Download Romeo and Juliet – Act IV

Cooperative Research Activity
Welcome to the world of Elizabethan Drama! For the next couple of days, you will work in groups to learn the
material necessary for a complete understanding of William Shakespeare’s background, the environment in which his
plays were produced, and what was going on during the era. The time period (era) is known as the Elizabethan or
Shakespearean and goes from around 1500’s to 1600’s.
Your group will be assigned one of the topics below. Your challenge is to devise a creative and entertaining
power point to present the information to your class. In addition to the power point, you may want to include music,
posters, or other audiovisual aids. The idea is to be both entertaining and informative.
Here are some web sites to help you with your research, try these first and then find your own if you need more
information:
http://www.elizabethan-era.org.uk/index.htm
http://www.erasofelegance.com/history/elizabethanlife.html
http://www.william-shakespeare.info/william-shakespeare-biography.htm
TOPICS:
1. Shakespeare’s Life
2. Shakespeare’s Works: comedies, histories, tragedies and poetry
Give a list of ALL of his works – summarize at least, two comedies, two histories, two tragedies and two poems/sonnets,
include photos, images or pictures.
3. The Globe Theatre
Make a replica of the Globe Theatre using cardboard or any other material you wish. Include small labels for the various
parts of the theatre. ALSO Make a power point of the history of the Globe Theatre, include the information along with
photos, images, or pictures.
4. Religion
During Shakespeare’s lifetime, the Catholic Church and English government had serious problems. The Church of
England was officially established the year Shakespeare was born; Elizabeth I was excommunicated six years later, and
conversion to Catholicism was considered treason in England. Find out more about this situation and include the
information along with photos, images or pictures.
5. Laws: Recusancy Laws, Sumptuary Laws, and the Poor Law and Crime and Punishment
The Elizabethan Recusancy Laws directly affected all English Catholics. The Sumptuary Laws were well-known by all of
the English people. Elizabethan Crime and Punishment was not a happy subject. Find out more about these include the
information along with photos, images or pictures.
6. Geography/History
World explorers made a number of important discoveries during Shakespeare’s lifetime. Choose several of the following
and report on their discoveries and how they changed the lives of ordinary people: Sir Humphrey Gilbert, Sir Francis
Drake, Sir Walter Raleigh, Sir Martin Frobisher, Sir Richard Grenville, Sir John Hawkins, Juan Ponce de Leon, Sir Richard
Hawkins, and Henry Hudson. ALSO Include photos, images or pictures, as well as, maps and charts from the
Elizabethan Era.
7. Science/Inventions/Medicine/Illness
Juliet’s magic potion and the poison sold to Romeo proved to be their undoing. Do research about herbs and plants
used during this era. Find out which ones are thought to cure various diseases and which ones are deadly, include
pictures. ALSO Find information; include pictures, of the inventor and inventions during this time period.
8. Costumes/Festivals/Masks/Entertainment
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
9. Fashion/ Clothing/Social Classes/Education
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
10. Occupations/Jobs/Money and Currency/Women’s role
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
11. Food/Drink/Cooking Methods/Daily Life/Family Life
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
12. Astrology/Superstitions/Witchcraft and Witches/Ghosts
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
13. Sports/Weapons
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
14. Music: Instruments/Songs/Dance/Composers/Masques
FYI: The following musicians all composed during Shakespeare’s lifetime, and their music may have been played at the
Globe. You can obtain several recordings and play them for the class: Giovanni Palestrina, Claudio Monteverdi, William
Byrd, Orlando Gibbons and Thomas Tallis, include the information along with photos, images or pictures.
15. Styles of Architecture and the Architect
Research and fine information about the above topics, also include photos, images, or pictures to help visualize these
topics.
16. Painting: Sculpture/Graphic Arts
FYI: Various artists such as Nicholas Hilliard, Marcus Gheeraerts, Robert Peake the Elder, John de Critz, and George
Gower were hired by the Crown and their artificial and decorative style became characteristic of Elizabethan painting in
general, include the information along with photos, images or pictures.
Power Point Rubric
1. Student must have at least 5 informational slides (photos, images or pictures on each slide)
2. Student must have 1 Introductory slide (your name and topic) and 1 Bibliography slide
(paste the web addresses on this slide for information and pictures you used)
3. Student must have transitions and sound on each slide
4. Student must have a set design for the power point
5. Presentation shows that the student has researched the topic
6. Student has given a presentation of the topic using the power point
7. Minus 1 point for every 3 errors
Total Possible Points (78)
25 points
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14 points
5 points
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10 points
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25 points
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4 points
14 points
5 points
20 points
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25 points
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4 points
14 points
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20 points
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Power Point Rubric
1. Student must have at least 5 informational slides (photos, images or pictures on each slide)
2. Student must have 1 Introductory slide (your name and topic) and 1 Bibliography slide
(paste the web addresses on this slide for information and pictures you used)
3. Student must have transitions and sound on each slide
4. Student must have a set design for the power point
5. Presentation shows that the student has researched the topic
6. Student has given a presentation of the topic using the power point
7. Minus 1 point for every 3 errors
Total Possible Points (78)
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
Power Point Rubric
Student must have at least 5 informational slides (photos, images or pictures on each slide)
Student must have 1 Introductory slide (your name and topic) and 1 Bibliography slide
(paste the web addresses on this slide for information and pictures you used)
Student must have transitions and sound on each slide
Student must have a set design for the power point
Presentation shows that the student has researched the topic
Student has given a presentation of the topic using the power point
Minus 1 point for every 3 errors
Total Possible Points (78)
Power Point Rubric
Student must have at least 5 informational slides (photos, images or pictures on each slide)
Student must have 1 Introductory slide (your name and topic) and 1 Bibliography slide
(paste the web addresses on this slide for information and pictures you used)
Student must have transitions and sound on each slide
Student must have a set design for the power point
Presentation shows that the student has researched the topic
Student has given a presentation of the topic using the power point
Minus 1 point for every 3 errors
Total Possible Points (78)
William Shakespeare
One of the great mysteries of English drama is that so little is known for sure about one of its most famous
playwrights. Fact became mingled with legend in the 100 years after Shakespeare’s death, and it was not until then that
any biographical information was recorded.
Shakespeare’s exact birth date is unknown, but he was baptized on April 26, 1564, in Stratford-on-Avon,
England. His father, John, was a prosperous wool, leather, and grain farmer. It is known that young William attended
school and studied Latin and literature. In 1582, he married Anne Hathaway, a woman eight years his senior. They had
three children: a daughter, Susanna, and twins Hamnet and Judeth.
In 1586, Shakespeare left Stratford to become the stage manager of The Theatre in London, so named because it
was the only theatre in town. He soon joined the acting company of The Theatre, and with Richard Burbage and William
Kemp he performed at court in many plays.
Shakespeare’s earliest works were produced in 1991-92, including several of the histories and Love’s Labour’s
Lost, Two Gentlemen of Verona, and Comedy of Erros. In 1592, he wrote Romeo and Juliet. It was followed in quick
succession by The Merchant of Venice, A Midsummer Night’s Dream, All’s Well That Ends Well, The Taming of the Shrew,
and The Merry Wives of Windsor.
Shakespeare made an important business move in 1599 when he joined Richard Burbage and several other
actors and built the Globe Theatre. He was a shareholder in the Globe and a part-owner of a company of actors called
Lord Chamberlain’s Company, later known as The King’s Men.
Many of Shakespeare’s plays were produced at the Globe, where he was both financial security and a first-rate
company to produce his plays. This was his greatest writing period. In 1599-1600 he wrote Much Ado About Nothing,
As You Like It, and Twelfth Night. Between 1600 and 1611, he wrote the tragedies for which he is so well remembered:
Julius Caesar, Othello, King Lear, and Antony and Cleopatra, among others. During this time he also wrote 154 sonnets
which were published in 1609. Late in 1608 or 1609, Shakespeare and his partners purchased the Blackfriars Theatre to
use as a winter location for play production.
In 1611, at the height of his fame and popularity, Shakespeare moved back to Stratford. His son died at this
time. He sold out his interest in London, although he did continue to write and travel to the city until his death in 1616.
The Globe Theatre
To visualize Shakespeare’s theatre, imagine a small football stadium with a roof over the seats and a stage
extending from one end out into the center of the field. Part of the stage and the area around it would be a raised
platform. Curtains were pulled across the rear of the stage, but the open area in front could be seen at all times. It
represented a variety of locations, indoors and out.
With little or no scenery, the audience had to rely on previous knowledge or upon the actors’ words to locate
the action. The play could move rapidly since there were no changes of scenery. Even a long play like Romeo and Juliet
could e presented in two hours.
Plays were presented in daylight hours, and no spectator sat more than 60 feet from the stage. As a result of
this intimacy with the audience, certain dramatic conventions developed. One was the aside, in which an actor confided
his true thoughts and feelings directly to the audience while the other actors on stage pretended not to hear. Another
was the soliloquy, in which an actor alone on stage spoke aloud his private thoughts.
The actors’ costumes often were used to demonstrate rank, profession, or affiliation. Escalus’ crown announces
that he is a ruler. A ring of keys at Lady Capulet’s waist indicates her position as a lady of the house.
Sound effects were provided by the musicians. They might have rung bells to announce the time, and they
provided sounds such as thunder and cannon fire. As with scenery and costuming, music and sound effects encourage
viewers to allow the play to work on their own imaginations.
Characters “Romeo and Juliet”
Escalus, Prince of Verona: He is the symbol of law and order and justice in Verona. He threatens Capulet and Montague with death if Verona’s
peach is ever again disturbed; unfortunately, he tempers his threat. The fact that the Prince must intervene is especially significant to this play
because it serves to lift the action out of the realm of a domestic tragedy—that is, the feud has reached the stage where the issue is of public
import.
Paris: A kinsman of the Prince. He is handsome and courteous, and he hopes to marry Juliet. He duels with Romeo in the Capulet tomb,
mistakenly believing that Romeo has come to desecrate the bodies of Juliet and Tybalt.
Montague: As the father of Romeo, he is worried about his son’s disturbed emotional state. After Romeo’s death, Montague promises Capulet to
honor Juliet with a golden statue.
Lady Montague: She abhors the violence of the opening quarrel and is much relieved to learn that Romeo was not involved. Later, we learn that
she has died, grieving for her son. Hers is yet another life sacrificed to the old, bitter feud.
Romeo: As the son of Montague, he is well spoken of in Verona. We first see him as a Petrarchan lover: he is amusing, and he uses language in an
artificial and witty manner; he is consciously “love sick.” Love for Juliet transforms him: his declarations of love are lyric and vivid, and he is defiant
and passionate. His love for her is desperate and impulsive; his death also. He dies triumphant, believing that he has defied fate and has rejoined
Juliet.
Balthasar: Servant to Romeo.
Mercutio: He is a satirist whose devastating wit remains with him to the end. He is a cynic but attractive; the bitter tang of his sophistication is a
refreshing accompaniment to Romeo’s dark Petrarchan misery. For Mercutio, love is often fraudulent. His tongue is, as his name suggests,
mercurial. His Queen of Mab speech is a fantasy of impromptu invention; his bawdy exchanges with Juliet’s Nurse have become memorable.
Some critics say Shakespeare killed off Mercutio because he began to emerge as a vitally interesting character, one so well developed that his
continued presence might have diminished the importance of Romeo and even Juliet.
Benvolio: He is Romeo’s companion who attempts to soften Mercutio’s jests and to bring Romeo out of his gloom. It is he who explains to the
Prince the circumstances of Tybalt’s death; thereafter, he vanishes from the plot.
Capulet: Juliet’s father is on stage much more than Montague. He is very likeable in the ball scene as he reminisces with an old kinsman while
watching the young people dance, and later when he is defending Romeo and upbraiding Tybalt. But his moods can undergo immediate change, as
when he feels crossed by Juliet.
