Download Romeo and Juliet – Act 3

Romeo and Juliet – Act 3
SpringBoard Activities 4.17-4.20
I. “A Plague o’ Both Your Houses!”
While you are reading Act 3, Scene 1, try to imaging the action in your head and think about WHY the
characters are doing what they are doing. What is the true motivation for their actions?
Character
How is he behaving?
Why is he behaving in this way?
What is his motivation?
Romeo
Mercutio
Tybalt
Benvolio
After you have read Act 3, Scene 1, analyze the arguments made by each side. The Prince must
sentence Romeo to some kind of punishment for killing Tybalt.

What was the Prince’s original decree regarding fighting in the streets of Verona? (Act, Scene?)

What punishment for Romeo does Lady Capulet demand? Why?

What punishment does Lord Montague suggest? Why?

What is the Prince’s decree or decision? Why is it different than what he originally decided?
Characters’ Responses to Romeo’s Sentence
Romeo
Juliet
The Montagues
The Capulets
Short Answer Response: Do you think this is a fair punishment for the crime? Support your answer
with textual evidence from the play. (Answer, provide textual evidence with citation, and explain.)
II. “And Fire-eyed Fury Be My Conduct Now”
From the opening of the play, the conflict between the Capulets and the Montagues has inspired “fireeyed fury,” or anger that has erupted into violence and murder. As you watch both film versions
(Zeffirelli and Luhrmann), pay attention to the portrayals of the major characters. Take notes on any
shifts in the emotions of the characters and consider how the director presents the shift.
1968 – Romeo and Juliet (directed by Franco Zeffirelli)
Romeo
Mercutio
Tybalt
How does the character
behave?
(Consider visual and
vocal delivery to show
emotion.)
Why does the
character behave this
way?
What causes the shift
in behavior?
How does the
character’s behavior
change?
Why does the
character behave in this
new way?
How does the director signal change in the mood of the scene?
(Consider any changes in set, props, costumes, music and other sounds, lighting, and editing.)
1996 – Romeo + Juliet (directed by Baz Luhrmann)
Romeo
Mercutio
Tybalt
How does the character
behave?
(Consider visual and
vocal delivery to show
emotion.)
Why does the
character behave this
way?
What causes the shift
in behavior?
How does the
character’s behavior
change?
Why does the
character behave in this
new way?
How does the director signal change in the mood of the scene?
(Consider any changes in set, props, costumes, music and other sounds, lighting, and editing.)
What is the overall mood each director conveys to the audience?
 Zeffirelli

Luhrmann
Which version more powerfully conveys the seriousness of the “fire-eyed fury?” Explain your answer
using specific examples from the selected film.
III. Emotional Roller Coaster
Coming of age stories involve young characters who are just learning how to deal with the intense
emotions and experiences of young adulthood. At times, the characters seem to be on an emotional
roller coaster. In Act 3, Romeo and Juliet both experience a broad range of emotions. For example,
one minute Juliet is anxiously awaiting a message from her love, and the next she is grieving the death
of her cousin.
Create a list of significant events in each character’s story (Acts 1-3). Write a brief description of the
event and cite the specific act and scene. (You may add numbers if needed, but must have a minimum
of 5!) When you finish reading Act 3, chart the numbers (Juliet) or letters (Romeo) on the graph
provided. Connect the points for Juliet and Romeo separately to view the range of the character’s
emotions.
Juliet’s Emotions
1.
2.
3.
4.
5.
Romeo’s Emotions
A.
B.
C.
D.
E.
Romeo’s and Juliet’s Emotions Combined
Angry
Sad
Happy
Calm
What do the characters’ ranges of emotion reveal about them and their situations? Be specific…
IV. “But Now I’ll Tell Thee Joyful Tidings, Girl”
Part of the process of coming of age is learning and accepting that sometimes parents and other
trusted adults make mistakes. Each adult in her life gives her very different advise. No wonder she is
so confused!
Because…
Lord Capulet tells Juliet to…
Because…
Lady Capulet tells Juliet to…
Because…
The Nurse tells Juliet to…
Because…
The Friar tells Juliet to…
What are Juliet’s options? Provide at least 3 different options Juliet could (or maybe should) have
chosen and the possible consequences of each decision might be.
Option 1
Possible Consequence
Possible Consequence
Option 2
Possible Consequence
Possible Consequence
Option 3
Possible Consequence
Possible Consequence
Act IV Questions:
1. How does Paris explain the sudden haste of the marriage plans?
2. If Friar Laurence cannot help her, what does Juliet threaten to do?
3. In detail, describe the friar’s plan for Juliet.
4. What are some of the fears Juliet has about the potion?
5. What event are the Capulets preparing for in Scene V?
6. List examples of imagery used by Shakespeare to describe Juliet’s death.