)
“I have no joy of this
contract tonight, / It is
too rash, too
unadvised, too sudden,
/ Too like the
lightning.” (2:2)
“Come weep with me,
past hope, past cure,
past help.” (4:1)
“My dismal scene I
needs must act alone.”
(4:3)
“O happy dagger!” (5:3)
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AO3: Link to
Context
The Nurse
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“Thou was the prettiest
babe that e’er I nursed
and I might live to see
thee married” (1:3)
“Go, girl, seek happy
nights to happy days.”
(1:3)
“if ye should lead her into
a fool's paradise, as they
say, it were a very gross
kind of behaviour”
“I am the drudge and toil
in your delight” (2:5)
“Alack the day, she's
dead, she's dead, she's
dead!” (4:5)
“O woe! O woeful, woeful
day! / Most lamentable
day, most woeful day.”
(4:5)
22
AO3: Link to
Context
Friar Lawrence
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“Within the infant rind
of this weak flower /
Poison hath residence,
and medicine power.”
(2:3)
Wisely and slow; they
stumble that run fast”
(2:3)
“For this alliance may
so happy prove / To
turn your
households’rancour to
pure love.” (2:3)
“These violent delights
have violent ends”(2:6)
“Art thou a man? thy
form cries out thou art:
Thy tears are womanish;
thy wild acts denote
The unreasonable fury of
a beast” (3:3)
“I dare no longer stay”
(5:3)
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AO3: Link to
Context
Tybalt
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“What, drawn, and talk
of peace! I hate the
word, As I hate hell, all
Montagues, and
thee”(1:1)
“I'll not endure him.”
(1:5)
“This intrusion shall /
Now seeming sweet,
convert to bitt’rest
gall.” (1:5)
“Thou art a villain” (3:1)
“Tybalt, you ratcatcher” (Mercutio 3:1)
“Good king of cats”
(3:1)
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AO3: Link to
Context
Mercutio
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“You are a lover;
borrow cupid’s wings
and soar with them”
(1:4)
“If love be rough with
you, be rough with
love” (1:4)
“Men's eyes were
made to look, and let
them gaze; I will not
budge for no man's
pleasure, I.” (3:1)
“O calm,
dishonourable, vile
submission! Alla
stoccata carries it
away.” (3:1)
“ask for me to-morrow,
and you shall find me a
grave man” (3:1)
“A plague o' both your
houses! They have
made worms' meat of
me.” (3:1)
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AO3: Link to
Context
Lord Capulet
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“Let two more summers
wither in their pride / Ere
we may think her ripe to
be a bride.”
“The earth hath
swallow'd all my hopes
but she, She is the
hopeful lady of my
earth.”
“I will make a desparate
tender of my child’s love.
I think she will be ruled in
all aspects by me.”
“How now wife, have you
delivered to her our
decree?”
“And you be mine, I’ll give
you to my friend; / And
you be not, hang, beg,
starve, die in the streets.”
(3:5)
“Death is my son-in-law,
Death is my heir;
My daughter he hath
wedded: I will die,
And leave him all; life,
living, all is Death's”
26
AO3: Link to
Context
Lady Capulet
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
AO3: Link to Context
“How stands your
disposition to be
married?” (1:3)
“Ay, sir; but she will none,
she gives you thanks.
I would the fool were
married to her grave!”
(3:5)
“Talk not to me for I’ll not
speak a word./ Do as
thou wilt, for I have done
with thee.”(3:5)
Benvolio
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
“Part, fools!
Put up your swords; you
know not what you do.”
(1:1)
“We talk here in the
public haunt of men /
Either withdraw unto
some private place / And
reason coldly of your
grievances / Or else
depart”
“these hot days, is the
mad blood stirring.” (3:1)
27
AO3: Link to Context
Paris
Quotation
Act and scene
AO1: Link to
Themes
AO2: Language / Structure /
Form method + effect
AO3: Link to Context
“Younger than she are
happy mothers made.”
(1:2)
“These times of woe
afford no time to woo”
(3:4)
“Happily met, my lady
and my wife!” (4:4)
Prince Escalus of Verona
Quotation
Act and scene
“Throw your mistemper'd
weapons to the ground,
And hear the sentence of
your moved prince.”
AO1: Link to
Themes
AO2: Language / Structure / Form
method + effect
“If ever you disturb our
streets again,
Your lives shall pay the
forfeit of the peace"
“See what a scourge is
laid upon your hate, /
That heaven finds a
means to kill your joys
with love.” (A5s3)
28
AO3: Link to Context