Lady Capulet: The rather young wife of Capulet, she has a nasty temper. After she learns that her nephew Tybalt has been killed, she demands
that the Prince execute Romeo. The Prince wisely punishes him, however, according to the circumstances and not according to Lady Capulet’s
desire for revenge. Ultimately, she is humbled when she is brought in to see her daughter dead, with Romeo’s dagger in her breast.
Juliet: To many critics, the play, for all purposes, is hers—a thirteen-year-old girl, discovering love, being loved, then abruptly being, according to
her Nurse, as good as widowed; throughout, there is an interplay of her happy, romantic youth and the responsibility of her new womanhood. It
should be noted that she has far more control of her emotions than Romeo; never does she dissolve in hysterics.
The Nurse: Shakespeare created one of his immortal comic figures in Juliet’s Nurse. Life is for living; to love means to make love—her philosophy
is that basic. She is a realist, a woman who compromises easily, and is a coarse talker, fond of joking, of anecdotes, of sentimentalizing, and of
intrigue. She has reared Juliet and seems at times fonder of her than is Juliet’s own mother.
Peter: Servant to Juliet’s Nurse.
Tybalt: He is hot tempered and quick to anger. He immediately swears revenge when he discovers Romeo at the Capulets’ ball. Mercutio
describes him as shallow and affected, though he does admit that he is a fierce and skilled fencer. Tybalt is killed by Romeo.
Samson and Gregory: Servants to Capulet.
The Apothecary: A shabby shopkeeper whose poverty forces him to (illegally) sell poison to Romeo.
Friar Laurence: Trying only to bring peace to Verona, he agrees to help Romeo and Juliet, but he quickly finds himself more and more entangled in
new complications. Unfortunately, his well-laid plans depend on chance. The Friar is a good man, and as the Prince recognizes in the final scene, a
man of good intentions.
Friar John: A Franciscan, he is sent to Mantua by Friar Laurence to deliver a letter to Romeo, explaining the Friar’s plan for the lovers.
Name: ___________________________________________________ Period: ________________________
Anticipation Guide
Directions: Answer each of the following questions with either T (true), F (false), or NS (not sure).
Save your responses. After you have read and discussed the play, read these questions again. Have any of your
answers changed?
______1.
If I am attracted to someone, I’ll find a way to see him or her even if my parents tell me not to.
______2.
It is very important that the parents of a bride and groom get along well.
______3.
My parents would have to really like the person I married, or I wouldn’t get married.
______4.
“Love at first sight” is rare, but it does happen.
______5.
I have experienced romantic love.
______6.
I agree with the saying, “Love conquers all.”
______7.
It is better to have loved and lost than never to have loved at all.
______ 8.
It is possible to die of grief.
______9.
It is possible to die of a broken heart.
______10.
Being separated from the one you love is worse than death.
______11.
All’s fair in love and war.
______12.
Shakespeare wrote tragedies, comedies, histories, and poems.
______13.
In addition to being a playwright, Shakespeare was also an actor.
______14.
In addition to being a playwright, Shakespeare was also a businessman.
______15.
It is better to take love slowly than to rush into things and act on impulse.
Vertical Poem
Words or phrases should start with the letter at the beginning of the line:
R ---- an adjective describing someone you’d like to know better
O --- what you say as you meet in the hall
M --- how often you think of him/her
A --- where you go on your first date
N --- three words describing how it feels to be falling in love
C --- what your parents say when they notice the stars in your eyes
E --- how long will it last
Society for Neuroscience - The Adolescent Brain
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The Adolescent Brain
Scientists once thought the brain's key development ended within the first few years of life. Current
findings, however, indicate that important brain regions undergo refinement through adolescence and at
least into a person's twenties. Thanks to advanced brain imaging techniquest, scientists now can map
brain tissue growth spurts and losses, allowing researchers to compare brain growth in both health and
disease and to pinpoint where brain changes are most prominent in disease. Already brain mapping
research is underway for diseases that often emerge in adolescence, including schizophrenia and bipolar
disorder. From this research, more targeted interventions are likely to be developed and administered
early to treat or prevent ensuing disorders.
Teenagers and adults often don't see eye to eye, but new brain research is shedding light on why.
Although adolescence is often characterized by increased independence and a desire for knowledge and
exploration, it is also a time when brain changes can result in high-risk behaviors, addiction vulnerability,
and mental illness, as different parts of the brain mature at different rates.
Many teens, for example, use adolescence as a time to experiment with drugs. A 2004 study found that
70 percent of high school seniors used alcohol in the previous year. What's more, the adolescent's brain
may be particularly vulnerable to the negative effects of drugs, including becoming addicted later in life
more so than people who don't use drugs before age 21.
Atypical brain changes and behaviors also can appear in adolescence. A 2005 report found that an
estimated 2.7 million children and adolescents are reported by their parents to suffer from severe
emotional or behavioral difficulties.
These difficulties may persist throughout development and lead to lifelong disability, including more
serious and co-occurring mental illnesses.
Scientists once thought the brain's key development ended within the first few years of life. Now, thanks
to advanced brain imaging technology and adolescent research, scientists are learning more about the
teenage brain both in health and in disease. They know now that the brain continues to develop at least
into a person's twenties.
What's more, these findings are starting to lead to earlier and more targeted treatments for diseases that
begin with abnormal brain changes in adolescence or earlier.
Advances in adolescent brain research are leading to:
• A better understanding of the growing adolescent brain, both in typical and atypical development.
• Earlier detection of atypical brain changes that may serve as markers for diseases or disorders later in
life.
• Improved and targeted interventions that can be administered early enough to potentially prevent the
development of more serious illness.
During adolescence, brain connections and signaling mechanisms selectively change over time to meet
the needs of the environment. Overall, gray matter volume increases at earlier ages, followed by
sustained loss and thinning starting around puberty, which correlates with advancing cognitive abilities.
Scientists think this process reflects greater organization of the brain as it prunes redundant connections,
and increases in myelin, which enhance transmission of brain messages.
Other parts of the brain also undergo refinement during the teen years. Areas associated with more basic
functions, including the motor and sensory areas, mature early. Areas involved in planning and decisionmaking, including the prefrontal cortex -- the cognitive or reasoning area of the brain important for
controlling impulses and emotions -- appear not to have yet reached adult dimension during the early
twenties. The brain's reward center, the ventral striatum, also is more active during adolescence than in
adulthood, and the adolescent brain still is strengthening connections between its reasoning- and
emotion-related regions.
Scientists believe these collective findings may indicate that cognitive control over high-risk behaviors is
still maturing during adolescence, making teens more apt to engage in risky behaviors. Also, with the
brain's emotion-related areas and connections still maturing, adolescents may be more vulnerable to
psychological disorders.
Current research is looking at the manifestations of psychological disorders in adolescents, particularly
schizophrenia and bipolar disorder. Large imaging studies have shown that brain changes associated
with schizophrenia typically begin in adolescence when the brain undergoes the normal pruning sequence
of myelination growth spurts and gray matter loss. It appears that a larger and more severe wave of gray
matter loss occurs in the brains of adolescents developing schizophrenia, which eventually engulfs much
of the cortex after a period of five years.
Scientists believe that the natural teenage process of pruning may be accelerated or otherwise altered in
schizophrenia, bipolar disorder, and other neurodevelopmental disorders.
This research is leading to treatment implications, including a newer antipsychotic medication that, if
administered early, may prevent or slow the severe wave of gray matter loss in schizophrenia and keep
the disorder from progressing. Scientists also are exploring the use of low doses of medication to prevent
the functional alterations in brain cells in bipolar disorder.
The above composite MRI brain images show top views of the sequence of gray matter maturation
over the surface of the brain. Researchers found that, overall, gray matter volume increased at
earlier ages, followed by sustained loss and thinning starting around puberty, which correlates
with advancing cognitive abilities. Scientists think this process reflects greater organization of the
brain as it prunes redundant connections, and increases in myelin, which enhance transmission
of brain messages.
For additional information, check out:
Brain. 1991; 114, 2037-2049. Maturation of human cerebrum observed in vivo during adolescence.
Jernigan TL, Trauner DA, Hesselink JR, Tallal PA.
Proceedings of the National Academy of Sciences. May 25, 2004; 101(21), 8174-8179. Dynamic
mapping of human cortical development during childhood through early adulthood. Gogtay N,
Giedd JN, Lusk L, Hayashi KM, Greenstein D, Vaituzis AC, Nugent TF, Herman DH, Clasen LS,
Toga AW, Rapoport JL, Thompson PM.
Nature Neuroscience. March 2003; 6(3), 309-315. Mapping cortical change across the human life
span. Sowell ER, Peterson BS, Thompson PM, Welcome SE, Henkenius AL, Toga AW.
The Journal of Neuroscience. September 22, 2004; 24(38):8223- 8231. Longitudinal mapping of
cortical thickness and brain growth in normal children. Sowell ER, Thompson PM, Leonard CM,
Welcome SE, Kan E, Toga AW.
Nature Neuroscience. October 1999; 2(10), 859-861. In vivo evidence for post-adolescent brain
maturation in frontal and striatal regions. Sowell ER, Thompson PM, Holmes CJ, Jernigan TL,
Toga AW.
Proceedings of the National Academy of Sciences. September 25, 2001; 98(20), 11650-11655.
Mapping adolescent brain change reveals dynamic wave of accelerated gray matter loss in very
early-onset schizophrenia. Thompson PM, Vidal C, Giedd JN, Gochman P, Blumenthal J, Nicolson
R, Toga AW, Rapoport JL.
THE TEEN BRAIN
October 13, 2004
New research on physical and developmental differences between the brains of adolescents and adults may explain why
some teenagers behave erratically. The findings could have a major impact on U.S. court cases, especially those that deal
with minors and the death penalty.
The NewsHour Science Unit is funded, in part, by a grant from the National Science Foundation.
BETTY ANN BOWSER: Matt and Adam Bukowski toured the Air and Space Museum in Washington recently with
their parents. Although they are average teenagers, these 14-year-old fraternal twins are on the cutting edge of brain
science.
MATT BUKOWSKI: I play soccer. I'm just more like flexible than him and...
BETTY ANN BOWSER: Who has more girlfriends?
(Adam raising hand)
MATT BUKOWSKI: I think, me. I think I do.
ADAM BUKOWSKI: No, Matt.
MATT BUKOWSKI: Yeah.
Young brains are physically different
BETTY ANN BOWSER: It's because they're twins and normal teenagers that the
Bukowskis are interesting to Dr. Jay Giedd at the National Institute of Mental Health.
Thirteen years ago, he and his colleagues began using magnetic resonance imagery to open
a window into the brains of ordinary teenagers like Matt and Adam.
He chose twins as a good way to show how genes and the environment affect brain
development. His findings not only show that young brains are physically different from
adult brains, but they function differently too. Now some of that science is being used outside of the lab to try to get
this young man off of Death Row.
Christopher Simmons was a 17- year-old high school junior when he was charged with the
murder of Shirley Crook near St. Louis in 1993. He quickly confessed to breaking into
Crook's home intending to rob her. Then, he said, he panicked, tied her up and, with a 15year-old friend, pushed her off a railroad trestle. Simmons' classmates had trouble
connecting such a brutal crime to the kid they thought they knew.
HIGH SCHOOL STUDENT: He talked and acted like he was a hot shot every once in a
while, but pretty much he was quiet.
HIGH SCHOOL STUDENT: From what I knew he looked a pretty good guy. I didn't think
he'd do what he did.
