· Web viewNEW YORK (AP) ― The teenage brain, Laurence Steinberg says, is like a car with a good accelerator but a weak brake. With powerful impulses under poor control, the

Romeo and Juliet

By William Shakespeare

1

Pre-reading

Answer the following statements with your first opinion and be prepared to discuss.STATEMENT YES NO

1. Love at first sight does exist.2. Love at first sight is very common.3. It is better to have loved and lost than to never have loved at all.4. Age, race, socio-economic status, family differences, and the like should not matter when

it comes to true love.5. Teenagers are impulsive and do not think through their decisions. 6. Young people can be in love despite age and life experience; this love can last a lifetime.7. Parents have their children’s best interests in mind and, therefore, parents should be

obeyed. 8. Older people are more prejudiced than younger people and give their prejudices to young

people.9. Killing is always wrong. 10. Revenge is justifiable—an eye for an eye. 11. Friends should support each other, but not fight each other’s fights. 12. Friends have common enemies and friends. For example, if one person in the group 13. Couples should know each other a long time before marriage.

14. Arranged marriages are better and have the potential to last longer than non-arranged marriages.

15. The end justifies the means. Meaning, it is “okay” to do something unethical as long as there were good intentions and the end result is positive.

16. Fate is the development of events beyond a person's control, usually by a stronger power. Fate does exist and is in control of our lives.

1. Define the word tragedy and provide an example of tragedy (taken from your life or news).

2. Imagine your first instance with real love. Describe your feelings and the person.

3. What would you do if your parents disagreed with your choice from above (number 3)?

4. Overall, do you feel parents understand their teenagers’ feelings and needs? Why is it assumed that teenagers and parents are not supposed to get along?

2

Gender Differences in the 1200-1400sFrom Romeo and Juliet, part of the series Shakespeare: Latitudes. © Perfection Learning, Publisher.

Although Romeo and Juliet are fictional characters, their lives reflect the customs and norms of Italy in the 1200-1400s. The following is a comparison of how a female, we'll call her Juliet, and a male, we'll call him Romeo, differ in equality and treatment.

Juliet Romeo

A typical woman in Juliet's time would likely be married at age 15.

A typical man in Romeo's time would marry no sooner than age 21.

Juliet would be escorted watched at social events. Romeo would be allowed freedom to drink and carouse as he please.

It was expected that Juliet's family would provide a dowry (money and material items) to her groom.

Romeo would control his wife's possessions, money, property.

Juliet was expected to be chaste until her wedding night, and from then on to be completely faithful to her husband.

Romeo would have been allowed to visit prostitutes, even after he was married.

It was not acceptable for Juliet to handle weapons, play tennis, wrestle, or do other things that involved physical exercise.

Romeo was expected to learn how to fence fight, play athletic games, and do other physical activities.

Juliet may have had a tutor come to her home, but she would never be allowed into a university. Instead, she would spend her day spinning, weaving, embroidering, and learning social graces, such as dancing.

Romeo would have attended school with other young, men in a student's home. He could have gone to a university.

A servant would spend hours each day helping Juliet fix her hair, get dressed, and put on makeup.

Romeo dressed and groomed himself. Servants would do the laundry, put clothes away and make the bed.

The only option to marriage would have been the convent. Juliet was expected to marry and bear children, to run a household, and to graciously entertain guests.

Romeo could have been a politician, merchant, soldier, sea captain, artist, doctor, banker, scholar, or religious man.

It would not be typical for a woman like Juliet to participate in city or political affairs.

It would have been advantageous for Romeo to hold public office.

Juliet would be advised to obey and honor her husband.

It was acceptable, and almost recommended, for Romeo beat his wife if she were not submissive.

Juliet would have had very little say in decisions concerning her children.

Romeo would have had complete control over his children.

KEYSTONE LITERARY TERMSThese terms have been taken directly from the Keystone Assessment System, which provides information on what students need to know for their Keystone Literature Test. You will take this test in 10th grade and must pass it to

3

graduate. Keep this list and refer to it while you read throughout the semester. Also, keep these terms in mind as you read your SSR choice books. General Terms

1. Allusion An implied or indirect reference in literature to a familiar person, place, or event.

2. Author’s Purpose The author’s intent either to inform or teach someone about something, to entertain people or to persuade or convince his/her audience to do or not do something.

