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Romeo Juliet Poetry Worksheet

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					Gerber/Minniti-English I               Romeo & Juliet Study Guide---don’t lose me!                              I make your life
R&J packet                            easier…trust me…hold on to me!                       Name____________________________ #__

          May and June 2006



***Each night, your hw is to finish the reading we may not have gotten to and to complete the study guide    and quotes for section read


Mon                             Tue                              Wed                        Thu                           Fri

                           1                                2                         3                             4                            5
                                                                           background        background activities,
                                                                  activities, r& j: rank         r& j: powerpoints,         present speeches
                                 prep speeches
                                                                               activity,      formal notes & intro
prep speeches                   (media center)                          parents’power,         to language. Create
(media center)                                                    anticipation guide               insults & start ot
                                hw: speeches happen soon…                                           disect prologue
hw: basic outline/big idea      get ready! Bring purple
                                book tomorrow!                   hw: read pages
due tomorrow                                                                                hw: finish translation
                                                                 778-783 with
                                                                 packet questions           of prologue due Mon

                           8                                9                        10                              11                        12
                                                                                                       Quiz Act I           grammar assessment
                                                                                                                                              test
  Split into two familes,             R & J, Act I, ii and iii                                                               read/ watch balcony
                                                                                            Prep grammar test
break down prologue and                  Read with partner;      share translations of                                          scene as a class
          start act I R & J           translate into modern                                 Read Act II Scene i
                                                                 scenes ii and iii and
   HW: finish study guide and                         english
                       quotes
                                                                 read Act I, iv and v
                                                                                            HW: read act II, ii in         HW: read act II scene
                                                                                            packet – fill out              iii and iv for Tuesday
                                                                                            questions                      with sg and quotes
                          15                               16                        17                              18                         19

 talk about scene 3 & 4 and                                                                                                 read Act IV, scenes iv
       read act II scenes 5,6                                                                                                               and v

                                      Act out III, i &ii, iii.         Read Act III         Quiz, Acts II and III
                                        Compare to films?                                   Read Act IV, scene i, ii,
                                                                       scenes iv, v         iii
       hw: read act III, i.
                                                                 HW: study! quiz
              Important.
                                                                 tomorrow!

                         22                               23                        24                           25                             26

                                End of play                        Work on skit                                                 R & J, the movie
                                                                    Lab 128                 Work on skit
Act V scene i & ii              HW: Character Diary                                         Lab 128
                                Books due tomorrow

                         29                            30
                                               Skits due,
 No School                      Introduce Movie Project
Memorial Day                    and individual reflection

                                                                                                                                            1
 Gerber/Minniti-English I
 R&J packet
 Consider the following social offenses.
 Rank each in the order of seriousness from 1-16 with 1 being the most serious.



             OFFENSE                  Your                  Rationale/Explanation/Support
                                      Rank
    Planning to trick someone

         Lying to parents
   Killing someone for revenge
 Advising someone to marry for
             money
 Fighting with someone without
    remembering the reason
  Selling poison (or any drug)

       Killing someone by
      mistake while fighting
             Cursing
 Killing someone in self-defense

               Suicide
         Crashing a party

Marrying against parents' wishes

         Giving the finger
          Picking a fight
As a parent, forbidding your child
      from dating someone
Thinking someone may have hurt
  themselves and doing nothing

 In the space below, expand on your # 1 choice:




                                                                                            2
Gerber/Minniti-English I
R&J packet

State your opinion on the following items:

1. How do you think you would feel if your parents arranged a marriage for you without asking you what you
   thought about it?




2. Would you date someone that your parents really disliked? Why?




                                                                                                             3
Gerber/Minniti-English I
R&J packet
Instructions: For the following statements, please circle whether you strongly disagree, disagree, agree, or strongly agree. Underneath where you have
circled, please write yourself notes on the reasons why.

1. Boyfriends or girlfriends are more important than family.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE

2. You should keep secrets from your parents.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE

3. You should know someone for at least one year before you marry them.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE

4. It is important to spend a lot of time with someone to make sure that you love them before you marry th
          STRONGLY DISAGREE               DISAGREE               AGREE            STRONGLY AGREE


5. Teenagers don't know what true love really feels like.

           STRONGLY DISAGREE                         DISAGREE                        AGREE                STRONGLY AGREE


6. A boyfriend or girlfriend is worth killing yourself over.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE


7. Family feuds lead to stronger relationships.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE


8. Your parents should approve of the people that you choose to date.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE


9. Arranged marriages make life easier.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE


10. Children should trust parents to make the right choice in finding a husband or wife for them.

          STRONGLY DISAGREE                          DISAGREE                        AGREE                STRONGLY AGREE




                                                                                                                                                     4
Gerber/Minniti-English I
R&J packet
I. Shakespeare and His Theater: A Perfect Match
Answer the following questions by reading page 778—783 in your textbooks.

1. Why is it important to understand Shakespeare’s theater?




2. What is the ―wooden O’? Why is it called by this name? Describer the set up.




3. What is the official name of Shakespeare’s theater?



4. How many stages were in Shakespeare’s theater? Name them.




5. For what were the trap doors used? What did they represent?




6. Why did young boy actors play the women’s parts in Shakespeare’s time period?




7. How much scenery was used? Explain.




8. How does the theater of today differ from Shakespeare’s theater?




                                                                                   5
Gerber/Minniti-English I
R&J packet
II. The Poetry: Read this section and take down any additional notes you may
need besides what is already written for you here.
Act I Scene v contains all of the styles of writing that Shakespeare uses.
        Blank Verse—Poetry that does not rhyme, but has a musical tune to it. This is because it is
        written in Iambic Pentameter, which is a line of five beats, with each beat having two syllables.
        The stress is most often on the second syllable of each beat.