BETTY ANN BOWSER: Simmons was tried as an adult and sentenced to death. Now brain
science has become central to his fate. The Simmons case is in the hands of the U.S. Supreme Court after Missouri's
highest court overturned his sentence, saying the execution of a 17 year old was cruel and unusual punishment. A brief
filed by eight medical and mental health groups quotes Giedd's work, among others, to claim that adolescents are
immature in the very fibers of their brains, so 17 year olds shouldn't have full criminal responsibility for capital crimes.
Mark Wellek, a psychiatrist in Phoenix, helped initiate that brief.
DR. MARK WELLEK, Psychiatrist: We have some new brain science evidence that says
brains aren't well developed, they're not finished developing, especially the part that helps
control impulses. And the part that sends out lots of impulses: Cover yourself, protect
yourself, don't let this lady know who you are, do something about it. It's the part of the
brain that says "protect yourself" -- sends out big signals -- and those don't get slowed down
or managed by the front of the brain called the prefrontal cortex, because it's not developed
yet.
Explaining teenage behavior
BETTY ANN BOWSER: Psychologists have been studying adolescent behavior for decades.
The basic findings flesh out what parents know by instinct: That teenagers can act like kids
one day, adults the next, and sometimes have trouble overriding their impulses. In the past,
that behavior was blamed on hormones. Wellek's brief tries to show that adolescent behavior
has a physical basis in the brain. It quotes Giedd's work to show that the gray matter, the brain
cells that actually think, continue to builds up to about age eleven or twelve. After that, the
connections between individual nerve cells begin to thin out as the brain matures. But Giedd
says different parts of the brain mature at different times.
DR. JAY GIEDD: Here are the parts that are motor and sensory and touch and then this
particular part involved in impulse control, decision making, fills in last, and so that's been the
seed of a lot of judicial and educational and even social implications.
BETTY ANN BOWSER: The twins in Giedd's study return for new scans every two years.
This is the Bukowskis third visit. Newcomers, like seven year olds Bailey and Taylor Ewing,
begin with a series of tests for things like attention span and memory. They go through two
brief calibration scans, then a ten- minute scan, the so-called "money shot" that produces a detailed brain image.
While Giedd's work focuses on brain structure, Abigail Baird at Dartmouth is working on behavior. She uses typical
public school students like 14-year-old Tim Warren and his 12-year-old sister Melinda. Her focus is on how teenagers
make decisions.
ABIGAIL BAIRD: Jane and I are going to give you guys some scenarios. And what we want
to do is-- we'll do a show of hands as to whether these things are good ideas or bad ideas.
Okay? Doing the laundry. Good idea, bad idea? How many people think it is a good idea?
How many people think it is a bad idea?
JANE VINER: Okay. What about riding your bike down a staircase?
ABIGAIL BAIRD: How many people think it is a bad idea? How many a good idea? Okay.
How about swallowing a cockroach. Good idea? How many people say a good idea, swallowing a
cockroach?
Teenage versus adult reasoning
BETTY ANN BOWSER: Behind the apparently silly questions, there's the serious science
of how teen brains work when their owners try to make simple judgments about safe or
dangerous activities. While the scanner pictured their brains, they answered the good
idea/bad idea questions. Baird also asked adults the same questions.
ABIGAIL BAIRD: Doing the laundry, is that a good idea or a bad idea?
BETTY ANN BOWSER: Good idea.
ABIGAIL BAIRD: Okay, swallowing a cockroach?
BETTY ANN BOWSER: Yuck.
ABIGAIL BAIRD: Okay.
BETTY ANN BOWSER: Baird found that adults and teens both knew, for example,
that swimming with sharks wasn't such a good idea. But on their brain scans, adults
used the part of the brain that processes visual imagery to form answers.
ABIGAIL BAIRD: When I asked you about the cockroach, did you have a picture of a
cockroach in your head?
BETTY ANN BOWSER: Yes.
ABIGAIL BAIRD: And did you get a little pang of, like, ick, a little yuck?
BETTY ANN BOWSER: Yes.
ABIGAIL BAIRD: Okay. So what happens is that in these scenarios adults have a system, an automatic system, for
processing these types of dilemmas where we instantly get a visual and we instantly, if it is dangerous or gross or
aversive, we get that pang.
BETTY ANN BOWSER: Teens sometimes came up with different lines of reasoning to reach their conclusions.
ABIGAIL BAIRD: Has anyone actually ridden their bike down the stairs? That's a startling number of people. What
were you thinking? Someone tell us what they were thinking when you were riding. I mean, did you get hurt when
you did it?
GIRL: No, it was like five stairs so it wasn't too much. But it was kind of interesting. It was fun.
BETTY ANN BOWSER: Baird says, regardless of their conclusions, teens used a different part of their brains, farther
up front, to think about the problem.
ABIGAIL BAIRD: What we found is they actually use their frontal cortex, the
cognitive part of their brains. They are actually trying to think about this. They are
trying to reason about this and it is not automatic. It is very labored for them.
Possible legal implications of the research
BETTY ANN BOWSER: Though the work of Baird and Giedd is cited in the Supreme Court brief, neither had a
hand in writing it. And both have reservations about some of the reasoning.
DR. JAY GIEDD: That's been an issue that we've gone around and around with in terms of the utilization of these
images and what we can say from the science standpoint is that "yes, the brain of a 16 year old is different than the
brain of a 25 year old." But what should that mean for the judicial system or other systems? I think that it's just too
great of a leap at this point.
BETTY ANN BOWSER: Are you satisfied that there is enough science there to make some of these
pronouncements?
ABIGAIL BAIRD: No, not yet. I think there is enough science there to make a big
question mark about what we are doing or about some of the policy that is out there.
BETTY ANN BOWSER: Like the death penalty?
ABIGAIL BAIRD: Yes, I think we have to be extremely careful in how it is applied
because it's not our business to tell people what to do.
BETTY ANN BOWSER: Wellek, though he's not directly involved in the brain research on teenagers, still thinks the
evidence is clear enough to oppose the death penalty for 17 year olds.
DR. MARK WELLEK: I don't know that absolute proof will ever come of this kind of
thing, but every piece of science that's being done now seems to move in that direction.
There's not been one single piece of science that moves in another direction and disproves
that.
BETTY ANN BOWSER: Before Giedd's work began, most scientists believed the brain
was a finished product by age 12. But the findings from brain imaging show the brain
takes much longer to mature and doesn't fully mature till about 25. Some are predicting
those findings have the potential to redefine the meaning not only of adolescence but adulthood too. The Supreme
Court case may be only the beginning of that process.
Student Notes
Blank Verse:
10 syllables – every other syllable is stressed – lines of blank verse do not rhyme.
Pattern of syllables and stresses in blank verse is known as iambic pentameter.
The Prologue is in the form of a sonnet, a type of poem that was popular in Elizabethan times. A sonnet has very
strict rules: it must have 14 lines, have five accented syllables and five unaccented ones per line, and a consistent
pattern of rhyming. Throughout the play Shakespeare uses different types of poetry to make special moments stand
out.
Drama: a play, novel or other narrative depicting serious and important events, in which the main character comes to
an unhappy end.
In tragedy, the main character is usually dignified, courageous, and often high ranking. This character’s downfall may be
caused by a tragic flaw – an error in judgment or character weakness – or the downfall may result from forces beyond
his/her control. The tragic hero usually wins some self-knowledge and wisdom, even though he or she suffers defeat,
possibly even death.
Tragedy: is a drama in which the central character(s) meets with disaster or great misfortune. The central character’s
downfall usually results from fate, a serious character flaw or both. A great tragedy uplifts an audience by revealing the
nobility of the human spirit.
PLOT STRUCTURE:
Plot – refers to the sequence of actions and events in a literary work
Plot structure – describes the way the writer times and reveals those events. In typical five-act play, the plot structure is
composed of five parts – exposition, rising action, climax, falling action and resolution. Most Shakespearean plays follow
the following plot structure:
Exposition is the explanation that sets the tone, establishes the setting, and provides necessary background for the play.
It occurs in the first act.
Rising action occurs in the second act, involves complications of the conflict, building to the climax.
Climax occurs in the third act, is the turning point of the play, when the fortunes of the main characters are at their
peak.
Falling action occurs in the fourth act, comes after the climax and shows forces acting against the main characters.
Resolution is the final event in a tragedy that occurs in the fifth and final act.
THEME:
A theme is a central idea or insight into life as revealed in a work of literature. The theme of a tragedy always concerns
the downfall of a hero or heroine.
THEME SUBJECTS/TOPICS: The central idea of insight of a work of literature about life or human nature that the writer
presents to the reader.
Love vs. hate
False love vs. true love
Romantic love
Fate vs Providence (God)
Sense of order vs civil disturbance
Isolation
Innocence vs experience
Language
Secrecy
Revenge
Tragedy
Public people vs private people
Loyalty
Conflict
Youth and age
Hastiness
Selfishness
Infatuation
Decisions
Sacrifices
ETC.
THEME STATEMENTS:
The play explores the effects of fate, secrecy, revenge, tragedy, and love at first sight on two young people –
Shakespeare’s “star-crossed lovers.” Some of the theme statements that run through the play:
 There are forces in life over which people have not control.
 Even well-intended deceptions and secrets can be destructive.
 Revenge can destroy both avenger and victim.
 Human beings – even parents – are fallible.
 Wisdom and knowledge can be gained from a tragic experience.
 At times, young people have more passion than wisdom, while older people forget the power of love.
 People who act in a rash manner sometimes live to regret their actions.
 Children are often victims of their parents’ inflexible decisions.
 Children do not understand that they sometimes need parental guidance.
 Positive and negative human emotions, love and hate, are so closely related that one often leads to the other.
 Suffering often causes alienation, but paradoxically it is often the only means that can bring people together.
Characterization: There are several ways Shakespeare does this.
1. with names that suggest character’s natures
2. with their manner of speaking and acting
3. through comments that other characters make about them
4. through the things they say about themselves
Examples:
 Naming – The names Benvolio and Mercutio are derived from the words benevolent and mercurial, suggesting
that the former is kind or well-intentioned, while the latter is quick and impulsive.
 Speaking and acting – the Nurse’s speeches are long and disjointed, suggesting that she is a chatterbox, not to
be taken seriously.
 Comments of others – Lady Capulet describes Paris as valiant, young, like a flower.
 Things people say about themselves – from her passionate declaration to Friar Laurence in Act Four, we know
that Julie sincerely wishes “to live an unstained wife to [her] sweet love.”
Overall structure: The play has five acts. First two acts follow the rules of a comedy and the last two follow the
conventions of tragedy. Besides this, shape is given to the play by the Prologue and the three appearances of the Prince.
Shakespeare is a master storyteller. Scenes happen very quickly in this play, alternating from tragic to comic, hurried to
lazy, scenes between the lovers to scenes about those who unwittingly cause their downfall. He also compares
characters by having them appear in scenes soon after each other. Often scenes with the Nurse follow scenes with
Mercutio; scenes with Paris are frequently next to scenes with Romeo.
Prologue:
1. Tells us what events will happen in the play
2. Makes us curious about why and how these events will happen
3. Introduces us to themes that will become important
Two dignified families have been quarreling for a long time – from the families two children destined to become
lovers and to kill themselves – only way quarrel can end.
Shakespeare gives away the ending before he starts telling it.
Fate – plays a big part and during this time it was normal to tell the fate of the hero at the beginning and then tell
the story of how this comes about.
It is a play about Paradoxes – in other words, we find out that things seeming to be opposites are actually linked to
each other:
Life & Death; Youth & Age; Love & Hate” Fighting & Peace
Focus Questions and Essential Questions
Focus Questions:
1.
2.
3.
4.
5.
6.
7.
How may personal decisions affect your family or neighborhood?
Can decisions based on violence or anger have a peaceful resolution?
Which historical figures have made crucial decisions affecting society?
Are decisions based on common good or personal gain?