Now select three quotations from pages 20-28 and practice
writing Enhanced MQA paragraphs.
Use page 35 to help you
M:
Q:
A:
M:
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A:
M:
Q:
A:
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This section will be vital to your revision. It will help you start exam-style essays and you should learn
these for PPEs and the final exam.
Write a brief OVERVIEW of each character as you read the play in class and at home. Use these
sentence starters to create your three-part overviews.
…he/she is ________, _________ and ___________. He/She is also… (the first one has been done for
you).
At the beginning of the play, Romeo is love-struck, miserable and frustrated. He is also loyal
to his friends, emotional and quick to shift his feelings from one girl to another.
Later on he is…
At the end he is…
The purpose of this character is…
At the beginning of the play, Juliet is…
Later on she is…
At the end she is…
The purpose of this character is…
At the beginning of the play, Mercutio is…
Later on he is…
At the end he is…
The purpose of this character is…
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How does this image help us understand Tybalt’s character? Find a
quotation from the text to support this idea? Write your thoughts here:
At the beginning of the play, The Nurse is…
Later on she is…
At the end she is…
The purpose of this character is…
At the beginning of the play, Friar Lawrence is…
Later on he is…
At the end he is…
The purpose of this character is…
How does this image help us understand the Friar’s character? Why
does Shakespeare choose such a man to be Romeo’s confidante
and why is this ironic? Find a quotation from the text to support
your thoughts and write it here:
31
At the beginning of the play, Lord Capulet is…
Later on he is…
At the end he is…
The purpose of this character is…
At the beginning of the play, Lady Capulet is…
Later on she is…
At the end she is…
The purpose of this character is…
What is the function of the servants in the play? How does
Shakespeare use them to assist them to deliver his message? List
them here and link them to a theme and context.
32
Revise the play
33
Act One
Explode the quote.
Annotate these quotations from Act One.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.
“My child is yet a stanger in the world”
“It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear;”
“Thus from my lips, by yours, my sin is purged”
34
Act Two
Explode the quote.
Annotate these quotations from Act Two.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.
“Deny thy father and refuse thy name”
“It is the east and Juliet is the sun”
“This bud of love, by summer's ripening breath,
May prove a beauteous flower when next we meet”
35
Act Three
Explode the quote.
Annotate these quotations from Act Three.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.
“O I am Fortune’s Fool!”
“Hang thee, young baggage! disobedient wretch!”
“Is there no pity sitting in the clouds,
That sees into the bottom of my grief?
O, sweet my mother, cast me not away!”
36
Act Four
Explode the quote.
Annotate these quotations from Act Four.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.
“Come weep with me; past hope, past cure, past help!”
“How now, my headstrong!”
“My child, my only life,
Revive, look up, or I will die with thee!”
37
Act Five
Explode the quote.
Annotate these quotations from Act Five.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.
“Here, here will I remain
With worms that are thy chambermaids”
“Thy lips are warm”
“The sun for sorrow will not show his head”
38
The exam
39
The Exam: important information
Assessment Objective
AO1
12 marks
AO2
12 marks
AO3
6 marks
AO4
4 marks
Description
Read, understand and respond to texts.
Students should be able to:
 to maintain a critical style and develop an informed
personal response
 use textual references, including quotations, to
support and illustrate interpretations.
Analyse the language, form and structure used by a writer to
create meanings and effects, using relevant subject
terminology where appropriate.
Show understanding of the relationships between texts and
the contexts in which they were written.
Use a range of vocabulary and sentence structures for clarity,
purpose and effect, with accurate spelling and punctuation
(assessed in Section A only).
The exam question is deliberately worded to help you meet AO1, AO2 and AO3.
Understanding the Assessment Objective

