William Shakespeare
(1564-1616)
An Introduction to
Romeo and Juliet
Shakespeare’s Childhood
Born on April 23, 1564 in the town of Stratfordon-Avon in England
 His family was middle-class (father later became
mayor of the town, mother’s ancestors had
some social rank)
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Ironically both his parents were illiterate (but
this was also very common for the day)
He enjoyed a typical, but unremarkable
education at the Stratford Grammar School,
which focused on a classical education in
history, reading, and Latin.
More about his background…

At age eighteen, he married Anne Hathaway
who was twenty-six (eight years his senior—how
scandalous!)

They had three children together
Ten years later, in 1592, he left his family for
London and begun his writing career
 By 1594, he was writing and performing with a
group of actors known as “Lord Chamberlain’s
Men”
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Very popular group, often performed for royalty and
most London theatre-goers (remember this is before
movies, so he was sort of famous guy)
“The Bard” is born!

He wrote Romeo and Juliet in 1594
 Shakespeare’s
version was based on another
playwright’s work, entitled The Tragicall
Historye of Romeus and Juliet (1562)
 Interesting
historical note: Since there were no
copy-right laws at the time, writers were extremely
competitive at the time (and it was common
practice among writers to “borrow” ideas– with or
without the author’s permission)
Biographical Timeline
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1594 – Shakespeare becomes a shareholder in
Lord Chamberlain’s Men
1599- Lord Chamberlain’s Co. built the Globe
Theater (where most of Shakespeare’s plays
were performed)
1603 – James I becomes the King of England
(after Queen Elizabeth dies)– Renamed acting
company “King’s Men”
1610 – Shakespeare retired to Stratford-on-Avon
1616 – The famous playwright dies at age 52
Why is he still so famous?

His plays feature universally identifiable
characters and situations
 Such
as love, marriage, death, grief,
making difficult choices, separation,
reunion and reconciliation

These characters are fresh and can be
adapted to any time and place and help us
(the audience) understand what it is to be
human and cope with the problems that
plague the human spirit
Enduring Language

Shakespeare’s characters used wonderfully
colorful words and expressions

He used over 20,000 words in his works
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The average writer uses only 7,500– whoa!
Interesting fact– the English Dictionary of his
time only had 500 words

Shakespeare is responsible for adding 3,000 words to
the English Oxford Dictionary
He had an enormous influence on the
development of modern English
 He’s credited with inventing some of the words
we still use in our daily speech
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Such as…
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Accommodation
Amazement
Assassination
Bloody
Countless
Critic
Exposure
Generous
Gloomy
Hurry
Impartial
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Lonely
Majestic
Misplaced
Obscene
Premeditated
Radiance
Reliance
Road
Submerge
Suspicious
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… among many others!
Shakespeare wrote:
Comedies
Histories
Tragedies
The Theater in Shakespeare’s Day
Plays produced for the general public
 Took place in an roofless / open air
theatre (Thank goodness because public sanitation, hygiene and common

decency were not as we expect them to be today!)
Building had three levels
 Stage:
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A
large platform without a curtain
Shakespeare’s Globe Theater
Elements of a Drama

These are the FIVE (5) parts that
correspond to the five ACTS of plays
 Exposition
(the introduction)
 Establishes
the TONE, introduces the setting, the
main characters, and the conflict
 It may also provide additional background info
important to understanding the plot

