Romeo and Juliet
Lesson Plans
For
English 9
Bernadette St.Clair
Teacher
Lesson 1
1. Secret Messages—Split class into two groups. Number the students in each group
so that they can find a partner with the same number in the other group. Then
give each student a secret message to communicate to their partner. They can use
gestures, drawings, and sounds, but no written or spoken language. The messages
will relate to the play. A class set of the messages can be found in the handout
package. Just cut them into strips with one message each:
Group A
You are the most beautiful girl I have ever seen. We should get married. Then I will
kill your cousin. Then maybe we can drink some poison.
Group B
Hi. I like your man tights. It’s too bad our families hate each other. Come to my
balcony later and we can kiss like crazy birds.
2. Discuss the communication process
 What techniques did you rely on?
 Which parts of the messages were most difficult to communicate?
 How do you think this might relate to watching and/or studying
Shakespearean play?
 If you are watching a play and you don’t understand all of the language being
used, how do you decipher meaning? How do you read the emotions and
thoughts of the characters?
3. Distribute Handout #1—Dramatic Terms and Devices
4. Punning—define “pun,” give some examples (bad jokes), and have them enter the
definition and example for “pun” as written in your teacher copy of the handout.
5. Assign reading parts for Act 1 Scene 1.
6. Read scene one together. Stop often, almost after each thing that is said, to make
sure the students get it. This is a great scene in which two guys are making dirty
jokes. It starts off with some stuff about carrying coals etc. (just breeze through
that cause it ain’t funny), but it quickly gets funny (especially for immature
teenagers) when the jokes turn a little dirty. Stop reading after the Prince
addresses the two families.
7. Watch Scene 1—remember, we are using the 1968 Zeferelli film version.
8. Discuss any observations the students have about the first scene. Ask them if the
feud between the families could be compared to anything in modern society (ex.
Gangs).
Lesson 2
1. Distribute Handout #2—Character Chart.
2. Today we are going to start a character chart to keep a record of what each
character is like. Just put them in the order in which they appear. Start with
Benvolio and Tybalt we read and watched their parts yesterday.
3. Discuss Romeo as he appeared in the film version of Scene 1. Point out how
brooking and emotional he is. Who is he in love with (it’s not Juliet)? Watch it
again if the students need reminding.
4. Now enter Romeo into the character chart as well.
5. Arranged Marriage Pros and Cons—create a web with the words “Arranged
Marriage” in the middle. List the pros on the left and the cons on the right. Have
the students spend five minutes listing them individually before you discuss it as a
group and fill in more. Push them to think of positives for arranged marriages.
6. Now read Scene 2 together. In this very short scene, Paris (a respected
nobleman), is asking Capulet for his blessing for Paris to marry Juliet (who is only
13). Capulet tells Paris to be patient, to wait a bit for Juliet to grow up, and to win
her heart. Paris isn’t concerned with Juliet’s age and points out that “Younger than
she are happy mothers made.”
7. Discuss how things have changed in our society.
8. Add Paris to the Character Chart.
9. Opinion Essay—At what age are people ready for marriage. (opinions, reasons,
examples, conclusion). Homework to be turned in the next day. (Five
paragraphs—see attached handout).
10.Discuss opinions.
Lesson 3
1. Watch Act 1, Scene 3.
2. Add Juliet’s Nurse to the Character Chart.
3. Distribute Handout #3—Important Quotes.
4. Enter first important quote—“I’ll look to like…”
5. Discuss what this scene tells us about Juliet as a character—not thinking about
marriage, seems a bit more grounded than Romeo, wishes to please her mother,
close to her nurse.
6. Watch Act 1, Scene 4.
7. Discuss Mercutio—what kind of guy is he?
8. Close reading of Mercutio’s Queen Mab speech—this is a good opportunity for
students to practice deciphering Shakespeare by closely examining each line of
text. Ask them to read through Mercutio’s description of Queen Mab (which
begins on line 53).
Students must make a point form list of information about Queen Mab. (See handout).