3. Drama The genre of literature represented by works intended for the stage; a work to be performed by actors on stage, radio, or television; play.

4. Irony – A key element in literature, irony can be broken down into three categories:

Verbal Irony – When what is said is the opposite of what is meant. Similar to sarcasm.

Situational Irony – When what happens is the opposite of what is expected. Dramatic Irony – When the audience knows something that a character

doesn’t.

5. Symbolism A device in literature where an object represents an idea.

6. Theme A topic of discussion or work; a major idea broad enough to cover the entire scope of a literary work. A theme may be stated or implied. Clues to the theme may be found in the prominent and/or reoccurring ideas in a work.

Story Terms7. Foil Any character who contrasts the distinctive characteristics of another character,

particularly the protagonist.

8. Climax The turning point in a narrative; the moment when the conflict is at its most intense. Typically, the structure of stories, novels, and plays is one of rising action, in which tension builds to the climax.

9. Conflict/Problem A struggle or clash between opposing characters, forces, or emotions.

10. Foreshadowing An organizational device used in literature to create expectation or to

set up an explanation of later developments.

11. Irony The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the actual result of a sequence of events and the expected result.

12. Motif A recurring subject, theme, or idea in a literary work.

4

Poetry Terms

13. Figurative Language Language that cannot be taken literally since it was written to create a special effect or feeling.

14. Hyperbole An exaggeration or overstatement (e.g., I had to wait forever.)

15. Imagery Descriptive or figurative language in a literary work; the use of language to create sensory impressions.

16. Metaphor The comparison of two unlike things in which no words of comparison (like or as) are used (e.g., The speech gave me food for thought.)

17. Personification An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn.)

Drama/Play Terms18. Aside A remark by a character in a play intended to be heard by the audience but not

by the other characters.

19. Dialogue In its widest sense, dialogue is simply conversation between characters or speakers in a literary work; in its most restricted sense, it refers specifically to the speech of characters in a drama.

20. Dramatic Script The written text of a play, which includes the dialogue between characters, stage directions and often other expository information.

21. Monologue An extended speech spoken by one speaker, either to others or as if alone.

22. Soliloquy A dramatic speech, revealing inner thoughts and feelings, spoken aloud by one character while alone on the stage.

23. Stage Direction A playwright’s written instructions provided in the text of a play about the setting or how the actors are to move and behave in a play.

CHARACTER LISTRomeo:

o The son and heir of Montague and Lady Montague. o A young man of about sixteen.o Romeo is handsome, intelligent, and sensitive.

Juliet:o The daughter of Capulet and Lady Capulet. o A beautiful thirteen-year-old girl.

5

o Juliet begins the play as a naïve child.Friar Laurence:

o A Franciscan friar, friend to both Romeo and Juliet. o Kind, civic-minded, believer in moderation, and always ready with a plan.

Mercutio:o A kinsman to the Prince, and Romeo’s close friend. o Mercutio overflows with imagination, wit.

The Nurse:o Juliet’s nurse, the woman who breast-fed Juliet when she was a baby and has cared for Juliet her

entire life. Tybalt:

o A Capulet, Juliet’s cousin on her mother’s side. o Vain, fashionable, aggressive

Capulet: o The patriarch of the Capulet family, father of Juliet, husband of Lady Capulet, and enemy, for

unexplained reasons, of Montague. Lady Capulet:

o Juliet’s mother, Capulet’s wife. A woman who herself married young (by her own estimation she gave birth to Juliet at close to the age of fourteen).

Montague: o Romeo’s father, the patriarch of the Montague clan and bitter enemy of Capulet.

Lady Montague: o Romeo’s mother, Montague’s wife.

Paris: o A kinsman of the Prince, and the suitor of Juliet most preferred by Capulet.

Benvolio: o Montague’s nephew, Romeo’s cousin and thoughtful friend.

Prince Escalus:o The Prince of Verona. A kinsman of Mercutio and Paris.

Friar John:o A Franciscan friar.

Balthasar:o Romeo’s dedicated servant.

Sampson & Gregory: o Two servants of the house of Capulet, who, like their master, hate the Montagues

Abram: o Montague’s servant.