                 For example:
                 Romeo: ―But soft! What light through yonder window breaks?

                 Paris: "These times of woe afford no time to woo." (III.iv.8)

      Prose—Common language, which does not necessarily have a rhythmical sound to it. Usually
      servants or the lower classes speak it in Shakespeare’s plays. (This can also occur during a moment
      of extreme distress in a character’s life.)
                 For example:
                 Servant 1
                 "Where's Potpan, that he helps not to take away? He
                 shift a trencher! He scrape a trencher!" (I.v.1-2)

                                                           THE PROLOGUE
  Sonnet and Rhyming Couplet—A poem                        Chorus
  of (usually) 14 lines that have a particular             Two households, both alike in dignity,
                                                              In fair Verona, where we lay our scene,
  rhyming scheme, and always have two lines that           From ancient grudge break to new mutiny,
  rhyme at the end. The best example in Romeo                Where civil blood makes civil hands unclean.
  and Juliet are the two Chorus parts. The                 From forth the fatal loins of these two foes
  prologue having a rhyming scheme of                        A pair of star-cross'd lovers take their life;
  ABABCDCDEFEFGG and the Act II Chorus                     Whose misadventured piteous overthrows
                                                             Do with their death bury their parents' strife.
  part having the same rhyming scheme.                     The fearful passage of their death-mark'd love,
                                                             And the continuance of their parents' rage,
                                                           Which, but their children's end, nought could remove,
                                                             Is now the two hours' traffic of our stage;
                                                           The which if you with patient ears attend,
                                                           What here shall miss, our toil shall strive to mend.  [Exit]

                                                     Juliet
The rhyming couplet is also used at                        ...Of one I danced withal.
the end of many scenes to indicate to                      [Nurse calls from within]
the audience that the scene is over. In              Nurse     Anon, anon!
Act I scene v, the scene ends with both                        Come, let's away; the strangers all are gone.
Juliet and the Nurse saying the                            [Exeunt]
rhyming couplet:                                     OR when Juliet exits from her balcony scene:

                                                           Good night, good night! Parting is such sweet sorrow
                                                           That I shall say good night till it be morrow.

                                                                                                                          6
Gerber/Minniti-English I
R&J packet


The Tragedy of Romeo and Juliet p. 783
1. Do the Quickwrite below…




2. What is a tragedy?



3. Label the literary elements of the following acts and explain what the term means:

Act I:




Act II:




Act III:




Act IV:




Act V:




                                                                                        7
Gerber/Minniti-English I
R&J packet

"He was not of an age, but for all time.” Ben Johnson
                                            Family and Education
                                             born in Stratford as the third of eight children around April
                                               23, 1564
                                             his father was a prominent citizen or "gentleman"
                                             he attended grammar school, where he studied Latin
                                               grammar, Latin literature, and rhetoric(uses of language)
                                             age 18: Shakepeare married Ann Hathaway and later had 3
                                               children
                                             Shakespeare died in 1616 of Brights' disease at the age of 52
                                               and his gravereads:Good friend, for Jesus sake forbear
                                                                         To dig the dust enclosed here
                           Blessed be the man that spares these stones
                                                                         And cursed be he that moves my bones.
    His Life in the Theatre
                                  Shakespeare wrote comedies, histories, tragedies, and romances
    only the Bible is read more than Shakespeare's plays
    from 1593 - 1613 he wrote 37 plays, acted, helped manage an acting troupe and was part owner of
     the "Old Globe Theatre"
    he was a charter member of the theatrical company named “Lord Chamberlain’s Men, a.k.a. King’s
     Men; theatrical groups depended on support of a wealthy patron and the King’s Men were supported
     by King James
    little is known about Shakespeare because he did not write about himself, nor did he publish his own
     plays, he made his money by writing plays that were performed for an audience
    he would often use a plot he already knew or read about, converted it, added to it, and made it his
     own
    he was able to create characters that are so realistic that their names are now symbols for types of
     people and/ or ideas (i.e. a lover is a "Romeo")
    Shakespeare plays are still produced all over the world; During a Broadway season in the 1980'’, one
     critic estimated that if Shakespeare were alive, he would be receiving $25,000 a week in royalties for
     a production of Othello alone.

                                          Shakespeare's Phraseology
  We are all unwitting Shakespeare citers - "without rhyme or reason". If you are " in a pickle" because
 you have been "eaten out of house and home" and even your "salad days" have "vanished into thin air,"
  you are quoting Shakespeare. You've been "hoodwinked" and "more sinned against than sinning." No
 wonder you're not "playing fast and loose" and haven't "slept a wink" and are probably "breathing your
last." It's "cold comfort" that you're quoting Shakespeare. If you "point your finger" at me, "bid me good
  riddance" when you "send me packing" and call me a "laughing-stock," "the devil incarnate," a "sorry
  sight," "eyesore," and a "stone-hearted," "bloody-minded" "blinking idiot" and wish I were "dead as a
door-nail", then I would say that you possess neither a "heart of gold" nor "the milk of human kindness,"
  especially considering that we are "flesh and blood." Now that we have gone "full circle" and you are
   still waiting with a "bated breath" since I have not been able to make you "budge an inch," it is "fair
  play" for me to quit this sermon since Shakespeare himself taught me that "brevity is the soul of wit."
 After all, it's a "foregone conclusion" that we all speak Shakespeare's language!              Taken and
                               adapted from Take My Words by Howard Richler


                                                                                                                 8
Gerber/Minniti-English I
R&J packet
PowerPoint Notes:
William Shakespeare worksheet                                     Name: _______________________

As you watch the PowerPoint presentation about William Shakespeare, use this worksheet to help
guide you as you take your notes.