Lesson 4
1. Queen Mab Drawing—to show that they can decipher the difficult language and
pick out information, students must draw and label a simple picture of Queen Mab.
Give them 20 minutes, and anyone who isn’t finished can complete it for
homework.
2. When they are finished their Queen Mab Drawing, students are to write a brief
statement explaining their thoughts on the following question:
Do you believe in love at first sight? Explain your answer. A minimum of five
sentences is expected.
3. Discuss students’ thoughts about love at first sight. Ask them questions and try to
get them to articulate why they think what they think.
4. Watch Act 1, Scene 5—Capulet party where Romeo and Juliet first see each other.
5. Discuss the party scene—Was their love at first sight believable? What does it tell
us about these two characters? Is this real love? What role does physical
attraction play? What traits do we see more of from Tybalt? Do we learn anything
about Lord Capulet?
Lesson 5
1. Act 1 Headlines—To review the major events of the play thus far, and to ensure
students understand what is going on, students are to write headlines for each
scene in Act 1.
Students can work with a partner or individually. No more than two to a group.
Students must write ONE headline for each scene. The headline must convey the
important events of the scene.
Students should feel free to be creative and funny, just as long as they fulfill the
requirements of the assignment—to show they know what happened in each
scene.
Headline Example for Scene 1:
Rumble in Verona—Rival Families Fight Over Thumb-Biting Incident
2. Have each group of students write one of their headlines on the board—there will
be some duplicates, but that’s fine.
3. Read over the headlines together and discuss whether or not they convey the
important information.
4. Discuss students’ impressions of the play so far.
5. Add “metaphor” and “simile” to the Dramatic Terms and Devices Handout.
Lesson 6
1. Assign reading parts for Act 2, Scene 2—pick strong readers for Romeo and Juliet.
2. Read 2.2—stop frequently to explain meaning and check for understanding.
3. Add important quotes from 2.1 to Important Quotes Handout.
“It is the East, and Juliet is the sun!”
“Deny thy father and refuse thy name.”
“What’s in a name?”
“There lies more peril in thine eye than twenty of their swords.”
Focus on SIGNIFICANCE—explain that this is what is really important—that they
can explain what each quote reveals about the characters. It’s not enough to
simply paraphrase or explain meaning.
4. Add Juliet to the Character Chart.
5. Add “soliloquy” and “aside” to the Dramatic Terms and Devices Handout.
6. Watch 2.2.
Lesson 7
1. Romeo and Juliet Venn Diagram
Romeo
Both
Juliet
There is lots from 2.2 to show that while both teenagers are somewhat impulsive,
Romeo is far more so and seems less mature than Juliet despite being three years
older.
2. Comparison Paragraph—today’s assignment is to write a five paragraph essay
comparing Romeo and Juliet. Use the following steps to make sure your essay has
all the necessary component:
i)
Thesis—this is your argument or opinion summarized in a single sentence
including your opinions about the similarities and differences.
ii)
Similarities—identify and discuss similarities between the two characters. Be
specific and give examples.
iii)
Differences—identify and discuss differences between the two characters.
Again, be specific and give examples.
iv)
Give your opinion about both characters.
v)
Conclusion—based on the information discussed in your other paragraphs,
state whether the two or more are more similar or different.
3. Distribute Handout #4—BEFORE THEY WRITE THEIR OWN PARAGRAPHS—Read
together.
4. When finished the essay, students should reread and edit it. They should then
exchange it with a classmate for editing.
5. Good copy—before handing in their essay, students should write or type a good
copy with all editing completed. Remember, use the MLA format (double space),
etc.
6. They may finish the essay for homework. However, students can now read 2.3
silently.
Lesson 8
1. Watch 2.3.
2. Discuss Friar Lawrence as a role model and father figure—does he give good
advice? Why do you think he agrees to marry the two young lovers secretly? Are
his actions contrary to the advice he gives?
3. Watch 2.4, 2.5, 2.6.
4. Act 2 Headlines—same as was done for Act 1. Students write headlines, put one
on the board, then read over them and discuss together.