Rosaline: o The woman with whom Romeo is infatuated at the beginning of the play.

The Chorus:o The Chorus is a single character, developed in Greek drama.o Functions as a narrator offering commentary on the play’s plot and themes.

Act I Romeo and Juliet VocabularyColumn A contains words Shakespeare used in R + J

Column B contains synonyms for the words in column A. Column A Column B adversaries enemies

6

disposition temperament esteem high rank enmity hatred

languish long or pine for nuptial wedding

oppression heavy weight on mind pernicious deadly

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

prodigious Miraculous, marveloustrifling Small, unimportant warrant to give adequate reasons for; to state with conviction purge cleanse, forgive, absolve

solemnity being formal, dignified

Close Reading of The Prologue To Act One

DOK 1 DOK 2 DOK 3 DOK 41st Read – Details about the likeness of the two families

2nd Read – What can you say about the lovers

3rd Read – What is your interpretation of what happens to the children?

4th Read – Write a thesis about what happens as a result of your answer from the 3rd read?

7

Questions for the Prologue before Act I

Answer the following questions after reading the Prologue:

1. Why are the two families fighting?

2. Who is involved in the fight besides the two families?

3. What will this be a sad story of? A young couple’s…

4. How will the parents’ anger finally end?

5. How many hours will it take for this story to be acted on the stage?

Questions for Act I, Scene i:

1. Scene i opens in the streets of ________________________, which is a city in

__________________________.

2. Two families in the play hate one another. These families are the

______________________________ and the ____________________________.

8

3. Prince Escalus breaks up a fight caused by the feud between the two families. He says that if a fight happens again, those involved will ______________________.

4. Benvolio, Lord Montague, and Lady Montague discuss Romeo’s mood. List three things they say about Romeo that show he is depressed.

a._______________________________________________________________

__________________________________________________________

b. _______________________________________________________________

__________________________________________________________

c. _______________________________________________________________

__________________________________________________________

5. Why does Romeo confess that he is sad and depressed?

Response Log: This activity will help you think about what you have read

What might have caused the feud between the Capulets and Montagues? How long do you think it has been going on?

9

Think of a modern conflict or feud like the one in the play. It could be one from a book, TV show, movie, or current events. Or you could choose a conflict that involves people you know. Describe this conflict and explain how it has affected the people involved.

Questions for Act I, Scene ii:

1. What does Paris ask Capulet for permission to do?

2. What are two reasons that Capulet hesitates to give his permission to Paris?

10

3. Benvolio tells Romeo, “Take thou some new infection to thy eye, and the rank poison of the old will die.” The “infection” Benvolio refers to is love.

a. In this quotation, Benvolio is urging Romeo to …

b. How do you think Benvolio feels about love?

Response Log:

Juliet is only thirteen years old. Yet her father is already planning her marriage.

How do you feel about people marrying young today? What might be the positive and negative points of marrying in your early teens?

In the columns below, list the advantages and disadvantages of an early marriage. You will share and compare your list with a partner and possibly have a class discussion on this topic.

Advantages (+) Disadvantages (-)

Questions for Act I, Scenes iii-iv:

11

1. In scene iii, the Nurse talks about Juliet’s childhood. Write two phrases below that show the Nurse is fond of Juliet.

2. Why is the Nurse impressed with Paris?

3. Why does Lady Capulet say that Paris would make a fine husband?

4. What does Juliet promise her mother?

5. Describe the difference between how Juliet’s mother and father feel about Paris…

6. Why is Romeo afraid to go to the banquet?

Response Log:

Think about the most important qualities that you would look for in a person you might want to marry. On the diagram below, write phrases that describe your ideal mate.

12

Review the qualities above and determine the qualities that your parents/guardians want you to find in a relationship:1. __________________________ 6. ____________________________2. __________________________ 7. ____________________________3. __________________________ 8. ____________________________4. __________________________ 9. ____________________________5. __________________________ 10. ___________________________

Questions for Act I, Scene v:

1. When Romeo first sees Juliet, his sad mood suddenly changes. Romeo describes Juliet’s beauty. In the space below, write two phrases that Romeo uses to describe Juliet. An example has been completed for you.