FORM - is the name of the text type that the writer uses. For example, there are
adverts, scripts, sonnets, novels etc. All of these are different text types that a writer
can use. The form of a text is important because it shows the writer's intentions,
characters or key themes. In this case, we are looking at the play form and how
Shakespeare manipulates the audience.

STRUCTURE - is how the plot is ordered and put together for the reader. You can
think of plot at a text level but also at a sentence level. In this case, we are looking at
the order of events in Shakespeare's play.

LANGUAGE - is the words a writer uses and what impact they have. In this case, we
are looking at the words Shakespeare uses. What words does he use? Why? What
effect does this have? Does he employ any language devices in his writing? For
example: metaphor, imagery, alliteration, pathetic fallacy etc.
40
The Assessment Objectives:
Your teacher will explain what each of these AOs mean and how you can show the
examiner that you have met them in your examination response. Listen carefully, add your
notes and keep on adding when we tell you something important.
Start by highlighting the key words in each statement.
What this means in your own words
AO1
Read, understand and respond to
texts. Students should be able to:
• maintain a critical style and
develop an informed personal
response
• use textual references, including
quotations, to support and
illustrate interpretations.
AO2
•
Analyse the language, form and
structure used by a writer to
create meanings and effects, using
relevant subject terminology
where appropriate.
AO3
•
Show understanding of the
relationships between texts and
the contexts in which they were
written.
41
The mark scheme:
Mark
Level 6
Convincing,
critical
analysis and
exploration
AO
AO1
Typical features

Critical, exploratory, conceptualised response to task and
whole text

Judicious use of precise references to support
interpretation(s).

Analysis of writer’s methods with subject terminology used
judiciously

Exploration of effects of writer’s methods on reader

Exploration of ideas/perspectives/contextual factors shown
by specific detailed links between context/text/task
How to arrive at a mark
At the top of the level, a candidate’s response is
likely to be a critical, exploratory, well-structured
argument. It takes a conceptualised approach to
the full task supported by a range of judicious
references. There will be a fine-grained and
insightful analysis of language and form and
structure supported by judicious use of subject
terminology. Convincing exploration of one or
more ideas/perspectives/contextual
factors/interpretations.
AO2



AO3


At the top of the level, a candidate’s response is
likely to be thoughtful, detailed and developed. It
takes a considered approach to the full task with
references integrated into interpretation; there
will be a detailed examination of the effects of
language and/or structure and/or form supported
by apt use of subject terminology. Examination of
ideas/perspectives/contextual factors, possibly
including alternative interpretations/deeper
meanings.
At the top of the level, a candidate’s response is
likely to be clear, sustained and consistent. It takes
a focused response to the full task which
demonstrates clear understanding. It uses a range
of references effectively to illustrate and justify
explanation; there will be clear explanation of the
effects of a range of writer’s methods supported
by appropriate use of subject terminology. Clear
understanding of ideas/perspectives/contextual
factors.
At the top of the level, a candidate’s response is
likely to be explanatory in parts. It focuses on the
full task with a range of points exemplified by
relevant references from the text; there will be
identification of effects of a range of writer’s
methods supported by some relevant terminology.
Explanation of some relevant contextual factors.
AO2
26–30 marks
AO3
Level 5
Thoughtful,
developed
consideration
21–25 marks
Level 4
Clear
understanding
16–20 marks
Level 3
Explained,
structured
comments
11–15 marks
AO1
AO2



AO3


AO1
AO2



AO3


AO1
Thoughtful, developed response to task and whole texts
Apt references integrated into interpretation(s)
Examination of writer’s methods with subject terminology
used effectively to support consideration of methods
Examination of effects of writer’s methods on reader
Thoughtful consideration of ideas/perspectives/contextual
factors shown by examination of detailed links between
context/text/task
Clear, explained response to task and whole text
Effective use of references to support explanation
Clear explanation of writer’s methods with appropriate use
of relevant subject terminology
Understanding of effects of writer’s methods on reader
Clear understanding of ideas/perspectives/contextual
factors shown by specific links between context/text/task
Some explained response to task and whole text
References used to support a range of relevant comments
Explained/relevant comments on writer’s methods with
some relevant use of subject terminology
Identification of effects of writer’s methods on reader
Some understanding of ideas/perspectives/contextual
factors shown by links between context/text/task