How do world conditions affect our decisions?
Can decisions be reversed?
How can potential consequences guide decisions making?
Essential Questions:
1. How do personal decisions impact more than yourself?
2. Why did Shakespeare write Romeo and Juliet and what social issue(s) does the play address?
3. Where do these same themes present themselves in today’s society?
Focus Questions:
1.
2.
3.
4.
5.
6.
7.
How may personal decisions affect your family or neighborhood?
Can decisions based on violence or anger have a peaceful resolution?
Which historical figures have made crucial decisions affecting society?
Are decisions based on common good or personal gain?
How do world conditions affect our decisions?
Can decisions be reversed?
How can potential consequences guide decisions making?
Essential Questions:
1. How do personal decisions impact more than yourself?
2. Why did Shakespeare write Romeo and Juliet and what social issue(s) does the play address?
3. Where do these same themes present themselves in today’s society?
Focus Questions:
1.
2.
3.
4.
5.
6.
7.
How may personal decisions affect your family or neighborhood?
Can decisions based on violence or anger have a peaceful resolution?
Which historical figures have made crucial decisions affecting society?
Are decisions based on common good or personal gain?
How do world conditions affect our decisions?
Can decisions be reversed?
How can potential consequences guide decisions making?
Essential Questions:
1. How do personal decisions impact more than yourself?
2. Why did Shakespeare write Romeo and Juliet and what social issue(s) does the play address?
3. Where do these same themes present themselves in today’s society?
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
Connections
Write a ¾ page response to the following prompt (make sure you use information from all three):
How do the brain research articles: “Brain Briefings”, “The Teen Brain” and Focus Questions connect
to our characters: Romeo and Juliet?
Choose a theme and write a ½ page response. Make sure you cite evidence from the play to support your
response.
Please respond to the following questions in well-developed paragraphs: You will have a total of at least
four paragraphs.
A. What social issues (do at least 2 social issues) does the play address? Explain by citing specific
evidence from the play. You should have at least 1 well-developed paragraph for each social issue.
B. Where do these same social issues present themselves in today’s society? Explain using specific
examples from our society today. You should have at least 1 well-developed paragraph for each social
issue.
Connections
Write a ¾ page response to the following prompt (make sure you use information from all three):
How do the brain research articles: “Brain Briefings”, “The Teen Brain” and Focus Questions connect
to our characters: Romeo and Juliet?
Choose a theme and write a ½ page response. Make sure you cite evidence from the play to support your
response.
Please respond to the following questions in well-developed paragraphs: You will have a total of at least
four paragraphs.
A. What social issues (do at least 2 social issues) does the play address? Explain by citing specific
evidence from the play. You should have at least 1 well-developed paragraph for each social issue.
B. Where do these same social issues present themselves in today’s society? Explain using specific
examples from our society today. You should have at least 1 well-developed paragraph for each social
issue.
Connections
Write a ¾ page response to the following prompt (make sure you use information from all three):
How do the brain research articles: “Brain Briefings”, “The Teen Brain” and Focus Questions connect
to our characters: Romeo and Juliet?
Choose a theme and write a ½ page response. Make sure you cite evidence from the play to support your
response.
Please respond to the following questions in well-developed paragraphs: You will have a total of at least
four paragraphs.
A. What social issues (do at least 2 social issues) does the play address? Explain by citing specific
evidence from the play. You should have at least 1 well-developed paragraph for each social issue.
B. Where do these same social issues present themselves in today’s society? Explain using specific
examples from our society today. You should have at least 1 well-developed paragraph for each social
issue.
Connections
Write a ¾ page response to the following prompt (make sure you use information from all three):
How do the brain research articles: “Brain Briefings”, “The Teen Brain” and Focus Questions connect
to our characters: Romeo and Juliet?
Choose a theme and write a ½ page response. Make sure you cite evidence from the play to support your
response.
Please respond to the following questions in well-developed paragraphs: You will have a total of at least
four paragraphs.
A. What social issues (do at least 2 social issues) does the play address? Explain by citing specific
evidence from the play. You should have at least 1 well-developed paragraph for each social issue.
B. Where do these same social issues present themselves in today’s society? Explain using specific
examples from our society today. You should have at least 1 well-developed paragraph for each social
issue.
Romeo and Juliet – Literary Terms
Term/Definition
Example – actual line from the play
1. Aside: part of an actor’s lines supposedly
not heard by others on stage and intended
only for the audience
2. Conflict: the struggle found in fiction
External – man vs. man
3. Conflict – External - man vs. nature
4. Conflict – External - man vs. Fate
5. Conflict – Internal - man vs. self
6. Couplet: two consecutive lines of poetry
that rhyme
7. Epithet: a word or phrase preceding or
following a name, which serves to describe
the character
8. Soliloquy: is when a character is alone on
stage thinking his/her thoughts aloud. It can
also be an actor talking to himself/herself
oblivious to any hearers present
EXPLAIN: what the soliloquy is about, you do
not need to write down the lines:
9. Foil: a person or thing that makes
another seem better by contrast –
emphasizes differences between two
characters
EXPLAIN: who the two characters are and
why they are foils to each other:
10. Metaphor: comparison of two unlike
things
11. Simile: comparison of two unlike things
using “like” or “as”
12. Pun: a word or phrase that is used in
such a way to suggest more than one
possible meaning
Act
#
Scene
#
Line Page
#
#
13. Analogy: comparison of two pairs which
have the same relationship – Similarity in
some respects between things that are
otherwise dissimilar
14. Paradox: a true statement, which
contradicts itself. A seemingly contradictory
statement that may nonetheless be true:
the paradox that standing is more tiring than
walking OR stonewalls do not a prison
make, nor irons bars a cage
15. Imagery: words appeal to one or one
senses: sight, taste, touch, hearing, smell
16. Dramatic Irony: when an audience
perceives something that a character in the
literature does not know
17. Situational Irony: discrepancy between
the expected result and actual result
18. Verbal Irony: author says one thing and
means something else
19. Monologue: is an extended,
uninterrupted speech or poem by a single
person. The person may be speaking his or
her thoughts aloud or directly addressing
other persons, e.g. an audience, a character,
reader or an inanimate object
20. Oxymoron: two contradictory words
together “found missing”
21. Personification: giving human qualities
to animals or objects
22. Allusion: a literary reference to a familiar
person, place, thing or event
EXPLAIN: what the monologue is about, you
do not need to write the lines out
23. Alliteration: is the repetition of initial
consonant sounds in words: It is the happy
heart that breaks
24. Hyperbole: is an exaggeration or
overstatement: I have seen this river so wide
it had only one bank.
25. Symbol: person, place, thing, or event
used to represent something else “dove=
peace”
26. Protagonist: main character (s) of the
story (hero)
EXPLAIN: who the characters(s) are and
why, you do not need to write out the lines
27. Antagonist: character (s) or thing
working against the protagonist-hero
EXPLAIN: who the character(s) or thing is
and why, you do not need to write out the
lines.
28. Motivation: a reason that explains or
partially explains why a character thinks,
feels, acts, or behaves in a certain way
29. Theme: a message or lesson conveyed
by a written text. This message is usually
about life, society or human nature. Themes
often explore timeless and universal ideas.
Most themes are implied rather than
explicitly stated.
Choose a theme and explain it, find text to
support it.
30. Cause and Effect: noting a relationship
between actions or events such that one or
more are the result of the other or others
Explain this and support it with actual text.
The Prologue to Act One:
Two households,
both alike in dignity
(In fair Verona, where we lay our scene),
From ancient grudge
break to new mutiny,
Where civil blood makes civil hands
unclean.
From forth the fatal loins
of these two foes
A pair of star-crossed lovers
take their life;
Whose misadventured
piteous overthrows
Doth with their death
bury their parent’s strife.
The fearful passage
of their death-marked love
And the continuance
of their parent’s rage,
Which, but their children’s end,
naught could remove,
Is now the two hours’ traffic
of our stage;
The which, if you
What here shall miss,
with patient ears attend,
our toil shall strive to mend.
Two families both alike in social class
The play takes place in Verona
From old hate breaks to new revolt (fighting)
Where normally good citizens turn to bad ones
From the deadly enemies (have children)
A pair of doomed lovers are born
Whose pitiful tragic events
Does end their parents’ fighting
The horrible story of the lover’s death
And their parents’ continued anger
Which, nothing but their children’s death could remove,
Is now the two-hour action of our play
If you are patient,
We’ll try to fill in any details that are left out.
English 9 Romeo and Juliet
Name: _______________________ Period: __________
The Prologue and Act I Review Questions
1. Re-read the Prologue on page 2. What do you notice about the verse? How is it written?
2. Why is the Prologue an example of foreshadowing?
3. Shakespeare jumps right in with the action of a major “brawl” between the Montague’s and the Capulet’s. What does
he have Prince Escalus threaten the two families with if there is another brawl?
4. Shakespeare uses oxymoron’s throughout his writing. Give an example of a passage where Romeo uses them
repeatedly in Act I. List at least five of them from this one speech – page 20, lines 164-176.
5. Why does Romeo feel melancholy (sad/unhappy) as the play begins? Why might Shakespeare have Romeo act in this
way?
6. One plot device Shakespeare uses early in the play helps to further his tale: Romeo needs to meet Juliet. How does
Shakespeare make this happen? Scene 2, pages 30, 32, and 34; lines 38-83
7. In Act I, Scene iii, Lady Capulet uses an extended metaphor to describe Paris. What is that metaphor? Page 44, lines
81-96
8. Re-read Romeo’s speech in Act I, Scene v when he reacts to first seeing Juliet, (lines 41-50 – Pages 60 and 62). What
do you notice about the verse? Which line could be taken as foreshadowing? What lines are good examples of imagery?
Of personification? Of characterization? Write out the text – do not give line numbers.
1. verse
2. foreshadowing
3. imagery
4. personification
5. characterization
9. As the Act comes to an end, Juliet reacts to finding out Romeo’s identity. What do her words (lines 136 – 139 - Page
70) mean?
English 9 Romeo and Juliet
Name: _______________________ Period: __________
Act I Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
1.
2.
3.
identify the speaker
explain what the quote means, in your own words
give the setting of where the quote is being said
explain how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary term – make sure you also write down the literary term you chose
“What, drawn and talk of peace? I hate the word
As I hate hell, all Montagues, and thee.”
(Act I, scene i)
a)
b)
c)
d)
“ … O me! What fray was here?
Yet tell me not, for I have heard it all.
Here’s much to do with hate, but more with love.
Why then, O brawling love, O loving hate,
O anything, of nothing first created!
O heavy lightness, serious vanity,
Misshapen chaos of well seeming forms,
Feather of lead, bright smoke, cold fire, sick health,
Still-waking sleep, that is not what it is!
This love feel I, that feel no love in this.” (Act I, scene i)
a)
b)
c)
d)
“I fear, too early; for my mind misgives
Some consequence yet hanging in the stars
Shall bitterly begin his fearful date
With this night’s revels and expire the term
Of a despisèd life, closed in my breast,
By some vile forfeit of untimely death.
But he that hath the steerage of my course
Direct my sail! On, lusty gentlemen!”
a)
b)
c)
d)
(Act I, scene iv)
ROMEO AND JULIET A monologue from the play by William Shakespeare- Act 1
Instructions and Queen Mab and Journal Rubric
Please draw a picture of Queen Mab based on Shakespeare’s description. Put it on copy paper and make
it neat and colorful. ALSO write a journal (at least ½ page) about a dream you have had.