13

Qualities of an Ideal

Mate

Example: “O, she doth teach the torches to burn bright!”

a.

b.

2. Which of the descriptions above do you think describes Juliet most clearly and why?

3. Capulet forbids Tybalt to fight with Romeo at the banquet. From Capulet’s words, find two lines that show how he feels about Romeo. Write what he says below.

4. When Romeo and Juliet first meet, they refer to each other in religious terms. He speaks as though she is a saint and she calls him a pilgrim. In your own words, explain why they would speak to each other in such terms.

5. Describe Romeo’s reaction when he learns that Juliet is a Capulet. Explain why he feels this way.

6. What does Juliet say when she learns who Romeo is? Write her words and explain what she means.

Romeo and Juliet’s Text Message Session

14

If Romeo met Juliet at the mall, a dance, or in school today, how would he approach her for her number? Explain what their first encounter would have looked like in the Hatboro-Horsham area.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

In text dialogue, write out what Romeo and Juliet’s first texting session would be like the night that they met and found out that their families hate one another.R to J

J to R

R to J

J to R

R to J

J to R

R to J

J to R

Act 1, scene 5: Poetic Language and ForeshadowingPart 1: Pair Work When Romeo sees Juliet for the first time, he uses beautiful imagery to describe her appearance. Review these lines and on a separate sheet of paper, with a partner at

15

your group, draw the images he describes as he gazes at her. Use color and label each drawing with direct quotes from the play.

Part 2: ForeshadowingBecause Shakespeare tells the reader in the Prologue what happens at the end of the play, he uses many examples of foreshadowing to help remind the reader of the couple’s demise (sad ending). In the chart below, track the events of foreshadowing from this scene and others.

If you have time, record the example from 1.4

Examples of Foreshadowing from 1.5

Spoken by Lord Capulet to Tybalt

Spoken by Romeo after his encounter with Juliet

Spoken by Juliet after her encounter with Romeo

Examples of Foreshadowing from 1.4

Spoken by Romeo towards the end of the scene

Act II Romeo and Juliet VocabularyColumn A contains words Shakespeare used in R + J

Column B contains synonyms for the words in column A. Column A Column B

16

conjure bring to mind idolatry worship

invocation prayer perjury false testimony procure obtain variable changeable wanton reckless or sexual

impetuous impulsivechide To scold, reprimand

kindred Same kindrancor Feelings of ill will, hatred, animosityrepose Sleep, time when one can relax

Act II, Prologue – Scene i questions:

1. What have Romeo and Juliet have been bewitched by?

2. List two difficulties that the lovers face.

17

3. According to the chorus, what will help Romeo and Juliet overcome their problems?

4. What is the dramatic irony at this point of the play?

5. What did Romeo do to avoid his friends?

Act II, Scene ii questions:

1. Write three examples in which Romeo compares Juliet’s beauty to something that is light or produces light.

18

2. Who does Juliet claim is her enemy?

3. When Romeo calls out to Juliet from the orchard, she is worried about him. Why?

4. Juliet admits that her behavior towards Romeo is “immodest.” Explain what Juliet does and says that embarrasses her.

5. Juliet says to Romeo that she is “not delighted by our pledges tonight.” What does she fear about their love?

6. What will the messenger find out for Juliet tomorrow?

Writing a Personal Letter We have just finished reading Act II, Scene ii of Romeo and Juliet. Romeo and

Juliet have made a rash decision to get married after only knowing one another for a few hours. Romeo and Juliet are sure about the power of their love, but their families will feel differently.

19

You are Romeo or Juliet. Write a letter to your parents explaining why you think getting married as a teenager is a “plus.” You will also need to defend why you are choosing to marry someone whose family is an enemy of yours.

ORYou are Juliet or Romeo’s parents. Write a letter to your child describing why

getting married as a teenager is not a good idea and how you feel about them wanting to marry an enemy of yours.

____________________________date

_Dear__________________________________,

_____________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Sincerely,

________________________________

If you need more space, feel free to attach a sheet of paper to this ditto Act II, Scene iii questions:

1. Friar compares the earth to a mother and the plants to her children. Explain why the earth and plants could be described in this way.