5. Discussion—What are the potential positives and negatives of pride? How is it a
good thing? When does it become a bad thing?
6. Create a web with the positive aspects of pride of the left and the negative aspects
on the right.
Lesson 9
1. Add “dramatic irony” to Dramatic Terms and Devices Handout.
2. Assign reading parts for 3.1—remind the students to try to read the punctuation
and to read with emotion.
3. Read 3.1.
4. Important Quotes from 3.1—add to Important Quotes Handout:
“Romeo, the love I bear thee can afford no better term than this: thou art a
villain.”(59)
“I do protest, I never injured thee, but love thee better than thou canst devise till
thou…”(67)
“O calm, dishonourable, vile submission!” (72)
“A plague o’ both your houses!”(90)
“Ask for me tomorrow and you will find me a grave man.”(96)
“O, I am fortune’s fool!”(135)
5. Watch 3.1.
6. Opinion Paragraph—What role does pride play in the deaths of Mercutio and
Tybalt?
7. Add “tragic hero” and “tragic flaw” to Dramatic Terms and Devices Handout.
8. Discuss what Romeo’s tragic flaw might be.
Lesson 10
1. Watch 3.2, 3.3, 3.4, and 3.5.
2. Act 3 Headlines—this time, have the students write headlines for three of the
scenes from Act 3.
3. Device a Plan Assignment—students must imagine they are Friar Lawrence and
device a plan to fix Romeo and Juliet’s problems. How can they be together? How
can they beat the murder rap?
4. Invite students to share their plans. Discuss the merits of each.
5. Assign reading parts for 4.1.
6. Read 4.1 together, stopping frequently to explain meaning and check for
understanding.
7. Discuss Friar Lawrence’s plan.
Lesson 11
1. Watch the rest of Act 4.
2. Close reading of Juliet’s Poison Soliloquy in 4.3—students are to read the soliloquy
(starting on line 14) and write a point-form list of Juliet’s fears. (See Handout)
3. Discuss the lists. Go over the speech together to make sure they understand
Juliet’s apprehension and specific fears.
4. Act 4 Statements Assignments—Students are to complete one of the following
statements and provide an explanation of a minimum of five sentences:
 I believe that Juliet has/hasn’t changed significantly since the beginning of
the play because….
 If I were Juliet, I would/wouldn’t consider going through with the plan
because…
 This whole thing could have been avoided if only…
5. Students share their statements before handing them in.
Lesson 12
1. Assign reading parts for 5.1.
2. Read 5.1 together, stopping frequently to explain meaning and checking for
understanding.
3. Important Quotes to be Added:
“Then I defy you, stars!” (24)
“Well, Juliet, I will lie with thee to-night!” (34)
Again, get the students to focus on significance. They should be able to identify
and articulate how each quote is important to the play as a whole. For each quote,
they should explain how it is important to character, theme, or plot.
4. Stop and Predict—students discuss with a partner what they think will happen.
5. Discuss predictions as a class.
6. Read 5.2.
7. What happened? How did the Friar’s plans go awry? What lesson can be learned?
(don’t trust important packages to Monk and Donkey Express, lol)
Lesson 13
1. Dramatic Terms and Devices Review Crossword—students complete Handout #4
(give a prize for the student who finishes first).
2. Go over the answers to the crossword.
3. Distribute Handout #5—Romeo and Juliet Monologues/Scenes.
4. Tell the students they will presenting in three days.
5. Watch 5.3.
6. Important Quotes to be added:
“I dare no longer stay.” (159)
“All are punish’d.” (295)
“A glooming peace this morning with it brings.” (305)
7. Discussion Questions—Why are the two lovers dead, really? To what degree do
you think the Friar is responsible? Would you charge Friar Lawrence with a crime?
What is the silver lining in this tragedy?
Lesson 14
1. Add “Pathos” to the Dramatic Terms and Devices Handout.
2. Graffiti—Each student must write something on the board about the play, Romeo
and Juliet. It can be a comment, question, statement, or observation, whatever.
