Aristizabal romeo and juliet digital interactive notebook

Digital Interactive Notebook

Carlota Aristizabal / Lady Montague

Reading Schedule for Romeo and Juliet

by William Shakespeare Mrs. Schwartzman 7th Grade Literature Gulliver Academy Romeo and Juliet is a play, it is really meant to be acted out on stage. You should be prepared to “play” a part and read aloud fluently during in-class reading. For each act, you must complete the scene guides and study questions in complete sentences before coming to class on the due date. You will also be required to highlight key elements of the text. You must bring YOUR BOOK and folder to class each day, or you will receive a zero for the day. Place this paper on top of all dividers so that it is the first item visible when your folder is opened.

Date

Class work

Homework

Mon. & Tues.

4/18-4/19

Introduce play, Anticipation Guide; Standards Focus: Elements of Drama

Act 1 Vocabulary

Wed. 4/20

Read character list and Prologue Discuss Read Act 1 - pgs. 22-43

Prologue Questions Comprehension Questions Scene 1

Thurs. 4/21

Read Act 1- pgs. 44-51

Comprehension Questions Scene 2

Fri. 4/22

Read Act 1- pgs. 52-62

Comprehension Questions Scene 3

Mon,. 4/25

Read Act 1- pgs. 63-85

Comprehension Questions Scenes 4 and 5

Tues. 4/26

Act I Amazing Race

Act 1 Take-Home Assessment

Wed. 4/27

Read Act 2 pgs. 92- 113

Act 2 Vocabulary Comprehension Questions Prologue, Scenes 1 and 2

Thurs. 4/28

Read Act 2 pgs. 114-142

Comprehension Questions Scenes 3 and 4

Fri. 4/29

Read Act 2 pgs. 143-151

Comprehension Questions Scenes 5 and 6

Mon. 5/2

Review for Act 2 Quiz

Study for Quiz- Act 2

Tues. 5/3

Act 2 Quiz

Act 3 Vocabulary

Wed. 5/4

Read Act 3 pgs. 158-173

Comprehension Questions Scene 1

Thurs. 5/5

Read Act 3 pgs. 174-197

Comprehension Questions Scenes 2 and 3

Fri. 5/6

Read Act 3 pgs. 198-221

Comprehension Questions Scenes 4 and 5

Mon.. 5/9

Review for Act 3 Quiz

Study for Quiz – Act 3

Reading Schedule for Romeo and Juliet

by William Shakespeare Mrs. Schwartzman 7th Grade Literature Gulliver Academy

Tues. 5/10

Act 3 Quiz

Act 4 and 5 Vocabulary

Wed. 5/11

Read Act 4 pgs. 221-243

Comprehension Questions Scenes 1 and 2

Thurs. 5/12

Read Act 4 pgs. 243-263

Comprehension Questions Scenes 3, 4 and 5

Fri. 5/13

Read Act 5 pgs. 270-279

Comprehension Questions Scenes 1 and 2

Mon 5/16

Read Act 5 pgs. 280-303

Comprehension Questions Scene 3

Tues. & Wed..

5/17 & 5/18

Socratic Seminar

Thurs. 5/19

Review Romeo and Juliet

Study for Romeo and Juliet Final Test

Romeo and Juliet Final Test Fri 5/20

Digital Interactive Folder due for Test Grade 5/20/16

Digital Interactive Notebooks will graded based on accuracy and completeness.

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Scene Guides Vocabulary Study Questions Class Notes Student Created Products

20points__________ 20 points__________ 25 points__________ 10 points __________ 25 points __________ Total

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Act One Scene Guide For each act, you will be completing a Scene Guide to help you understand and follow the important elements of your reading. For each scene, complete each section fully. Use short phrases or words to keep your notetaking short and succinct. The chart below will assist you in completing the activity. The Act One Prologue section has been completed for you as an example.

Example Characters

In this section, list the major characters who are a part of the action. It is not necessary to list minor characters who are not involved in the plot.

Action

In this section, list the important action that takes place in the scene.

Problem or Solution?

Ask yourself whether this scene raises a problem or provides a solution to a previous problem. Almost all scenes will work in this way, either bringing up a problem, or proposing a solution to some earlier problem. Sometimes, problem after problem is presented without a solution until the very end.

How or Why?

In this section, explain how or why you answered problem or solution.

What issues are raised? Are some problems solved, and others still an issue? Explain your choice here.

Prologue Characters

Chorus

Action

The Chorus tells the audience about two enemies who have been fighting for years, a pair of lovers who are doomed, and how their deaths will be the only thing that will end the fighting between the two families.

Problem or Solution?

Problem

How or Why?

The Chorus presents us with the entire plot of the play, letting us know from the start that the story is a tragedy and will not end well.

The play begins with the problem being presented—lovers who have to die to bring peace. Now the audience will see how the story actually unfolds.

Scene One: Verona. A Public Place Characters Action

Problem or Solution?

