english i intensive romeo and juliet - wikispaces7+romeo... · 2 - movie comparison 3 - act i quiz...

English I Intensive Romeo and Juliet

Whole-Group Instruction

20 Minutes

Small-Group Instruction

20 Minutes

Instructional Software 20 Minutes

Modeled and Independent Reading

20 Minutes

Whole-Group Wrap-Up 10 Minutes

Day 1 No Rotations

1 - Shakespearean Insults 2 - Slang Translation 3 Shakespeare bingo

Read 20 minutes

Day 2 rBook pg 188 - Think aloud compare and contrast reading skill

rBook pg 190 - Students practice compare and contrast reading skill

Read 20 minutes

Day 3 Read Prologue from rBook Journal 1 in different ways to emphasize the meaning (See rBook Journal 1 for ideas)

rBook Journal 1 Read 20 minutes

Day 4 Read Act 1. 1-3 and watch the same scene from the two movies

After watching the two versions and reading the text fill in movie comparison sheet

Read 20 minutes

Day 5 Review Act 1. 1-3 by filling in Character Chart




20 Minutes


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Day 6 Read Act 1.4 rBook Journal 3 Read 20 minutes

Day 7 Read Act 1.5 rBook Journal 4 Read 20 minutes

Day 8 No Rotations

1- Watch movie versions of scene 4-5 2 - Movie Comparison 3 - Act I Quiz

Read 20 minutes

Day 9 Read Act 2. 1-2 Rbook Journal 5 Read 20 minutes

Day 10 Watch Balcony scen from the both versions

Movie Comparison Read 20 minutes



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Day 11 No Rotations

1 - Read Act 2. 3-6 2 - rBook Journal 6 3 - Act 2 Test

Read 20 minutes

Day 12 Read Act 3.1 and watch the scene from the movie. Record similarities and differences on Movie Comparison sheet


Day 13 Read Act 3. 2-3 rBook Journal 8 Read 20 minutes

Day 14 Read Act 3. 4-5 and watch movie

Movie Comparison Chart

Read 20 minutes

Day 15 No Rotations

1 - Review Act 3 2 - rBook Journal 9 3 - Act 3 test

Read 20 minutes



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Day16 Read Act 4. 1-2 rBook Journal 10 Read 20 minutes


Day 18 Watch movie for Act 4 Movie comparison Read 20 minutes


Day 20 Finish Movie Movie Comparison and review for test

Read 20 minutes



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Day 21 No Rotations

1 - Romeo and Juliet Test 2 - Deconstruct writing prompt 3 - Student sample

Read 20 minutes

Day 22 Brainstorm Persuasive Essay

Begin Outlining essay Read 20 minutes

Day 23 Grammar and Mechanics rBook pg 204-05

Continue Outlining Read 20 minutes

Day 24 Persuasive techniques Rough Draft and conferencing

Read 20 minutes

Day 25 No Rotations

1 - Peer Editing 2 - Revision 3 - Conference 4 - Final Draft due the next day

Read 20 minutes

RomeoandJulietCLAStandards

LiteraryResponseandAnalysis3.1Articulatetherelationshipbetweentheexpressedpurposesandthecharacteristicsofdifferentformsofdramaticliterature(e.g.,comedy,tragedy,drama,dramaticmonologue).3.2Compareandcontrastthepresentationofasimilarthemeortopicacrossgenrestoexplainhowtheselectionofgenreshapesthethemeortopic.3.3Analyzeinteractionsbetweenmainandsubordinatecharactersinaliterarytext(e.g.,internalandexternalconflicts,motivations,relationships,influences)andexplainthewaythoseinteractionsaffecttheplot.3.4Determinecharacters’traitsbywhatthecharacterssayaboutthemselvesinnarration,dialogue,dramaticmonologue,andsoliloquy.3.6Analyzeandtraceanauthor’sdevelopmentoftimeandsequence,includingtheuseofcomplexliterarydevices(e.g.,foreshadowing,flashbacks).3.7Recognizeandunderstandthesignificanceofvariousliterarydevices,includingfigurativelanguage,imagery,allegory,andsymbolism,andexplaintheirappeal.3.9Explainhowvoice,persona,andthechoiceofanarratoraffectcharacterizationandthetone,plot,andcredibilityofatext.3.10Identifyanddescribethefunctionofdialogue,scenedesigns,soliloquies,asides,andcharacterfoilsindramaticliterature.LiteraryCriticism3.11Evaluatetheaestheticqualitiesofstyle,includingtheimpactofdictionandfigurativelanguageontone,mood,andtheme,usingtheterminologyofliterarycriticism.(Aestheticapproach)Writing1.1Establishacontrollingimpressionorcoherentthesisthatconveysaclearanddistinctiveperspectiveonthesubjectandmaintainaconsistenttoneandfocusthroughoutthepieceofwriting.1.2Usepreciselanguage,actionverbs,sensorydetails,appropriatemodifiers,andtheactiveratherthanthepassivevoice.1.9Revisewritingtoimprovethelogicandcoherenceoftheorganizationandcontrollingperspective,theprecisionofwordchoice,andthetonebytakingintoconsiderationtheaudience,purpose,andformalityofthecontext.2.4Writepersuasivecompositions:a.Structureideasandargumentsinasustainedandlogicalfashion.b.Usespecificrhetoricaldevicestosupportassertions(e.g.,appealtologicthroughreasoning;appealtoemotionorethicalbelief;relateapersonalanecdote,casestudy,oranalogy).c.Clarifyanddefendpositionswithpreciseandrelevantevidence,includingfacts,expertopinions,quotations,andexpressionsofcommonlyacceptedbeliefsandlogicalreasoning.d.Addressreaders’concerns,counterclaims,biases,andexpectations.