Keep it clean. Have all the students come to the board at once to make it more fun
for them.
3. Read over and discuss the graffiti together.
4. Theme Workshop—
a. Add “theme” to the Dramatic Terms and Devices Handout.
b. Tell the class that “theme” can be discovered using a formula just as you would
use in math.
THEME = TOPIC + INSIGHT
c. Ask the students to list topics from Romeo and Juliet. Then make a master list
on the board.
d. Now ask the students to add insight by suggesting what the play says about
each topic. Students should phrase their theme statements in the following
way: Shakespeare’s play Romeo and Juliet shows…(that passion can be
dangerous; that hate leads to suffering, etc.)
5. Theme essay—Discuss a major theme from Shakespeare’s Romeo and Juliet.
Your theme essay should begin with a theme statement. Then provide an
explanation and examples to support the theme statement. Answer the question,
How does Shakespeare convey this theme?
Lesson 15
1. Begin Monologues/Scenes with a random draw or with a sign-up sheet.
Students receive two scores:
 100 marks for memory
 100 marks for delivery.
Memory is simply their accuracy when reciting their lines.
Delivery is their stage presence, voice, volume, confidence, etc.
Lesson 16
1. Romeo and Juliet Jeopardy.
Write the categories and amounts on the board:
People
Events
Quotes
Devices
Random
100
100
100
100
100
200
200
200
200
200
300
300
300
300
300
400
400
400
400
400
500
500
500
500
500
Split the class into three groups. Each group must come up with a name for
their group and a buzzer sound they will use to buzz in. The sounds must be
different enough for you to distinguish between them.
Here are your questions:
People
100 Which of Romeo’s
friends is the
peacemaker?
200 Who wants to
marry Juliet?
300 What is Tybalt’s
nickname?
400 Who tells Romeo
that Juliet is
dead?
500 Who is Romeo’s
first love?
Events
Quotes
Devices
Random
Why is Tybalt so
angry at Romeo?
“A rose by any
other name.”
Name of
jeopardy host.
What does the
Prince declare is
the punishment for
fighting?
Why doesn’t
Romeo get the
Friar’s message?
“I hate the word,
as I hate hell…”
Thoughts briefly
spoken to the
audience.
Comparison not
using like or as.
How many people
die in Romeo and
Juliet?
Where does
Romeo hang while
being banished?
“I’ll look to like, if
looking liking
move.”
Audience knows
something a
character
doesn’t.
“Then I defy you Damning lack or
stars!”
excess of a key
character trait.
“Ask for me
Feeling of
tomorrow and
sympathy or
you will find me a sadness.
grave man.”
Biggest lake in
the world by
volume.
County
Haagendaze ice
cream is from.
2nd Tallest
mountain in the
world.
At least seven
digits of pi.
Jeopardy Answers:
People
100 Benvolio
200 Paris
Events
Quotes Devices
Random
Went to Capulet
Party
Death
Juliet
Aside
Alex Trebek
Tybalt
Metaphor
Baikal—in Siberia, Russia
300 Prince of Fear of plague/donkey Juliet
Cats
Express
400 Balthasar 6
Romeo
500 Rosaline
Mantua
Dramatic Irony USA
Tragic Flaw
Mercutio Pathos
K2
3.14159265
 Groups buzz in for each question by making their noise. The teacher has
to listen and determine which group makes their noise first.
 Be warned—it gets loud and competitive!
2. Give students time to study for their unit test.
Romeo and Juliet
Handouts
Teacher Copies
Dramatic Terms and Devices Handout #1
Teacher Copy
TERM
PUN
SOLILOQUY
ASIDE
METAPHOR
SIMILE
TRAGIC HERO
TRAGIC FLAW
DRAMATIC IRONY
PATHOS
DEFINITION
EXAMPLE/LOCATION
A pun is a play on words in which a “My naked weapon is out”
word or phrase has a double
(1.1, 32)
meaning.
A soliloquy occurs when a
“But, soft! What light
character speaks their thoughts in
through yonder window
an extended speech while alone on
breaks…”(2.2, 2)
stage.