How or Why?

Scene Two: A Street Characters Action

Problem or Solution?

How or Why?

Scene Three: A Room in Capulet’s House Characters Action

Problem or Solution?

How or Why?

Scene Four: A Street Characters Action

Problem or Solution?

How or Why?

Scene Five: A Hall in Capulet’s House Characters Action

Problem or Solution?

How or Why?

Now that you have read and taken notes on Act One, make a prediction about what you believe will happen next in the play.

My prediction:

Act Two Scene Guide Prologue Characters Action

Problem or Solution?

How or Why?

Scene One: A Lane by the Wall of the Capulet Orchard Characters Action

Problem or Solution?

How or Why?

Scene Ii: Capulet’s Orchard Characters Action

Problem or Solution?

How or Why?

Scene Three: Friar Lawrence’s Cell Characters Action

Problem or Solution?

How or Why?

Scene Four: A Street Characters Action

Problem or Solution?

How or Why?

Scene V: Capulet’s Orchard Characters Action

Problem or Solution?

How or Why?

Scene Six: Friar Lawrence’s Cell Characters Action

Problem or Solution?

How or Why?

Now that you have read and taken notes on Act One, make a prediction about what you believe will happen next in the play.

My prediction:

Act Three Scene Guide Scene One: A Public Place Characters Action

Problem or Solution?

How or Why?

Scene Ii: Capulet’s Orchard Characters Action

Problem or Solution?

How or Why?

Scene Three: Friar Lawrence’s Cell Characters Action

Problem or Solution?

How or Why?

Scene Four: A Room in the Capulet House Characters Action

Problem or Solution?

How or Why?

Scene V: Capulet’s Orchard Characters Action

Problem or Solution?

How or Why?

Now that you have read and taken notes on Act One, make a prediction about what you believe will happen next in the play.

My prediction:

Act Four Scene Guide Scene One: Friar Lawrence’s Cell Characters Action

Problem or Solution?

How or Why?

Scene Two: Hall in Capulet’s House Characters Action

Problem or Solution?

How or Why?

Scene Three: Juliet’s Chamber Characters Action

Problem or Solution?

How or Why?

Scene Four: Hall in Capulet’s House Characters Action

Problem or Solution?

How or Why?

Scene Five: Juliet’s Chamber Characters Action

Problem or Solution?

How or Why?

Now that you have read and taken notes on Act One, make a prediction about what you believe will happen next in the play.

My prediction:

Act Five Scene Guide Scene One: Mantua. A Street Characters Action

Problem or Solution?

How or Why?

Scene Two: Friar Lawrence’s Cell Characters Action

Problem or Solution?

How or Why?

Scene Three: A Churchyard; A Tomb Belonging to the Capulets Characters Action

Problem or Solution?

How or Why?

Standards Focus: Elements of Drama Drama is a form of literature designed to be performed in front of an audience. There are two main types of drama: comedy and tragedy. Like fiction, dramatic works have a plot, characters, setting, conflict, and one or more themes. It is essential to know the elements of drama when reading a dramatic work.

1. act: a division within a play, much like chapters of a novel 2. aside: lines that are spoken by a character directly to the audience 3. cast of characters: a list of characters presented before the action begins 4. chorus: a person or group of people who act as a narrator, commentator, or general audience to the action of the play 5. comedy: a humorous work of drama 6. dialogue: conversation between two or more characters 7. drama: a work of literature designed to be performed in front of an audience 8. foil: a character who is nearly opposite of another character; the purpose of a foil (or character foil) is to reveal a stark contrast between the two characters, often the protagonist and antagonist 9. monologue: a long speech spoken by a character to himself, another character, or to the audience 10. scene: a division of an act into smaller parts 11. soliloquy: thoughts spoken aloud by a character when he/she is alone, or thinks he/she is alone 12. stage directions: italicized comments that identify parts of the setting or the use of props or costumes, give further information about a character, or provide background information; in Shakespeare’s plays, stage directions can also appear in brackets, parenthesis, and/or half-brackets 13. tragedy: a serious work of drama in which the hero suffers catastrophe or serious misfortune, usually because of his own actions 14. tragic hero: a protagonist with a fatal flaw which eventually leads to his demise

Standards Focus: Literary Techniques Other important elements of drama, especially Shakespeare’s dramatic works, are literary techniques used by the author that make the writing more entertaining and enjoyable. The following is a list of other important elements to know before reading Shakespeare’s plays.

1.alliteration:repetition of consonant sounds at the beginning of words or stressed syllables (i.e.

“Peter Piper picked a peck of pickled peppers”) 2.allusion: a literary reference to a well-known work of art, music, history or literature (i.e. “At lovers’ perjuries, they say Jove laughs.” (Act II, Sc. 2), a reference to Jove [another name for Jupiter, Roman king of the gods]) 3. blank verse: non-rhyming poetry, usually written in iambic pentameter. Most of Shakespeare’s plays are written in this form, which is very close to normal speech rhythms and patterns. Often Shakespeare will deviate from this form in order to make a point about the character’s state of mind or for other emphasis, like a change in the mood.