RomeoandJulietCLAStandards

ListeningandSpeaking2.4Deliveroralresponsestoliterature:a.Advanceajudgmentdemonstratingacomprehensivegraspofthesignificantideasofworksorpassages(i.e.,makeandsupportwarrantedassertionsaboutthetext).b.Supportimportantideasandviewpointsthroughaccurateanddetailedreferencestothetextortootherworks.C.Demonstrateawarenessoftheauthor’suseofstylisticdevicesandanappreciationoftheeffectscreated.d.Identifyandassesstheimpactofperceivedambiguities,nuances,andcomplexitieswithinthetext.

ALP H AB E TI ZE D LI ST O F SE LE C TE D

Poetry Terms* * Please note that words in italics are defined somewhere else in the list!

1. alliteration: the repetition of sounds, usually consonant sounds but sometimes vowel sounds, at the beginnings of words in the same line or successive lines

“The fair breeze blew the white foam flew The furrow followed free” — Coleridge 2. blank verse: unrhymed verse generally written in iambic pentameter “I fancied when I looked at six o’clock The swan still ran and scuttled just as fast.” — Frost 3. connotation: the implied or suggested meaning of a word or expression. For example, the word springtime

literally means the season between the vernal equinox and the summer solstice, but the word usually makes most people think of such things as youth, rebirth, and romance

4. couplet: two consecutive lines of poetry that rhyme “‘Tis education forms the common mind Just as the twig is bent the tree’s inclined.” — Pope 5. denotation: the literal or dictionary meaning or meanings of a word Springtime: the season between the vernal equinox and the summer solstice 6. exact rhyme: two or more words that end with exactly the same vowel and consonant sounds EXAMPLES: “feet” and “heat,” “shoes” and “cruise,” etc.

7. free verse: poetry that has no particular rhyme scheme, rhythm, or line length “I celebrate myself, and sing myself. And what I assume you shall assume. For every atom belonging to me belongs to you.” — Whitman 8. hyperbole: a figure of speech using obvious exaggeration or overstatement for special effect “And I will luve thee still. My dear, Till a’ the seas gang dry.” — Burns 9. iamb: a metrical foot made of one unaccented syllable followed by one accented syllable (be-CAUSE, re-

TURN) 10. iambic pentameter: a line of poetry composed of five iambs The SOUND / must SEEM / an ECH / -o TO / the SENSE. 11. imagery: a word or phrase which brings a picture to the reader’s mind or appeals to his or her sense of

sight, hearing, touch, taste, or smell; also the collection of images in a poem ...sagging orchards steamed with amber spice. [smell and sight] — Field The curfew tolls the knell of parting day. [hearing] — Gray

12. metaphor: a figure of speech that makes a comparison between two things that are basically different “The train is a needle plunging into the fabric of night.” 13. meter: the repetition in poetry of a regular pattern of stressed ( ) and unstressed ( ) syllables. This

creates the rhythm of a poem 14. metrical foot: a combination of syllables in a rhythmic unit 15. narrative poem: a poem that tells a story 16. onomatopoeia: the use of words which in their pronunciation suggest their meaning “It cracked and growled, and roared and howled Like noises in a swound.” — Coleridge 17. personification: a figure of speech in which something non-human is given human qualities “A narrow wind complains all day How someone treated him.” — Dickinson 18. rhyme: repetition of the same (or similar) sound or sounds at the end of words. Usually, in poetry, rhyming

means the ending of two or more lines with words that sound alike (see also exact rhyme and slant rhyme) 19. rhyme scheme: the pattern of rhyme in a poem; rhyme schemes are described by using a different letter of

the alphabet to stand for each different rhyming sound 20. simile: a figure of speech in which the comparison between two unlike things is expressed directly, usually

by means of like or as “What happens to a dream deferred? Does it dry up like a raisin in the sun?” — Hughes 21. slant rhyme: two or more words that share enough of the same sounds to make them sound similar, but do

not end with exactly the same vowel and consonant sounds EXAMPLES: “zone” and “song,” “alive” and “ride” 22. stanza: a group of lines of verse treated as a unit and separated from other units by a space 23. symbol: any object, person, place, or action that has meaning in itself and that also stands for something

larger than itself such as a quality, an attitude, or a value. EXAMPLES: A rose is often a symbol of love and beauty; a skull is often a symbol of death; spring and winter often symbolize youth and old age.

24. tone: the feeling communicated by authors’ attitudes towards their subjects and the particular way they write

about them. Tone is found in every kind of writing. It is created through the choice of words and details.

Shakespeare Bingo

Free Space

1.WritethefollowingwordsthatyouwillbehearingfromtheteacheraboutShakespeareintheboxesbelow.England Stra+ord‐upon‐Avon playwright HenryIVAnneHathaway MaryArden LordChamberlain'sMenApril23,1564JohnShakespeare April23,1616 BlackFriar'sTheater TheComedyofErrors QueenElizabeth RomeoandJulietGlobeTheater

2.Whenyouheartheword,crossitoff,andwait?llyouget5inarowordiagonally.Whenyoudo,calloutBINGO!

proud_elizabeth

Text Box

Day 3 Lesson Plan

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Text Box

Day 3 lesson Plan (continued)

Romeo and Juliet Timeline

In writing Romeo and Juliet, Shakespeare re-told an old story. He condensed the action from several months to just 5 days, adding a sense of urgency to every event. In this activity, you will explore cause-and-effect relationships. You will also create a timeline for the play. Directions: Write each event on the day that it took place.

The servants of the Capulets and Montagues start a brawl in the streets of Verona.

Sunday

Monday

Tuesday

Wednesday

Wednesday night/early Thursday

Thursday

Events in Romeo and Juliet

• Friar Lawrence discovers that his message did not reach Romeo. • Juliet stabs herself.