In Romeo & Juliet, there was a Prologue to provide a
comprehensive summary of the plot
 Rising
 Series
Action
of complications for the protagonist (main
character)
 Flows from the main character
Elements of a Drama (continued)
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Climax (or crisis)
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Falling Action
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Turning point in the story
The moment of choice (an important decision must
be made)
Forces of conflict come together
Results of protagonist’s decision
Maintains suspense
Resolution
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Conclusion of the play
Unraveling of the plot
Typically, in a Shakespearean play, may include the
characters’ death
Dramatic Techniques
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Pun
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A play on words involving
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Soliloquy
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A word or words with more than one meaning, or
Words with similar sounds
Medium to long speech
Spoken by one actor alone on stage (or not heard by
other actors)
Monologue
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One person speaking for a longer period of time
Is NOT a dialogue (which is an fair exchange of
words between two or more characters)
Some additional dramatic techniques
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Comic Relief
 Use
of comedy or humor used to provide
“relief” from the seriousness or sadness, or to
“relieve” the tension of the situation
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Aside
 Direct
 Not
address by actor to audience
supposed to be overheard by other characters
More Dramatic Techniques: Poetic
Language
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Metaphoric Language
 Comparison
of unlike things
 “Shall I compare thee to a summer’s day?...”
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Alliteration
A
repetition of a consonant sound at the
beginning of a word
 Ex.
“She sells sea shells by the sea shore.”
Dramatic Themes
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Theme
 Central
the plot
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idea or insight about life featured in
Tragedy (Shakespearean)
 Drama
where the central character/s suffer
disaster or great misfortune
 In
many tragedies, this downfall results from
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FATE
CHARACTER FLAW / FATAL FLAW
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Or a combination of these two
Types of Characters
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Static (or “Flat” characters)
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Dynamic (or “Round” characters)
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Characters within a story who remain the same– they
DO NOT change their minds, opinions, or character
Possess many character traits, like “real” people
Dramatic Foil
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A character whose whole purpose is to show off
another character
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Look for how Benvolio does this for Tybalt’s character in the
story
Poetic Techniques

Blank Verse
 Unrhymed
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iambic pentameter
Iambic Pentameter
5
units of rhythm per line
A
meter consists of five (5) pairs in a two (2)
syllable stressed/unstressed pattern
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Follows pattern of unstressed syllable followed by a
stressed syllable
 Primary
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rhythm is iambic–
Unstressed/ Stressed / Unstressed/ Stressed /Unstressed
Understanding Shakespeare’s Meter
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Foot/Feet: In Shakespeare’s poetry, it is the smallest
unit of rhythm
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Iamb:
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(more commonly referred to as a “Meter”)
Meter is a measure of the time-pattern that is repeated
A foot of two-syllables with unstressed syllable followed by the
stressed syllable
Iambic Pentameter
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5 foot metrical line of weak followed by strong syllables
Each line is 10 syllables long in Shakespeare’s sonnets
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Intended for actors to speak lines naturally when
performing a play
An Example of Shakespeare’s
Iambic Pentameter
But,| soft! |what | light | through | yon|der
| win|dow | breaks?
(iambic pentameter = 10 syllables per line,
or meter of text)
Act 2, Scene 2 Romeo & Juliet
Poetic Techniques