4. comic relief: in a tragedy, a break in the seriousness for a moment of comedy or silliness 5. double entendre: a word or phrase with more than one meaning, usually when the second meaning is risqué 6. dramatic irony: when the audience or reader knows something that the characters in the story do not know 7. euphemism: a substitution of a more pleasant expression for one whose meaning may come across as rude or offensive (i.e. “He passed away,” rather than “He died.”)

8. figurative language: writing or speech that is not meant to be taken literally; often used to compare dissimilar objects; figurative language includes metaphor, simile, personification, and hyperbole 9. foreshadowing: hints of events to occur later in a story 10. iamb: a unit in poetry consisting of an unstressed syllable followed by a stressed syllable 11. iambic pentameter: a 10-syllable line divided into 5 iambic feet (one unstressed syllable followed by one stressed syllable). This is the basic rhythm of Shakespeare’s verse.

12. imagery: language which works to evoke images in your mind (i.e. “And with thy bloody and invisible hand / Cancel and tear to pieces that great bond / Which keeps me pale.”)

13. irony: a contradiction between what is expected and what actually is—or appearance versus reality; includes verbal irony, situational irony, and dramatic irony 14. metaphor: a figure of speech in which a word or phrase is replaced by another, often indicating a likeness or similarity between them (i.e. “Life’s but a walking shadow, a poor player…”)

15. oxymoron: when two opposite terms are used together (i.e. “O heavy lightness!”)

16. personification: attributing human characteristics to nonhuman objects 17. prose: normal speech rhythm; Shakespeare often wrote certain characters speaking either in all verse or all prose, indicating some personality trait of the character. If the character deviates from its normal form, be aware of a changing state of mind…often prose signals a character slipping into insanity!

18. pun: a play on words, especially those that sound alike, but have different meanings (i.e. “Ask for me tomorrow and you will find me a grave man”) 19. rhyming couplet: two rhyming lines at the end of a speech, signaling that a character is leaving the stage or that the scene is ending 20.simile: a figure of speech comparing two unlike things that is often introduced by like or as (i.e.

“My love is like a red, red rose”)

Romeo and Juliet List of Allusions Act One Aurora (Aurora’s bed): the goddess of dawn in Roman mythology Cupid: the god of erotic love in Roman mythology Dian (Dian’s wit): Diana, goddess of the hunt in Roman mythology Ethiop (Ethiop’s ear): a person from Ethiopia, a country in Africa holy palmer’s kiss: a “palmer” is a Christian pilgrim who brought back a palm leaf as a symbol of his journey to the holy land Lammas-eve: July 31, the evening before Lammas Day, (August 1) which is the festival of wheat harvest Lammas-tide: Lammas Day, August 1,which is the festival of wheat harvest Pentecost: a feast day of the Christian calendar; seven weeks after Easter Sunday poor John: a small, shriveled-up fish Queen Mab: a fairy queen Spanish blades: Spanish swords Tartar’s painted bow of lath: a colorful cross-bow Act Two Venus: the Roman goddess of love purblind son and heir, young Adam Cupid: a reference to Cupid, who is the son of Venus King Cophetua: according to legend, King Cophetua was the king of a colony in Africa.He falls in love at first sight with a beggar maid Jove: (also called Jupiter) king of the gods in Roman mythology Echo: in Roman mythology, a nymph who loved the sound of her own voice Titan (Titan’s fiery wheels): also called Helios, Titan is the sun personified; he was often depicted driving a chariot of fire Saint Francis: may refer to a number of Roman Catholic Saints Jesu Maria: an expression similar to “Oh, my goodness” blind bow-boy’s butt shaft: the blunt end of Cupid’s arrow

prince of cats: Tybalt is called the “Prince of Cats”; the name Tybalt comes from a trickster tale about a fox prick-song: music that has been written down passado: a forward thrust in fencing or sword fighting punto reverso: a backhanded thrust in fencing or sword fighting hai: a thrust that goes straight through Jesu: Jesus Petrarch: Francesco Petrarca, an Italian poet and scholar Laura: the subject of love poetry by Petrarch Dido: the founder and first queen of Carthage Cleopatra: the last queen of Egypt Helen: in Greek mythology, the daughter of Zeus; her abduction brought about the Trojan War Hero: a priestess of Aphrodite; lover of Leander Thisbe: In Roman mythology, Pyramus and Thisbe were famous lovers who were forbidden to be wed because of their parents’ rivalry Jacks: rowdy young men Act Three Easter: a Christian celebration of the resurrection of Jesus alla staccato: in a staccato singing manner Phebus: in Latin, a name given to either the god Apollo or the sun Phaeton: the son of Helios who tried to drive his father’s chariot Cynthia’s brow: the moon Saint Peter: a leader of the early Christian church; one of the twelve apostles Act Four angelica: a term of endearment, “angel” Act Five infectious pestilence: Black Death, or Black Plague, a plague beginning in the 14th century that killed nearly half of Europe’s population and continued until the 18th century

