Starter A traditional form of love poetry. Contains fourteen lines. Romeo returns to the religious imagery used between the lovers in their sonnets at the feast when he describes Juliet as, "a bright angel" and "dear saint." The recurring use of religious imagery emphasises the purity of Romeo and Juliet's love — as distinguished from the Nurse and Lady Capulet’s understanding of love that is founded in physical, sexual aspects. Your job! Why does Romeo compare Juliet to the moon? Discuss with your partner! “Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou, her maid, art far more fair than she. Be not her maid since she is envious.” Help! The moon is a feminine symbol that suggests immortality and eternity. Diana, the Roman God of virginity, is often referred to through images of the moon. How does Romeo treat Juliet in the balcony scene? Lesson Objective: to examine how Romeo treats Juliet in the balcony scene. Lesson Outcomes: • To write an analysis of how Romeo treats Juliet and what his language tells us about his feelings towards her. • To make links with ‘Cousin Kate.’ Next A fancy word for exaggerated! Key Vocab List to describe Romeo's treatment of Juliet! • Idolises • Enamoured • Worships • Fixated • Captivated • Venerates Romeo’s uses language hyperbole and it reminds the audience that he is infatuated with Juliet’s physical appearance. Your Job! With this in mind, how does Romeo treat Juliet in this scene? Challenge: You have 10 minutes! Climb the A Grade Ladder! Step One: Tell me how Romeo treats Juliet in this scene. Use a word from the vocab list to help you make sure you make a new point. Romeo’s behaviour towards Juliet reminds the audience of his worshipful behaviour towards Rosaline. He is captivated by Juliet and is worshipful in his treatment of her. Step Two: Integrate a quotation into a sentence. Step Three: Comment on what your quotation tells you about Romeo’s treatment of Juliet. Step Four: Closely analyse the effect of a word in your quotation. Talk about the effect on the audience. Romeo uses a metaphor to compare Juliet to the “moon” highlighting her purity and beauty. It also hints at the power of his love for Juliet, implying its eternity. Lesson Objective: to examine how Romeo treats Juliet in the balcony scene. Challenge This means that Romeo does not have to follow a pattern of language. He does not have to rhyme! To get an A Grade you need to comment on how language changes in the play and how this shows you Up to this point, Romeo has expressed his emotions in a traditional, colloquial style. Romeo begins to display signs of increasing maturity in this scene. His speeches are now in blank verse rather than the rhymed iambic pentameter evident in his earlier sonnets and couplets. Romeo is no longer the melancholy lover of Act One. Your Job! Explain how Romeo’s language has changed from his infatuation with Rosaline and his meeting with Juliet on the balcony. This is what I am looking for! Unlike Romeo’s superficial yearning for Rosaline in Act One, Romeo matures when he meets Juliet. In the balcony scene Romeo’s language demonstrates his increasing maturity as his speeches are now in blank verse. Shakespeare uses this change in language to show a natural quality in Romeo’s love for Juliet and it further reinforces the audience’s belief in their love at first sight. By referring to Juliet as a “bright angel” Romeo’s worshipful treatment of Juliet shows the audience his swift passionate love. Lesson Objective: to examine how Romeo treats Juliet in the balcony scene. Linking it together Similarly, in ‘Cousin Kate’ the narrator’s mood changes as the ballad progresses. She becomes more cynical and aggressive towards the Lord as the ballad concludes. Your Job! What does this change in tone tell you about how Cousin Kate has been treated by the Lord? Continue your paragraph on Romeo’s treatment of Juliet in the balcony scene. Start with a comparison connective that shows that you have spotted this change in language in ‘Cousin Kate.’ Top Tips! The tone is boastful and possessive. It shows the Lord’s mistreatment of her has left her bitter and angry. “My fair-haired son, my shame, my pride, Cling closer, closer yet: Your father would give lands for one To wear his coronet.” Lesson Objective: to examine how Romeo treats Juliet in the balcony scene. Success Criteria GRADE B GRADE A Pick out relevant information from the text. Integrate quotations into sentences. Offer multiple inferences of text. Choose relevant quotations. Read between the lines and offer multiple inferences. This could also suggest their relationship is… Refer to specific devices used by the author. Comment on how language is used and changes. Use word level analysis. Reference to the word “_____” suggests…. Lesson Objective: to examine how Romeo treats Juliet in the balcony scene. Imagine! Imagine… • You are in love with someone… • Write a text message to them that you never intend to send explaining exactly how you feel Imagine! Imagine… • That you accidentally send it and that as you realise what you have done you hear a mobile phone beeping behind you… It is them and they are reading it! • How would you feel? • How is this similar to the balcony scene in Act 2 scene 2? Watch and see… http://www.youtube.com/watch?v=S0qao2xIN sE Independent Woman! Lesson Objectives: • To analyse Juliet’s speech and behaviour in the “balcony scene.” • To explore the pressures on her and the way they make her act. Lesson Outcome: to produce a series of notes to help you understand Juliet’s maturation in Act Two, Scene Two. Starter Your Job! What does Juliet’s statement tell the audience about how she wants Romeo to treat her? Juliet: “Although I joy in thee, I have no joy of this contract tonight. It is too rash, too unadvised, too sudden, Too like the lightning, which doth cease to be Ere one can say “It lightens.” Vocabulary Box! • Respectfully • Sincerely • Spiritually, rather than using traditional symbols of love and beauty • Conventionally “Although you bring me joy, I can’t take joy in this exchange of promises tonight. It’s too crazy. We haven’t done enough thinking. It’s too sudden. It’s too much like lightning, which flashes and then disappears before you can say, “it’s lightning.” Starter Although Romeo has matured in the brief time since the beginning of the play, he remains somewhat immature when compared with Juliet — a pattern that recurs throughout their relationship. Juliet shows the beginnings of increasing confidence that ultimately leads her to seek her own fate rather than a destiny imposed upon her by her parents. Juliet introduces the idea of marriage to Romeo. Making Links! Can you spot the link with the poem ‘Havisham?’ How does Havisham and Juliet’s behaviour differ? Key Vocabulary! Characteristics of female lover • courtly Courtly lover: a highly Juliet: a typical courtly lover? conventionalised code that prescribed the behaviour of ladies and their lovers. By Romeo hearing her speech at the start, which of these characteristics has she already gone against? • • • • • • • cold and aloof (rejects him) disdainful (wants nothing to do with him) pure beautiful noble woman says “no” but means “yes” put on a pedestal by lover – treated like a goddess or perfect virgin How does this change the way she acts afterwards? In Juliet’s shoes… In Juliet’s shoes • Juliet knows that Romeo has overheard her declaring her love for him… what are her main concerns and worries at this time? • How will this make her act? In Juliet’s shoes… • Juliet knows that Romeo has overheard her declaring her love for him… what are her main concerns and worries at this time? – Gone against the expectations of patriarchal society so Romeo might think she is “easy” – Romeo could be found and killed at any time – she has to be quick! Making Links! – He might not truly lover her – he may Which female narrator behaves in an only be after “one thing”! unconventional way? Can you make a link to Cousin Kate? What are the differences in how they are treated? Thou know’st the mask of night is on my face, Else would a maiden blush bepaint my cheek For that which thou hast heard me speak tonight. Fain would I dwell on form. Fain, fain deny What I have spoke. But farewell compliment! Dost thou love me? I know thou wilt say “ay,” And I will take thy word. Yet if thou swear’st Thou mayst prove false. At lovers' perjuries, They say, Jove laughs. O gentle Romeo, If thou dost love, pronounce it faithfully. Or if thou think’st I am too quickly won, I’ll frown and be perverse and say thee nay, So thou wilt woo. But else, not for the world. In truth, fair Montague, I am too fond, And therefore thou mayst think my 'havior light. But trust me, gentleman, I’ll prove more true Than those that have more coying to be strange. I should have been more strange, I must confess, But that thou overheard’st, ere I was 'ware, My true love’s passion. Therefore pardon me, And not impute this yielding to light love, Which the dark night hath so discovered. Juliet Juliet: • What pressures are on her here? (How is she supposed to act according to the society she lives in? What happens if she’s found? What risk is she taking personally and emotionally?) • How do these pressures show in the way she speaks? (Look at the punctuation – what does it show about her state of mind? Look at the language used and compare it with the way Romeo talked of love earlier?) • In what ways is she deliberately breaking the conventions of the courtly lover and why? PEAL structure Juliet feels under pressure in her speech to Romeo because… (list previous reasons). This makes her act in an uncharacteristic way as she… (how does she act? Abrupt, honest, to the point): “If thou dost love, pronounce it faithfully. Or if thou think’st I am too quickly won, I’ll frown and be perverse and say thee nay, So thou wilt woo.” When they first met, Juliet showed that she could match Romeo by… Now though, she has to be different because… She seems more direct and less poetic, such as in the use of “_______________”. This shows that she feels… The words “pronounce it faithfully” could show that she is already hinting that if he does love her, he must… She shows that she is aware of how she is supposed to act by saying “______________” She is worried that Romeo will think that she is… Her speech pattern demonstrates her panic as shown by the punctuation which… Juliet knows that she does not have time to be… and that there is now no point acting… so instead she is honest. Juliet therefore defies the conventions of a woman in a patriarchal society by… The effect on Romeo is that he… Independent Woman! Lesson Objective: To explore how Juliet takes charge. Lesson Outcome: to produce a series of notes to help you understand Juliet’s maturation in Act Two, Scene Two. Juliet in charge? Juliet is in charge! Well, do not swear. Although I joy in thee, I have no joy of this contract tonight. 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. What does the quotation in bold mean? • What is she worried about here? • Is she being sensible or playing the “courtly lover”? • How is she acting and how does it contradict the expectations of a woman and love? Taking control… Taking Control Three words, dear Romeo, and good night indeed. If that thy bent of love be honourable, Thy purpose marriage, send me word tomorrow By one that I’ll procure to come to thee Where and what time thou wilt perform the rite, And all my fortunes at thy foot I’ll lay And follow thee my lord throughout the world. • What is she telling Romeo? • Does she seem like the typical female in a patriarchal society? • Why does Romeo agree? Linking it together! Using a piece of paper, create a visual resource for you to refer to showing the links we have explored so far between the literature. Add your own links to show your originality of thinking. Make sure you: o Show examples of word level analysis; o Use connectives to demonstrate the links between the literature; o Refer to the poetry and R&J equally; o Use impressive vocabulary; o Don’t repeat yourself – make new, valid points! Murder most Foul! Lesson Objective: to analyse the consequence of Romeo’s actions. Lesson Outcomes: • To understand how the impact Romeo’s actions have on Juliet in an analytical paragraph. • To make links with ‘Havisham.’