1. Shakespeare lived from __________ to ___________. He died when he was _____ years old.


2. Why is Shakespeare called the Bard of Avon?



3. The term ―renaissance‖ means __________________. The period known as the Renaissance lasted
from __________ to ___________.



4. __________________________ is one artist who lived during the Renaissance. He painted
____________________.


5. Shakespeare grew up during Queen ____________________’s reign.

  Circle the answer: The Renaissance __withered away / flourished_________ during her time in power.



6. During this time, people died from a disease called ______________________.



7. Women often married for love. True or false?

        If you circled false, what is the correct answer?



8. Write down three important things you learned about Shakespeare from the last few slides:

        a.



        b.



        c.
                                                                                                       9
 Gerber/Minniti-English I
 R&J packet


 Since Shakespeare wrote his plays 400 years ago, many of his words are archaic; in other
 words, they have disappeared from common use. When you read, pay attention to the
 sidenotes. For now, however, familiarize yourself with THESE!


 ‘a: he                                                  nice: trivial, foolish

a’: on                                                   naught: nothing

an’ or                                                   owes: owns

an: if                                                   pray: beg

and: if                                                  plague: curse

adieu: farewell                                          resolve: plan

Anon: Soon, right away! Coming!                          shrift: confession or forgiveness for sins
                                                                 confessed to a priest
attend: listen to
                                                         sirrah: used when addressing people of
But: if, or only
                                                                 inferior rank, like "boy"
decree: order
                                                         soft: an exclamation meaning "Wait a minute!"
discourses: speaks
                                                         Stay: wait!
counsel: advice
                                                         thee: you
doth: does
                                                         thither: there
foe: enemy
                                                         thou art: you are
Good-den or Go-den or God-den: Good evening.
                                                         thy: your
Hap or happy: luck, or lucky
                                                         tidings: news
heavy: sad, depressed
                                                         whereto: to which
hither: here
                                                         will: desire
humor: mood, or moisture
                                                         withal: with
Jack: a common fellow, an ordinary guy
                                                         woo: chase (as in boy-chase-girl)
Maid; a young unmarried girl
                                                         woe: misery
mark: pay attention to
                                                         wrought: provided
marry: by the Virgin Mary, a mild oath meaning
                                                         would: wish
    "indeed"
                                                         wot: know
nay: no



                                                                                                      10
Gerber/Minniti-English I
R&J packet
  SHAKESPEAREAN LANGAUAGE
     Believe it or not, the placement of subject/verb/object DOES count!


WHY DO POETS MESS WITH PLACEMENT?
1.                               2.                     3.

VERB BEFORE SUBJECT                             HE GOES  ______________________
Shakespeare:                                        Translation:__________________________________
―In the instant came/the fiery Tybalt.‖             _____________________________________________

Shakespeare:                                        Translation___________________________________
―At this same ancient feast of Capulet’s sups the   _____________________________________________
fair Rosaline.‖


OBJECT BEFORE SUBJECT AND VERB I HIT HIM  _______________________

Shakespeare:                                        Translation:__________________________________
―ME THEY SHALL HIT.‖                                _____________________________________________

Shakespeare:                                        Translation___________________________________
―OF HONORABLE RECKONING ARE YOU                     _____________________________________________
BOTH.‖


INSERTING EXTRA PHRASES BETWEEN SUBJECT AND VERB
Shakespeare:                       Translation:__________________________________
―AND SHE WAS WEANED (I NEVER SHALL _____________________________________________
FORGET IT) /OF ALL THE DAY OF TH E _____________________________________________
YEAR, UPON THAT DAY.‖

Shakespeare:                                         Translation__________________________________
―THREE CIVIL BRAWLS BRED OF AN AIRY                  ____________________________________________
WORD BY THEE OLD CAPULET AND                         ____________________________________________
MONTAGUE, HAVE THRICE DISTURBED
THE QUIET OF OUR STREET.‖


OMMITING WORDS                        HEARD FROM HIM YET?

Shakespeare:                                         Translation_______________________________
WERE YOU BY?‖                                        _____________________________________________

COMMON WORDS

     SHAKESPEARE                          TRANSLATION
              AN
            MARRY
            COUSIN
             STILL
                                                                                                     11
Gerber/Minniti-English I
R&J packet

                                   Shakespeare Insult Kit
Combine one word from each of the three columns below, prefaced with ―Thou‖:


                        Column 1                 Column 2         Column 3

         artless                      base-court             apple-john
         bawdy                        bat-fowling            baggage
         beslubbering                 beef-witted            barnacle
         bootless                     beetle-headed          bladder
         churlish                     boil-brained           boar-pig
         cockered                     clapper-clawed         bugbear
         clouted                      clay-brained           bum-bailey
         craven                       common-kissing         canker-blossom
         currish                      crook-pated            clack-dish
         dankish                      dismal-dreaming        clotpole
         dissembling                  dizzy-eyed             coxcomb
         droning                      doghearted             codpiece
         errant                       dread-bolted           death-token
         fawining                     earth-vexing           dewberry
         fobbing                      elf-skinned            flap-dragon
         frowward                     fat-kidneyed           flax-wench
         frothy                       fen-sucked             flirt-gill
         gleeking                     flap-mouthed           foot-licker
         goatish                      fly-bitten             fustilarian
         gorbellied                   folly-fallen           giglet
         impertinent                  fool-born              gudgeon
         infectious                   full-gorged            haggard
         jarring                      guts-griping           harpy
         loggerhead                   half-faced             hedge-pig
         lumpish                      hasty-witted           gorn-beast
         mammering                    hedge-born             hugger-mugger
         mangled                      hell-hated             joithead
         mewling                      idle-headed            lewdster
         paunchy                      ill-breeding           lout
         pribbling                    ill-nurtured           maggot-pie
         puking                       knotty-pated           malt-worm
         puny                         milk-livered           mammet
         qualling                     motley-minded          measle
         rank                         onion-eyed             minnow
         reeky                        plume-plucked          miscreant
         roguish                      pottle-deep            moldwarp
         ruttish                      pox-marked             mumble-news
         saucy                        realing-ripe           nut-hook
         spleeny                      rough-hewn             pigeon-egg
         spongy                       rude-growing           pignut
         surly                        rump-fed               puttock
         tottering                    shard-borne            pumpion
         unmuzzled                    sheep-biting           ratsbane
         vain                         spur-galled            scut
         venomed                      swag-bellied           skainsmate
         villainous                   tardy-gaited           strumpet
         warped                       tickle-brained         varlot
                                                                               12
Gerber/Minniti-English I
R&J packet

Try to create some dialogue using Shakespearean Language and Style… Use insults, archaic language and archaic speech.
Sound like Shakespeare!




                                                                                                                        13
Gerber/Minniti-English I
R&J packet
The minute this play begins, you know that there are two families that hate each other, and that this hatred is old and bitter.
Folks are yelling (#1. DOWN WITH THE CAPULETS!) and other folks are yelling (#2. DOWN WITH THE
MONTAGUES!) There is a brawl which is so violent that the Prince has to come out lay down the law: (#3. IF YOU EVER
DISTURB OUR STREETS AGAIN, YOUR LIVES SHALL PAY THE FORFEIT.)

Then we see Romeo wandering around and learn that he has been staying out all night and sleeping all day because he is in
LOVE with Rosaline who doesn’t love him back. And we meet ―the boys‖—his friends Benvolio and Mercutio – who are
headed for a party at the Capulets’. Its’ a masked ball, so they all sneak in wearing costumes and no one will know they are
Montagues. Benvolio is excited because this will give Romeo a chance to get over Rosaline. (#4. EXAMINE OTHER
BEAUTIES.)

When the boys arrive in disguise, Mr. Capulet doesn’t recognize them as his enemies, the Montagues, and so welcomes them.
(5. YOU ARE WELCOME, GENTELMEN! COME MUSICIANS, PLAY!) it is at this party that Romeo first sees young
Juliet. He doesn’t realize that she is the daughter of his hated host. He is knocked out of his socks! (6. O SHE DOTH
TEACH THE TORCHES TO BURN BRIGHT!) They dance. They kiss. She says (7. YOU KISS BY THE BOOK.)
Only at the end of the party do they each learn that the other is of the ―enemy.‖

But they don’t feel like hated enemies. Romeo ditches his buddies, climbs the wall into the Capulet’s orchard, and speaks the
speech you’ve heard: (8. BUT SOFT, WHAT LIGHT THROUGH YONDER WINDOW BREAKS?) You know what she
says, right? (ALL: ROMEO, ROMEO, WHEREFORE ART THOUGH ROMEO?) They talk passionately of love, but
then Juliet hears her mother calling. Romeo says, (9. WILT THOU LEAVE ME SO UNSATISFIED?) Juliet is no fool. She
says, (10. IF THY… PURPOSE MARRIAGE, SEND ME WORD TOMORROW.) Of course, marriage between these
two is unthinkable because of their family’s feuding, but love is love. They enlist the help of Juliet’s nurse and Friar Lawrence
who secretly marries them.

But the families know nothing of this marriage and the feud continues. In the town square, Tybalt – a Capulet and Juliet’s
cousin – comes looking for a Montague. Romeo’s brash friend Mercutio takes him on. (11. TYBALT, YOU RAT-
CATCHER, WILL YOU WALK?) Tybalt yells back, (12. I AM FOR YOU.) They fight. Mercutio dies and Tybalt flees.
But look… (13. HERE COMES THE FURIOUS TYBLAT BACK AGAIN!) Even though this man is Juliet’s cousin,
Romeo will not let his friend Mercutio die in vain. He kills Tybalt and then says, (14. O, I AM FORTUNE’S FOOL!) The
Prince banishes Romeo to the nearby town of Mantua, but before Romeo leaves, he spends one night with Juliet. As he leaves,
she says, (15. THEN, WINDOW, LET DAY IN, AND LET LIFE OUT.)

Then new day, Mr. Capulet tells Juliet that he has arranged for her to marry someone named County Paris. (Weird name,
huh?) Anyway, even though she’s been an obedient daughter in the past she says, (16. I’LL NOT MARRY YET.) Her
father does not like this tone of voice. He says, (17. HANG THEE YOUNG BAGGAGE! DISOBEDIENT WRETCH!)
Juliet is desperate. She comes up with a plan and takes a potion so that she’ll appear to be dead, that way her parents will put
her body in their funeral monument where Friar Laurence will fetch her and take her to Romeo in Mantua.