Supported response to task and text
Comments on references
Identification of writer’s methods
Some reference to subject terminology
Some awareness of implicit ideas/contextual factors





Simple comments relevant to task and text
Reference to relevant detail
Awareness of writer making deliberate choices
Possible reference to subject terminology
Simple comment on explicit ideas/contextual factors
Level 2
Supported,
relevant
comments
6–10 marks
AO1
Level 1
Simple,
explicit
comments
1–5 marks
AO1
0 marks
Nothing worthy of credit/nothing written
AO2
AO3
AO2
A03
42
At the top of the level, a candidate’s response is
likely to be relevant and supported by some
explanation. It will include some focus on the task
with relevant comments and some supporting
references from the text. There will be
identification of effects of deliberate choices made
by writer with some reference to subject
terminology. Awareness of some contextual
factors.
At the top of the level, a candidate’s response is
likely to be narrative and/or descriptive in
approach. It may include awareness of the task
and provide appropriate reference to text; there
will be simple identification of method with
possible reference to subject terminology. Simple
comments/responses to context, usually explicit.
Opening
overview
M
ethod
Q
uotation
A
nalysis
Closing
overview
[Character or theme] is…
[1 sentence: include three adjectives to describe and show broad knowledge].
He/It is also…
[1 sentence: explain the function or purpose of this character or theme].
Shakespeare’s use of [language method / dramatic device] is significant
because...
The imagery of ... is significant in this scene...
Shakespeare uses stage directions to convey...
The characterisation of... is developed in this Act...
Structurally, this scene is significant because...
According to Freytag’s Pyramid, this scene can be defined as…
When the character says…
We can see this in the statement...
We hear the character described as...
The word... demonstrates this...
Arguably, the most significant words are... which...
The image of the ... is crucial to our understanding of...
Shakespeare seems to be suggesting...
The playwright is perhaps exploring the idea of...
Shakespeare is explaining / developing / showing / hinting...
This clearly shows...
This suggests / implies / conveys...
The word / phrase / image /character makes me think of... because...
The statement / word / image contains several ideas. For example...
Shakespeare seems to be exploring the theme / idea of...
From one perspective we could say... From another we might consider...
Developing the interpretation further, we could argue that...
This links with...
The idea is repeated when...
This literally means …
Metaphorically, this might imply…
Symbolically, this could indicate…
Finally…
[1 sentence: what you have learnt about the theme or character].
Shakespeare…
[1 sentence: Shakespeare’s message or intention through the use of this theme
or character].
43
(Sample assessment material)
English Literature
8702/1
th
Paper 1 Shakespeare and the 19 -century novel
Romeo and Juliet
Read the following extract from Act 1 Scene 2 of Romeo and Juliet and then
answer the question that follows.
At this point in the play Lord Capulet and Paris are discussing Juliet
5
10
PARIS
But now, my lord, what say you to my suit?
CAPULET
But saying o’er what I have said before:
My child is yet a stranger in the world,
She hath not seen the change of fourteen years;
Let two more summers wither in their pride,
Ere we may think her ripe to be a bride.
PARIS
Younger than she are happy mothers made.
CAPULET
And too soon marred are those so early made.
The earth hath swallowed all my hopes but she;
She’s the hopeful lady of my earth.
But woo her, gentle Paris, get her heart,
My will to her consent is but a part;
And she agreed, within her scope of choice
Lies my consent and fair according voice.
Starting with this conversation, explain how far you think Shakespeare
presents Lord Capulet as a good father.
Write about:
• how Shakespeare presents Lord Capulet in this extract
• how Shakespeare presents Lord Capulet in the play as a whole.
[30 marks]
AO4 [4 marks]
44
Read the following extract from Act 3 Scene 2 of Romeo and Juliet
and then answer the question that follows.
At this point in the play Juliet is waiting for the Nurse to come back from meeting Romeo.
JULIET
Come, night; come, Romeo; come, thou day in night;
For thou wilt lie upon the wings of night
Whiter than new snow on a raven's back.
Come, gentle night, come, loving, black-brow'd night,
Give me my Romeo; and, when he shall die,
Take him and cut him out in little stars,
And he will make the face of heaven so fine
That all the world will be in love with night
And pay no worship to the garish sun.
O, I have bought the mansion of a love,
But not possess'd it, and, though I am sold,
Not yet enjoy'd: so tedious is this day
As is the night before some festival
To an impatient child that hath new robes
And may not wear them. O, here comes my nurse,
And she brings news; and every tongue that speaks
But Romeo's name speaks heavenly eloquence.
Starting with this speech, explore how Shakespeare presents attitudes towards love in Romeo and
Juliet.
Write about:


what Juliet says about love in this speech
how Shakespeare uses language to present attitudes to love in the play as a whole.
[30 marks]
AO4 [4 marks]
TURN OVER FOR HELP ANSWERING THIS QUESTION
45
Although candidates will not know which extract they are going to be presented
with in the exam, a variety of cues in the question will remain consistent.
Looking at the question, it is clear to see how the Assessment Objectives are addressed with in the
question.
There are several cue words in place throughout the question to help candidates respond in na
structures and clear way. Firstly,
The extract will always be
contextualised to provide
candidates with guidance from
whereabouts in the play the extract
is taken from
AO1: it is clearly asking you for a
response to something in a
thoughtful, constructive and
personal way.
Helps you start your thinking and
response by encouraging you to use
the extract as a ‘way in’ to the text.
Read the following extract from Act 3 Scene 2 of Romeo and Juliet
and then answer the question that follows.
At this point in the play Juliet is waiting for the Nurse to come back
from meeting Romeo.
…
This addresses the cultural context
of love. So if you write about this,
you are automatically doing AO3.
This can also lead into other
relevant contexts such as power and
gender.
Starting with this speech, explore how Shakespeare presents
attitudes towards love in Romeo and Juliet.
Write about:


what Juliet says about love in this speech
how Shakespeare uses language to present attitudes to love in
the play as a whole.
These two bullet points are here to
guide your response and are not
individually marked.
The playwright is named to remind
you that you are responding to his
work and you should consider the
methods / techniques he uses (AO2)
46
Romeo and Juliet
Read this extract from the prologue of Romeo and Juliet and then answer the
question that follows.
At this point in the play the audience are being informed of the story of Romeo
and Juliet
5
10
0 2
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-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd
love,
And the continuance of their parents' rage,
Which, but their children's end, nought
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.
Starting with this extract, explain how Shakespeare presents violence and
death as inevitable result of conflict.
Write about:
• how Shakespeare presents conflict in this extract
• how Shakespeare presents conflict in the play as a whole.
[30 marks]
AO4 [4 marks]
47
Read the following extract from Act 3 Scene 1 of Romeo and Juliet and then answer the question
that follows.
At this point in the play Mercutio has been fatally wounded by Tybalt.
MERCUTIO
I am hurt.
A plague a’ both houses! I am sped.
Is he gone and hath nothing?
BENVOLIO
What, art thou hurt?
MERCUTIO
Ay, ay, a scratch, a scratch, marry, ’tis enough.
Where is my page? Go, villain, fetch a surgeon.
Exit Page.
ROMEO
Courage, man, the hurt cannot be much.
MERCUTIO
No, ’tis not so deep as a well, nor so wide as a church-door, but ’tis enough, ’twill
serve. Ask for me tomorrow, and you shall find me a grave man. I am pepper’d, I
warrant, for this world. A plague a’ both your houses! ’Zounds, a dog, a rat, a mouse,
a cat, to scratch a man to death! A braggart, a rogue, a villain, that fights by the book
of arithmetic! Why the dev’l came you between us? I was hurt under your arm.
ROMEO
I thought all for the best.
MERCUTIO
Help me into some house, Benvolio,
Or I shall faint. A plague a’ both your houses!
They have made worms’ meat of me. I have it,
And soundly too. Your houses!
Exeunt Mercutio and Benvolio.
ROMEO
This gentleman, the Prince’s near ally,
My very friend, hath got this mortal hurt
In my behalf; my reputation stain’d
With Tybalt’s slander—Tybalt, that an hour
Hath been my cousin! O sweet Juliet,
Thy beauty hath made me effeminate,
And in my temper soft’ned valor’s steel!
Starting with this conversation, discuss how far you think Shakespeare presents Mercutio as a good
friend to Romeo.
Write about:


How Shakespeare presents their friendship in this extract
How Shakespeare presents friendship in the play as a whole
[30 Marks]
AO4 [4 Marks]
48
Romeo and Juliet
Read this extract from Act 1 Scene 5 of Romeo and Juliet and then answer the
question that follows.
At this point in the play Romeo and Juliet are having their first conversation.
5
10
15
0 2
ROMEO
[To JULIET] If I profane with my unworthiest hand
This holy shrine, the gentle fine is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.
JULIET
Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this;
For saints have hands that pilgrims' hands do
touch,
And palm to palm is holy palmers' kiss.
ROMEO
Have not saints lips, and holy palmers too?
JULIET
Ay, pilgrim, lips that they must use in prayer.
ROMEO
O, then, dear saint, let lips do what hands do;
They pray, grant thou, lest faith turn to despair.
JULIET
Saints do not move, though grant for prayers'
sake.
ROMEO
Then move not, while my prayer's effect I take.
Thus from my lips, by yours, my sin is purged.
JULIET
Then have my lips the sin that they have took.
ROMEO
Sin from thy lips? O trespass sweetly urged!
Give me my sin again.
JULIET
You kiss by the book..
Starting with this extract, explain how far you think Shakespeare presents
Romeo and Juliet as a couple in love.
Write about:
• how Shakespeare presents Romeo and Juliet’s relationship in this extract.
• how Shakespeare presents Romeo and Juliet’s relationship as a whole.
[30 marks]
AO4 [4 marks]
49
Read the following extract from Act 1 Scene 1 of Romeo and Juliet and then answer the question
that follows.
At this point in the play, the male servants of the house of Capulet have seen the male servants from
the house of Montague and a fight is about to start.
SAMPSON
My naked weapon is out. Quarrel, I will back thee.
GREGORY
How, turn thy back and run?
SAMPSON
Fear me not.
GREGORY
No, marry, I fear thee!
SAMPSON
Let us take the law of our sides, let them begin.
GREGORY
I will frown as I pass by, and let them take it as they list.
SAMPSON
Nay, as they dare. I will bite my thumb at them, which is disgrace to them if they
bear it.
ABRAM
Do you bite your thumb at us, sir?
SAMPSON
I do bite my thumb, sir.
ABRAM
Do you bite your thumb at us, sir?
SAMPSON
[Aside to Gregory] Is the law of our side if I say ay?
GREGORY
[Aside to Sampson] No.
SAMPSON
No, sir, I do not bite my thumb at you, sir, but I bite my thumb, sir
Starting with this conversation, explore how Shakespeare presents aggressive male behaviour in
Romeo and Juliet.
Write about:
• how Shakespeare presents aggressive male behaviour in this conversation
• how Shakespeare presents aggressive male behaviour in the play as a whole.
[30 marks]
AO4 [4 marks]
2017.
50
Romeo and Juliet
Read the following extract from Act 3 Scene 5 of Romeo and Juliet and then answer the question
that follows.
At this point in the play, Juliet has just been told that she must marry Paris.
5
10
15
20
CAPULET
How now, wife!
Have you deliver'd to her our decree?
LADY CAPULET
Ay, sir; but she will none, she gives you thanks.
I would the fool were married to her grave!
CAPULET
Soft! take me with you, take me with you, wife.
How! will she none? doth she not give us thanks?
Is she not proud? doth she not count her blest,
Unworthy as she is, that we have wrought
So worthy a gentleman to be her bridegroom?
JULIET
Not proud, you have; but thankful, that you have:
Proud can I never be of what I hate;
But thankful even for hate, that is meant love.
CAPULET
How now, how now, chop-logic! What is this?
'Proud,' and 'I thank you,' and 'I thank you not;'
And yet 'not proud,' mistress minion, you,
Thank me no thankings, nor, proud me no prouds,
But fettle your fine joints 'gainst Thursday next,
To go with Paris to Saint Peter's Church,
Or I will drag thee on a hurdle thither.
Out, you green-sickness carrion! out, you baggage!
You tallow-face!
Starting with this moment in the play, explore how Shakespeare presents relationships between
adults and young people in Romeo and Juliet.
Write about:
• how Shakespeare presents relationships between adults and young people at this moment in the
play