• Prince Escalus banishes Romeo. • Juliet apologizes to her father for refusing to marry Paris. • Romeo and Juliet, now husband and wife, part at dawn. • Benvolio takes Romeo to the Capulet's party, hoping to get his mind

off Rosaline. • Prince Escalus decrees that the next person who starts a public fight

will face the death penalty. • Romeo drinks poison.

• Romeo kills Paris • Montague and Capulet shake hands and promise to build gold

statues of each other's children. • Romeo overhears Juliet on her balcony, pledging her love to him. • Friar Lawrence reveals that Romeo and Juliet were married.

• Romeo kills Tybalt. • Romeo and Juliet meet. • Romeo and Juliet are married at Friar Lawrence’s cell. • Lord Capulet announces Juliet’s engagement to Paris.

• Tybalt kills Mercutio. • Balthasar tells Romeo that Juliet is dead. • Lord Capulet moves the wedding from Thursday to Wednesday. • Juliet's family lays her to rest in the Capulet burial vault.

• The nurse advises Juliet to marry Paris; Juliet asks Friar Lawrence

for help.

Act

and Scene

Day Times Timeline for Romeo and Juliet �Important Events �

Act 1 Sunday Morning Romeo lovesick for Rosaline

Act 1 Sunday Afternoon A street fight between the Montague and Capulet factions

Act 1 Sunday Evening The Capulets make ready for their masked ball (masque) The Montague faction gatecrash the ball - Romeo is disguised by a mask. Romeo sees beautiful Juliet - it is love at first sight.

Act 2 Sunday Night Romeo and Juliet meet and learn they belong to the opposing families of Montague and Capulet. Despite the conflicting loyalties to their families they swear their love for each other and decide to marry

Act 2 Monday Morning Plans are made for the wedding

Act 2 Monday Early Afternoon

Romeo Montague and Juliet Capulet are married by Friar Laurence The Nurse helps Romeo with plans to provide ropes to enable Romeo to climb into Juliet's bedchamber as her husband later that night...

Act 3 Monday Late Afternoon

Benvolio and Mercutio (Montague faction) meet Tybalt (Capulet faction). Mercutio is killed by Tybalt.

Act 3 Monday Early Evening

Romeo revenges the death of Mercutio and kills Tybalt.

Act 3 Monday Night Prince of Verona banishes Romeo from Verona. Unaware of the wedding Capulet arranges for Juliet to marry Paris on Thursday

Act 3 Tuesday Dawn Having spent the night together the lovers, Romeo and Juliet, part

Act 4 Tuesday Morning Juliet refuses her father's wishes to marry Paris and decides she will commit suicide rather than betray Romeo

Act 4 Tuesday Afternoon Friar Laurence advises Juliet to pretend to take poison and fake her death, allowing her to escape to Romeo. Knowing she will escape Juliet "agrees" to marry Paris. Her delighted father brings the wedding forward to Wednesday

Act 4 Tuesday Night Juliet takes the fake potion

Act 4 Wednesday Morning The Nurse discovers the "dead" Juliet. The Capulet family learn that their daughter Juliet is dead. The wedding preparations are changed to those of a funeral.

Act 5 Wednesday Romeo learns of Juliet's death - devastated he plans to return to Verona to see the dead body of Juliet - he plans to commit suicide

Act 5 Thursday Evening Romeo looks at Juliet in her coffin. Paris sees him, they fight and Paris is killed. Romeo then takes the poison - just as Juliet awakes. Romeo dies and then Juliet stabs herself to death.

Act 5 Thursday Evening The tragic love story ends as the Montague and Capulet families end their feud

FALLING ACTION

RISING ACTION (List examples that create complications or suspense)

THEME

RESOLUTION EXPOSITION

Setting: Situation/climate: Characters:

CONFLICT

PROTAGONIST vs. ANTAGONIST ______________vs. _____________

CLIMAX PLOT

TITLE: ________________________ AUTHOR: _____________________

CLA Standards: Listening and Speaking 2.4c and Literary Response and Analysis 3.1

BigIdea:Whatistheselec0onmainlyabout?__________________________________________________________________

!ReactWhatistheconflictthattheaudienceisawareofatthebeginningoftheplay?Whatistheendresult?__________________________________________________________________________________________________________________

StudentObjec0ves:‐Studentswilliden0fytheconflict‐Studentswillunderstandthecharacteris0csofatragedy

[Enter]CHORUS.Chorus:Twohouseholds, bothalikeindignity,InfairVerona, wherewelayourscene,Fromancientgrudge breaktonewmuLny,Wherecivilblood makescivilhandsunclean.FromforththefatalloinsofthesetwofoesApairofstar‐cross'dlovers taketheirlife;Whosemisadventured piteousoverthrowsDothwiththeirdeath burytheirparents'strife.Thefearfulpassage oftheirdeath‐mark'dlove,AndtheconLnuanceoftheirparents'rage,Which,buttheirchildren'send,naughtcouldremove,Isnowthetwohours'traffic ofourstage;Thewhichifyou withpaLentearsaTend,Whathereshallmiss, ourtoilshallstrivetomend.

ReadthePrologueinfivedifferentways:1.Allstudentsaloudinunison2.Goingaroundtheroom,studentsreadonewordataLme3.RepeatReading24.Goingaroundtheroom,eachstudentreadsahalfline(notethebreakintheline)5.StudentsreadtothepunctuaLonstops‐‐semicolonsandperiods,notcommas.