Create Your Own Shakespearean Insults Directions: Combine one word from each of three columns, prefaced by saying “Thou…”

Column A 1. bawdy 2. brazen 3. churlish 4. distempered 5. fitful 6. gnarling 7. greasy 8. grizzled 9. haughty 10. hideous 11. jaded 12. knavish 13. lewd 14. peevish 15. pernicious 16. prating 17. purpled 18. queasy 19. rank 20. reeky 21. roynish 22. saucy 23. scottish 24. unmuzzled 25. vacant 26. waggish 27. wanton 28. wenching 29. whoreson 30. yeasty

Column B bunch-backed clay-brained dog-hearted empty-hearted evil-eyed eye-offending fat-kidneyed heavy-headed horn-mad ill-breeding ill-composed ill-nurtured iron-witted lean-witted lily-livered mad-bread motley-minded muddy-mettled onion-eyed pale-hearted paper-faced pinch-spotted rawboned rug-headed rump-fed shag-eared shrill-gorged sour-faced weak-hinged white-livered

Column C canker-blossom clotpole crutch cutpurse dogfish egg-shell gull-catcher hedge-pig hempseed jack-a-nape malkin malignancy malt-worm manikin minimus miscreant moldwarp nut-hook pantaloon rabbit-sucker rampallion remnant rudesby ruffian scantling scullion snipe waterfly whipster younker

Insult Hurler: ______________________________ Insult: Thou ____________________

____________________

__________________

Definition: You ____________________

____________________

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Romeo and Juliet Vocabulary List

Act I

Word augmenting bliss despair endure foes foolish quarrel quench tormented valiant vile woe

Part of Speech

Definition

Romeo and Juliet Vocabulary List

Act II

Word cease conjure desire excels frank gracious haste heir infinite inquire jests vanity

Part of Speech

Definition

Romeo and Juliet Vocabulary List

Act III

Word brawl effeminate eloquence exiled gallant garish merciful plague predicament reconcile submission vengeance

Part of Speech

Definition

Romeo and Juliet Vocabulary List

Act IV

Word array bear beguile dismal distraught lament martyr pensive pestilent shroud solace treacherous

Part of Speech

Definition

Romeo and Juliet Vocabulary List

Act V

Word aloof ambiguities apprehend flattering impeach meager morsel poverty prosperous provoke sepulcher will

Part of Speech

Definition

Act One Comprehension Check Prologue

All answers must be in complete sentences

1. In what poetic form is the Prologue presented?

2. What goal does the Chorus have at the end of the prologue?

Scene 1 1. What two families are feuding?

2. In what town is the story set.

3. Who tries to stop the fight in Scene 1? Who wants to keep fighting?

4. What background information does the Prince give about the feuding families?

5. What is the penalty for further fighting? Why do you think he chooses such a harsh penalty?

6. What do we learn about Romeo’s behavior from the conversation between Benvolio and Romeo’s parents? What does Benvolio vow to do?

7. Why is Romeo so upset?

8. When describing his feelings to Benvolio, Romeo uses oxymorons in lines 170-177 and 184-188. Why do you think he speaks this way?

9. What is Benvolio’s advice to Romeo?

All answers must be in complete sentences

Act One Comprehension Check Scene 2

All answers must be in complete sentences

1. How old is Juliet?

2. Why has Paris come to visit Capulet? What is Capulet’s response?

3. How does Romeo find out about the Capulet party?

4. Why does Benvolio suggest Romeo go to the party? Why does Romeo finally decide to go?

Scene 3

All answers must be in complete sentences

1. What is Juliet’s response to her mother about the idea of marriage?

What does she mean?

2. What do the Nurse and Lady Capulet want for Juliet?

Scene 4 1. What kind of mood is Romeo in before the boys go to the party? What is Mercutio’s advice?

2. How do the boys plan to disguise themselves at the party?

3. Who is Queen Mab? What is she responsible for? Name three things Mercutio Says she does to people when they are asleep.

4. What problem does Romeo mention immediately before the boys enter the party? What does Romeo decide to do about this? Why is this important?

All answers must be in complete sentences

Act One Comprehension Check

Scene 5 1. How does Tybalt recognize Romeo?

2. Why won’t Capulet let Tybalt remove Romeo from the party?

3. How long does it take before Romeo and Juliet kiss for the first time?

4. What do you think Juliet means by “You kiss by the book”?

5. What does Juliet say will be her fate if Romeo is married?

6. At this point in the play, what do you think is the main plot of the story? What is the sub-plot at this point?

All answers must be in complete sentences

Act Two Comprehension Check Prologue

All answers must be in complete sentences

1. What more do we learn about the story from the Prologue in Act Two? Scene 1

All answers must be in complete sentences

1. What does Romeo mean by “He jests at scars that never felt a wound”?

Scene 2 1. When Romeo first sees Juliet, to what does he compare her?

