Romeo and Juliet
By William Shakespeare
Love:
Ms. Lonardo 2011-2012
Literature/Composition I
Lexington High School
Can love transcend society’s expectations?
Family:
Should one be more loyal to his family than to himself?
Revenge:
What is the difference between revenge and justice?
Table of Contents
Literary Devices
2
Weekly Vocabulary
3
Prologue
4
Pre-Reading Jigsaw
5
Act 1.1 Questions
7
Act 1.2 Questions
8
Act 1.3-1.4 Questions
9
Act 1.5 Questions
10
Quote Identification
11
Act 2 Acting Project & Grading Guidelines
12
Act 3.1-3.2 Questions
13
Act 3.3-3.5 Questions
14
Soliloquy Assignment
15
Act 4 Questions
17
Final Annotation Project
18
Act 5 Questions
21
Exam preparation
22
1
Literary Devices
Literary devices are words that we use to discuss different aspects of literature. These devices are the
means by which authors create meaning through language, and by which readers gain understanding of
and appreciation for their works. These are concepts that you need to be able to recognize and employ.
Alliteration – A repetition of sounds
Assonance – A repetition of vowels
Consonance – A repetition of consonants
Foreshadowing – A hint of an action to come
Imagery – Using language to represent abstract ideas: metaphor, personification, simile, etc
Irony (3 Types)
Verbal Irony – When the author says the opposite of what he means
Situational Irony – When a situation turns out opposite of what is expected
Dramatic Irony – When the audience knows something the characters do not
Metaphor – An indirect comparison between two unlike things not using like or as
Mood – The “atmosphere” of a whole work, expressed as an adjective like “dark” or “playful”
Motif – An image or concept that is repeated throughout a work of literature
Paradox – Apparent contradiction that is nevertheless true (to love and hate someone at the same time)
Personification – Giving an inanimate object life-like qualities
Pun – a play on words
Onomatopoeia – When the sounds of words are similar to the objects they describe
Oxymoron – Apparently contradictory terms placed side by side (loving hate)
Satire – A piece of writing that ridicules or criticizes manners, individuals or institutions. Usually
satire ridicules some representative vice for the general benefit of mankind. Satire holds up man’s
follies to scorn.
Simile – A metaphor that uses like or as
Symbol – An object that stands for an idea, belief or intangible concept
Theme – The central idea in a piece of literature. A theme is not a single word, but a complete idea.
For example, “love is easier to express than hate” is a theme, “love” is not.
Tone – The author’s attitude toward his characters or his subject, you can usually find the done by
looking at the language. Usually the tone is something like satiric, approving or condemning
2
Weekly Vocabulary Lists
Week 3.5
Toil
Mutiny
Foes
Piteous
Week 3.6
Adversaries
Wanton
Languish
Pernicious
Week 3.7
Rapier
Solemnity
Transgression
Valiant
Week 3.8
Banishment
Calamity
Dexterity
Vile
Week 3.9
Abate
Beguile
Distraught
Prostrate
Week 4.1
Abhor
Amorous
Conspire
Paramour
Week 4.2
Beseech
Contempt
Sepulcher
Tedious
3
Prologue
You will memorize and recite the prologue in front of the class. You will have one week to memorize
these lines. We will work on this in class, but you will perform the piece on your own.
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-crossed lovers take their life;
Whose misadventured piteous overthrows
Doth with their death bury their parents’ strife.
The fearful passage of their death-marked love
And the continuance of their parents’ rage,
Which, but their children’s end, naught 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.
4
Pre-Reading Jigsaw
Directions: There are five sections in the introduction to this play. You will be responsible for the
content of one of them. First you need to read the one-page introduction on page xii and then your
assigned section. In class the next day, you will teach the information to a group of your classmates.
Notes on your section:
2-3 key points that everyone needs to know:
Supporting points and things that you found interesting:
Other sections of the text (include at least 2-3 main points):
Section title: _________________________________
Presenter: _________________________
5
Section title: _________________________________
Presenter: _________________________
Section title: _________________________________
Presenter: _________________________
Section title: _________________________________
Presenter: _________________________
6
Act 1.1 Comprehension Questions
1. Describe the relationship between Gregory and Sampson. Do they seem like serious men?
2. How intense is the fight between Gregory and Abram? How do you know?
3. Who is Benvolio? How does he break up the fight?
4. How would you describe the relationship between Benvolio and the Montagues?
5. How does Romeo feel about Rosaline (his current love interest)? Why is he so frustrated with
love?