Reading 1: Prologue Romeo and Juliet

CLA Standards: Listening and Speaking 2.4c and Literary Response and Analysis 3.1

WordstoKnow!Mu0ny(n):riotDignity(n):specialposiLon

Annotate&Analyze

1. Put line numbers in increments of 5 on the right hand side of the original Prologue. (There should be 14 lines, so you don't need to write line 15)

2. Read the translation and decide which line number matches the modern language translation.

4. Underline: What is the problem in the play

5. Write Romeo and Juliet is a tragedy. Why do you think it is called a tragedy? ________________________ ________________________ ________________________

Transla0on

____ThestorytakesplaceinVerona____Whentheywereburied,theirparentsstoppedfighLng____Twopeoplefatedtobetogethercommitsuicide____NewrioLnggrewoutofoldanger____Willnowhappenduringthenexthours____Theirparents'angerwentonandon____Ifyoumissedsomethinghereperhapsyou'llgetitlater____ThehorribleLmetheyhad‐loversfatedtodie____Nothingcouldstopbutthedeathoftheirchildren____CiLzenskilleachother____Whosemisfortunearousespity____Twofamilies‐bothrichandrespected____Bornoftheseenemyfamilies____CiLzenskilleachother____Listencarefully

LiteraryElementstoKnow

ASonnetisapoemoffourteenlinesusinganyofanumberofformalrhymeschemes

RhymeSchemeisthepaTernofrhymeinapoem;rhymeschemesaredescribedbyusingadifferentleTerofthealphabettostandfordifferentrhymingsounds.

MeteristherepeLLoninpoetryofaregularpaTernofstressed(/)andunstressed(u)syllables.Thiscreatestherhythmofapoem

RhymingCoupletistwoconsecuLvelinesofpoetrythatrhyme:“‘TiseducaLonformsthecommonmindJustasthetwigisbentthetree’sinclined.”—Pope

Tragedyisadramaorliteraryworkinwhichthemaincharacterisruinedorsuffersextremesorrow,especiallyasaconsequenceofatragicflaw,moralweakness,orinabilitytohandlebadcircumstances.

Review:Summarize

Summarizewhattheplayisabout,inyourownwords.________________________________________________________________________________________________

proud_elizabeth

Cross-Out

RomeoandJuliet:TexttoMovieComparison

WritedownobservationsofhowtheDirectors/AuthordecidedtodepictthePrologue.

Zefferrelli

RomeoandJulietw/LeonardoDiCaprio&ClaireDanes

RomeoandJuliettext

1. ExplainthedifferencesinthewaythedirectorsandShakespearedecidedtotellthestory.Explainusingatleasttwoexamples.

2. WhatelementsofthemoderndayRomeoandJuliet

weresurprisingtoyou?Explain.

CLA Standards: Literary Response and Analysis 3.3 and 3.4


!ReactWhatadvicewouldyougiveRomeothenext6meheseesRosaline?________________________________________________________________________________________________________________________________________________________

StudentObjec0ves:‐Studentswillcompareandcontrastthecharactersintroduced‐Studentswillexplainhowvoiceandpersonaaffectthetoneoftheplot

PRINCERebellioussubjects,enemiestopeace,Profanersofthisneighbour‐stainedsteel,‐‐Willtheynothear?What,ho!youmen,youbeasts, 85ThatquenchthefireofyourperniciousrageWithpurplefountainsissuingfromyourveins,Onpainoftorture,fromthosebloodyhandsThrowyourmistemper'dweaponstotheground,Andhearthesentenceofyourmovedprince. 90Threecivilbrawls,bredofanairyword,Bythee,oldCapulet,andMontague,Havethricedisturb'dthequietofourstreets,AndmadeVerona'sancientci6zensCastbytheirgravebeseemingornaments, 95Towieldoldpar6sans,inhandsasold,Canker'dwithpeace,topartyourcanker'dhate:Ifeveryoudisturbourstreetsagain,Yourlivesshallpaytheforfeitofthepeace.Forthis6me,alltherestdepartaway: 100YouCapulet;shallgoalongwithme:And,Montague,comeyouthisa\ernoon,Toknowourfurtherpleasureinthiscase,TooldFree‐town,ourcommonjudgment‐place.Oncemore,onpainofdeath,allmendepart. 105______________BENVOLIOGood‐morrow,cousin.

ROMEOIsthedaysoyoung?

BENVOLIOButnewstrucknine. 165

ROMEOAyme!sadhoursseemlong.Wasthatmyfatherthatwenthencesofast?

BENVOLIOItwas.WhatsadnesslengthensRomeo'shours?

ROMEONothavingthat,which,having,makesthemshort.

BENVOLIOInlove? 170

ROMEOOut‐‐

BENVOLIOOflove?

Reading2:Act1sc.1‐3RomeoandJuliet


Prince Escalus

Romeo

Mercutio

Benvolio

Juliet

Nurse

Lady Capulet

Lord Montague

Paris

ROMEOBidasickmaninsadnessmakehiswill:Ah,wordillurgedtoonethatissoill!Insadness,cousin,Idoloveawoman.

BENVOLIOIaim'dsonear,whenIsupposedyouloved.

ROMEOArightgoodmark‐man!Andshe'sfairIlove. 215

BENVOLIOArightfairmark,faircoz,issoonesthit.

ROMEOWell,inthathityoumiss:she'llnotbehitWithCupid'sarrow;shehathDian'swit;And,instrongproofofchas6tywellarm'd,Fromlove'sweakchildishbowshelivesunharm'd. 220Shewillnotstaythesiegeoflovingterms,Norbidetheencounterofassailingeyes,Noropenherlaptosaint‐seducinggold:O,sheisrichinbeauty,onlypoor,Thatwhenshedieswithbeautydiesherstore. 225

BENVOLIOThenshehathswornthatshewills6lllivechaste?

ROMEOShehath,andinthatsparingmakeshugewaste,ForbeautystarvedwithherseverityCutsbeautyofffromallposterity.Sheistoofair,toowise,wiselytoofair, 230Tomeritblissbymakingmedespair:Shehathforsworntolove,andinthatvowDoIlivedeadthatlivetotellitnow.