An aside occurs when a character “Shall I hear more, or shall I
briefly speaks their thoughts to the
speak at this?” (2.2, 37)
audience while there are other
characters on stage.
A metaphor is a direct comparison
“It is the east, and Juliet is
not using like or as
the sun!”(2.2, 3)
A simile is a comparison using like “Thou art as glorious to this
or as.
night being o’er my head, as
is a winged messenger of
heaven” (2.2, 26)
The tragic hero is the protagonist
Romeo
who experiences a rise in fortune
followed by a sudden downfall that
results in death.
A tragic flaw is the lack or excess of Romeo’s tragic flaw could
a character trait that leads to the be his excess of passion, the
protagonist’s downfall.
fickle nature of his love, his
rashness, etc.
Dramatic Irony occurs when the
Tybalt and others do not
audience knows something a
know Romeo and Juliet are
character does not.
married.
Pathos is a feeling of sympathy or
The tragic conclusion to
sadness evoked by a play.
Romeo and Juliet evokes
pathos for the lovers and
their families.
Character Chart Handout #2
Teacher Copy
Character
Benvolio
Tybalt
Romeo
Nurse
Paris
Mercutio
Juliet
Friar Lawrence
Description























A Montague
Romeo’s Cousin
Peace maker
A Capulet
Juliet’s cousin
Verona’s best swordsman
Known as Prince of Cats
Montague’s only son
16 years old
Falls in and out of love easily
Emotional
Juliet’s nurse
Adult who is closest to Juliet
Mother figure for Juliet
Quirky and eccentric
Nobleman of Verona
Handsome and respected
Wants to marry Juliet
Not concerned with her age
Friend of the Montagues
Prince’s cousin
Funny and charismatic
Joker—provides comic relief
 Capulet’s only daughter
 13 years old
 Has more common sense
than Romeo
 Adult closest to Romeo
 Gives good advice but
doesn’t follow it himself
 Terrible schemer
Quote/Location
“Part, fools! Put up your
swords; you know not what
you do” (1.1, 62
“What, drawn, and talk of
peace! I hate the word as I
hate hell, all Montagues,
and thee” (1.1, 68)
“Tut, I have lost myself; I am
not here” (1.1, 194)
“Thou was the prettiest
babe that eer I nursed”(1.3,
61)
“Younger than she are
happy mothers made”
(1.2, 12)
“If love be rough with you,
be rough with love” (1.4, 27)
“Ask for me tomorrow, and
you will find me a grave
man” (3.1, 96)
“That which we call a rose
by any other name would
smell as sweet” (2.2, 43)
“Wisely and slow; they
stumble that run fast” (2.3,
94)
Important Quotes Handout
Teacher Copy
QUOTE
CIRCUMSTANCES
SIGNIFICANCE
“I’ll look to like, if looking liking
move; but no more deep will I
endart mine eye than your
consent gives strength to make it
fly” (1.3)
Juliet is talking to her mother
about checking out Paris.
“It is the East, and Juliet is the
sun!” (2.2, 4)
Romeo sees Juliet through a
window while he is creeping
around her yard.
“Deny thy father and refuse thy
name” (2.2, 34)
Juliet is on her balcony speaking
her thoughts about Romeo while
he secretly listens below.
“What’s in a name?” (2.2, 43)
Again, Juliet is on her balcony
speaking her thoughts about
Romeo while he secretly listens
below.
This quote shows that Juliet is
mature and respectful. She
hasn’t really thought about
marriage, but she will do as her
mother wishes and give Paris a
look.
In this quote, Romeo is already
worshipping Juliet and placing
her on a pedestal. He constantly
compares her to things in the sky
or heavens, things above him.
Juliet is wishing Romeo wasn’t
Montague. She suggests he
should forfeit his name so they
can be together.
This quote shows Juliet is quite a
modern thinker for her time.
She is questioning the value of
titles and names at a time when
they meant everything.