20

2. What is the Friar saying about the powers of natural plants and herbs?

3. What does Romeo ask the Friar to do?

4. Friar Laurence disapproves of Romeo’s behavior. Explain why he scolds Romeo.

5. The Friar finally agrees to Romeo’s request for one reason. What does he hope for?

Act II, Scene iv questions:

1. Tybalt has sent a letter to Romeo. What does Mercutio believe that the letter contains?

2. Describe one example of how Benvolio and Mercutio are rude to the Nurse. After writing the example, explain what they mean.

3. What two instructions does Romeo give the Nurse?

Act II, scene v-vi questions:

1. Juliet begs the Nurse to report what Romeo said. As the Nurse rambles on and complains about her rough day, she also speaks of Romeo’s good traits. List three of Romeo’s qualities that the Nurse admires:

21

2. What does Romeo confess that he is willing to risk for Juliet?

3. Friar Laurence gives Romeo more advice. Paraphrase the Friar’s words below:

Violent ______________ have violent ends,and in triumph they __________, like fire and gunpowder…So love ___________________. Love that _______________ a long time is moderate.To push love too ______________ can be as bad as being too ___________ to love.

With these words, what is the Friar warning Romeo of?

4. Romeo and Juliet have let their emotions guide their actions without thinking about the consequences or results.

List at least three consequences (good or bad) that might result from Romeo and Juliet’s actions.

Act III Romeo and Juliet VocabularyColumn A contains words Shakespeare used in R + J

Column B contains synonyms for the words in column A. Column A Column B

22

banishment exile calamity disaster commend praise dexterity skill prevail triumph

reconcile settle beguile Deceive, cheat

intercession a mediation, a plea on another’s behalfjocund Merry, cheerful

Act III, Scene i questions:

1. Who is Tybalt looking for when he meets Benvolio and Mercutio?

2. How does Mercutio treat Tybalt when they meet?

23

3. Why does Romeo refuse to fight Tybalt?

4. Briefly explain what happens when Romeo tries to stop the fight.

5. After Mercutio is wounded, he twice cries out, “A plague o’ both your houses!” What does Mercutio mean when he curses both their houses?

6. The Prince sets Romeo’s punishment. Romeo must leave _______________ in exile or _________________ within the hour.

Response Log:

Mercutio is killed when Romeo tries to stop the fight. If Romeo had not become involved, Mercutio might not have died.

Think of a time when you tried to help a friend, but the situation only got worse. First explain the conflict. Then tell why you became involved and what you would do differently if you could.

Teens' Brains Key To Their ImpulsivenessAs you read this article, think about how this information relates to the characters in Romeo and Juliet.

24

NEW YORK (AP) ― The teenage brain, Laurence Steinberg says, is like a car with a good accelerator but a weak brake. With powerful impulses under poor control, the likely result is a crash.

And, perhaps, a crime.

Steinberg, a Temple University psychology professor, helped draft an American Psychological Association brief for a 2005 case in which the U.S. Supreme Court outlawed the death penalty for crimes committed before age 18.

That ruling relies on the most recent research on the adolescent brain, which indicates the juvenile brain is still maturing in the teen years and reasoning and judgment are developing well into the early to mid 20s. It is often cited as state lawmakers consider scaling back punitive juvenile justice laws passed during the 1990s.

"As any parent knows," wrote Justice Anthony Kennedy for the 5-4 majority, youths are more likely to show "a lack of maturity and an underdeveloped sense of responsibility" than adults. "... These qualities often result in impetuous and ill-considered actions and decisions."

He also noted that "juveniles are more vulnerable or susceptible to negative influences and outside pressures, including peer pressure," causing them to have less control.

Some child advocates have pointed to the Supreme Court decision and the research as evidence that teens - even those accused of serious crimes - should not be regarded in the same way as adults in the criminal justice system.

Dr. David Fassler, a psychiatry professor at the University of Vermont College of Medicine who has testified before legislative committees on brain development, says the research doesn't absolve teens but offers some explanation for their behavior.

"It doesn't mean adolescents can't make a rational decision or appreciate the difference between right and wrong," he said. "It does mean, particularly when confronted with stressful or emotional decisions, they are more likely to act impulsively, on instinct, without fully understanding or analyzing the consequences of their actions."