6. What type of a man is Romeo? Use a quotation to support your stance.
7
Act 1.2 Comprehension Questions
1. When Paris asks for Juliet’s hand in marriage, what is her father’s response? Include the exact
line along with your interpretation.
2. Why does Capulet invite Paris to his party?
3. Why does Peter need Romeo and Benvolio’s help? What do they do for him?
4. What does it mean when Benvolio says, “Tut man, one fire burns out another’s burning” to
Romeo?
5. Find a line that shows Romeo’s opinion of Rosaline’s beauty.
6. What is Romeo’s ultimate reason for going to the party? Include the line along with your
interpretation.
8
Act 1.3-1.4 Comprehension Questions
1. Describe the relationship between Juliet and her mother. Describe the relationship between
Juliet and the nurse. Which seems to be the stronger relationship? How do you know?
2. What does Mercutio mean when he says, “If love be rough with you, be rough with love. Prick
love for pricking and you beat love down.”
3. Find 3 puns in section 1.4.
4. Describe Queen Mab. Who is she? What does she look like? What does she do? Why does
Mercutio tell Romeo about her?
5. What is Mercutio’s opinion of dreams?
9
Act 1.5 Comprehension Questions
1. Whom does Romeo ask about Juliet? What does he learn?
2. What is Tybalt’s reaction to Romeo’s presence? Quote his words directly.
3. How does Juliet’s father react to Romeo’s’ presence?
4. Interpret Tybalt’s last 4 lines (1.5.100-103). What is being foreshadowed? How do you expect
the story to progress?
10
Quote Identification Practice
Directions: Remember that it is your job to take a piece of the following quotation and use it to build
an analytical paragraph. Your response should include an idea-driven purpose statement and sufficient
analysis that explains how the quotation proves your claim. You should also start integrating analysis
of any literary devices that may be employed. More complex analysis often comes from an in-depth
look at the use of literary devices.
You should complete a rough draft of your response here and type a final composition for
homework. Your final draft will be collected and graded.
If I profane with my unworthiest hand
This holy shrine, the gentle sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.
(1.5.104-107)
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11
Act 2 Acting Project & Grading Guidelines
This is your chance to show us how dramatic you can be! First we will watch the entirety of act two as
a class, then you will be split up into groups to translate an act into modern language and perform it for
the class.
You will also be responsible for leading a class discussion about the major plot points and themes of
your scene. You will need to have at least three discussion questions prepared beforehand to foster
discussion with your classmates.
You will be given some class time to work on this project, but you will need to communicate with your
group members outside of class as well. The skit and discussion will be worth a paper grade.
Grading
Translation of the text:
The team has handed in a typed, double-spaced transcript of all the translated lines
____/10
The lines have been translated effectively to convey tone, intent, feeling and meaning
____/15
Any jokes or puns have been handled delicately and maturely
____/5
The lines truly reflect a modern conversation
____/15
Acting:
The actors use the right tone, expression and posture
____/5
The actors are not buried in note cards. They are actually acting
____/10
It is clear that the scene has been rehearsed
____/5
The characters had appropriate props and costumes
____/5
Class Discussion:
All team members participated in the class discussion
____/5
The team pointed out and explained a literary device used in their section
____/5
The team reflected on why their section as important to the play
____/5
The team reflected on character development and any themes of their section
____/5
The team posed appropriate questions that sparked genuine discussion of the play
____/10
12
Act 3.1-3.2 Comprehension Questions
1. Why does Romeo refuse to fight Tybalt? What does he say?
2. How is Mercutio killed?
3. What upsets Romeo the most about being banished?
4. Looking at both Romeo and Oedipus, do you think banishment and death are comparable
punishments? Is one worse than the other?
5. How does Juliet respond to Tybalt’s death? Find a quotation that supports your answer.
13
Act 3.3-3.5 Comprehension Questions
1. The Friar gives three reasons that Romeo should be happy. What are they?
2. What does the Nurse give to Romeo at the end of 3.3? What is his reaction to the gift?
3. Why is there such a rush to see Juliet married?
4. At the beginning of 3.5, explain the bird imagery. What do larks and nightingales represent?
5. Beginning on line 225, the nurse gives Juliet advice regarding her future, what is the nurse’s
message?
6. Why does Juliet tell the Nurse that she is going to see Friar Lawrence? Why is she actually
going?
14
Soliloquy Assignment
Definition: A soliloquy is dramatic monologue that reflects a series of unspoken reflections. It is
essentially a time when a character talks to themselves for the benefit of the audience. It helps the
audience better understand the character’s thoughts.
Directions: You will choose a character and a specific moment in the play and write a 15-20-line
soliloquy where there is not one. Your speech should be written in Shakespearean style, accurately
reflect the character’s thoughts, tone and intent.