This shows Romeo’s immaturity
and overblown romanticism. In
contrast, Juliet is far more
mature and rational.
This shows Tybalt’s extreme
sensitivity and excessive pride.
He is looking for a reason to
fight.
This is an example of dramatic
irony, as Tybalt is unaware of the
marriage between Romeo and
Juliet.
This shows Mercutio’s pride. His
inability to stand by ultimately
kills him.
Mercutio lays equal blame on
both families. He is a victim of
their senseless feud.
“There lies more peril in thine
eye than twenty of their
swords”(2.2, 71)
“Romeo, the love I bear thee can
afford no better term than this:
thou art a villain” (3.1, 59)
Romeo responds to Juliet’s
suggestion that he is in great
danger sneaking around her
yard.
Tybalt challenges Romeo to a
duel for a perceived slight.
“I do protest, I never injured
thee, but love thee better than
thou canst devise till thou…”
(3.1, 67)
“O calm, dishonouralbe, vile
submission!”(3.1, 72)
Romeo is telling Tybalt that he
doesn’t want to fight him.
Mercutio can’t stand Romeo’s
refusal to stand up for himself.
“A plague o’ both your houses!”
(3.1, 90)
Mercutio curses both houses
after he is stabbed by Tybalt.
Important Quotes Handout (Continued)
Teacher Copy
QUOTE
CIRCUMSTANCES
SIGNIFICANCE
“Ask for me tomorrow and you
will find me a grave man” (3.1,
96)
“O, I am fortune’s fool” (3.1, 135)
Mercutio just before his death
“Then, I defy you, stars!” (5.1,
24)
Romeo has just learned Juliet is
dead.
“Well, Juliet, I will lie with thee
to-night” (5.1, 34)
Romeo is in the immediate grief
of Juliet’s death.
This shows Mercutio’s jocular
character. Even in death, he
jests.
Romeo repeatedly refers to the
stars and other cosmic forces in
the play. He believes in fate.
This again shows Romeo’s belief
in fate, but Romeo is determined
to buck it.
Romeo intends to kill himself.
Again, he is impulsive,
emotional, and extreme.
This shows Friar Lawrence is
cowardly.
These two quotes effectively
summarize the new reality: both
families have lost their very best
and suffer equally, but mutual
loss has brought a new peace
and the feud is over.
“I dare no longer stay” (5.3)
“All are punish’d” (5.1, 295)
“A glooming peace this morning
with it brings”(5.3, 5)
Romeo has just killed Tybalt.
Friar Lawrence before he runs
The Prince addresses the families
at the end of the play.
Romeo and Juliet
Handouts
Student Copies
Dramatic Terms and Devices Handout #1
TERM
PUN
SOLILOQUY
ASIDE
METAPHOR
SIMILE
TRAGIC HERO
TRAGIC FLAW
DRAMATIC
IRONY
PATHOS
DEFINITION
EXAMPLE/LOCATION
Character Chart Handout #2
Character
Benvolio
Tybalt
Romeo
Nurse
Paris
Mercutio
Juliet
Friar Lawrence
Description
Quote/Location
Important Quotes Handout #3 page one
QUOTE
CIRCUMSTANCES
SIGNIFICANCE
Important Quotes Handout #3 page Two
Important Quotes Handout #3 page Three
Comparison Essay First Paragraph Sample
Handout #4
Leal 1
Bernadette Leal
English 9 First Period
March 16, 2010
Mrs. B. St.Clair
Although they are initially presented as character foils,
Victor and Rick of Casablanca share similarities that are more
important then their superficial differences. Victor Lazlo is a
warm, selfless man. As leader of the French Resistance, Victor
lives under constant threat of death. He is an obvious
champion of good, a man who has survived a concentration
camp and still continues to fight for his country. Victor Lazlo
will sacrifice himself for the good of others. Rick is a less
obvious hero. Long regarded as an icon of cool American
Leal 2
masculinity, Rick speaks smooth and acts cold. His icy
demeanor can be summed up in one of his classic lines: “I
stick my neck out for no one.” However, Rick is also willing to
sacrifice his life for the greater good. Rick proves his moral
worth when he orchestrates Victor and Illsa’s escape. He
recognized that his life didn’t “add up to a hill of beans”
compared to Victor’s resistance work. Despite Rick’s ice-cold
image, he is not so different from Victor Lazlo.