• how Shakespeare presents relationships between adults and young people in the play as a whole.
[30 marks]
AO4 [4 marks]
2018
51
Romeo and Juliet
Read this extract from Act 2 Scene 2 of Romeo and Juliet and then answer the
question that follows.
At this point in the play Romeo is pledging his love to Juliet.
5
10
15
20
25
0 2
ROMEO
Lady, by yonder blessed moon I swear
That tips with silver all these fruit-tree tops-JULIET
O, swear not by the moon, the inconstant moon,
That monthly changes in her circled orb,
Lest that thy love prove likewise variable.
ROMEO
What shall I swear by?
JULIET
Do not swear at all;
Or, if thou wilt, swear by thy gracious self,
Which is the god of my idolatry,
And I'll believe thee.
ROMEO
If my heart's dear love-JULIET
Well, do not swear: although I joy in thee,
I have no joy of this contract to-night:
It is too rash, too unadvised, too sudden;
Too like the lightning, which doth cease to be
Ere one can say 'It lightens.' Sweet, good night!
This bud of love, by summer's ripening breath,
May prove a beauteous flower when next we meet.
Good night, good night! as sweet repose and rest
Come to thy heart as that within my breast!
ROMEO
O, wilt thou leave me so unsatisfied?
JULIET
What satisfaction canst thou have to-night?
ROMEO
The exchange of thy love's faithful vow for mine.
JULIET
I gave thee mine before thou didst request it:
And yet I would it were to give again.
Starting with this extract, explore how Shakespeare presents Romeo and
Juliet as having differing attitudes to commitment.
Write about:
• how Shakespeare presents Romeo and Juliet’s attitude to commitment in this
extract.
• how Shakespeare presents attitudes to commitment in the play as a whole.
[30 marks]
AO4 [4 marks]
52
Romeo and Juliet
Read this extract from Act 5 Scene 3 of Romeo and Juliet and then answer the
question that follows.
At this point in the play the bodies of Romeo and Juliet have been discovered.
CAPULET
O brother Montague, give me thy hand:
This is my daughter's jointure, for no more
Can I demand.
5
10
15
0 2
MONTAGUE
But I can give thee more:
For I will raise her statue in pure gold;
That while Verona by that name is known,
There shall no figure at such rate be set
As that of true and faithful Juliet.
CAPULET
As rich shall Romeo's by his lady's lie;
Poor sacrifices of our enmity!
PRINCE
A glooming peace this morning with it brings;
The sun, for sorrow, will not show his head:
Go hence, to have more talk of these sad things;
Some shall be pardon'd, and some punished:
For never was a story of more woe
Than this of Juliet and her Romeo.
Starting with this moment in the play, explore how Shakespeare presents the
consequences of conflict in Romeo and Juliet.
Write about:
• how Shakespeare presents conflict and its consequences at this moment in
the play.
• how Shakespeare presents conflict in the play as a whole.
[30 marks]
AO4 [4 marks]
53
Independent learning
54
1. Make sure you have your own copy of the play to read and annotate at home and in class.
2. http://www.bbc.co.uk/education/topics/zxxg9qt
This is the new and improved BBC Bitesize link: it includes lots of great tips, notes and mini-tests as
well as further links to other useful websites.
3. https://www.goodreads.com/ebooks/download/18135?doc=3786
Download the play as a PDF.
4. Watch the film: try to avoid adaptations that are too far from the text. In
class, we watched Franco Zeffirelli’s 1968 film.
5. Listen to the audio. Try the complete audio on Mr Bruff’s playlist.
Mr Bruff: Playlist – William Shakespeare’s Romeo and Juliet
There are lots of videos on this playlist – too many to list here. So, aim
to watch videos on the following scenes and tick them off when
you’ve made your revision notes using the space at the end of this
Workbook or in designated pages in your English Literature exercise
book.
Video
Length
The ‘Romeo and Juliet’ Quotation Revision Song
2:40
Explaining the Quotations from the Song
8:03
‘Romeo and Juliet’ Complete Audiobook
3:03:14
100% Full Marks Answers
The Prologue
Act 1 Scene 5
Act 2 Scene 2
Act 2 Scene 6
Act 3 Scene 1
Act 3 Scene 5
Act 4 Scene 3
Act 4 Scene 5
Act 5 Scene 3
Student Exemplar There are lots of exemplars for you to watch