As Juliet takes the position she says, (18. ROMEO! HERE’S DRINK – I DRINK TO THEE.) It works. Her nurse and her
mother find her in the morning. (19. ALACK THE DAY, SHE’S DEAD, SHE’S DEAD, SHE’S DEAD!) And they put her
body in the tomb, just as Juliet planned. Unfortunately, wires get crossed and one small detail is left out. Romeo hasn’t heard
the plan! All he hears is Juliet is dead.

Many people head for Juliet’s tomb. Romeo, who stops to buy some poison, is going there to join Juliet in death. Friar
Lawrence is going there to get Juliet and take her to Romeo in Mantua. County Paris is going there to mourn for his almost-
wife.

Paris gets there first. Romeo finds him there and kills him. County Paris acknowledges this saying, (20. O, I AM SLAIN!)
Then, Romeo sees Juliet’s body and takes the poison himself. (21. HERE’S TO MY LOVE! THUS WITH A KISS, I DIE.)
Friar Lawrence arrives (just a bit too late) to find Romeo dead and Juliet waking up. As usual, he has great advice for Juliet:
(22. I’LL DISPOSE OF THEE AMONG A SISTERHOOD OF HOLY NUNS. ) This does not sound like much of any
idea to Juliet. Friar Laurence leaves the tomb and Juliet decides to join Romeo in death. There’s no more poison, so she stabs
herself saying, (23. O HAPPY DAGGER, THIS IS MY SHEATH.)

Romeo and Juliet are found in the tomb by their feuding parents who finally realize that their quarrels have gone too far. They
vow too make peace, for (24. NEVER WAS A STORY OF MORE WOE THAN THIS OF JULIET AND ROMEO.



                                                                                                                               14
    Gerber/Minniti-English I
    R&J packet
    Shakespearean Language                                        Modern Language – paraphrase!
Two households, both alike in dignity,
          In fair Verona, where we lay our scene,
From ancient grudge break to a 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 parents’ rage,
Which, but their children’s end, naught could
remove,
          Is now the two hour’ traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.




          Info about                                                 Vocabulary (words in bold)

             1.   dignity: rank                                  Grudge: bitterness or resentment
                                                                 Mutiny: violent commotion; uprising
             4.   That is, where civilians’ passions (―civil
                  blood‖) make their hands unclean               Fatal: deadly
                  (because they have been used for killing       Star-Crossed:
                                                                 Piteous: pathetic, sad
             11. but: except for                                 Strife: conflict, fighting
                                                                 Toil: work
             12. traffic: business
                                                                 Strive: attempt
    *What will the ―two hours‖ traffic of this stage be about?




    *What will happen to the two lovers?
                                                                                                       15
Gerber/Minniti-English I
R&J packet


                      Taking a Closer Look at the Prologue in              Romeo and Juliet
                      As we watch both the 1968 Frank Zerfereil and the 1997 Baz Luhrman versions of the
                             Prologue in Romeo and Juliet, keep the following questions in mind.

1. Describe the music in each version. What tone does the music create in each version?




2. How is the Prologue told in each version? Why do you think they chose to do it this way?




3. Why is a Newscaster used in the 1997 version? How else would have been a good way to get the same idea
   across in a modern edition? What is the significance of television?




4. What kinds of symbols are shown in each version, especially the 1997 version? (Why are they significant?
   What do they represent? ** Pay attention also to what is MISSING!)




5. Compare the Prologue in your book to the lines read in each clip. Were any lines edited?




6. Which version do you think may be more accurate to the text? Which version do you like better?




                                                                                                              16
     Gerber/Minniti-English I
     R&J packet

      Character                 Personality, significant information

C   Sampson/Gregor
          y

C       Tybalt


C    Lord Capulet


C    Lady Capulet


C        Juliet


C        Nurse


M Lord Montague


M Lady Montague


M       Romeo


M      Benvolio


M       Abram


M     Balthasar


-   COUNT PARIS


-    MERCUTIO


-      PRINCE


-       FRIAR


                                                                       17
Gerber/Minniti-English I
R&J packet
Romeo and Juliet
Study Guide
Act 1

Prologue:
1.What’s going to happen to R & J? Write down two lines that reveal their fate.



2. What’s the only thing that will end parents’ rage?



Scene 1.
3. Sampson and Gregory are servants for _____________________________.
   Are they brave or cowardly? (explain)



4. Based on the first few lines Tybalt says, what do we already know about him?



5. What do we know about Benvolio early on as well?



6. Why does Lady Capulet offer a crutch rather than a sword to her husband?



7. The leader of Verona, the leader formerly known as Prince, says more fighting will
   result in ____________________.



8. When Benvolio and Montague (Romeo’s Daddio) discuss R, what do we find out
   about R? (120-155)



9. What’s bothering the bit R?



10. R: “Alas that love…” (168-) What does the big R think of the rivalry between the families?



11. R: same passage. He lists all these contradictions. Why?
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Romeo and Juliet
Study Guide
Act 1 Scene 1, contd.

12. “Why such is loves transgressions…” (189-) What does big R. compare love to?



13. What vow has this girl made? (What does that mean?)



14. How should one get over the woman, according to big Ben? (226-7)


15. Why won’t Benny’s technique work, according to big R?



Scene 2
1. What does Paris want from Capulet?



2. Capulet’s response?



3. Capulet: “Go, sirrah, trudge about…” (34-37) Does this show that the Capster is a kind father, or
   does he simply want a high society marriage?



4. What does the servant ask R to do?




5. Who does R love?




6. What does big Ben say to lure R to the party?



7. Will R go to the party? Why?

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Romeo and Juliet
Study Guide
Act 1
Scene 3
1. Who’s Susan? (What happened to her?)