1. Student has drawn a picture of Queen Mab that depicts Shakespeare’s description
10 points
______
2. Student has used copy paper and made the drawing neat and colorful
10 points
______
20 points
______
3. Student has neatly and legibly written a 3/4 page journal about a dream that they
have had
Total Possible Points (40)
______
ROMEO AND JULIET A monologue from the play by William Shakespeare- Act 1
Instructions and Queen Mab and Journal Rubric
Please draw a picture of Queen Mab based on Shakespeare’s description. Put it on copy paper and make
it neat and colorful. ALSO write a journal (at least ½ page) about a dream you have had.
1. Student has drawn a picture of Queen Mab that depicts Shakespeare’s description
10 points
______
2. Student has used copy paper and made the drawing neat and colorful
10 points
______
20 points
______
3. Student has neatly and legibly written a 3/4 page journal about a dream that they
have had
Total Possible Points (40)
______
MERCUTIO: O, then I see Queen Mab hath been with
you.
She is the fairies' midwife, and she comes
In shape no bigger than an agate stone
On the forefinger of an alderman,
Drawn with a team of little atomies
Over men's noses as they lie asleep;
Her wagon spokes made of long spinners' legs,
The cover, of the wings of grasshoppers;
Her traces, of the smallest spider web;
Her collars, of the moonshine's wat'ry beams;
Her whip, of cricket's bone; the lash, of film;
Her wagoner, a small grey-coated gnat,
Not half so big as a round little worm
Pricked from the lazy finger of a maid;
Her chariot is an empty hazelnut,
Made by the joiner squirrel or old grub,
Time out o' mind the fairies' coachmakers.
And in this state she gallops night by night
Through lovers' brains, and then they dream of love;
O'er courtiers' knees, that dream on curtsies straight;
O'er lawyers' fingers, who straight dream on fees;
O'er ladies' lips, who straight on kisses dream,
Which oft the angry Mab with blisters plagues,
Because their breaths with sweetmeats tainted are.
Sometimes she gallops o'er a courtier's nose,
And then dreams he of smelling out a suit;
And sometimes comes she with a tithe-pig's tail
Tickling a parson's nose as 'a lies asleep,
Then dreams he of another benefice.
Sometimes she driveth o'er a soldier's neck,
And then dreams he of cutting foreign throats,
Of breaches, ambuscadoes, Spanish blades,
Of healths five fathom deep; and then anon
Drums in his ear, at which he starts and wakes,
And being thus frighted, swears a prayer or two
And sleeps again. This is that very Mab
That plats the manes of horses in the night
And bakes the elflocks in foul sluttish hairs,
Which once untangled much misfortune bodes.
This is the hag, when maids lie on their backs,
That presses them and learns them first to bear,
Making them women of good carriage.
This is she!
She’s the fairies' midwife. She’s no bigger than the
stone on a city councilman’s ring. She rides around in a
wagon drawn by tiny little atoms, and she rides over
men’s noses as they lie sleeping. The spokes of her
wagon are made of spiders' legs. The cover of her
wagon is made of grasshoppers' wings. The harnesses
are made of the smallest spiderwebs. The collars are
made out of moonbeams. Her whip is a thread attached
to a cricket’s bone. Her wagon driver is a tiny bug in a
gray coat; he’s not half the size of a little round worm
that comes from the finger of a lazy young girl. Her
chariot is a hazelnut shell. It was made by a carpenter
squirrel or an old grubworm; they’ve made wagons for
the fairies as long as anyone can remember. In this royal
wagon, she rides every night through the brains of
lovers and makes them dream about love. She rides
over courtiers' knees, and they dream about curtsying.
She rides over lawyers' fingers, and right away, they
dream about their fees. She rides over ladies' lips, and
they immediately dream of kisses. Queen Mab often
puts blisters on their lips because their breath smells
like candy, which makes her mad. Sometimes she rides
over a courtier’s lips, and he dreams of making money
off of someone. Sometimes she tickles a priest’s nose
with a tithe-pigs tail, and he dreams of a large donation.
Sometimes she rides over a soldier’s neck, and he
dreams of cutting the throats of foreign enemies, of
breaking down walls, of ambushes, of Spanish swords,
and of enormous cups of liquor. And then, drums beat
in his ear and he wakes up. He’s frightened, so he says a
couple of prayers and goes back to sleep. She is the
same Mab who tangles the hair in horses' manes at
night and makes the tangles hard in the dirty hairs,
which bring bad luck if they’re untangled. Mab is the old
hag who gives false sex dreams to virgins and teaches
them how to hold a lover and bear a child. She’s the
one—
English 9 Romeo and Juliet Name: ________________________ Period: __________
Act II Review Questions
1. Light and dark are extremely important in Romeo and Juliet. Go through scene ii and come up with as many
references to light and/or dark as you can.
2. Scene iii is used for two purposes: to provide comic relief and to further the plot towards Romeo and Juliet’s eventual
fate. Describe the actions/events which allow both to occur.
3. Two adult characters greatly affect the outcome of Romeo and Juliet. Using scenes iv and v, give examples of the
Nurse’s relationship to Juliet and her involvement with what happens. Then, using scenes iii and vi, describe the
Friar’s relationship and involvement with Romeo and the plot’s development.
4. Discuss the idea of dramatic foil and give at least three examples of this from Act II.
5. Scene ii is full of beautifully written, very famous lines. Write down at least three lines that you have heard before
from this famous balcony scene.
6. The action in Act II happens quickly. Describe what each scene (6 scenes) represents and how it proceeds to build
towards the inevitable, “fated” end predicted by the chorus in Act I.
English 9 Romeo and Juliet Name: _______________________ Period: ___________
Act II Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
1.
identify the speaker
explain what the quote means, in your own words
give the setting of where the quote is being said
explain how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms – make sure you also write down the literary term you chose
“I have no joy of this contract to-night:
It is too rash, too unadvis’d, too sudden
Too like the lightening, which doth close to be
Ere one can say ‘It lightens.’”
(Act II, scene ii)
a)
b)
c)
d)
2. “Within the infant rind of this small flower
Poison hath residence, and medicine power:
For this, being smelt, with that part cheers each part,
Being tasted, slays all senses with the heart.” (Act II, scene iii)
a)
b)
c)
d)
3. “These violent delights have violent ends,
And in their triumph die; like fire and powder
Which as they kiss consume…”
(Act II, scene vi)
a)
b)
c)
d)
Act II Mind Map Instructions
A Mind Map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central
key idea/topic. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study,
organization, problem solving, decision making, and writing.
Instructions for creating a Mind Map: Use a piece of copy paper for this activity.
1. You will create a mind map on Act II.
2. Mind maps use visuals/pictures, colors, graphics, and very few words to display ideas.
3. Mind maps use arrows and links to show how ideas are related.
4. You will need to begin with a center – Topic.
5. From the center, draw BIG branches/Main Idea (s) that link to the topic about the scene. You will have to decide
what these Main Idea (s)/Big branches are.
6. From the BIG branches – draw smaller branches/supporting idea (s) that reach out from the Main Idea/Big Branches.
These smaller branches add supporting idea (s) to the Main Idea (s)/Big branches.
7. If there are links between Main Idea (s), draw arrows or linking lines between them.
8. Remember Key Words are printed and very FEW.
Act II Mind Map Rubric
1. The mind map depicts the Act and the information/concepts are easy to understand.
(4 points)
______
2. Most of the ideas from the scene are enhanced with symbols, pictures, or diagrams
(VERY FEW WORDS).
(8 points)
______
3. All symbols, pictures or diagrams have been neatly drawn and colored, AND color
-coding has been included to show all the connections and/or to categorize ideas.
(10 points)
______
4. The mind map demonstrates a thorough understanding of the scene’s center = topic,
main ideas = big branches, and supporting ideas = smaller branches.
(15 points)
______
5. On the back of the mind map you have written detailed notes for your scene.
(8 points)
______
TOTAL POSSIBLE POINTS (45)
______
“AND THEN WE MASKED”
No, it’s not Halloween. You’ve been invited to a Capulet’s feast tomorrow. A mask is part of the dress code, so you will
need to make one – no part of the actual mask can be bought. Does it have to be artistic? No. Does it have to be
complicated? No. Does it have to be pretty? Only if you want it to be. Have fun with this activity.
By the way—there are prizes at stake here. We will decide on the following award:
 Most original design
 Most colorful
 Most unique materials
 Most carefully done
 Wildest
 Funniest
 Design that best reflects the personality of a character from Romeo and Juliet
What other kinds of awards to you think we should offer?
Materials: Use any materials you already have on hand at home, and feel free to take some construction paper with you
from the class supply. Some suggestions below:
Cardboard
Felt
Fabric Scraps
Construction Paper
Aluminum Foil
Tissue Paper
Crayons
Markers
Sequins
Stickers
Feathers
Cereal
Macaroni
Magazine Pictures
Ribbon
Paint
Fly Typing Supplies
Hardware Supplies
Directions for mask-making:
1. Select an outline for your mask or design an outline of your own.
Basic outlines:
Some design suggestions: animals, insects, flowers, geometric shapes, rock stars, moon, stars, planets, picture collages,
etc. etc.
2. Draw your mask on cardboard and cover the front with felt, construction paper, or another material of your choice. If
you don’t have any cardboard, cut several copies of your mask out of construction paper and glue the layers together for
added strength – it must be sturdy.
3. Decorate your mask.
4. Punch holes in the sides and attach strings or put something on the side so you can hold it to your face- it must be
wearable.
YOU MUST CREATE YOUR MASK BY YOURSELF – YOU CANNOT BUY ONE THAT IS IN ANYWAY
PRE-MADE AND DECORATE IT! IF YOU DO THIS YOU WILL RECEIVE A ZERO FOR THIS PROJECT.
Mask Rubric
16
12
8
4
Creativity
Totally original design,
no element is an exact
copy of designs seen in
source material.
Most of the mask
elements are
unique, but 1
element may be
copied from source
material.
Some aspects of the
mask are unique, but
several elements are
copied from source
materials or other
students.
The mask is a copy of
a mask seen in source
material or one made
by another student
(80% or more of
elements are copied).
Attractiveness/
Craftsmanship
The mask shows that
the creator took great
pride in his/her work.
The design and
construction look
carefully planned. The
item is neat (free of
unwanted bumps,
drips, marks, and
tears).
The mask shows
that the creator took
pride in his/her
work. The design
and construction
look planned. The
item has a few
flaws (unwanted
bumps, drips,
marks, tears), but
these do not detract
from the overall
look.
The design and
construction were
planned. The item has
several flaws (unwanted
bumps, drips, marks,
tears), that detract from
the overall look.
The mask looks
thrown together at the
last minute. It appears
that little design or
planning was done.
Craftsmanship is poor.
Details
Mask details are all
easily viewed and
identifiable from
across the classroom.
Most mask details
are easily viewed
and identifiable
from across the
classroom.
Most mask details are
easily identified when
the mask is seen closeup.
Many mask details are
too small or are not
clear.
Most of the mask is
sturdy, but there are
a couple of pieces
that might need
extra care when
wearing it.
The basic structure of the
mask is sturdy, but many
of the details are fragile.
It looks like it would not
look good after wearing
it once or twice.
The mask is flimsy and
falls apart easily. It
may not last for one
wearing.
Durability/Wearable The mask was built to
last through multiple
wearings or
performances.
Time and Effort
Much time and effort Student could have Student did do some
went into the planning put in more time
work and put in some
and design of the
and effort.
effort.
mask. It is clear the
student worked very
hard.
Total Possible Points 80
Student put hardly any
work or effort into it.
__________________________
English 9 Romeo and Juliet Name: _________________________ Period: _________
Act III Review Questions
1. Trace the sequence of events which begins with Tybalt’s insult to Romeo and ends with Tybalt’s death and
Romeo’s banishment in scene i.
2. Describe Juliet’s reaction to the Nurse when she says “shame to Romeo!” in
scene ii.
3. Explain what an oxymoron is and give three examples from scene ii.
4. In scene iii, Friar Lawrence mentions three things for which Romeo should be grateful. Explain what these three
things are from the Friar’s monologue.