Vocabulary for Romeo and Juliet
Romeo + Juliet Vocabulary
An Introduction to Shakespeare’s Language
Because Shakespeare wrote nearly four hundred years ago, some of the conventions that he uses in his
plays present problems for modern readers. Most of Shakespeare’s lines are written in poetry. Although
these lines don’t usually rhyme, they do have a set rhythm (called meter). To achieve the meter,
Shakespeare arranges words so that the syllables, which are stressed or said more loudly than others, fall
in a regular pattern: dah DUM dah DUM dah DUM dah DUM dah DUM. For Example, read the
following lines from Romeo and Juliet aloud:
Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this. (I,v)
Because you are familiar with the words the Shakespeare uses here, you naturally stressed every second
syllable:
Good PIL’grim, YOU do WRONG’ your HAND’ too MUCH’,
Which MAN’nerLY’ deVO’tion SHOWS’ in THIS’.
The pattern of one unstressed syllable followed by a tressed one, dah DUM, is called an iamb. Each
pattern is referred to as a foot. Shakespeare uses five iambic feet to a line. This pattern is known as iambic
pentameter.
In order for Shakespeare to maintain the set meter of most lines, he often structures the lines differently
than normal English speech. He may change the normal order of words so that the stressed syllables fall
in the appropriate place. For example, the following sentence has no set meter:
This MORN’ing BRINGS’ WITH’ it a GLOOM’ing PEACE’.
However, Shakespeare turns these words around a bit to maintain the meter in Romeo and Juliet:
a GLOOM’ing PEACE’ this MORN’ing WITH’ it BRINGS’.
He may also shorten words by omitting letters so that a two-syllable word is one syllable. as a result, over
often appears as o'er and 'tis in place of it is.
Shakespeare also uses forms of words that we rarely use today, four hundred years later. Among these are
the personal pronouns thou (you), thine (your, yours), thee(you as in “to you”), and thyself (yourself).
Often Shakespeare also uses verb endings that we no longer use. For example, hath is an old form of has
and art is an older form of are. You’re also likely to encounter several words or phrases that we no longer
use at all: anon instead of soon or shortly or prithee meaning I pray to thee (you).
Column A
Column B
Act 1
adversaries
enemies
disposition
temperment
esteem
high rank
forfeit
give us as punishment
languish
long or pine for
nuptial
wedding
oppression
heavy weight on mind
pernicious
deadly
rapier
long, slender sword
transgression
going beyond certain limits
trespass
enter without permission
valiant
brave
augment
to increase or intensify
chaste
virtuous, decent, pure in style or manner, virginal
exquisite
of special beauty or charm
grievance
problem causing resentment or complaint; grounds for resentment or
complaint
warrant
to give adequate reasons for; to state with conviction
purge
cleanse, forgive, absolve
solemnity
being formal, dignified
Act 2
conjure
bring to mind
idolatry
worship
invocation
prayer
perjury
false testimony
procure
obtain
variable
changeable
wanton
reckless or sexual
Act 3
banishment
exile
calamity
disaster
commend
praise
dexterity
skill
prevail
triumph
reconcile
settle
vile
wicked
Act 4
abate
to reduce, make less
array
orderly display
beguile
to deceive or trick
bier
structure for coffin
dirge
funeral hymn
distraught
deeply worried, tense, or bewildered
fester
to develop pus, rot
prostrate
kneel or fall flat
receptacle
container
shroud
burial cloth
Act 5
abhor
hate, detest, loathe
apothcary
druggest
amorous
loving
conspire
to plan secretly with someone
devise
to plan, think up
dispose
kill, get rid of
felon
criminal
inter
bury
paramour
lover
sepulcher
tomb
tedious
boring
unsavory
offensive, unclean, morally bad