English Sonnet
 Fourteen
of them!)
line poem (Shakespeare wrote 154
 Each
line contains ten syllables and written in
iambic pentameter
 Rhyme
scheme in a Shakespearean sonnet is
a-b-a-b, c-d-c-d, e-f-e-f, g-g*
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*The last two lines are a rhyming couplet
Figurative Language:
Oxymorons
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An oxymoron is a term that sounds logical (in
the figurative sense), but contain words that
with illogical literal meanings like ‘plastic
silverware.’ These terms have a contradictory
meaning and serve to have a specific effect on
the audience.
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List 3 on your own right now:
1. ________________
2. ________________
3. ________________
Beginning Romeo & Juliet
 Based
on the meaning of the stems,
what can you infer the purpose is of a
prologue.
 pro=?
 logue?
An Example of a Sonnet
(from the prologue of Romeo & Juliet)
Chorus
1 Two households, both alike in dignity,
2 In fair Verona, where we lay our scene,
3 From ancient grudge break to new mutiny,
4 Where civil blood makes civil hands unclean.
5 From forth the fatal loins of these two foes
6 A pair of star-cross'd lovers take their life;
7 Whose misadventured piteous overthrows
8 Do with their death bury their parents' strife.
9 The fearful passage of their death-mark'd love,
10 And the continuance of their parents' rage,
11 Which, but their children's end, nought could remove,
12 Is now the two hours' traffic of our stage;
13 The which if you with patient ears attend,
14 What here shall miss, our toil shall strive to mend.
[Exit.]
Relating to the Text
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What sort of actions preclude a fight?
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AND…
 Do
you ever HAVE to fight?
 When is it acceptable to walk away?
1st period Learning Groups
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Amina
Erica
Anthony
Jazmyn
Estefani
Abby
Destiny
Mosies
Crystal
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Jennifer
Isreael
Alex
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Mouhcine
Nooha
Jonathan
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Ivan
Roberto
Pooja
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Harper
Elainna
Christopher
Jocelin
David
Krupa
3rd period Learning Groups
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Ashra
Andrea
Anthony
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Jonathan
Racquel
Emmanuel
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Aman
Jesus
Mayra
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Jeffery
Matthew
Braijon
Vanessa
Almedina
Isiah G.
Jacob
Brian
Harold
Lee
4th period Learning Groups
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Andre
Nathan V.
Ana
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Lupe
Erick
Nataly
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Jennifer
Caleb
Modesty
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Litze
Yan
Jasmin T.
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Andy
Alexis
Zoe
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Bruk
Louis
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Carla
Ashley
Abdullah
Sulema
Angelo
Jahquann
Melissa
Mirian
Jasmine N.
Alyssa
Virgil
Nathan T.
8th period Learning Groups
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Andrew
Arnold
Yocelin
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Edward
Claudia
Amy
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Bryan
Lily
Juliajoy
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Jasmine H.
Celeste
Emily
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Malorie
Bernardo
Arreana
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Johnnasy
Jake
Jazmine
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Ivan
Christian
Robert
Jalen
Jose
Tanner
Lorenzo
Michael
Melissa
Learning Group Activities
Step 1: Determining Roles

1 Facilitator
 Responsible for keeping the group on task and focused, ensures that all
group members have had an opportunity to participate and that the group
has met the goals of each activity in an assignment

1 Recorder/Reporter
 Keeps the records for the group, takes notes, keeps all handouts, etc. and
functions as the spokesperson for the group

1-2 Research Guru(s)/ Literary Luminary (ies)
 Responsible for ensuring that all responses to the text are supported with
clear evidence from the text AND that the group’s responses are enhanced
with additional research (i.e. looks up unfamiliar words, concepts, etc.
Step 2: Identifying Themes

Take turns sharing what each member
annotated from Act I, Scene 1 in Romeo &
Juliet (pgs. 7-25). Identifying
 qualities
or traits of major characters by his or
her quotations
 Major and minor conflicts
 Major themes in R & J
 Reason
/ Impulse
 Loyalty / Independence
 Pride / Humility
 Hope / Despair
 Fate / Free-Will
Step 2.5: Sharing Your VIPs
(Very Important Points)

VIPs=Very Important Points
 These
are the annotations that your group
has determined to be the most insightful

Each group will share with the class your
THREE (3) VIPs best examples of your
annotations
 Make
sure you cite the page and line #’s from
the text, summarize or quote the text and
fully explain your interpretation of its meaning
For Example
Text
Me
Page 7 in the Prologue
lines 3-4
“from ancient grudge break
to new mutiny”
The term mutiny refers to a
riot, which means that the
conflict between the
Capulets and Montagues
impacts everyone in the
community and that
impulsiveness overrules
reason in Verona. I wonder
if the Prince has personal,
political motivations to solve
the conflict
Step 3: Take Turns Sharing Your Experience with
the “Perfect Mate” Activity (be prepared to share with the
class)

Compare and contrast
your experiences with
Romeo’s
 Based on what
you’ve read so far,
what does Romeo
want in a
relationship?
 Is this more like or
unlike what the
members of your
group is looking for
in a commitment?