2. According to Romeo, who is jealous of Juliet’s beauty?

3. What does Juliet want Romeo to do before she realizes he is there?

4. Explain Juliet’s speech about the importance of names.

5. How does Romeo claim he was able to get over the orchard walls? Why is Romeo Unafraid of Juliet’s kinsmen?

6. Who, according to what Romeo tells Juliet, gave him directions to Juliet’s balcony?

7. How does Juliet covertly indicate that she may doubt Romeo’s love for her? Find Two quotes that show Juliet is testing Romeo.

8. Why does Juliet tell Romeo not to “swear by the moon”?

10. Explain the line “Parting is such sweet sorrow.”

All answers must be in complete sentences

Act Two Comprehension Check Scene 3

All answers must be in complete sentences

1. What is Friar Lawrence doing at the beginning of scene three?

2. Who does Friar Laurence think Romeo has been with all night?

3. What does Romeo ask Friar Lawrence to do?

4. Why does Friar Laurence question Romeo’s request?

5. What is Friar Lawrence’s reason for agreeing to marry Romeo and Juliet?

Scene 4 1. What news does Benvolio tell Mercutio at the beginning of scene four?

2. Why does Mercutio say Romeo is already dead?

3. The Montague boys think Romeo was still with Rosaline last night. Why do you think Romeo doesn’t tell them the truth?

4. Who teases the Nurse, and why?

5. What does Romeo want the Nurse to have Juliet do? What will then happen?

All answers must be in complete sentences

Act Two Comprehension Check Scene 5

All answers must be in complete sentences

1. How long has Juliet been waiting for the Nurse to come with word from Romeo?

2. The Nurse knows Juliet has been waiting for news, yet she continues to put Juliet off. Why do you think she does this? What does this scene reveal about their relationship?

3. What task does the Nurse mention she must do at the end of scene five?

Scene 6 1. Of what are we reminded by Friar Lawrence’s line “These violent delights have violent ends”?

2. What event may or may not happen onstage in front of the audience? If you were the director, how would you stage the end of Act Two?

All answers must be in complete sentences

Act III Comprehension Check Scene 1 1. What indication does Benvolio give that he feels trouble might be coming?

2. How does Mercutio make fun of Benvolio in Scene 1? Give at least 3 examples of what Mercutio accuses Benvolio of.

3. Who is Tybalt looking for? Why has he come?

4. Why does Benvolio try to stop the fight between Mercutio and Tybalt?

5. Why does Romeo refuse to fight Tybalt?

6. Why does Mercutio stand up to fight Tybalt when Romeo won’t?

7. Explain how Mercutio is stabbed.

8. What does Mercutio mean by “a plague o’ both your houses”?

9. Why does Romeo suddenly want Tybalt dead?

10. After killing Tybalt, Romeo says “O, I am fortune’s fool.” What does this mean? Why is this line important to the outcome of the play?

11. What does Benvolio say Romeo tried to do before Mercutio was killed?

12. Who now wants Romeo dead?

13. What is the Prince’s punishment for Romeo? Why is this surprising?

All answers must be in complete sentences

Act III Comprehension Check

Scene 2 1. What does Juliet wish for at the beginning of Scene 2?

2. What does Juliet misunderstand when the Nurse finally arrives?

3. What is Juliet’s immediate reaction to this?

4. When Juliet finds out Romeo killed Tybalt, what does Juliet say about Romeo?

5. How does Juliet then change her mind?

6. What comparison does Juliet make to the idea of Romeo being banished?

(In other words, how bad is it?)

7. Explain what Juliet has planned when she says, “I'll to my wedding-bed; / And death, not Romeo, take my maidenhead!”

8. What does Juliet give to the Nurse to take to Romeo?

All answers must be in complete sentences

Act III Comprehension Check

Scene 3

All answers must be in complete sentences

1. Why is banishment worse than death according to Romeo?

2. What does Romeo say about removing his name after the Nurse arrives?

3. Friar Lawrence tries to convince Romeo to be satisfied with his sentence. Give 3 reasons Romeo should be “happy” according to Friar Lawrence.

4. Explain Friar Lawrence’s plan.

5. What does the Nurse give Romeo?

Scene 4 1. At the beginning of Scene Four, what day is it?

2. What plans does Capulet make with Paris?

3. Why has Capulet suddenly changed his mind about Juliet getting married? .

All answers must be in complete sentences

Act III Comprehension Check

Scene 5 1. What is Romeo and Juliet’s argument about in the beginning of Scene 5?