Your final project should:
 Include a 2-3 sentence synopsis of what is happening in the play at the moment of the soliloquy
and explain your character’s current mood and the tone of his newly-invented speech
 Include at least 2 different literary devices (see the list at the beginning of the packet if you’ve
forgotten). These devices should be explained in footnotes.
 Be 15-20 lines in length
 Mimic Shakespearean style
 Be typed and double-spaced
Example of the final product:
Ms. Lonardo
X-Block
3/20/12
Soliloquy
Synopsis: This soliloquy comes at the beginning of act 1,
scene 5 just after Capulet has welcomed his guests. Capulet
has just had a brief exchange with a relative, whom he
secretly hates. He is frustrated with his family, especially
this man who is jealous of his wealth.
Capulet:
Many years have I worked for this fame,
and for what but to have this man call me a shrew.
He yearns for my jeweled cloak, my plentiful emptiness.
He is but a leech, sucking the wealth of my bosom.
(yours will be 15-20 lines long)
Literary Devices:
1) Plentiful emptiness – An oxymoron used to describe
Capulet’s dissatisfied feelings toward his own wealth.
2) He is but a leech – A metaphor used to describe the
cousin’s dependent attitude toward Capulet.
15
Soliloquy Grading Rubric
Synopsis (5):
 Synopsis provides a specific scene in which the soliloquy falls
 Synopsis also explains what is happening at that moment in the story
Literary devices (20):
 Both devices clearly contribute to enhancing the tone or mood of the soliloquy
 Both devices fit naturally into the speech and seem appropriate to the speaker
 2 literary devices are clearly identified and explained in footnotes
Voice is appropriate to character (10):
 The character is referencing appropriate plot points
 The character’s voice is believable
Shakespearian Style (5):
 Vocabulary is heightened
 Soliloquy sounds as though it could fit into the rest of the play
Formatting and Mechanics (5):
 All formatting specifications were followed
 There are no typos or punctuation errors
Completed Response Sheet (5):
 A thoughtfully completed response sheet was completed for another student
Synopsis
Devices
Voice
Style
Mechanics
Response
Comments:
16
Act 4 Comprehension Questions
1. Who seems most devastated by Juliet’s death? Explain your response.
2. Who’s reaction seems the most hysterical? Why?
3. Who’s reaction seems the least emotional? Why?
4. Paris speaks of death as alive. Give two examples and give the literary device Shakespeare is
using. (look at 4.5.55)
5. How are Lady Capulet’s and the nurse’s reactions similar?
17
Annotation Project
Directions:
1) You will choose a speech from Romeo and Juliet
2) You will type a 1-2 sentence synopsis of where the speech falls in the story
3) You will type the speech and then hand-write your annotations. (If you want to use the computer to write your annotations, that is ok).
4) You will identify literary devices, comment on character development, define vocabulary, ask questions of the text and analyze the text.
** Remember **
This assignment is in lieu of an essay. You must show me that you have read this piece of text very closely and have scrutinized every word.
Annotation Rubric
Proficient




Making
Connections
 Thoroughly identifies literary devices
throughout the text
 Identifies point of view
 Successfully identifies patterns in the
text
 Successfully identifies specific genre
characteristics
 Identifies and defines unfamiliar
words
 Identifies and attempts to paraphrase
challenging passages
 Asks and tries to answer questions of
the text
 Successfully makes claims about
purpose throughout the text
 Successfully makes claims about
where and how ideas emerge from
the text
 Makes insightful inferences from
observations of the text
 Takes risks in making predictions
about the text
 Draws insightful connections
between text and other texts, self, and
world
Presenting
Your Work
 Final product is clear and easy to
read
 Final product is thoroughly labeled
according to the annotation guide
 Final product is generally clear and
easy to read
 Final product is generally labeled
according to the annotation guide
Analyzing the
Text
Identifying
Addressing
the Unknown
Making
Meaning
Analyzing
Publishing
Exemplary
Identifies most literary devices
Usually identifies point of view
Identifies patterns in the text
Identifies specific genre
characteristics
 Identifies and defines most
unfamiliar words
 Identifies and attempts to paraphrase
most challenging passages
 Asks and tries to answer questions of
the text
 Makes claims about purpose
throughout the text
 Makes claims about where and how
ideas emerge from the text
 Makes inferences from observations