Now compare and
contrast your
experiences with
those of Juliet and
her parents.
 How were your
interactions similar?
 How were they
different?
Making Meaning of the Text
Act I, Scene 2, Lines 1-12
Interpretation– What is said?
Capulet
Capulet
But 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.
Montague is subject to the same penalty
(of death), and it shouldn’t be so
unreasonable for mature men to keep the
peace.
Paris
Paris
Of honorable reckoning are you both,
Both of you are honorable men and it’s
And pity ‘tis you lived at odds so long.
sad that you’ve fought for so long, but
But now, my lord, what say you to my suit? more importantly, what do you think
Capulet
about my proposal?
But saying o’er what I have said before.
Capulet
My child is yet a stranger in the world.
I’ve said this before, my child doesn’t
She hath not seen the change of fourteen have much life experience
years.
She’s not even fourteen.
Let two more summers wither in their pride Let’s let two more summers pass before
we decide she’s old enough to get
Ere we may think her ripe to be a bride.
married.
What does it matter?
Text Analysis
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In Act I, Scene 2, Lines 1-13 we meet Lord Capulet
(Juliet’s father) who has been approached by Count
Paris for Juliet’s hand in marriage.
When the scene opens, Capulet is reasoning that
Montague and should be mature enough to know how to
be civil and avoid the Prince’s harsh penalty.
Paris agrees, but is more concerned about whether
Capulet will accept his proposal for Juliet’s hand in
marriage
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Consider why Count Paris would want to marry Juliet– what
does he stand to gain as a result?
Consider why Capulet would want to postpone his daughter’s
marriage (hint: there’s probably more than one correct answer
here)
Learning Group Activity:
Jig-Saw Text Interpretation

Each learning group will be responsible for
reading and interpreting 10 lines of the text for
the class.
 In
your groups
 Take
5 minutes to read and deconstruct the lines
with your group
 On
your own
 Be
sure to write down each group’s interpretations
as part your own INDIVIDUAL ANNOTATIONS
(that’s what makes the jig-saw interpretation so
successful– when everyone helps out, challenging
texts are easy to understand!)
SAYS-MEANS-MATTERS
As a learning group
 Determine
who will read the true text (SAYS),
 who
will share your group’s interpretation,
(MEANS), and
 who
will share your group’s analysis of the
significance with the class (MATTERS).
The Structure of a
Shakespearean Tragedy
Act III: Rising Action
Climax
Act II:
Rising Action
(with
exciting
force)
Act I:
Exposition,
Conflict,
Rising Action
Act IV:
Falling
Action
Act V: Falling
Action,
Catastrophe
Act I: The Exposition

Introduction to the
plot of the play

Setting

Characters

Major

Some minor

Conflict

Complication

THEME
On a sheet of paper, answer
A & B: (this will NOT be
shared with any of your
peers in this class if you
choose)
ACT II: The
Complication
Bell-Ringer

Think about
someone
have
dated,
 are currently
dating or
 would like to
date…
A.
 you
B.
What is appealing about
them? (Cite as many
adjectives as possible)
What did you say- or
do- (or would say or do)
to persuade them to get
to know you better?
Act II: A Balancing Act
BELL-RINGER
Have you heard the saying, “opposites attract”?
Answer the following on a sheet of paper.
1.
What does it mean (provide an example if
you can)? If you’re unfamiliar with this idea, what do you
Define in your own words
Do you agree with this concept? Why or
why not? Explain
think it means?
2.
Finally, cite as many examples of
opposites as you can in Romeo & Juliet.
 Bonus: What is an example of oxymoron?
3.
Exit Reflection

Is it possible that there is good and evil
within everyone? Explain how this
seeming imbalance provides balance.
Please write this response at the bottom of
your bell-ringer.
05/22/14 Bell-Ringer:
SAYS-MEANS-MATTERS
Read the last FIVE (5) lines of Act II, Scene 3:
Friar Laurence: In one respect I’ll thy assistant be;
For this alliance may so happy prove
To turn your households’ rancor to pure love.
Romeo: Oh, let us hence! I stand on sudden haste.
Friar Laurence: Wisely and slow. They stumble that run fast.
SAYS-MEANS-MATTERS
Interpret what these lines mean
2. ANAYZE the implications of why this passage
matters
1.
Be prepared to share!
SAYS-MEANS-MATTERS