5. Re-read (lines 43-64 – Page 836) in scene v. Explain the difference between Romeo’s and Juliet’s feelings about
their future together.
6. Describe Lord Capulet’s reaction to Juliet’s refusing to marry Paris in scene v.
7. Describe Juliet’s reaction to the Nurse when she says, “I think it is best you married with County.” in scene v.
8. Re-read (lines 237-244 – Page 841) of scene v. What is Juliet saying? What might these words foreshadow?
English 9 Romeo and Juliet Name: ________________________Period: __________
Act III Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
identify the speaker
explain what the quote means, in your own words
give the setting of where the quote is being said
explain how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms – make sure you also write down the literary term you chose
1.
“Then since the case so stands as now it doth,
I think it best you married with the county.
O, he’s a lovely gentleman!
Romeo’s a dishclout to him…”
(Act III, scene v)
a)
b)
c)
d)
2.
“Methinks I see thee, now thou art below,
As one dead in the bottom of the tomb:
Either my eyesight fails or thou look’st pale.” (Act III, scene v)
a)
b)
c)
d)
3.
“But look thou stay not till the watch be set,
For then thou canst not pass to Mantua:
Where thou shalt live till we can find a time
To blaze your marriage, reconcile your friends,
Beg pardon of the prince, and call thee back
With twenty hundred thousand times more joy
Than thou went’st forth in lamentation.”
(Act III, scene ii)
a)
b)
c)
d)
4.
“I would the fool were married to her grave!”
a)
b)
c)
d)
5.
“Night’s candles are burnt out and Jocund day
Stands tiptoe on the misty mountain tops:
I must be gone and live, or stay and die.”
(Act III, scene v)
a)
b)
c)
d)
(Act III, scene v)
Romeo and Juliet – A collage of Act III Rubric
1. The student creates a collage that has a variety of images, words and objects that depict
Act III.
10 points
______
2. The various elements of the collage are creatively and attractively arranged and there
is very little white space.
10 points
______
3. The student accompanies the images in the collage with actual lines from the text.
Give the Scene number and Line number.
5 points
______
4. The student has detailed notes on the back of the collage that explains the scene.
5 points
______
5. The collage conveys a distinct mood.
5 points
______
Total Possible Points 35
______
Romeo and Juliet – A collage of Act III Rubric
1. The student creates a collage that has a variety of images, words and objects that depict
Act III.
10 points
______
2. The various elements of the collage are creatively and attractively arranged and there
is very little white space.
10 points
______
3. The student accompanies the images in the collage with actual lines from the text.
Give the Scene number and Line number.
5 points
______
4. The student has detailed notes on the back of the collage that explains the scene.
5 points
______
5. The collage conveys a distinct mood.
5 points
______
Total Possible Points 35
______
Romeo and Juliet – A collage of Act III Rubric
1. The student creates a collage that has a variety of images, words and objects that depict
Act III.
10 points
______
2. The various elements of the collage are creatively and attractively arranged and there
is very little white space.
10 points
______
3. The student accompanies the images in the collage with actual lines from the text.
Give the Scene number and Line number.
5 points
______
4. The student has detailed notes on the back of the collage that explains the scene.
5 points
______
5. The collage conveys a distinct mood.
5 points
______
Total Possible Points 35
______
English 9 Romeo and Juliet Name: _________________________ Period: __________
Act IV Review Questions – All from Scene v
1. PARAPHRASE – individually - the four (nurse, Lady Capulet, Lord Capulet and Paris) reactions to Juliet’s death.
2. In your opinion, who seems the most devastated? Explain.
3. Whose reaction seems the most hysterical? Why?
4. Whose reaction seems the least emotional? Why?
5. Give an example of a couplet (underline the words) in this reading.
6. Capulet speaks of death as alive. Give three ways in which Shakespeare “allows” death to be human.
7. Paris speaks of death as alive. Give two examples and give the literary device Shakespeare is using.
8. How are the first lines spoken by Paris and by Capulet similar?
9. How are Lady Capulet’s and the nurse’s reactions similar?
10. Find an example of alliteration (underline the letter) in the scene.
11. There are several similes and metaphors in this scene? Give at least one of each.
English 9 Romeo and Juliet Name: _________________________ Period: __________
Act IV Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
1.
identify the speaker
explain what the quote means, in your own words
give the setting of where the quote is being said
explain how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms – make sure you also write down the literary term you chose.
“O, bid me leap, rather than marry Paris.
From off the battlements of any tower,
Or walk in thievish ways, or bid me lurk
Where serpents are; chain me with roaring bears,
Or hide me nightly in a charnel house,
O’ercovered quite with dead men’s rattling bones,
With reeky shanks and yellow chapless skulls;
Or bid me go into a new-made grave
And hide me with a dead man in his shroudThings that, to hear them told, have made me trembleAnd I will do it without fear or doubt,
To live an unstained wife to my sweet love.”
(Act IV, scene i)
a)
b)
c)
d)
2.
“ O look! Methinks I see my cousin’s ghost
Seeking out Romeo, that did spit his body
Upon a rapier’s point. Stay, Tybalt, stay!
Romeo, Romeo, Romeo, I drink to thee.” (Act IV, scene iii)
a)
b)
c)
d)
3.
“Ha let me see her. Out alas! She’s cold,
Her blood is settled, and her joints are stiff;
Life and these lips have long been separated.
Death lies on her like an untimely frost
Upon the sweetest flower of all the field.”
a)
b)
c)
d)
(Act IV, scene v)
Romeo and Juliet – Act IV - Word Activity Rubric
1. The student chooses five (5) words (from the words that have been placed on your desk)
that relate to the Act and glue/tape them on construction paper.
2. The student explains why/how the word relates to the Act in complete sentences (at
least two complete sentences). You will need to use the word in one of your
sentences.
3. The student has creatively and attractively placed the words on construction paper.
4. The student’s handwriting is LEGIBLE and NEAT (I can read it).
Total Possible Points (35)
(5 points)
______
(20 points)
(5 points)
(5 points)
______
______
______
______
(5 points)
______
(20 points)
(5 points)
(5 points)
______
______
______
______
(5 points)
______
(20 points)
(5 points)
(5 points)
______
______
______
______
(5 points)
______
(20 points)
(5 points)
(5 points)
______
______
______
______
(5 points)
______
(20 points)
(5 points)
(5 points)
______
______
______
______
Romeo and Juliet – Act IV - Word Activity Rubric
1. The student chooses five (5) words (from the words that have been placed on your desk)
that relate to the Act and glue/tape them on construction paper.
2. The student explains why/how the word relates to the Act in complete sentences (at
least two complete sentences). You will need to use the word in one of your
sentences.
3. The student has creatively and attractively placed the words on construction paper.
4. The student’s handwriting is LEGIBLE and NEAT (I can read it).
Total Possible Points (35)
Romeo and Juliet – Act IV - Word Activity Rubric
1. The student chooses five (5) words (from the words that have been placed on your desk)
that relate to the Act and glue/tape them on construction paper.
2. The student explains why/how the word relates to the Act in complete sentences (at
least two complete sentences). You will need to use the word in one of your
sentences.
3. The student has creatively and attractively placed the words on construction paper.
4. The student’s handwriting is LEGIBLE and NEAT (I can read it).
Total Possible Points (35)
Romeo and Juliet – Act IV - Word Activity Rubric
1. The student chooses five (5) words (from the words that have been placed on your desk)
that relate to the Act and glue/tape them on construction paper.
2. The student explains why/how the word relates to the Act in complete sentences (at
least two complete sentences). You will need to use the word in one of your
sentences.
3. The student has creatively and attractively placed the words on construction paper.
4. The student’s handwriting is LEGIBLE and NEAT (I can read it).
Total Possible Points (35)
Romeo and Juliet – Act IV - Word Activity Rubric
1. The student chooses five (5) words (from the words that have been placed on your desk)
that relate to the Act and glue/tape them on construction paper.
2. The student explains why/how the word relates to the Act in complete sentences (at
least two complete sentences). You will need to use the word in one of your
sentences.
3. The student has creatively and attractively placed the words on construction paper.
4. The student’s handwriting is LEGIBLE and NEAT (I can read it).
Total Possible Points (35)
English 9 Romeo and Juliet Name: ________________________ Period: __________
Act V Review Questions
1. Romeo and Paris meet up at Juliet’s tomb and fight. Paris dies. Is this necessary to the play’s overall plot? Why or
why not?
2. Read Romeo’s speech, (lines 33-57 – Pages 862 – 863) (Act V, scene i). What is he saying here, what is his plan?
3. What do you think Romeo meant when he said, “then I defy you, stars!” after learning of Juliet’s death?
4. Find the definition of Theme. After reading the definition, choose at least two themes for Romeo and Juliet
which you think stand out. How do these themes come across to you, the reader/audience? Give examples from
the play.
5. Friar Lawrence’s last speech, a monologue, summarizes all the actions for everyone on stage. Re-read his (lines
229-269 – Pages 872 – 873) (Act V Scene iii), and paraphrase his words, explaining all the events in your own
words.
English 9 Romeo and Juliet Name: _______________________ Period: __________
Act V Quotes
Directions: For each of the following quotes:
e)
f)
g)
h)
identify the speaker
explain what the quote means, in your own words
give the setting of where the quote is being said
explain how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms – make sure you also write down the literary term you chose.
1.
“There is thy gold – worse poison to men’s souls,
Doing more murder in this loathsome world,
Than these poor compounds that thou mayst not sell.
I sell thee poison; thou hast sold me none.
Farewell. Buy food and get thyself in flesh.
Come, cordial and not poison, go with me
To Juliet’s grave; for there must I use thee.
(Act V, scene i)
a)
b)
c)
d)
2.
“Death, that hath sucked the honey of thy breath,
Hath had no power yet upon thy beauty.
Thou art not conquered. Beauty’s ensign yet
Is crimson in thy lips and in thy cheeks,
And death’s pale flag is not advancèd there.”
a)
b)
c)
d)
3.
4.
“ … Here, here will I remain
With worms that are thy chambermaids. O, here
Will I set up my everlasting rest
And shake the yoke of inauspicious stars
From this world-wearied flesh. Eyes, look your last!
Arms, take your last embrace! And, lips, O you
The doors of breath, seal with a righteous kiss
A dateless bargain to engrossing death!”
a)
b)
c)
d)
“A glooming peace this morning with it brings.
The sun for sorrow will not show his head.
Go hence, to have more talk of these sad things;
Some shall be pardoned, and some punishèd;
For never was a story of more woe
Than this of Juliet and her Romeo.”
a)
b)
c)
d)
(Act V, scene iii)
(Act V, scene iii)
(Act V, scene iii)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Romeo and Juliet collage and ½ page writing rubric
The student creates a collage that has a variety of images, words and objects that
depict the theme that was chosen.
The various elements of the collage are creatively and attractively arranged
(there is very little white space showing).
The collage conveys a distinct mood.
The student accompanies the images, words, and objects with ½ page writing, on
the back of the collage or attached to the collage, that shows their reflection
about their thinking about the images, words, and objects that were chosen for
the collage and tying the theme that was chosen to Romeo and Juliet.
The student’s writing is neat and legible.
Total Possible Points (35 points)
Romeo and Juliet collage and ½ page writing rubric
The student creates a collage that has a variety of images, words and objects that
depict the theme that was chosen.
The various elements of the collage are creatively and attractively arranged
(there is very little white space showing).
The collage conveys a distinct mood.
The student accompanies the images, words, and objects with ½ page writing, on
the back of the collage or attached to the collage, that shows their reflection
about their thinking about the images, words, and objects that were chosen for
the collage and tying the theme that was chosen to Romeo and Juliet.