2. What “ill-divining” image does Juliet see?

3. Juliet says “Yet let me weep for such a feeling loss” in Scene 5, after Lady Capulet arrives.How is this line ironic?

4. What does Lady Capulet threaten to do to Romeo?

5. What is Capulet’s response to Juliet’ s refusal of marriage?

6. What is Lady Capulet’s reaction to Juliet?

7. What is the Nurse’s advice to Juliet?

Why is this surprising?

8. To where does Juliet say she is going at the end of Scene 5? Why does she say she is going there? Why is Juliet really going?

All answers must be in complete sentences

Act IV Comprehension Check

Scene 1

All answers must be in complete sentences

1. Why does Friar Lawrence seem so uneasy about Paris’s request? How is this dramatic irony?

2. How does Paris explain the haste?

3. How does Juliet insult Paris without him knowing? What does this reveal about Juliet?

4. When are Paris and Juliet to meet again? For what purpose?

5. What does Juliet threaten to do if Friar Lawrence cannot help her?

6. Why does Friar Laurence believe Juliet will go for his plan?

7. Describe what will happen to Juliet if she drinks the potion. How long will she stay asleep?

8. Detail Friar Lawrence’s plan.

Scene 2 1. What does Juliet tell her father she has been doing?

2. How do the plans change in Scene 2?

All answers must be in complete sentences

Act IV Comprehension Check

Scene 3

All answers must be in complete sentences

1. What is Juliet’s “backup plan” if the potion does not work?

2. What thoughts go through Juliet’s head about Friar Lawrence giving her the potion?

3. Explain the thoughts that go through Juliet’s mind before she takes the potion.

Scene 4

All answers must be in complete sentences

1. What is happening in this scene?

Scene 5 1. Who discovers Juliet’s body?

2. Explain the dual level of irony in Friar Lawrence’s line “Come, is the bride ready to go to church?”

3. What does Friar Lawrence encourage Capulet to do with Juliet?

4. The end of Scene 5 is designed to provide comic relief. Why do you think Shakespeare closed the act this way?

All answers must be in complete sentences

Act V Comprehension Check

Scene 1

All answers must be in complete sentences

1. Where does Act Five begin?

2. Describe Romeo’s dream.

3. What news does Balthasar bring to Romeo?

4. What does Romeo decide to do immediately after hearing this news?

5. Where does Romeo go? Why? 6. How does Romeo convince the man to help him?

Scene 2 1. What is Friar Lawrence expecting from Friar John?

2. Why couldn’t Friar John deliver the letter?

All answers must be in complete sentences

Act V Comprehension Check Scene 3 1. What did Romeo bring with him to Juliet’s tomb? Why do you think he brought these two items?

2. What does Romeo give to Balthasar? What are the instructions?

3. What does Romeo order Balthasar not to do?

4. Why does Paris think Romeo is there?

5. What happens as a result of their meeting?

6. What does Juliet see when she awakens?

7. What does Friar Lawrence suggest they do with her?

8. Why does Juliet get mad at Romeo?

9. How does she end up killing herself?

10. What happened to Romeo’s mother?

11. Who does the Prince say is to blame?

12. What final good came from the deaths of Romeo and Juliet?

13. What does each of the families do to honor each other’s child?

All answers must be in complete sentences

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William Shakespeare Profile

Place Image of Shakespeare here

DATE OF BIRTH:

April 23 1564

DATE OF DEATH:

April 23 1616

PARENTS

John and mary shakespeare

SIBLINGS :

margaret,gilbert,joan, edmund,richard,anne

Types of Plays Shakespeare wrote with example title for each

Spouse (Name & Date of Marriage)

Anne Hathaway 1585

1.Tragedies: Antony and Cleopatra

Children:

susanna,hamlet,judith

2.Histories: Henry V 3.Comedies: As you like it

Weird Words

Meaning

The Globe Theater

carlot

A peasant, boor, countryman

Year built: 1599

quatch

Squat or flat Original location: london

wappened

doubtful Life in Elizabethan Times: Fun Facts

Marriage

Women had little to no say on who her husband was gonna be

Medicine

Medicine was simple,leeches,cupping, tobacco,lily root, arsenic, and dried toad

Superstitions

Sneezing, Eclipse and the 7th son,of a seventh son, Peacock Feathers, Shoes, Spilling Salt and Pepper, Touch wood, Ladders and Black cats

Case for Shakespeare's authorship

Case against Shakespeare's authorship

Historical evidence

Education and literacy

Contemporary legal recognition

Lack of documentary evidence

Shakespeare's death-the historical perspective

Shakespeare background

Shakespearean Insult: Thou vain swag-bellied bugbear!

Heroic Couplet Quilt Square Epitaphs, the inscriptions carved into gravestones, are primary sources that provide valuable information about an individual's' life, social status, family and the time period in which he or she lived. During Shakespeare's time when church graveyards became full, old corpses were often dug up and the bones burned in large fireplaces to make room for the burial of more bodies. Also, it was not uncommon for grave robbers to dig up and strip a corpse after burial, particularly if the deceased was known to have been wealthy. Shakespeare hated this type of treatment of the body after death, so he wrote his own epitaph, engraved upon his stone at the Stratford church.