BENVOLIOBeruledbyme,forgettothinkofher.

ROMEOO,teachmehowIshouldforgettothink. 235

BENVOLIOBygivinglibertyuntothineeyes;Examineotherbeau6es.

ROMEO'TisthewayTocallhersexquisite,inques6onmore:Thesehappymasksthatkissfairladies'brows 240Beingblackputusinmindtheyhidethefair;HethatisstruckenblindcannotforgetTheprecioustreasureofhiseyesightlost:Showmeamistressthatispassingfair,Whatdothherbeautyserve,butasanote 245WhereImayreadwhopass'dthatpassingfair?Farewell:thoucanstnotteachmetoforget.

BENVOLIOI'llpaythatdoctrine,orelsedieindebt.

ShakespeareTranslated

TranslateRomeo'slinesintomodernEnglish

Well,inthathityoumiss:she'llnotbehit___________________________________________________________________________

WithCupid'sarrow;shehathDian'swit;___________________________________________________________________________

And,instrongproofofchas6tywellarm'd,___________________________________________________________________________

Fromlove'sweakchildishbowshelivesunharm'd.___________________________________________________________________________


CheckforUnderstanding

1.WriteWhatendstheopeningfight?________________________________________________________________________

2.WriteWhyisRomeososadinAct1scene1?________________________________________________________________________________________________________________________

ROMEOOutofherfavour,whereIaminlove.

BENVOLIOAlas,thatlove,sogentleinhisview,Shouldbesotyrannousandroughinproof. 175

ROMEOAlas,thatlove,whoseviewismuffleds6ll,Should,withouteyes,seepathwaystohiswill!Whereshallwedine?Ome!Whatfraywashere?Yettellmenot,forIhavehearditall.Here'smuchtodowithhate,butmorewithlove.180Why,then,Obrawlinglove!Olovinghate!Oanything,ofnothingfirstcreate!Oheavylightness!seriousvanity!Mis‐shapenchaosofwell‐seemingforms!Featheroflead,brightsmoke,coldfire, 185sickhealth!S6ll‐wakingsleep,thatisnotwhatitis!ThislovefeelI,thatfeelnoloveinthis.Dostthounotlaugh?

BENVOLIONo,coz,Iratherweep. 190

ROMEOGoodheart,atwhat?

BENVOLIOAtthygoodheart'soppression.

ROMEOWhy,suchislove'stransgression.Griefsofmineownlieheavyinmybreast,Whichthouwiltpropagate,tohaveitprest 195Withmoreofthine:thislovethatthouhastshownDothaddmoregrieftotoomuchofmineown.Loveisasmokeraisedwiththefumeofsighs;Beingpurged,afiresparklinginlovers'eyes;Beingvex'daseanourish'dwithlovers'tears: 200Whatisitelse?amadnessmostdiscreet,Achokinggallandapreservingsweet.Farewell,mycoz.

BENVOLIOSo\!Iwillgoalong;Anifyouleavemeso,youdomewrong.

ROMEOTut,Ihavelostmyself;Iamnothere; 205ThisisnotRomeo,he'ssomeotherwhere.

BENVOLIOTellmeinsadness,whoisthatyoulove.

ROMEOWhat,shallIgroanandtellthee?

BENVOLIOGroan!why,no.Butsadlytellmewho. 210

WordstoKnow!Profaners(n):apersonnotrespecQuloforthodoxreligiousprac0ce

Pernicious(adj):havingaharmfuleffect

LiteraryTermstoKnow!

AnAllusionisareferenceinaliteraryworktoaperson,place,orthinginhistoryoranotherworkofliterature.

Forexample:CupidandDiana.‐Cupid'sarrowhasthepowertomakeapersonfallinlove.‐Diana,isthegoddessofchas6ty,andwasopposedtoloveandmarriage.


Romeo and Juliet Characters

Prince Escalus

Romeo

Mercutio

Benvolio

Juliet

Nurse

Lady Capulet

Lord Montague

Paris

Direc0ons:Provide2‐3charactertraitsforeachcharacter.Then,iden6fythecharacter'srela6onshiptothemaincharacters,RomeoandJuliet.

Traits Rela0onship

CLA Standards: Literary Response and Analysis 3.7


!ReactHowisMercu0otryingtogetRomeo'smindoffseriousthoughtsaboutdreamsandtheirsignificance?________________________________________________________________________________________________________________________________________________________

StudentObjec0ves:‐Studentswilliden0fyimagery‐StudentswillcompareandcontrastMercu0oandRomeo

MERCUTIOO,then,IseeQueenMabhathbeenwithyou.Sheisthefairies'midwife,andshecomesInshapenobiggerthananagate‐stone 60Onthefore‐fingerofanalderman,DrawnwithateamofliJleatomiesAthwartmen'snosesastheylieasleep;Herwagon‐spokesmadeoflongspiders'legs,Thecoverofthewingsofgrasshoppers, 65Thetracesofthesmallestspider'sweb,Thecollarsofthemoonshine'swaterybeams,Herwhipofcricket'sbone,thelashoffilm,Herwagonerasmallgrey‐coatedgnat,NotsobigasaroundliJleworm 70Prick'dfromthelazyfingerofamaid;Herchariotisanemptyhazel‐nutMadebythejoinersquirreloroldgrub,Timeouto'mindthefairies'coachmakers.Andinthisstateshegallopsnightbynight 75Throughlovers'brains,andthentheydreamoflove;O'ercour0ers'knees,thatdreamoncourt'siesstraight,O'erlawyers'fingers,whostraightdreamonfees,O'erladies'lips,whostraightonkissesdream,WhichoXtheangryMabwithblistersplagues, 80Becausetheirbreathswithsweetmeatstaintedare:Some0meshegallopso'eracour0er'snose,Andthendreamsheofsmellingoutasuit;Andsome0mecomesshewitha0the‐pig'stailTicklingaparson'snoseasa'liesasleep, 85Thendreams,heofanotherbenefice:Some0meshedrivetho'erasoldier'sneck,Andthendreamsheofcu\ngforeignthroats,Ofbreaches,ambuscadoes,Spanishblades,Ofhealthsfive‐fathomdeep;andthenanon 90Drumsinhisear,atwhichhestartsandwakes,AndbeingthusfrightedswearsaprayerortwoAndsleepsagain.ThisisthatveryMabThatplatsthemanesofhorsesinthenight,Andbakestheelflocksinfoulslu\shhairs, 95Whichonceuntangled,muchmisfortunebodes:Thisisthehag,whenmaidslieontheirbacks,Thatpressesthemandlearnsthemfirsttobear,Makingthemwomenofgoodcarriage:Thisisshe‐‐ 100