Use the space below to add any other videos you watch.
Done
Mr Bruff’s tutorials - how to make useful notes:
1. List words used that seem important – repeated, specialist terminology, methods or phrases that sound
like they could be useful or memorable.
2. Only write down phrases or brief statements that are interesting or link to an Assessment Objective (AO1,
AO2 or AO3).
3. Include any important quotations – full or micro.
4. Number each point to chunk your notes up.
5. For further revision, write out your notes neatly onto flashcards, post-its, revision posters or into your
Workbook / exercise book.
55
Romeo and Juliet – Quick fire questions
Plot and Action
1.
Who is Romeo in love with at the start of the play?
2.
Why does Tybalt become so angry at the Capulet feast?
3.
List two things that Romeo compares Juliet to in Act 2 Scene 2.
4.
Who mentions marriage first, Romeo or Juliet?
5.
What is Friar Lawrence doing before Romeo’s visit?
6.
Who uses the line, ‘These violent delights have violent ends,’ to describe love at first sight?
7.
Which character is described as ‘Good King of Cats’ and by whom?
8.
What punishment does Lady Capulet want for Romeo?
9.
Why does Lady Capulet think Juliet is crying in Act 3 Scene 5?
10. When Juliet visits the Friar for help, who does she meet at his cell?
11. Who discovers Juliet’s ‘dead’ body on her wedding day to Paris?
12. As well as Romeo, Juliet and Paris, which other character’s death do we learn of in Act V Scene 3?
Characters
13. Who is up early picking herbs at the beginning of Act 2?
14. Which character describes himself as ‘a grave man’?
15. What is Juliet’s reaction when she meets Paris at Friar Lawrence’s cell?
16. Who goes to wake Juliet for her wedding day?
Themes, Contexts and Settings
17. What sources of light do the lovers use to describe each other?
18. What is Lady Capulet’s tone when she speaks to Juliet of Paris’ proposal?
19. How does Capulet react when Juliet says she does not wish to marry Paris?
20. In Act 4 Scene 1 Juliet states, ‘What must be shall be.’ Which major theme does this relate to?
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Glossary: Methods (AO2) – add the effect to help you with the ‘A’ in MQA.
Alliteration: Repeating the same consonant sound in words close to each other.
Effect:
Blank verse: Lines of poetry that do not rhyme, giving a less formal and more conversational style to
the words.
Effect:
Dramatic irony: This occurs when the audience know more about what is happening than some of
the characters themselves know.
Effect:
Iambic pentameter: A line of poetry with ten syllables, beginning with an unstressed syllable and
then swapping between stressed and unstressed.
Effect:
Metaphor - when one thing is described as is it actually were something else.
Effect:
Personification - where something is described as if it is human.
Effect:
Poetic verse: A style of speech using rhyming couplets and a strong rhythmic pulse to the line.
Effect:
Prose: Any language that is not patterned by the regularity of some kind of rhyme or rhythm.
Effect:
Rhyming couplet: A pair of rhymed lines: E.g. ‘O time, thou must untangle this, not I / It is too hard a
knot for me t’untie’
Effect:
Soliloquy: A dramatic convention which allows a character in a play to speak directly to the audience
- as if thinking aloud about motives, feelings and decisions.
Effect:
Sonnet: Has a fixed structure of 14 lines and typically has 10 syllables per line. Often used to express
romantic love.
Effect:
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Extra Notes: Use these pages to add additional notes, plans, ideas, activities completed by
you in class or at home as part of your revision for this exam. Use different colours,
symbols, images, bullet points, lists, mindmaps and any other revision strategy that you find
helpful.
58
Extra Notes: Use these pages to add additional notes, plans, ideas, activities completed by
you in class or at home as part of your revision for this exam. Use different colours,
symbols, images, bullet points, lists, mindmaps and any other revision strategy that you find
helpful.
59