Experts say that even at ages 16 and 17, when compared to adults, juveniles on average are more:

impulsive.

25

aggressive.

emotionally volatile.

likely to take risks.

reactive to stress.

vulnerable to peer pressure.

prone to focus on short-term payoffs and underplay longer-term consequences of what they do.

likely to overlook alternative courses of action.

Violence toward others also tends to peak in adolescent years, says psychiatrist Dr. Peter Ash of Emory University in Georgia. It's mostly likely to start around age 16, and people who haven't committed a violent crime by age 19 only rarely start doing it later, he said.

The good news here, he said, is that a violent adolescent doesn't necessarily become a violent adult. Some two-thirds to three-quarters of violent youth grow out of it, he said. "They get more self-controlled."

Some of the changes found in behavioral studies are paralleled by changes in the brain itself as youths become adults.

In fact, in the past few years, Steinberg said, brain scans have given biological backing to commonsense notions about teen behavior, like their impulsiveness and vulnerability to peer pressure.

It's one thing to say teens don't control their impulses as well as adults, but another to show that they can't, he said. As for peer pressure, the new brain research "gives credence to the idea that this isn't a choice that kids are making to give in to their friends, that biologically, they're more vulnerable to that," he said.

Consider the lobes at the front of the brain. The nerve circuitry here ties together inputs from other parts of the brain, said Dr. Jay Giedd of the National Institute of Mental Health.

This circuitry weighs how much priority to give incoming messages like "Do this now"

26

versus "Wait! What about the consequences?" In short, the frontal lobes are key for making good decisions and controlling impulses.

Brain scans show that the frontal lobes don't mature until age 25, and their connections to other parts of the brain continue to improve to at least that age, Giedd said.

The inexplicable behavior and poor judgments teens are known for almost always happen when teens are feeling high emotion or intense peer pressure, conditions that overwhelm the still-maturing circuitry in the front part of brain, Giedd said.

As Steinberg sees it, a teenager's brain has a well-developed accelerator but only a partly developed brake.

By around 15 or 16, the parts of the brain that arouse a teen emotionally and make him pay attention to peer pressure and the rewards of action - the gas pedal - are probably all set. But the parts related to controlling impulses, long-term thinking and resistance to peer pressure - the brake, mostly in the frontal lobes - are still developing.

"It's not like we go from becoming all accelerator to all brake," Steinberg said. "It's that we go from being heavy-foot-on-the-accelerator to being better able to manage the whole car."

Giedd emphasized that scientists can't yet scan an individual's brain and draw conclusions about his maturity. Brain scans do show group differences between adult and teen brains, he said, "but whether or not that should matter (in the courtroom) is the part that needs to be decided more by the judicial system than the neuroscientist."

In any case, experts say, there's nothing particularly magic about the age 18 as a standard dividing line between juveniles and adults in the courtroom. Steinberg noted different mental capabilities mature at different rates, but added it appears age 18 is good enough to be justified scientifically.

Steinberg said he thinks courts should be able to punish some 16- or 17-year-olds as adults - generally repeat violent offenders who've resisted rehabilitation and could endanger other youth in the juvenile system. "I don't think there are a lot of these kids," he said.

For the rest, he thinks it makes sense to try rehabilitating young offenders in the juvenile justice system.

Ash said that to decide whom to treat as an adult, courts need some kind of guideline

27

that combines the defendant's age with the crime he's accused of. That should leave room for individual assessments, he said.

Most experts also conclude that rehabilitation works better for juveniles than for adult offenders. And just as parents know how irrational juveniles can be, Ash said, they also know that rehabilitation is a key goal in punishing them.

"What we really want," he said, "is to turn delinquent kids into good adults."

(© 2008 The Associated Press. All Rights Reserved. This material may not be published, broadcast, rewritten, or redistributed.)

Questions:

1. How would you describe the behavior of Romeo, Mercutio and Tybalt in Act III?

2. Explain how peer pressure and high emotion played a part in the outcome of Act III?

3. Pretend you are a lawyer defending the actions of one of the characters in Romeo and Juliet. Write your best argument be to convince the jury of your client’s innocence?

Act III, scene ii questions:

1. When Juliet learns that Romeo has killed Tybalt, she cries, “O, how can he hide such an evil heart with such a beautiful face?”