Reading3:Act1scene4RomeoandJuliet

CLA Standards: Literary Response and Analysis 3.7ImageryandCompareandContrast 1.UnderlineWhatdoesQueenMablooklike?

2.UnderlineWhatishercarriagemadeof?Whomdoesshetravelwith?

3.DrawwhatyouthinkQueenMablookslike,basedonthetextyouhaveunderlined

4.WriteIsQueenMabthequeenofgooddreams,nightmares,orboth?Explain.____________________________________________________________________________________________________________________________________________

5.CompareandContrastRomeoandMercu0o'scharacterinthediagramprovided.

Wordstoknow!gnat(n):smallfly

3.InthespaceprovideddrawapictureofwhatyouthinkQueenMablookslikebasedonMercu0o'sdescrip0on.


WritedownobservationsofhowtheDirectors/AuthordecidedtodepicttheQueenMabMonologue.

Zefferrelli


RomeoandJuliettext






!ReactDoyouthinkitwasappropriateforRomeandJuliettokisswhentheyfirstmet?WhyorWhynot?__________________________________________________________________________________________________________________

StudentObjec0ves:‐Studentswilllearntoannotatesonnets‐StudentswillexaminefiguraAvelanguage

RomeoandJuliet:Act1Scene5ShakespeareoGenwrotepartofhisplaysinsonnetform.IdenAfytherhymeschemeinthissceneandthenanswerthequesAonsthatfollowthisselecAon.

ROMEO[ToJULIET.]IfIprofanewithmyunworthiesthand()Thisholyshrine,thegentlesinisthis:() Mylips,twoblushingpilgrims,readystand() Tosmooththatroughtouchwithatenderkiss.()

JULIETGoodpilgrim,youdowrongyourhandtoomuch,() WhichmannerlydevoAonshowsinthis;() Forsaintshavehandsthatpilgrims'handsdotouch,() Andpalmtopalmisholypalmers'kiss.()

ROMEOHavenotsaintslips,andholypalmerstoo?()

JULIETAy,pilgrim,lipsthattheymustuseinprayer.()

ROMEOO,then,dearsaint,letlipsdowhathandsdo;()Theypray—grantthou,lestfaithturntodespair.()

JULIETSaintsdonotmove,thoughgrantforprayers'sake.()

ROMEOThenmovenot,whilemyprayer'seffectItake.()

Thusfrommylips,byyours,mysinispurged.()

JULIETThenhavemylipsthesinthattheyhavetook.()

ROMEOSinfromthylips?Otrespasssweetlyurged!() Givememysinagain.()

Reading4:Act1scene5RomeoandJuliet


Annota0ng

1.Numberthelinesinincrementsof5.DrawalineaGerline14.

2.Findtherhymeschemeforeachlineofsonnet.(Onlygouptoline14).

3.CircleallthewordsthathavereligiousconnotaAons.

4.InsertstagedirecAonsforRomeoandJuliet.Forexample,doesJulietmoveawaywhenRomeotriestokissherhand?Ifshedoes,putthedirecAoninparenthesis.Example:(Julietmoveshandaway)

JULIETYoukissbyth'book.()

NURSE[Suddenlyappearing.]

Madam,yourmothercravesawordwithyou. ()

ROMEOWhatishermother?()

NURSEMarry,bachelor,() Hermotheristheladyofthehouse,() Andagoodlady,andawiseandvirtuous() Inursedherdaughter,thatyoutalk'dwithal;()

Itellyou,hethatcanlayholdofher() Shallhavethechinks.()

ComprehensionandAnalysis

WhydoesShakespeareusereligiousmetaphorswhenRomeoandJulietmeet?________________________________________________________________________________________________________________________

WordstoKnow!Unworthiest(adj):notdeservingeffort,aKen0on,orrespectDevo0on(n):love,loyalty,orenthusiasmforaperson,ac0vity,orcause

LiteraryElements

SonnetisalyricpoemconsisAngoffourteenlines.TheShakespeareansonnetconsistsofthreequatrains(fourlineseach)andaconcludingcouplet(twolines)

RhymeSchemeisthepadernofrhymeusedinapoem,generallyindicatedbymatchinglowercaselederstoshowwhichlinesrhyme.Theleder"a"notesthefirstline,andallotherlinesrhymingwiththefirstline.Thefirstlinethatdoesnotrhymewiththefirst,or"a"line,andallothersthatrhymewiththisline,isnotedbytheleder"b",andsoon

PlotElementsExposi0on:backgroundinformaAononcharacter(s),sefngandsituaAon(s)usuallyfoundatthebeginning.

ReturntotheplotdiagramandwritetheexposiAonforRomeoandJuliet.