2. Does the nurse seem close with Juliet? (Explain)




3. What does Lady Capulet tell Juliet?




4. How old is Juliet? Was this considered too young to marry in Juliet’s time?




5. Lady Capulet compares Paris to ___________. (Explain what she thinks of him/what J can do for him)




6. Does it seem that Juliet will obey parents?




Scene 4
1. Is R in a better gosh darn mood? Evidence?




2. How do R and Mercutio differ?




3. Why does Mercutio tell R about Mab?


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Romeo and Juliet
Study Guide
Act 1

Scene 5
1. R’s reaction when he first sees Juliet?




2. Who wants to start trouble and why?




3. Capulet’s response? Why? (How does he keep peace?)




4. R meet J (music please!) List a few religious images used to describe this.




5. What do you think will happen in the next act?




6. Is there anything you would have done differently than any of the characters up until this point?
Why?




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Scene 1
1. ―No, sir I do not bit my thumb at you, sir, but I bite my thumb, sir‖ (Lines 46-47)
 Speaker:
Meaning:
Significance:



2. ―Part, Fools! Put up your swords; you know not what you do.‖ (Lines 62-63)
Speaker:
Meaning:
Significance:


3. ―What, drawn and talk of peace! I hate the word as I hate hell, all Montagues, & thee.‖ (Lines 68-69)
Speaker:
Meaning:
Significance:


4. ―Examine other beauties.‖ (Line 224)
Speaker:
Meaning:
Significance:



5. ―If ever you disturb our streets again/Your lives shall pay the forfeit.‖ (Lines 94-95)
Speaker:
Meaning:
Significance:



Scene 2
6. ―Go thither; and, with untainted eye, Compare her face with some that I show, And I will
make thy think thy swan a crow.‖ (Lines 85-88)
Speaker:
Meaning:
Significance:




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Scene 3
7. ―Tell me, daughter Juliet, how stands your disposition to be married?‖ (Lines 65-66)
Speaker:
Meaning:
Significance:

Scene 4
8. ―O, then, I see Queen Mab hath been with you.‖ (Line 53)
Speaker:
Meaning:
Significance:

Scene 5
9. ―O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night as a
rich jewel in an Ethiop’s ear; Beauty too rich for use, for earth too dear!‖ (Lines 45-48)
Speaker:
Meaning:
Significance:

9. ―Did my heart love till now? Foreswear it, sight! For I ne’er saw true beauty till this night.‖ (53-54)
Speaker:
Meaning:
Significance:

10. ―I will withdraw; but this intrusion shall, Now seeming sweet, convert to bitt’rest gall. (92-93)
Speaker:
Meaning:
Significance:


11. ―Go ask his name – if he is married, my grave is likely to be my wedding band‖ (135-6)
Speaker:
Meaning:
Significance:


12. ―My only love sprung from my only hate! Too early seen unknown, and known too late!‖ (140-1)
Speaker:
Meaning:
Significance:

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Romeo and Juliet
Study Guide Act 2

Scene 1
1. Chorus. What has happened to R’s old love? What’s his new problem?


2. Chorus. Why did R & J fall in love?


3. Ben warns that if R hears Mercutio, R will be angry. Why? (Line 22)


4. Mercutio’s attitude about love and blindness? (33)


Scene 2.
1. R overheard Ben and Merc! What does R mean by line 1?



2. In his first speech of the scene, R says J is hot hot hot. What metaphor does he use to show this?
(Hot can be a pun and a hint!)



3. Wherefore art thou Romeo? (Decipher/Translate) (33)



4. Does J know R is listening when she says ―Romeo, Romeo….‖?



5. Juliet: That which we call a rose/By any other word would smell as sweet…‖ (43)
(Decipher/Translate)


6. As she speaks these words, does she know it’s R? What’s her tone?



7. Why does R hate his name?




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Romeo and Juliet
Study Guide Act 2

Scene 2 contd.
8. J says ―Hey mack, my people find you here, you’re tuna.‖ R’s response? (66) What do you think of
that respond by R?




9. Romeo: ―My life were better ended by their hate / Then death [postponed] wanting of thy love.‖
Whoa! This guy’s got it bad! What’s he saying? (77).




10. What’s J worried about in this long speech: ―Thou knowest the mask of night is on my face‖? (85-
106).



11. R swears his love by the moon. That, gosh darn it, is not good enough for J. Why not? (109-111)




12. R is quick to make vows. Js’ response? (117) Paraphrase!




13. Whattya think about J’s view on love: ―the more I give to thee / The more I have‖? (133) Just
looking for your opinion.




14. R: ―Love goes toward love as schoolboys from their books; / But love from love, toward school
with heavy looks.‖ Cool, huh? What’s he saying about school?! (157)




15. What oxymoron does J use as she says goodbye? (You can call someone an oxymoron and not
insult the person! Oxymoron: when contradictory terms are combined.) What does she mean?



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Romeo and Juliet
Study Guide Act 2

Scene 3
1. R thought the night was so wonderful that it might have been a dream.
Friar’s attitude of night?



2. Friar: Earth is a womb and a tomb (9). Herbs can heal of kill (24). Relate this to R and J’s love.



3. Does friar approve of R’s passion for Rosaline? What 3 words tell you? (44)


4. Most of the play is in blank verse (no rhyme). And the prologues are sonnets. But R uses rhymed
couplets in this speech: ―Then plainly know they heart…‖ (57-64) Big deal. Just LISTEN.



