Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Why do we have
to study
Shakespeare??
It is part of our cultural and
literary heritage.
It is part of your curriculum –
the government say you
have to.
The themes and issues dealt
with are universal and still
relevant. The stories
continue to be re-told.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
The Prologue:
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.
Analyse the Prologue. You need
to search for clues about
possible themes within the play.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
New violence and fighting
An old argument
From ancient grudge break to new mutiny,
Conflict
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Conflict
Love
Fate
Loyalty
Honesty
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
An open clash between
two opposing groups.
Dispute: a
disagreement or
argument about
something important.
Opposition between
two simultaneous but
incompatible feelings.
Action that goes
against rules, laws or
social norms.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Complete the spider-diagram, to show different areas of
conflict in Romeo & Juliet.
Think about:
•physical fights
•long-running background feuds
•arguments between two or more people.
Verbal fighting: Servants A1S1
Conflict
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
If you are struggling, you may want to think about
the relationships between the following characters
and the type of conflict that arises as a result.
●Capulets and Montagues
Tybalt and Mercutio
Juliet and Lord Capulet
Romeo and Paris
Juliet and her nurse
Are there any other relationships that lead to
conflict?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
In our study of the play we will focus on how the
theme of conflict is explored through the
relationships of the following characters:
The families’ servants (dispute)
Tybalt and Mercutio (hatred/open clash of
personalities)
Juliet and Capulet (clash of incompatible personal
feelings and loyalties and a clash of expectations)
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
The Prologue warns us that “civil blood” has made “civil
hands unclean”. In other words the family feud has engulfed
those outside, but loyal to, the families too.
As we explore the actions of the
servants in Act One Scene One,
consider what comment Shakespeare is
making on involving yourself in other
people’s issues.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
What type of character
is Sampson?
Read the extracts to build an image of Sampson.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
In your
exercise books,
create a
character
profile for
Sampson.
Name:
Role in play:
Strengths:
Weaknesses:
In three words:
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
A recurring theme in Shakespeare’s play is ‘appearance and
reality’. Compare the quotations from Sampson with those
from his friend and fellow servant Gregory.
What does Gregory reveal to be the true nature of
Sampson’s character?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
After his over-the-top show of
masculinity, which he seems to
equate naturally with a desire for
violence, the line “quarrel, I will
back thee” betrays the true nature
of his weakness: he will not start
the fight, but merely follow.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
What is the effect of this?
What did Shakespeare want us to think about Sampson?
Following the conventions of the time, Shakespeare
used prose to indicate that Sampson was a character
of low-status (a servant). The prose adds another
interpretation: it was also a convention that comic
characters speak in prose. Taking into account his
over-the-top self-declarations and subsequent
revelation of true character by Gregory, we are left with
a sense that Sampson is a rather farcical character.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Returning to an earlier point for consideration:
What comment is Shakespeare making on
involving yourself in other people’s issues?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Watch the following extract from Franco Zeffirelli’s
version of Romeo and Juliet.
How does the dispute between the servants of
the two families escalate?
Are the older characters any wiser?
What, according to the Prince, was the initial
cause of the feud?
What is the punishment for ‘disturbing the
streets’ again?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
How does the dispute between the servants of
the two families escalate?
Are the older characters any wiser?
What, according to the Prince, was the initial
cause of the feud?
What is the punishment for ‘disturbing the
streets’ again?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
How far would you go to protect
your family name?
How far would you go to protect the
reputation of a friend?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
After the Prince declares the punishment for any future
brawling, Capulet, in conversation with Paris, says:
Montague is bound as well as I,
In penalty alike; and 'tis not hard, I think,
For men so old as we to keep the peace.
What is the problem with this statement?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
... peace! I hate
the word
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Tybalt is Juliet’s cousin and, as the eldest
male, heir to the Capulet legacy.
He takes the feud seriously, seeing it to be as
much his birthright as the family fortune.
He hates Romeo, heir to the Montague
‘throne’, and sees it as a personal slight that
Romeo gate-crashes the Capulet celebrations.
He is further enraged by, his uncle, Lord
Capulet’s command to ignore Romeo’s
presence, calling him, Romeo, “a virtuous and
well-govern'd youth”.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
As evident in Act One Scene One,
Tybalt is hot-tempered and
quarrelsome.
In Act Three Scene One, Mercutio
calls him “Prince of Cats”.
What character traits does
this suggest?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
This is partly a compliment: cats are lithe and agile, a reference
to Tybalt’s swordsmanship.
But, as per the continuing theme of appearance and reality, there is a less
flattering reading to Mercutio’s nickname.
Like Tybalt, cats are considered finicky, predatory and
territorial creatures. At the time Shakespeare was writing
they were also often superstitiously linked to witchcraft and
evil.
Mercutio is mocking Tybalt for sharing his name with
a character from an earlier fable, the cat in ‘Reynard
the Fox’. He knows this will wind him up, as, like the
cat in the fable, Tybalt is easily irritated.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Read Act Three Scene One carefully and
answer the questions on your sheet.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
 There is a neighbourhood feud between rival gangs.
 Tim (a member of the Shark gang) spots Rob (a member of the Jet gang)
gate-crashing a Shark party, he is furious at the intrusion. Tim sends Rob a
text message; ‘Meet 2morro in town @ 12. We’ll sort it out once & 4 all!’
 But Rob’s phone battery is dead and he doesn’t go home that night because
he has met a ‘special’ girl at the party. He doesn’t charge his phone and
never receives the message.
 At the Shark party, Rob met and fell in love with Julie, the
daughter of the Shark’s leader and Tim’s cousin.