WritedownobservationsofhowtheDirectors/AuthordecidedtodepictAct1Scene5

Zefferrelli


RomeoandJuliettext


1. Whichversiondoyoulikebetter?(i.e.Zefferrelli,

moderndayRomeoandJuliet,orShakespeare’stext)

CLA Standards: Literary Response 3.6 and 3.7


!ReactIsitpossiblethatRomeoandJulietloveeachothersomuchthatmarryeachother?____________________________________________________________________________________________________

StudentObjec0ves:‐Studentswillcompareandcontrastmetaphorsandsimiles‐Studentswillrecognizeandunderstandthesignificanceofvariousliterarydevices

ROMEO Hejestsatscarsthatneverfeltawound. JULIETappearsaboveatawindow. But,soG!whatlightthroughyonderwindowbreaks? Itistheeast,andJulietisthesun. Arise,fairsun,andkilltheenviousmoon, 5Whoisalreadysickandpalewithgrief, Thatthouhermaidartfarmorefairthanshe: Benothermaid,sincesheisenvious; Hervestalliveryisbutsickandgreen Andnonebutfoolsdowearit;castitoff. 10Itismylady,O,itismylove! O,thatsheknewshewere! Shespeaksyetshesaysnothing:whatofthat? Hereyediscourses;Iwillanswerit. Iamtoobold,'Tsnottomeshespeaks: 15Twoofthefaireststarsinalltheheaven, Havingsomebusiness,doentreathereyes TotwinkleintheirspheresTlltheyreturn. Whatifhereyeswerethere,theyinherhead? Thebrightnessofhercheekwouldshamethosestars, 20Asdaylightdothalamp;hereyesinheaven Wouldthroughtheairyregionstreamsobright Thatbirdswouldsingandthinkitwerenotnight. See,howsheleanshercheekuponherhand! O,thatIwereagloveuponthathand, 25ThatImighttouchthatcheek!

JULIETAyme!

ROMEO Shespeaks: O,speakagain,brightangel!forthouart Asglorioustothisnight,beingo'ermyhead 30Asisawingedmessengerofheaven Untothewhite‐upturnedwonderingeyes Ofmortalsthatfallbacktogazeonhim Whenhebestridesthelazy‐pacingclouds Andsailsuponthebosomoftheair. 35

Wordstoknow!Perjuries(n):theoffenseofwillfullytellinganuntruthinacourtaJerhavingtakenanoathoraffirma0on.Perverse(adj):Stubborn

Reading 5: Act 2 sc. 1-2 Romeo and Juliet


JULIET ORomeo,Romeo!whereforeartthouRomeo? Denythyfatherandrefusethyname; Or,ifthouwiltnot,bebutswornmylove, AndI'llnolongerbeaCapulet. 'Tisbutthynamethatismyenemy; 40Thouartthyself,thoughnotaMontague. What'sMontague?itisnorhand,norfoot, Norarm,norface,noranyotherpart Belongingtoaman.O,besomeothername! What'sinaname?thatwhichwecallarose 45Byanyothernamewouldsmellassweet; SoRomeowould,werehenotRomeocall'd, RetainthatdearperfecTonwhichheowes WithoutthatTtle.Romeo,doffthyname, Andforthatnamewhichisnopartofthee 50Takeallmyself.

ROMEO Itaketheeatthyword: Callmebutlove,andI'llbenewbapTzed; HenceforthIneverwillbeRomeo.

JULIET Whatmanartthouthatthusbescreen'dinnight55Sostumblestonmycounsel?

ROMEO Byaname IknownothowtotelltheewhoIam: Myname,dearsaint,ishatefultomyself, Becauseitisanenemytothee; 60HadIitwri[en,Iwouldteartheword.

JULIET Myearshavenotyetdrunkahundredwords Ofthattongue'su[erance,yetIknowthesound:ArtthounotRomeoandaMontague?

ROMEO Neither,fairsaint,ifeithertheedislike. 65

JULIET Howcamestthouhither,tellme,andwherefore?Theorchardwallsarehighandhardtoclimb, Andtheplacedeath,consideringwhothouart, Ifanyofmykinsmenfindtheehere.

ROMEO Withlove'slightwingsdidIo'er‐perchthesewalls;70Forstonylimitscannotholdloveout,

ReviewingtheText

1.WhatplansdoRomeoandJulietmakeinscene2?_______________________________________________________________________________________

2.Foreshadowingiswhentheauthoruseshintsorcluestosuggestwhatwillhappenlater.

UnderlinewhereShakespeareremindstheaudienceofthepossibletroublethatliesahead.

SequenceofEvents

GobacktotheTmelineandfillinwhathappenedthenightRomeometJulietoutsideherbalcony.


ROMEO Ihavenight'scloaktohidemefromtheirsight; Andbutthouloveme,letthemfindmehere: 80Mylifewerebe[erendedbytheirhate, Thandeathprorogued,wanTngofthylove.

JULIET BywhosedirecTonfound'stthououtthisplace?

ROMEO Bylove,whofirstdidpromptmetoinquire; HelentmecounselandIlenthimeyes. 85Iamnopilot;yet,wertthouasfar Asthatvastshorewash'dwiththefarthestsea, Iwouldadventureforsuchmerchandise.