Juliet is saying that there are opposites in Romeo’s nature. List two other examples where Juliet says that Romeo is not what he appears to be.

28

2. What is the word that Juliet fears? ______________________

3. What does this word mean to Juliet?

4. What promise does the Nurse make to Juliet?

Act III, scene iii questions:

1. Describe Romeo’s mood as he reacts to the news of his punishment.

2. How does the Nurse save Romeo?

3. According to the Friar, what does Romeo have to be thankful for? List 2 ways Romeo is fortunate.

4. The Friar advised Romeo to do three things. List the Friar’s advice to Romeo.

Act III, scene iv-v questions:

1. In Act I, Lord Capulet said that Paris had to win Juliet’s consent to marry. Why then does Capulet now agree to Paris’ request without Juliet’s approval?

29

2. This day is Monday. Paris will wed Juliet on _______________________.

3. In scene v, Juliet says to Romeo, “It was the nightingale, and not the lark, that pierced the fearful hollow of thine ear…Believe me, love, it was the nightingale.” Explain why Romeo and Juliet would rather hear the nightingale sing as opposed to the lark.

4. As Romeo leaves, Juliet has a feeling of doom. What does Juliet see that frightens her?

5. What does Lady Capulet tell Juliet she will do in order to get revenge for Tybalt’s death?

6. When Juliet says that she will not marry Paris, how do her parents react?

7. What advice does the Nurse give Juliet and how does Juliet respond?

8. What does Juliet decide to do?

Response Log:

Juliet challenges her father’s authority. She argues with him and begs him, but he will not listen to her. In turn, he threatens her. However, she will not change her mind. Neither person listens to the other in this conflict.

30

Pretend that you are Juliet. What could you say to change your parents’ minds?Complete a few lines of dialogue between father and daughter. Try to get your father to understand your feelings.

Lord Capulet:

If you don’t marry, you can hang, beg, starve, and die in the streets,For I swear, I’ll never recognize you as my daughter again.And I’ll never give you anything.Count on that! Think about it. I won’t go back on my word.

Juliet:

Lord Capulet:

Juliet:

Lord Capulet:

Juliet:

Advice to Parents from 1616 EnglandThe Ordering of Maides from Twelve Yeare Old and Upward (Excerpt) It is then no disgrace, but great good to keep the daughters well busied in honest labor, at home or in service abroad. And

Translate the advice you can use to convince Lord and Lady Capulet to stop or at least delay the marriage between Paris and Juliet:

31

at this age of twelve years and forward, the parents, and namely the mother, is to use her self more familiarly with the daughter (always keeping the gratitude and authority of a mother) that so the child may love her company and be more apt to open her mind to her mother, and not by severity to cause her to delight in a stranger and to open her mind to such: for by kind usage, they shall see further into their natures, and more easily learn what need they have of marriage and so prevent the stealing away of their child, or at least of their heart. And thus observing their natural disposition, on the one side they may in due time seek out an honest match for their child: and handsomely on the other side choose such a man, as their daughter may be best able to content, and be contented.

Ordering of Children in the Matter of Marriage (Excerpt) Notwithstanding I do not take the authority of parents in this case to be absolute, and without limitation. For first nature teach that he must use his children like a parent, that is kindly and lovingly as son and daughter, and not as slaves or as beasts, tyrannically; for if nature teach (as is before showed in this chapter) that when children grow to ripeness of age they should be applied to such trades as they, by natural inclination are fit, apt and liking; then, much more in the matter of marriage, the children ought to have their

Translate the advice you can use to convince Lord and Lady Capulet to stop or at least delay the marriage between Paris and Juliet:

32

liking, wherein the child is to forsake father and mother, that they two should be one flesh; for what comfort is it to the child to forsake their parents and to cleave to her to whom he hath no liking. You shall have parents when they make their children a coat, they will bid them choose the color and yet think they lose no authority over their children: much less shall their authority be diminished, if they suffer their children to view well, and consider of the husband or wife they choose for them, that they like as well as their parents. The child must do the service which marriage require; therefore the parents have great reason to grant the child free liberty to like or not to like, that it may, the more cheerfully perform the duty which is unchangeable during life.