"Good Friends, for Jesus' sake forbear, To dig the bones enclosed here!

Blest be the man that spares these stones, And curst be he that moves my bones."

Even to the end, Shakespeare knew his audience, and this little rhyme did the trick. People of the time were extremely superstitious, and no one ever bothered his corpse. The irony to this story, of course, is that while his epitaph served its purpose, it is little more than rhyme, hardly better than verse even the worst poetic hack could write. Who knows, maybe Shakespeare--with his boundless humor and heightened sense of the ridiculous--got a chuckle out of his little rhyme as some kind of self-deprecating joke.

Regardless of the original intent of the epitaph, however, it is time for us to right the wrong. The greatest writer known to the English language deserves a better epitaph, one which pays appropriate tribute to his genius and honors his literary contributions to all mankind. Your assignment is to compose a more suitable epitaph for Shakespeare's headstone now that the danger of grave robbers is over.

Please follow these assignment guidelines: 1. Write a minimum of six lines in iambic pentameter.

2. The first four may be in blank verse (or rhymed if you so choose), but you must end your poetic epitaph as Shakespeare did a scene--in a heroic couplet.

3. The tone of your epitaph must be eloquent and formal, paying serious homage to the literary contributions which Shakespeare made to the world. How you do this, however, is up to you. For example, you might choose to write your tribute using a metaphor, such as a golden pen. Or you could employ a simile, comparing Shakespeare's plays to the arias of heaven. Be as creative as you choose.

4. If you need to fudge to make the iambic pentameter work, you can cheat in the same manner Shakespeare did.

Use elisions (word contractions) to eliminate a beat, or accent a silent syllable to add an extra beat.

Write out two versions of your final work: one regular copy and one divided into syllables and scored with the soft/stressed beats in iambic pentameter.

6. Your heroic couplet will be made into a quilt square for display in class.

5.

Materials Needed for Heroic Couplet Quilt due in class on :___________________________ o 14� x 14� square of solid colored fabric (use an old pillowcase or sheet)

o fabric paint in various colors o Heroic Couplet Epitaph Rubric Appropriateness of content: grace, meaning, and creativity Technical accuracy of the iambic pentameter/heroic couplet Neatness, legibility, and effort Total

______/40 points ______/30 points ______/30 points ______/100 points

Iambic Pentameter Template for Shakespeare’s Epitaph

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Exploring Expository Writing: Theater in Shakespeare’s Time Shakespeare is often misunderstood or underappreciated by the modern reader. Many have suggested that this is due to the popular approach to his works; that is, reading them as merely a text when they are, in actuality, much more. Shakespeare wrote for the theater—his theater—with the intent that his work would reach the stage. Thus, when his works are read as one might read a story, many feel that there are gaps in the story, as indeed there are. Under the circumstances, Shakespeare intended these gaps to be filled by the action on the stage. Difficult conversations would be made more coherent through the gestures and facial expressions of the actors. Even the audience would contribute to the story through their reactions. Drama is meant to be ephemeral, not static, so trying to force a dramatic work to be read like a book may result in frustration. To help you understand what you read, it is important that you understand some aspects of the theater in Shakespeare’s time.

Much has changed since Shakespeare lived over five hundred years ago, and the theater is no exception. If a person from the present time were to walk into a theater in London during the 16th century, he would be met with a very different sight than what he is used to. A stage in the 1500s consisted of a platform that rose about five feet from the ground, much like the theaters of today. One would notice, however, that unlike the auditorium seating we have come to expect, the seating arrangement consisted of space along three sides of the stage where spectators might stand, and three stories, each with its own gallery, where others might sit. The people who stood closest to the stage,called groundlings,

were often a rowdy and difficult group who would have paid a mere penny to see the show. The people who sat in seats along the balconies of each story would have paid a penny more, and were generally the more educated, better behaved, upper class citizens.

The Globe, where many of Shakespeare’s plays were staged, is believed to have been very large and elegant, with pillars, arches, and other impressive architectural features. It has been computed that an average-sized theater of the time might have held anywhere from 2,000 to 3,000 spectators—huge compared to many community and professional theaters of today.

Behind the stage was the tiring house that served as a versatile backdrop for the shows and where the actors would prepare for the performance. Most scenes would have been staged

downstage (closer to the audience) as there was no way to amplify the actors’ voices at that time. If, however, a scene required a discovery of some kind, a curtain upstage (farthest from the audience) would be used to reveal an actor. There were also doors to the left and right of the stage where actors entered and exited, in addition to trap doors in the floor. Plays were performed during the day, as artificial lighting would have been limited to torches or candles. No scenery was used, so the audience was often forced to use their imagination. Often, a character’s speech told where and when a scene took place. Props, which were used in abundance, also aided in establishing setting.