The student’s writing is neat and legible.
Total Possible Points (35 points)
Romeo and Juliet collage and ½ page writing rubric
1. The student creates a collage that has a variety of images, words and objects that
depict the theme that was chosen.
2. The various elements of the collage are creatively and attractively arranged
(there is very little white space showing).
3. The collage conveys a distinct mood.
4. The student accompanies the images, words, and objects with ½ page writing, on
the back of the collage or attached to the collage, that shows their reflection
about their thinking about the images, words, and objects that were chosen for
the collage and tying the theme that was chosen to Romeo and Juliet.
5. The student’s writing is neat and legible.
Total Possible Points (35 points)
Romeo and Juliet collage and ½ page writing rubric
1. The student creates a collage that has a variety of images, words and objects that
depict the theme that was chosen.
2. The various elements of the collage are creatively and attractively arranged
(there is very little white space showing).
3. The collage conveys a distinct mood.
4. The student accompanies the images, words, and objects with ½ page writing, on
the back of the collage or attached to the collage, that shows their reflection
about their thinking about the images, words, and objects that were chosen for
the collage and tying the theme that was chosen to Romeo and Juliet.
5. The student’s writing is neat and legible.
Total Possible Points (35 points)
10 points
______
5 points
5 points
______
______
10 points
5 points
______
______
______
10 points
______
5 points
5 points
______
______
10 points
5 points
______
______
______
10 points
______
5 points
5 points
______
______
10 points
5 points
______
______
______
10 points
______
5 points
5 points
______
______
10 points
5 points
______
______
______
Romeo and Juliet - Grammar
Act I - Build Grammar Skills: Pronoun Case in Elliptical Clauses
In an elliptical clause, some words are omitted because they are understood. In selecting
the case of the pronoun in an elliptical clause, you must know what the unstated words are. In
the following examples, the unstated words are in brackets.
Mary ordered the same sandwich as he [did].
Jack likes mustard better than I [like mustard].
The waiter brought Sally the same dessert as [he brought] her.
Notice that elliptical clauses are often used to draw comparisons. In elliptical clauses beginning
with than or as, use the form of the pronoun that you would use if the clause were fully
stated.
To help choose the correct pronoun case, first say the unstated clause to yourself. Doing so
will allow you “hear” the agreement more clearly. If the words left out come after the pronoun,
use a nominative pronoun. If the words left out come before the pronoun, use an objective
pronoun because the pronoun will be an object.
Practice: Write the pronoun that correctly completes the elliptical clause.
1. The Montagues have been as stubborn as (they, them).
2. Although Romeo has been in love with Rosaline, he discovers that he loves Juliet more
than (she, her).
3. Juliet is as interested in a relationship as (he, him).
4. When talking to other Capulets, Tybalt seems more upset about Romeo’s presence than
(they, them).
5. Even though Paris wants to marry her, Juliet is more drawn to Romeo than (he, him).
6. I don’t think anyone likes Mercutio’s Queen Mab speech as much as (I, me).
7. There is another literature class that has read more Shakespeare than (we, us).
Act II - Build Grammar Skills: Using the Possessive Case of Personal Pronouns
The possessive case of personal pronouns shows possession before nouns and gerunds, and
it can also be used alone.
Before a noun: Their families distrust each other.
Before a gerund: His marrying them is risky.
By itself: The choice was hers.
Be careful not to spell possessive pronouns with apostrophes or to confuse them with contractions.
Incorrect: Happiness was their’s.
Correct: Happiness was theirs.
Possessive Pronoun: Its ending is sad.
Contraction: It’s a sad ending.
Practice: Write the possessive pronouns in the following lines, and partial lines, from
Romeo and Juliet, Act II.
1. I have a night’s cloak to hide me from their eyes . . .
2. Blind is his love and best befits the dark.
3. Thou knowest the mask of night is on my face . . .
4. I must upfill this osier cage of ours . . .
5. As mine on hers, so hers is set on mine.
6. For this alliance may so happy prove to turn your households’ rancor to pure love.
7. What says he of our marriage?
Act III - Build Grammar Skills: Who and Whom
You would probably ask a friend, “Who did you call last night?” Even though “Whom did you
call?” would be more correct, the use of who in informal speech is often acceptable. However, in
formal speech and writing, it is important to use who and whom correctly.
The pronoun who functions as the subject of a verb.
Subject: Who will take charge?
The discussion is about who will take charge.
[In both examples, who is the subject of the verb will take.]
The pronoun whom serves as the object of a verb or as an object of a preposition.
Object of preposition: The discussion is about whom?
Object of verb: The discussion is about Gina, whom we told to take charge.
[In the first example, whom is the object of the preposition about. In the second example,
whom is a direct object of the verb told: we told whom.]
To test whether you need who or whom in a sentence, turn the sentence around and try to
replace the word in question with the word him or her or he or she. If he or she fits, use who.
For example: In “Who will take charge?” She will take charge. On the other hand, “The discussion
is about whom?” “about him” (not he), so whom is the choice for that sentence.
Practice: Write the pronoun that correctly completes each sentence. Then label the pronoun
S if it is a subject, OV if it is the object of a verb, or OP if it is the object of a preposition.
1. Tybalt thrusts at Mercutio’s chest, (who/whom) then turns his sword on Tybalt.
2. Tybalt returns to the scene, where Romeo, (who/whom) has just begun to think of revenge,
still stands.
3. Juliet again waits for Nurse, from (who/whom) she expects news of Romeo.
4. Instead, Nurse has news of Tybalt, (who/whom) is Juliet’s cousin.
5. Romeo, for (who/whom) banishment is foul punishment, says he would have preferred an
actual death sentence.
6. Lady Capulet scolds Juliet, (who/whom) she had told with eagerness of her marriage to Paris.
Act IV - Build Grammar Skills: Degrees of Comparison
Most adjectives and adverbs have different forms to show degrees of comparison. The three
degrees of comparison are positive, comparative, and superlative. The more common method
of forming the comparative and superlative degree of most one- and two- syllable modifiers is
to add -er or -est to the end. However, if adding -er or -est makes a word sound awkward
(eagerer, for example), then more and most are used (more eager). More and most are used for
all modifiers with three or more syllables, and for adverbs that end in -ly. Note that the
comparative compares two things, while the superlative compares three or more things.
Positive: This building is tall.
My book is interesting.
Comparative: This building is taller than that one.
My book is more interesting than yours.
Superlative: This building is the tallest one of all.
This book is the most interesting one I’ve ever read.
Adverbs ending in -ly: slowly, more slowly, most slowly
Remember, however, that some modifiers have irregular comparative and superlative forms.
Irregular modifiers: bad, worse, worst good, better, best much, more, most
Practice: Write the comparative terms in the quotations below, and identify each as
positive, comparative, or superlative.
1. “Thou wrong’st it more than tears with that report.”
2. “. . . Environèd with all these hideous fears, And madly play…”
3. “Most lamentable day, most woeful day…”
4. “And all the better is it for the maid.”
Act V - Build Grammar Skills: Agreement With Indefinite Pronouns
Indefinite pronouns are pronouns such as everyone, anybody, each, either, neither, no one,
both, many, several, any, most, and some. Some indefinite pronouns are always singular, and
some are always plural. Some may be either singular or plural. Look at the use of indefinite
pronouns in the following examples.
Singular: Each of the families hates the other.
Plural: Both families are vengeful.
Singular: All of his hope was gone.
Plural: All of his friends were sorry.
When you write a sentence that has an indefinite pronoun as its subject, you must make sure
that the verb agrees. Use a singular verb to refer to a singular indefinite pronoun and a plural
verb to refer to a plural indefinite pronoun.
Singular: Each of the men wants Juliet to be his wife.
Plural: Both of the families were grief stricken about their children’s deaths.
Practice: Write the verb that agrees with the indefinite pronoun in each sentence.
1. Everyone in the Capulet and Montague families (was, were) upset.
2. Neither Romeo nor Juliet (was, were) alive at the end of the play.
3. All of the onlookers (was, were) listening to Friar Lawrence’s story.
4. Most of Friar Lawrence’s story (is, are) confirmed in Romeo’s letters.
5. Each of the families (offer, offers) to build a statue honoring the young lovers.
Romeo and Juliet plot line and characters:
The plot of Romeo and Juliet, moves from exposition through the rising action and complications to a climax, through
the falling action to a resolution.
1. You will need to decide the events from the play that belong in each category. On a separate sheet of paper – create
your Plot Diagram (neatly) and then place the events in the play where you think they belong!
2. Next, on your paper write who you think were the main characters and minor characters – list at least 2 for each
term.
3. Next, on your paper, tell me who the round and flat characters are (at least 2 for each term) and list several traits
(personality) for each of the round characters and at least one trait (personality) for each of the flat characters.
4. Last, tell me which characters are (at least 2 for each term) considered dynamic and static characters – (explain how
each dynamic character was in the beginning and how the character changed throughout the play).
TERMS
round characters: a character in fiction whose personality, background, motives, and other features are fully described
or outlined by the author;
flat characters: an easily recognized character type who may not be fully described or outlined but is useful in carrying
out some narrative purpose of the author.
dynamic characters: is one that does undergo an important change in the course of the story – changes in some sense
within the character in question – changes in insight or understanding (of circumstances, for instance), or changes in
commitment, in values;
static characters: is one that does not undergo important change in the course of the story, remaining essentially the
same at the end as he or she was at the beginning.
Persuasive Essay
The purpose of a persuasive essay is to urge, persuade, or prove to a reader that he or she should take one side
of an issue. To do this, you must provide logical reasons for your argument that can be supported by the text. You must
also address, and try to disprove or weaken, the opposing side of the issue in order to strengthen your own.
The ability to write a convincing well-planned essay is not just a school exercise. Being able to present an
argument clearly in writing will help you in the work world, and in a more general way, will help you to participate more
fully as a member of a free society. The ability to create an organized persuasive essay is also a staple of college
admissions applications and standardized tests of all kinds. It’s something you should know how to do. Examples of
persuasion surround our lives, and the ability to persuade others is a powerful asset. We can persuade people to act in
our favor, help them to see our point of view, and sway their opinion to that of our own. The power of persuasion is far
reaching, and it is a technique that you will use throughout your life.
The key to successful writing of this kind is to spend time planning the basic structure of your argument in
advance – even if that means overcoming a natural inclination to “start writing” that many of us have. Planning saves
time in the long run and adds coherence and unity to the writing.
In this Persuasive Essay you will answer this question:
Who or what is most responsible for the chain of events that leads to the deaths of Romeo & Juliet?
Guidelines:
 Make sure that your arguments are clear and that they can be supported by the text (cite evidence).
 You will use the MLA format (use your template that is saved in your student folder): double-spaced, 12-point
type, Times New Roman font – for the entire paper (no bold or enlarged titles), double-spaced heading in the
top LEFT corner of your paper (name, teacher, class and date (military style).
 NO EXTRA spaces between ANYTHING.
 You will need a creative title (centered)
Mraz 1
Kathy Mraz
Mraz
English I, Period 8
21 December 2012
The Blame Game
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Avoid “I think” or “in my opinion.” Your opinions are stronger if you simply state them as fact.
Avoid “I” (first person) and “you” (second person)
Six paragraphs: Introduction paragraph, 3 Pro Reason paragraphs, 1 Opposing Position paragraph and
Conclusion paragraph
You are using The Writing Process Packet.
Cite quotes appropriately: “in parentheses at the END of a sentence BEFORE the punctuation” just like this
(I.ii.165). Author name is not necessary for this assignment.
Step 1
Paragraph 1 – Introduction
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Paragraph #1 is called the Introduction.