Pretend you are Juliet. Compose a letter to your parents in order to convince them to stop or delay this marriage. Use at least 4 points from the 1616 Advice to Parents to receive full credit.

33

Act IV Romeo and Juliet VocabularyColumn A contains words Shakespeare used in R + J

Column B contains synonyms for the words in column A. Column A Column B

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 inundate To overwhelm with somethingshroud burial cloth

34

Act IV, scenes i-v questions:

1. Describe two things that Juliet says she’d be willing to suffer through rather than marry Paris.

2. What does Friar Laurence propose to Juliet?

3. After Juliet apologizes to her father, he moves the wedding day up to Wednesday! How will this impact the Friar’s plan?

4.What concerns does Juliet express in Scene iii? How does she handle these concerns?

5. Write down some descriptive words that Juliet may have used to describe what it was like in the tomb:

35

Sights Sounds Smells Feelings

6. Describe the reactions to Juliet’s apparent death in scene v.

Act V Romeo and Juliet VocabularyColumn A contains words Shakespeare used in R + J

Column B contains synonyms for the words in column A. Column A Column B

abhor hate, detest, loathe aloof Showing no interest, withdrawn

Amorous loving apothecary Druggist/Pharmacist

caitiff Mean, evil personconspire to plan secretly with someone devise to plan, think up dispose kill, get rid of

inauspicious Not promisinginexorable Impossible to persuade, to change or halt

inter bury obsequies Funeral ceremoniesparamour lover pestilence epidemic

peruse To examinetedious boring

unsavory offensive, unclean, morally bad

36

Act V, scene i-iii questions:

1. What preparations does Romeo make in scene i when he learns of Juliet’s death?

2. Why does Romeo believe that the pharmacist will sell poison to him?

3. What happened to the letter that Friar Laurence was going to send to Romeo?

4. Friar Laurence enters the tomb and finds the bodies of Paris and Romeo. As Juliet awakens, what does he plead with her to do?

5. Instead of doing what the Friar wishes, Juliet _______________________________________________________________.

6. The Prince says, “We’ve all been punished.” Explain whom he means by “we” and how these people have been punished.

7. What will the two fathers do to honor Romeo and Juliet?

37

Film Analysis 50 points

Shakespeare’s plays are wonderfully adaptable, and many directors throughout the years have changed the settings and time periods of many of his plays. Even today, many directors use Shakespeare plays to inspire modern movies such as…

Shakespeare’s Romeo and Juliet was inspiration for West Side Story. Shakespeare’s Taming of the Shrew was inspiration for 10 Things I Hate About

You. She’s the Man was based on Shakespeare’s Twelfth Night. O was inspired by Othello. (starring Julia Stiles)

Some viewers have enjoyed the updated versions of Shakespeare’s original plays, but others think that directors should stick to tradition and not adapt or update his plays. After viewing the balcony scenes from both the 1968 version of the play (directed by Franco Zeffirelli) and the 1996 version (directed by Baz Luhrman) use your notes from the graphic organizer to answer the following:

Which film version was more successful and why?

o The answer to this will be your thesis statement.

Introduction:

What should you include?

Introductory sentence about Shakespeare and his plays or the plot of R&J

Possible reference to R&J’s popularity among television shows, movies, etc.

38

Sentence or sentences briefly describing the two versions of the balcony scene

(modern vs. classical)

Thesis statement (which version you enjoyed more and why).

Body paragraphs: Start with a topic sentence in which you will address a few of the

categories from the charts.

For example, you might write something like: “Baz Luhrman’s use of stage space

and modern setting help to contribute to a successful film version of Romeo and

Juliet.”

Then, use the details from your chart to support your opinion.

Conclusion:

In your opinion, is Shakespeare’s play, Romeo and Juliet, adaptable to a modern setting?

Was the director successful in translating this classic play to a modern setting? Although

you may think the 1969 film version was more successful, you can still state in your

conclusion, that Shakespeare can be modernized.

39

Romeo and Juliet Film Comparison Chart

1968 Zeffirelli 1996 Luhrman

Scenery details

Directors’ use of

“stage” space

Delivery of lines

Characters’ body

language

40

Music

Elements of

tension/comedy

41