of the text
 Sometimes takes risks in making
predictions about the text
 Draws connections between text and
other texts, self, and world
Developing
Beginning
 Identifies some literary devices
 Sometimes identifies point of
view
 Identifies some patterns in the
text
 Identifies some genre
characteristics
 Identifies but does not define all
unfamiliar words
 Identifies but rarely attempts to
paraphrase challenging passages
 Asks but rarely attempts to
answer questions of the of the text
 Occasionally makes claims about
purpose throughout the text
 Occasionally makes claims about
where and how ideas emerge
from the text
 Makes few inferences from
observations of the text
 Makes few predictions about the
text
 Occasionally draws connections
between text and other texts, self,
and world
 Identifies few literary devices
 Fails to or incorrectly identifies point of
view
 Fails to or incorrectly identifies patterns
in the text
 Fails to or incorrectly identifies genre
characteristics
 Sometimes identifies but does not define
unfamiliar words
 Sometimes identifies but does not
attempt to paraphrase challenging
passages
 Rarely asks questions of the of the text
 Rarely or fails to makes claims about
purpose throughout the text
 Rarely or fails to makes claims about
where and how ideas emerge from the
text
 Rarely or fails to make inferences from
observations of the text
 Rarely or fails to make predictions about
the text
 Rarely or fails to draw connections
between text and other texts, self, and
world
 Final product sometimes lacks
clarity and readability
 Final product is sometimes
labeled according to the
annotation guide
 Final product lacks clarity and
readability
 Final product is not labeled according to
the annotation guide
Possible Speeches
You may choose any speech 12 lines or longer, but here are a few to help you get started.
Act 1:
 Romeo (Scene 1, Lines 176-188)
 Nurse (Scene 3, Lines 18-53)
 Mercutio (Scene 4, Lines 58-100)
Act 2:







Chorus (Scene 1, Lines 1-14)
Mercutio (Scene 1, Lines 8-24)
Romeo (Scene 2, Lines 1-26)
Juliet (Scene 2, Lines 90-111)
Friar Lawrence (Scene 3, Lines 1-31)
Friar Lawrence (Scene 3, Lines 69-85)
Juliet (Scene 5, Lines 1-17)
Act 3:







Mercutio (Scene 1, Lines 16-31)
Prince (Scene 1, Lines 196-207)
Juliet (Scene 2, Lines 1-39)
Juliet (Scene 2, Lines 79-91)
Juliet (Scene 2, Lines 106-138)
Romeo (Scene 3, Lines 31-54)
Friar Lawrence (Scene 3, Lines 118-168)
Act 4:
 Juliet (Scene 1, Lines 78-90)
 Friar Lawrence (Scene 1, Lines 91-122)
 Friar Lawrence (Scene 5, Lines 71-89)
Act 5:





Romeo (Scene 1, Lines 1-17)
Romeo (Scene 1, Lines 35-60)
Romeo (Scene 3, Lines 22-39)
Romeo (Scene 3, Lines 74-120)
Friar Lawrence (Scene 3, Lines 238-278)
Annotation Project Example
1
Act 5 Comprehension Questions
1. Romeo and Paris meet up at Juliet’s tomb and fight. Paris dies. Is this necessary to the play’s
overall plot? Why or why not?
2. Read Romeo’s speech at 5.1.37-55). What is he saying here? What is his plan?
3. What do you think Romeo meant when he said, “then I defy you, stars!” after learning of
Juliet’s death?
4. Identify at least two themes for Romeo and Juliet that you think stand out. How do these
themes come across to you, the reader/audience? Give examples from the play.
5. Friar Lawrence’s last speech, a monologue, summarizes all the actions for everyone on stage.
Re-read his lines, (5.3.238-278) and paraphrase his words. What message is the audience left
with?
2
Exam Preparation
As we get closer and closer to finals, you are going to start taking more exams in this class. Your
Romeo and Juliet final unit exam will cover the themes we discussed while reading the play, the
literary devices we studied, your ability to analyze a piece of text and write about it in a meaningful
way. There will be three different sections on the exam, which are outlined below.
Literary devices:
You will be asked to identify and/or provide examples of the literary devices we have studied
over the course of this unit.
Reading comprehension:
You will be given a piece of literature that you have never seen before. You will need to read
this excerpt and be able to relate it to Romeo and Juliet.
Writing:
Based on your reading of the aforementioned excerpt, you will be asked to write a short inclass essay comparing the new piece of writing to some aspect of Romeo and Juliet.
In order to prepare well for this exam, I suggest becoming very comfortable with the primary themes
of this play and becoming able to provide examples of the way in which those themes manifest
themselves in the work. I would also suggest studying the literary devices and finding a variety of
examples of those devices throughout the play.
3