In a Persuasive Essay, the Introduction consists of the following three elements:
 Attention Getter/Grabber - first sentence
 Description of Issue/Thesis Statement
 Preview of major points: state your Position/Opinion Statements (Pro Reasons and Opposing
Position)
Example: Paragraph 1 - Introduction
 Attention Getter/Grabber - first sentence:
Most of the events that happen in William Shakespeare’s play Romeo and Juliet lead up to the final
conclusion of the couple dying.
 Description of Issue/Thesis Statement:
Many, if not all, of the major characters play an ultimate role in the tragic deaths of the “star-crossed
lovers” (I.Prologue.5).
 Position/Opinion Statement:
The character that causes the most dramatic effect upon Romeo and Juliet’s deaths is Friar Laurence.
He’s the one character who plays a role in every aspect of the tragedy, from the marriage to the plan to
rescue Romeo from banishment to his advice that the marriage was too quick to the plan to rescue
Juliet from marriage to Paris.
Steps 2 – 5
 Paragraphs 2 – 5 – Body Paragraphs: Pro Reasons-Support and Opposing Position-Support
 In a Persuasive Essay, the Body Paragraphs consist of the following three elements:
 Reasons (the grounds for your opinion)
 Text Support (citations from the text – citing evidence)
 Commentary (your interpretation of the text as it applies to your persuasive argument)
Example for: Paragraph 2 – Body Paragraphs –Pro Reasons-Support and Opposing Position-Support
 Pro Reason:
Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it would lead to peace
between the feuding families.
 Text Support:
In Act 2, Scene 3 he says to Romeo, “… come, young waverer, come, go with me, In one respect I’ll try
thy assistant be, for this alliance may so happy prove to turn your households’ rancor to pure love” (8992). Also, Friar Laurence had just scolded Romeo by saying, “Holy Saint Francis, what a change is here!
Is Rosaline, whom thou didst love so dear, so soon forsaken? Young men’s love then lies not truly in
their hearts, but in their eyes” (65-68).
 Commentary:
He knew Romeo was too immature for marriage but he agreed to marry them anyway because he felt it
would end the feud.
Step 6
Paragraph 6 – Conclusion
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
Paragraph 6 – Conclusion
In a Persuasive Essay, the Conclusion consists of the following three elements:
 Restatement of your description of issue/thesis statement
 Summary of your position/opinion statements: 3 pro reasons and opposing position
 Closing statement or call to action
Example: Paragraph 6 – Conclusion
 Restate your description of issue/thesis statement:
Friar Laurence is the one character who played a role in every aspect of the tragedy.
 Summarize your position/opinion statements: pro reasons and opposing position:
He married Romeo and Juliet in the church without their parents’ consent or knowledge. He devised the
ill-fated plan to send Romeo to Mantua with no “Plan B” in case the plan went wrong. However, he did
try to convince them that the marriage was too hasty. He devised the ill-fated plan for Juliet to fake her
death with the sleeping potion with no “Plan B” in case the plan went wrong.
 Closing Statement or call to action:
Friar Laurence only wanted peace between the families and what would bring most happiness to Romeo
and Juliet. However, in this case, the road to ruin was paved with his good intentions.
Here’s how your completed Graphic Organizer should look …
(Of course yours may be handwritten, not typed.)
You are using The Writing Process Packet.
On completing this process, your basic draft outline is complete!
Transfer what you’ve written to notebook paper, add transitions and take care to write in complete sentences and
complete paragraphs, with topic sentences for each paragraph.
Paragraph#1 – Introduction
 Attention Getter/Grabber – first sentence:
 Most of the events that happen in William Shakespeare’s play Romeo and Juliet lead up to the final
conclusion of the couple dying.
 Description of Issue/Thesis Statement:
 Many, if not all, of the major characters play an ultimate role in the tragic deaths of the “star-crossed
lovers” (I.Prologue.5).
 Position/Opinion Statement:
 The character that causes the most dramatic effect upon Romeo and Juliet’s deaths is Friar Laurence.
He’s the one character who plays a role in every aspect of the tragedy, from the marriage to the plan
to rescue Romeo from banishment to his advice that the marriage was too quick to the plan to
rescue Juliet from marriage to Paris.
Paragraph #6 – Conclusion
 Transition from paragraph #5
 Restate description issue/thesis statement:
 Friar Laurence is the one character who played a role in every aspect of the tragedy.
 Summarize position/opinion statements: 3 pro reasons and opposing position:
 He married Romeo and Juliet in the church without their parents’ consent or knowledge. He devised the
ill-fated plan to send Romeo to Mantua with no “Plan B” in case the plan went wrong. However, he did
try to convince them that the marriage was too hasty. He devised the ill-fated plan for Juliet to fake her
death with the sleeping potion with no “Plan B” in case the plan went wrong.
 Closing statement (or call to action):
 Friar Laurence only wanted peace between the families – and what would bring most happiness to
Romeo and Juliet. However, in this case, the road to ruin was paved with his good intentions.
Paragraph #2
Transition from Introductory Paragraph
Paragraph #3
Pro Reason #1:
(the grounds for your opinion)
Transition from Paragraph #2
Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it
would lead to peace between the feuding families:
Pro Reason #2
(the grounds for your opinion)
(a reason different from Reason #1)
Text Support:
(citing evidence from the text)
(details and examples from the text to support Pro Reason #1)
Text Support:
(citing evidence from the text
(details and examples from the text
to support Pro Reason #2)
In Act 2, Scene 3 he says to Romeo “… come, young waverer, come, go with me,
In one respect I’ll try thy assistant be, for this alliance may so happy prove to
turn your households’ rancor to pure love” (line, page). Also, Friar Laurence
had just scolded Romeo by saying, “Holy Saint Francis, what a change is here!
Is Rosaline, whom thou didst love so dear, so soon forsaken? Young men’s love
then lies not truly in their hearts, but in their eyes” (line, page).
Commentary:
Comment on text evidence
(your interpretation of the text as it
applies to your persuasive argument)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your persuasive argument)
He knew Romeo was too immature for marriage but he agreed to marry them
anyway.
Transition to Paragraph #3
Paragraph #4
Transition from Paragraph #3
State the Opposing Position
(the grounds for your opinion)
1 counter-argument (opposite points)
Text Support:
(citing evidence from the text (details and
examples from the text to support your
Opposing Position)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to
your persuasive argument)
Explain why these might be true but …….
Paragraph #5
Transition from Paragraph #4
Pro Reason #3 (Your most powerful argument)
(the grounds for your opinion)
(a reason different from Pro Reasons #1 and
#2)
Text Support:
(citing evidence from the text)
(details and examples from the text to support
Pro Reason #3)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to
your persuasive argument)
Persuasive Essay Model
How to build your perfect Persuasive Essay using a handy-dandy Graphic Organizer!
In this Persuasive Essay you will answer this question:
Who or what is most responsible for the chain of events that leads to the deaths of Romeo & Juliet?
Paragraph#1 – Introduction
 Attention Getter/Grabber – first sentence: examples include rhetorical questions, statistics, general
statements, anecdotes, or definitions
 Description of Issue/Thesis Statement: expressed as a complete sentence
 Preview of major points: State your Position/Opinion Statements (Pro Reasons and Opposing Position)
Paragraph #6 – Conclusion
Transition from paragraph - #5
 Restate description of issue/thesis statement:
 Summarize Position/Opinion Statements: 3 pro reasons and opposing position:
 Closing statement (or call to action):
Paragraph #2
Paragraph #3
Transition from Introductory Paragraph - #1
Transition from Paragraph - #2
Topic Sentence:
Pro Reason #1:
(the grounds for your opinion)
Topic Sentence:
Pro Reason #2
(the grounds for your opinion)
(a reason different from Reason #1)
Text Support:
(citing evidence from the text)
(details and examples from the text to support Pro
Reason #1)
Text Support:
(citing evidence from the text (details and examples
from the text to support Pro Reason #2)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Paragraph #4
Paragraph #5
Transition from Paragraph - #3
Transition from Paragraph - #4
Topic Sentence:
State the Opposing Position:
(the grounds for your opinion)
1 counter-argument (opposite points)
Topic Sentence:
Pro Reason #3 (Your most powerful argument):
(the grounds for your opinion)
(a reason different from Pro Reasons #1 and #2)
Text Support:
(citing evidence from the text (details and examples
from the text to support your Opposing Position)
Text Support:
(citing evidence from the text)
(details and examples from the text to support Pro
Reason #3)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Explain why these might be true but …….
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Persuasive Essay Rubric
IDEAS/ORGANIZATION: (86 Points)
1. Introductory Paragraph: (16 points)
Student has an attention getter/grabber
Student has a description of issue/thesis statement
Student has stated 3 pro reasons and 1 opposing position
Student has a transition statement
2. Body Paragraphs: (56 points)
Student has 3 Pro Reason paragraphs and 1 Opposing Position paragraph
Student has cited textual evidence for each paragraph
Student has delivered a commentary/reason for each paragraph
Student has used topic sentences at the beginning of each body paragraph
Student has used transitions for each paragraph
3. Conclusive Paragraph: (14 points)
Student has restated the thesis statement
Student has summarized 3 pro reasons and 1 opposing position
Student has a closing statement
VOICE: (2 points)
4. Presents information with a knowledgeable and formal voice
WORD CHOICE: (5 points)
5. Uses specific concrete nouns and active verbs
SENTENCE STYLE: (4 points)
6. Moves smoothly from sentence to sentence
7. Includes a variety of sentence lengths and types
FORMAT: (25 POINTS)
8. Student has used the MLA heading format correctly
9. Student has used 12 size type, Times New Roman and double-spaced
10. Student has a creative title
11. Student has not used first person or second person
12. Student has cited quotes correctly using MLA style
THE WRITING PROCESS: (46 points)
13. Student has handed in the following:
Pre-Write - Persuasive Essay Graphic
Rough Draft
Revision – done in one color
Edit and Proofreading – done in a different color
CONVENTIONS:
14. Correctly applies the basic rules of writing (spelling, grammar usage and punctuation)
3 errors = minus 1 point
TOTAL POSSIBLE POINTS (168)
2 points
4 points
8 points
2 points
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20 points
8 points
12 points
8 points
8 points
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4 points
8 points
2 points
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2 points
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5 points
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2 points
2 points
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6 points
3 points
2 points
4 points
10 points
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20 points
10 points
8 points
8 points
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Mraz 1
Kathy Mraz
Mraz
English 1, Period 8
21 December 2012
Blame Game
Who is to blame for the horrific deaths in the play? Most of the events that happen in William Shakespeare’s
play Romeo and Juliet lead up to the final conclusion of Romeo and Juliet dying. Many, if not all, of the major characters
play an ultimate role in the tragic deaths of the “star-crossed lovers” (I.Prologue.5). The character that causes the most
dramatic effect upon Romeo and Juliet’s deaths is Friar Laurence. He’s the one character who plays a role in every
aspect of the tragedy, from the marriage to the plan to rescue Romeo from banishment to his advice that the marriage
was too quick to the plan to rescue Juliet from marriage to Paris.
First, Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it would lead to peace between
the feuding families. In Act 2, Scene 3 he says to Romeo, “… come, young waverer, come, go with me, In one respect I’ll
try thy assistant be, for this alliance may so happy prove to turn your households’ rancor to pure love” (89-92). Also,
Friar Laurence had just scolded Romeo by saying “Holy Saint Francis, what a change is here! Is Rosaline, whom thou
didst love so dear, so soon forsaken? Young men’s love then lies not truly in their hearts, but in their eyes” (65-68). He
wanted to end the feud so badly that he overlooked how easily Romeo seemed to fall in and out of love. He was aware
that Romeo had been so depressed over Rosaline not loving him that he was hiding and avoiding everyone and
everything, even his parents, friends and daylight. He knew Romeo was too immature for marriage but he agreed to
marry them anyway because he felt it would end the feud.