Actors of the time would have been like today’s celebrities—dressed in the best styles of the day. Many were rumored to be vagabonds and vagrants—stories which were often embellished to make the actors sound more interesting.

Specific actors were known for playing very specific roles, such as the king, or the clown, or the lover, and often plays

were written with a certain actor in mind.

Women were not allowed to perform publicly, so all female roles would have been played by men.

Plays were written under general categories: tragedy, which ends sadly and often with the demise of the main character; comedy, which ends happily, usually with a wedding or other celebration; history, which dramatizes a fictional historical event; romance, which is a more serious form of comedy with strange, fantastic, or supernatural elements. Most importantly, it is crucial to keep in mind that the meanings of the words tragedy, comedy, history, and romance in the dramatic sense are not the same as the meanings we commonly associate them with today. Tragedy, though serious in its nature, does not necessarily mean that every aspect of the play will be serious. Comedy, though it often includes humor, does not mean that every scene will be lighthearted and laughable, and in fact, most of Shakespeare’s comedies end with—of all things—a wedding.

Comprehension Check: Shakespeare’s Theater Directions: Based upon the article Shakespeare’s Theater, answer the following questions in the blue box below each question..

1. Why do some readers find Shakespeare’s writing difficult to understand? Explain. How do you feel about Shakespeare’s language? Why? Some readers might find it difficult to understand shakespeare's writing bc this was centuries ago and different words were being used, today we use a more modern language then the one shakespeare used in his time, I feel that shakespeare's language is complex to our understanding bc we have not been talked to or taught there words.

2. What would you suggest that a reader do to better prepare himself for Shakespeare’s writing to make it more understandable, and therefore, more enjoyable?

I would believe that a reader should research about shakespeare like his history to give the reader a background about his life so we can get a better understanding and relate, this reader can also research the type of language,news,and thing going on at that time.

3. What does the word ephemeral mean in paragraph one? Why might this quality of drama make a play more difficult to read than a novel would be?

The word ephemeral meant lasting a short amount of time in paragraoh one, This quality of drama can make a play more difficult to read because it shortens the readers understanding.

4. What kind of people would you expect to see in a theater (one in which live drama is performed) today? Are the people you imagine different from the people Shakespeare would have expected? How? The kind of people I would expect to see in a drama today would be people who are older and not the newer generation who is more used to the new technology. The people he would expect I believe would be different.

5. What are some conveniences that theaters have today that someone in Shakespeare’s time would probably never imagine?

Some conviniences that today theaters have that might help in shakespears time might be like mircophones.

6. How are today’s actors or celebrities similar to the actors of Shakespeare’s time? How are they different?

Shakespearean Tragedy Bingo Pick Your Poison!

If Shakespeare could tweet about the play what would he say.

Summarize Act III, Scene 1 of the play using only 140 characters.

Create a 6 panel cartoon summary to demonstrate your understanding of this Act I of the play.

Romeo's cell phone was destroyed when he dropped it on Verona’s cobblestone streets.

Recreate the group text messages that were lost from Romeo's phone between Friar Lawrence, Balthasar and Romeo .

Create a Venn diagram comparing and contrasting Juliet’s character in two soliloquies (Act III, Scene 2 and Act IV, Scene 3).

Write Friar Laurence’s letter to Romeo that was sent with Friar John but never delivered informing Romeo of what’s going on, and what’s to come.

Create an original adult coloring book page of your favorite scene of the play.

The Balcony Rap Choose a section from the Balcony Scene at least 1-15 lines long and turn it into a modern day rap expressing the same sentiments.

Use a tech tool to create a meme commenting on theme/s found in Romeo and Juliet!

Write a poem from Romeo’s POV relating the events up to this point in the play (Act 3, Scene 1) that are important to him and his future with Juliet.

The last line should be, “O, I am Fortune’s Fool”

In Act IV, Scene 3, Juliet expresses her fear that the potion won’t work, as planned. Not wanting to leave anything to chance, Juliet decides to write a last love letter. Write her letter to Romeo.

Write the story of Romeo and Juliet through song titles. Create a list of song titles that accurately describes the arc of the plot of the play.

What is true love? Create a definition of love and evaluate Romeo and Juliet’ s devotion to each other.

Does their love meet the definition you established?

60-second Shakespeare: Write an abridged version of any act by selecting the most important lines from the entire act. Your version should be able to be performed in about 60 seconds

Once a pun a time. Romeo and Juliet is a play crowded with puns.

Choose ten puns used by Shakespeare in the play and illustrate them.

Who is to blame? You are the judge. Identify the three people most responsible for the deaths of Romeo and Juliet and explain their role in the tragedy

Be a critic! Write a review of the play. Rate the play 1-5 stars. Then, describe why you gave it that rating. Give specific examples to support your reasons.

Create Your Own Globe Theater Access PDF @ http://papertoys.com/globe.htm