5. What does R want from friar?



6. Why is friar willing to help R and J get married? (90-93)



7. Friar’s last line is similar to J’s advice near end of scene 2. What’s the advice?


Scene 4
1. Tybalt wants what?



2. Mercutio makes fun of 3 things. It’s kind of long and confusing, so I’ll tell you: (a) Tybalt’s
dueling style; (b) fashion plates of the day; (c) famous lovers. (19-24)


3. More confusing lines between Merc and R. I’ll decipher. They’re trading insults and jokes. Merc
thinks his joking has lifted R’s mood. In reality, R’s not moody over Rosaline anymore. He loves J.
Merc doesn’t know.




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Romeo and Juliet
Study Guide Act 2

Scene 4 contd
4. My turn again! Merc has fun at Nurse’s expense. He sings a song about a chaste lady to highlight
the nurse’s flirtatious nature. R tells her, don’t worry about Merc! He just loves to talk! (132-137)




5.What warning does Nurse give R?




6. What will Nurse do, according to R’s plans?


7. What does J think of Paris now?


Scene 5
1. Js mood during this scene?



2. What’s up with the nurse?!


3. Nurse works for J’s parents; why is she willing to help J rather than report plan to her parents?


Scene 6
1. What show’s R’s obsession (again) in his opening lines?



2. What does Friar advise (again)?



3. R’s last few lines: ―Tell me you love me, baby…tell me you can’t live without me… tell me… J’s
response?




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Scene 2
1.―But soft! What light through yonder window breaks? It is the East and Juliet tis the sun!‖ (2-3)
 Speaker:
Meaning:
Significance:

2. ―O Romeo, Romeo! Wherfore art thou Romeo? Deny thy father and refuse thy name; Or, if thou will
not, be but sworn my love, and I’ll no longer be a Capulet.‖ (33-36)
 Speaker:
Meaning:
Significance:

3. ―O, be some other name! What’s in a name? That which we call a rose, by any other name would smell
so sweet; So Romeo would, were he not Romeo call’d‖ (41-45)
 Speaker:
Meaning:
Significance:

4. ―Good night, good night! Parting is such sweet sorrow, that I shall say good night till it be morrow.‖
(185-6)
 Speaker:
Meaning:
Significance:

Scene 3
5. ―For this alliance may so prove happy, to turn your household’s rancour to pure love‖ (91-92)
 Speaker:
Meaning:
Significance:

Scene 5
―Then hie you hence to Friar Lawrence’s cell, There stays a husband to make you a wife.‖ (68-69)
Speaker:
Meaning:
Significance:

Scene 6
―These violent delights have violent ends, and in their triumph die, like fire poweder , which, as
they kiss, consume.‖ (9-11)
Speaker:
Meaning:
Significance:

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Romeo and Juliet
Study Guide Act 3

Scene 1 (R & J are married.)
1. How does Tybalt insult R? ( 57 & 65)



2. Tybalt wants a duel with R. Who steps in for R? What does he think of R when he steps in?



3. Who is wounded and why?



4. Merc repeats, ―A plague a’ both houses.‖ Is he hostile toward even R at this point or not? How
would you direct this?




5. Why does R fight Tybalt?



6. After the due between R and Tybalt, Ben explains what happened. Lady Cap’s response? Prince’s
response?



Scene 2
1. J’s mood in opening speech


2. Nurse is genuinely upset and rambles. J misinterprets. What does J think?


3. List some oxymorons that J lists when she finds out R killed Tybalt. (73-85)
What does this show about J?



4. ―O, that deceit should dwell in such a gorgeous place!‖ (84-85) What does J mean?




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Romeo and Juliet
Study Guide Act 3

Scene 2 contd.
5. Nurse response to last quote? (86-90)



6. J’s response to nurse’s response? (91-95)



7. How does J justify R’s behavior?



8. J: ―Come, nurse. I’ll to my wedding bed; and death, not R, take my maidenhead.‖ Decipher.


Scene 3
1. What would R prefer to banishment? Why?


2. Friar’s response?


3. What show’s R’s jealousy?



3. How are R and J similar?


4. In his long speech, the friar tells R to snap out of it already. What are his main points and what’s his
plan? List several lines and line numbers. Partial lines are okay.




5. What instructions does the friar give to the nurse?




6. In friar’s last speech of the scene, what final plans does he propose?



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Romeo and Juliet
Study Guide Act 3

Scene 4
1. Paris: ―these times of woe afford no time to woo.‖ Say this 5 times fast.

2. Why does Cap-man want such a quick marriage for J? And to whom?



3. What’s the purpose of this short scene?



Scene 5
1. Why does J insist she hears a nightingale and not a lark?


2. What does J tell her mom she wants to do to R? (81 &94-95)


3. What does Lady Cap want J to do on Thur? J’s objection?



4. Why does Lord Cap-man think J will not marry Paris?



5. If J refuses to marry Paris, what will the big Cap do?



6. If J refuses to marry Paris, what will the big Cap do?


7. If marriage to Paris goes again, Juliet says she will _________________________



8. Nurse’s advice to J?




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Romeo and Juliet
Study Guide Act 3

DISCUSSION QUESTIONS (Answer both before handing in study guide.)


1. What have the events of this scene revealed to you about the character of R and J? Explain how the
young lovers are changing. What hard lessons are they learning about life?