Review Friar Laurence’s soliloquy that
opens Act II, Scene 3 Lines 1-30
Choose any couplet (two lines)
1. WRITE what they SAY
2. INTERPRET what they MEAN
3. ANALYZE why these lines matter to
understanding the themes (of which
opposition is one) of the play

You’re cordially invited…..
Activity Guidelines
Presentation Grading Rubric
…to create the wedding 20 Points awarded to each
member of the group if all
of Romeo and Juliet!
participants
 In your Learning Groups,
 stay in character,
determine who will play the
role of Romeo, Juliet, Friar  demonstrate professionalism,
 show creativity, yet remaining
Laurence (and if needed,
faithful to the plot of R&J
the Nurse)
 are respectful and attentive
 What would they say to
during the presentations all
one another to pledge their
groups
undying love to one
another?
 EXTRA CREDIT: USES OLD
ENGLISH
 For this activity, you may
use modern English
Themes
Major Overarching Themes
Passion
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(violence vs. love)
Opposition/Opposing Forces
these are only a few
examples of this theme:
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Montague vs. Capulet
Light vs. Dark
Day vs. Night
Comedy vs. Tragedy
Additional Themes
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Fate vs. Free-Will
Reason vs. Impulse
Pride vs. Humility
Annotating the Text for
a Purpose

Annotations should be made for a
purpose. In other words, why annotate?

Therefore, your annotations will be
focused on identifying and selecting the
best examples of the major themes
appearing in Shakespeare’s Romeo &
Juliet
Exit Reflection

Review the action of Act III, scene 1
 What
was the most important part of that
scene? (Summarize and explain)
 Cite
line numbers to strengthen your claim
 Identify
which of the major themes is
illustrated by the lines you selected.
 BRIEFLY
EXPLAIN WHY THIS IS
Identifying Your VIPs
(Very Important Points)
Review the action in each of the three acts we’ve
studied of the play
 What were the THREE (3) most important
annotations you needed to make for EACH of the
Acts?
 With the members of your group, share your
annotations, determine which THREE were the
most relevant to understanding the plot and the
author’s motivations
 Be prepared to share your three VIPs with the room

SAYS – MEANS - MATTERS

For each of your VIPs, follow the says-meansmatters strategy
 Says: Document the lines your group
selected (either summarize the scene or
provide a direct quote– regardless, you must
CITE the text)
 Means: Interpret the text; what does it say?
 Matters: Analyze the significance of the
text– why does this portion of the text matter
to understand the plot and author’s motives?
Tableau: Instragram
Like frozen statues, arrange yourself to show the
“snapshot” within the scene your group has
determined is the most important.

This activity is demonstrated for Romeo and
Juliet, Act 3, scene 1.
Answer on the back CERA
Please provide a claim-evidence paragraph
answering the following prompt:
7. Based on this reading, what could you
infer were the motivating factors
influencing Shakespeare’s writing of
Romeo & Juliet?
 In
other words, what do you suppose was the
author’s purpose for writing? Based on your
understanding of the reading, do you suppose
he was successful in this endeavor? Explain
why or why not supporting your claim with
evidence from the text.
Summarizing the Action in ACT III (The Climax)
Directions:
Summarize each of
the FIVE (5) scenes
in this act in a
concise sentence


Aim for 5-10 words,
not counting
prepositions and/or
articles
Think of writing it
like a headline or a
Twitter post
ACT III
Scene 1: Plot turns from comedy to
tragedy with the violent deaths of
Mercutio (accidental--fate), and
Tybalt (murder– free-will)
 Scene 2: ______________________
_______________________________
 Scene 3: ______________________
_______________________________
 Scene 4: ______________________
_______________________________
 Scene 5: ______________________