On the morning of ‘the fight’, Rob secretly marries Julie.

Elated at the marriage, Rob goes into town to find his friends and
tell them about his new wife.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
By chance, Rob arrives at the town centre at 12noon, where he finds Tim
waiting for him.
 Believing Rob received his message and is in town to fight, Tim attempts
to start a fight with Rob.
Rob, unaware of the message, refuses to fight his new wife’s cousin. Tim
takes Rob’s refusal as an insult and becomes more determined to fight/kill
him.
 Rob’s best friend (Mike), steps in to protect his friend.
 In the scuffle that ensues Tim accidentally stabs Mike, who dies in Rob’s
arms.
 Blinded by anger, Rob pursues and kills Tim in revenge.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
The Capulet’s want retribution for the death of
Tybalt, but who is really to blame?
Use the text to justify your answer.
Consider all the avenues of fault.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
We are now going to consider the
relationship between Juliet and
Lord Capulet.
What type of conflict arises from
this relationship?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
How does Juliet’s love for Romeo create not only personal conflict for herself , but
also put her into conflict with her family?
My only love sprung from my only hate!
Too early seen unknown, and known too late!
Prodigious birth of love it is to me,
That I must love a loathed enemy.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
• Can parents predict who will make the best partner for their child?
• Can parents predict who their child will find attractive?
• How important is physical attraction in a long-term relationship?
• Can young people predict who will make a good partner for them?
• How important is it for a partner to be liked by the other’s family?
• Can parents judge people more accurately than their children sometimes?
• Do marriages work best if people come from similar backgrounds?
• Do marriages work best if people have similar viewpoints?
• Can a difference in money and status cause problems between partners?
• Do opposites really attract?
• Do you think parents can determine when their children are ready to marry?
• Should young people obey their parents’ wishes?
• Why do you think that some arranged marriages work well and last?
• Why do you think that so many ‘love’ marriages fail?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
“Arranged marriages are in
the interests of parents and
children alike.”
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Act 1 Scene 2: Capulet’s response to Paris’ request for
Juliet’s hand in marriage.
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.
My will to her consent is but a part;
An she agree, within her scope of choice
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Act 3 Scene 5: The aftermath of Tybalt’s death.
Sir Paris, I will make a desperate tender
Of my child's love: I think she will be ruled
In all respects by me; nay, more, I doubt it not.
Wife, go you to her ere you go to bed;
Acquaint her here of my son Paris' love;
And bid her, mark you me, on Wednesday next-
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
How does this differ from Capulet’s earlier response to Paris’
request for Juliet’s hand?
As an audience, what does this moment make you feel?
Why does Capulet now agree to marriage? What does he not
know that the audience do?
How will Juliet feel?
Who should have stopped this from happening?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
In Shakespeare’s time, boys could marry at fourteen,
and girls could marry at twelve, with parental consent.
It was unusual for marriages to take place so young,
but not unheard of.
Shakespeare’s audience generally had an
unsentimental view of marriage.
Across all levels of society, marriage was entered into
for commercial and dynastic reasons.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
How might an audience’s belief and
value system affect their
interpretation of Juliet and Capulet’s
relationship?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Language:
What do these
language
choices reveal
about the
perception of
men and
women when
Shakespeare
was writing?
CAPULET:
Language: What tone has the exclamation mark
created? What are the ‘normal’ connotations of the
word “soft”? How has the meaning altered here?
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?
Character: What does this reveal about Capulet’s
intentions for the marriage? (Relate to S & H Context)
Character:
What do the
questions
reveal about
Capulet’s
expectations
and feelings
regarding
Juliet’s
refusal?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Things to look out for when analysing and
annotating:
Consider the connotations of word choices – why has
Shakespeare used this word, what does it make you think of, what
tone/atmosphere does the choice create?
Think also about the significance of the type of word – noun,
adjective, imperative verb, modal, etc.
Think about imagery. The use of emotionally charged words
and phrases which conjure up vivid mental pictures: imagery is
like painting with words.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Pay particular attention to use of metaphors, similes and
personification.
In Macbeth, the protagonist is plagued by evil thoughts:
O, full of scorpions is my mind, dear wife!
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
Rhyme, rhythm and order – which words are stressed (iambic
pentameter) and do they particularly add a specific meaning, has
Shakespeare played around with natural word order, has rhyme
been used to highlight certain ideas or images, has he used lists to
intensify descriptions and increase dramatic effect?
Hark, villains, I will grind your bones to dust,
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
What character traits does Shakespeare portray?
How is character revealed? Think about what the character
says and how they say it, how other characters react to them,
how they behave and treat others, even names can be
revealing.
Does the character change or remain the same throughout?
Refer back and compare the character’s actions from different
sections of the text.
What relationship does the character have with others in the
play? How do they influence them?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
How are the themes of the text developed? What references
are made to the key themes and how do these add to our
understanding of the theme within the context of the play?
What do the themes reveal about the writer’s purpose and
intentions for writing?
How do the themes and purposes of the writer shape both the
narrative and the audience’s interpretation of the text?
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
We will analyse and annotate a short
extract together on the board,
remember to consider all the points you
have just made a note of.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
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.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
In pairs, complete the annotation of the
rest of the extract. Remember, while
you are specifically looking for
examples of conflict, you should
consider language, character and
theme.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.
On your own, annotate the extract.
Remember, your annotations should
lead you to answer the questions at the
top of the sheet.
Objective: To analyse and respond to a range of ideas, purposes and themes.
Develop an understanding of how ideas and values portrayed in texts reflect
historical and cultural context.