2. What lessons can YOU take away from this play so far?




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ACT 3
Scene 1
1.―Ask for me tomorrow, an you shall find me a grave man.‖ (96-97)
 Speaker:
Meaning:
Significance:

2.―A plague o’both your houses! They have made womrs’ meat of me.‖ (105-106)
 Speaker:
Meaning:
Significance:

Scene 2
3.―Give me my Romeo; and, when he shall die, take him and cut him out in little stars, and he
will make the face of heaven so fine that all the world will be in love with night…‖ (21-24)
 Speaker:
Meaning:
Significance:

Scene 3
4.―Ha, banishmen! Be merciful, say death; For exile hath more terror in his look, much more
than death. Do not say ―banishment.‖ (12-14)
 Speaker:
Meaning:
Significance:

Scene 4
5.―These times of woe afford not time to woo.‖ (8)
 Speaker:
Meaning:
Significance:

Scene 5
7. ―I would the fool was married to her grave!‖ (141)
Speaker:
Meaning:
Significance:

8. ―I’ll to the friar, to know his remedy; if all else fail, myself have power to die.‖ (243-244)
Speaker:
Meaning:
Significance:
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Romeo and Juliet
Study Guide Act 4

Act 4, Scene 1
1. How does J treat Paris in the opening scene?



2. Paris leaves. J talks with friar. What does she have in her hand and what does she intend to do with
it?



3. J: ―O bid me leap…‖ (77) What does this speech tell you about J?



4. Friar’s brilliant plan?



5. J’s response to plan?



Scene 2
1. How does Juliet react when she returns from friar and goes to see her father?



2. Cap-man changes wedding plans to Wednesday morning. Why?



3. How does this Wednesday wedding add a wrinkle to friar’s plan?



Scene 3
1. A soliloquy! We hear Juliet’s thoughts! (Soliloquies are often used at a moment of decision. The
character weighs the pros and cons of some action) What action is J considering and what are her fears?
(There are 4 outcomes she imagines.)




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Romeo and Juliet
Study Guide Act 4

Scene 3 contd.
2. J wonders about Friar. What motivates the friar to try such a dangerous plan?



3. What vision does J have?



Scene 4
1. What is old man Cap doing during this scene?


2. Why is this music ironic?



Scene 5
1. Who discovers Juliet ―dead‖?


2. Notice Paris’ comments. What’s he most upset about?


3. How did J die, according to Paris



4. What does Capulet compare Juliet’s death to?



5. Friar finally speaks. His message?



6. Musicians and Peter joke around. Musicians want to stay for dinner. Shakespeare’s message here?




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Romeo and Juliet
Study Guide Act 5

ACT 5, Scene 1
1. What is Romeo’s dream?


2. Who is Balthasar?


3. What news does Balthasar bring to Romeo?


4. What’s an apothecary and why does R visit him?


5. What does R say to the apothecary to convince him to break the law?



6. What is gold to R?



Scene 2
1. What happened to the letter to R?



2. Why must friar rush to J?


Scene 3.
1. Why the heck is Paris at the churchyard?



2. What does R show up with? What does he plan to do?



3. What does Paris think when he sees Romeo at the tomb?


4. R: ―I’ll call thee with more food.‖ (48) Decipher/Paraphrase




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Romeo and Juliet
Study Guide Act 5

Scene 3 contd.
5. As Paris is dying, what does he request from Romeo?


6. Does he honor Paris’ request? Why?



7. What mood does Romeo’s long speech at the Juliet’s grave create? Why?



8. Summarize what happens with Romeo and Juliet at this point.




9. Summarize the friar’s explanation of events to the prince.




10. The prince concluded that, ―All are punished.‖ Who has been punished and how?




Journal topic: (write multiple sentences!) The friar becomes a confidant to R & J, the only one they can
trust. What could the friar advise at this point?




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ACT 4
Scene 1
1. ― Take thou this vial, being then in bed, and this distilled liquor drink thou off-,‖ (93-94)
Speaker:
Meaning:
Significance:

Scene 2
2. ―I’ll have this knot knit up to-morrow morning.‖ (24)
Speaker:
Meaning:
Significance:


Scene 3
3. ―Farewell! God knows when we shall meet again.‖ (14)
Speaker:
Meaning:
Significance:


4. ―Come vial. What if this mixture do not work at all? Shall I be married, then, to-morrow
morning? No, not This shall forbid it. Lie thou there.‖ (20-23)
Speaker:
Meaning:
Significance:


Scene 5
5. ―Death lies on her like an untimely frost upon the sweets flower of all the field.‖ (28-29)
Speaker:
Meaning:
Significance:


ACT 5 Scene 1
6. ―I saw her laid in her kindred’s vault And presently took past to tell it you. O, pardon me for
bringing these ill news‖ (20-23)
Speaker:
Meaning:
Significance:


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ACT 5 Cont’d
7. ―Then I defy you, stars‖ (24)
Speaker:
Meaning:
Significance:



Scene 3
8. ―Thy drugs are quick. Thus with a kiss I die.‖ (120)
Speaker:
Meaning:
Significance:

9. ―Poison, I see, hath been his timeless end. O churl! Drink all, and left no friendly drop to help
me after?‖ (162-164)
Speaker:
Meaning:
Significance:


10. ―Yea, noise? Then I’ll be brief. O happy dagger! This is thy sheath; there rust and let me
die.‖ (169-170)
Speaker:
Meaning:
Significance:


11. ―For I will raise her statue in pure gold, that whiles Verona by that name is known, there
shall no figure at such rate be set as that of true and faithful Juliet.‖ (299-300)
Speaker:
Meaning:
Significance:


12. ―For never was a story of more woe than this of Juliet and her Romeo.‖ (309-310)
Speaker:
Meaning:
Significance:




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