JULIET Thouknow'stthemaskofnightisonmyface, Elsewouldamaidenblushbepaintmycheek 90Forthatwhichthouhastheardmespeakto‐night FainwouldIdwellonform,fain,faindeny WhatIhavespoke:butfarewellcompliment! Dostthouloveme?Iknowthouwiltsay'Ay,' AndIwilltakethyword:yetifthouswear'st, 95Thoumaystprovefalse;atlovers'perjuries Thensay,Jovelaughs.OgentleRomeo, Ifthoudostlove,pronounceitfaithfully: Orifthouthink'stIamtooquicklywon, I'llfrownandbeperverseansaytheenay, 100Sothouwiltwoo;butelse,notfortheworld. Intruth,fairMontague,Iamtoofond, Andthereforethoumaystthinkmy'haviorlight: Buttrustme,gentleman,I'llprovemoretrue Thanthosethathavemorecunningtobestrange. 105Ishouldhavebeenmorestrange,Imustconfess, Butthatthouoverheard'st,ereIwasware, Mytruelove'spassion:thereforepardonme, Andnotimputethisyieldingtolightlove, Whichthedarknighthathsodiscovered. 110

ROMEO Lady,byyonderblessedmoonIswear ThatTpswithsilverallthesefruit‐treetops‐‐

JULIET O,swearnotbythemoon,theinconstantmoon, Thatmonthlychangesinhercircledorb, Lestthatthyloveprovelikewisevariable. 115

ROMEO WhatshallIswearby?


SimilesandMetaphors

1.UnderlinethreesimilesormetaphorsthatRomeoorJulietusesinthebalconyscene.

2.Listthesimilesormetaphorsonthechartbelow.Ofthesimilesandmetaphorsyoulisted,whichdoyouthinkisthemostromanTc?Why?____________________________________________________________________________________________________________________WhatisyourdefiniTonofromanTc?Why?____________________________________________________________________________________________________________________

3.IfShakespeareweretowritethisscenetoday,whatkindsofsimilesandmetaphorswouldheusetodescribeRomeoandJulietinlove?______________________________________________________________________________________________________________________________________________________________________________

Simile/Metaphor Explana0on

a._________________________________a.___________________________________________________________________________________________________________________________________________________________

b._________________________________b.___________________________________________________________________________________________________________________________________________________________

c._________________________________c.___________________________________________________________________________________________________________________________________________________________

JULIET Donotswearatall; Or,ifthouwilt,swearbythygraciousself, Whichisthegodofmyidolatry, AndI'llbelievethee. 120

ROMEO Ifmyheart'sdearlove‐‐

JULIET Well,donotswear:althoughIjoyinthee, Ihavenojoyofthiscontractto‐night: Itistoorash,toounadvised,toosudden; Toolikethelightning,whichdothceasetobe 125Ereonecansay'Itlightens.'Sweet,goodnight! Thisbudoflove,bysummer'sripeningbreath, Mayproveabeauteousflowerwhennextwemeet. Goodnight,goodnight!assweetreposeandrest Cometothyheartasthatwithinmybreast! 130

ROMEO O,wiltthouleavemesounsaTsfied?

JULIET WhatsaTsfacToncanstthouhaveto‐night?

ROMEO Theexchangeofthylove'sfaithfulvowformine.

JULIET Igavetheeminebeforethoudidstrequestit: AndyetIwoulditweretogiveagain. 135


WritedownobservationsofhowtheDirectors/AuthordecidedtodepicttheBalconyscene

Zefferrelli


RomeoandJuliettext




CLA Standards: Literary Response 3.7


!ReactDoyouthinkFriarLaurenceshouldmarryRomeoandJuliet?Whyorwhynot?____________________________________________________________________________________________________

StudentObjec0ves:‐Studentswilliden0fyrhymescheme‐Studentswillrecognizeandunderstandthesignificanceofvariousliterarydevices

ROMEO That last is true; the sweeter rest was mine. 45 ( )

FRIAR LAURENCE God pardon sin! wast thou with Rosaline?

ROMEO With Rosaline, my ghostly father? no; ( ) I have forgot that name, and that name's woe. ( )

FRIAR LAURENCE That's my good son: but where hast thou been, then? ( )

ROMEO I'll tell thee, ere thou ask it me again. 50 ( ) I have been feasting with mine enemy, ( ) Where on a sudden one hath wounded me, ( ) That's by me wounded: both our remedies ( ) Within thy help and holy physic lies: ( ) I bear no hatred, blessed man, for, lo, 55 ( ) My intercession likewise steads my foe. ( )

FRIAR LAURENCE Be plain, good son, and homely in thy drift; ( ) Riddling confession finds but riddling shrift. ( )

ROMEO Then plainly know my heart's dear love is set On the fair daughter of rich Capulet: 60 As mine on hers, so hers is set on mine; And all combined, save what thou must combine By holy marriage: when and where and how We met, we woo'd and made exchange of vow, I'll tell thee as we pass; but this I pray, 65 That thou consent to marry us to-day.

FRIAR LAURENCE 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. 70 Jesu Maria, what a deal of brine Hath wash'd thy sallow cheeks for Rosaline!


CLA Standards: Literary Response 3.7

How much salt water thrown away in waste, To season love, that of it doth not taste! The sun not yet thy sighs from heaven clears, 75 Thy old groans ring yet in my ancient ears; Lo, here upon thy cheek the stain doth sit Of an old tear that is not wash'd off yet: If e'er thou wast thyself and these woes thine, Thou and these woes were all for Rosaline: 80 And art thou changed? pronounce this sentence then, Women may fall, when there's no strength in men.

ROMEO Thou chid'st me oft for loving Rosaline.

FRIAR LAURENCE For doting, not for loving, pupil mine.

ROMEO And bad'st me bury love. 85

FRIAR LAURENCE Not in a grave, To lay one in, another out to have.

ROMEO I pray thee, chide not; she whom I love now Doth grace for grace and love for love allow; The other did not so. 90

FRIAR LAURENCE O, she knew well Thy love did read by rote and could not spell. But come, young waverer, come, go with me, In one respect I'll thy assistant be; For this alliance may so happy prove, 95 To turn your households' rancour to pure love.

ROMEO O, let us hence; I stand on sudden haste.

FRIAR LAURENCE Wisely and slow; they stumble thatrunfast. ExIt

Wordstoknow!Forsaken(v):ToabandonRancor(n):biJernessorresenKulness

LiteraryElements

RhymeSchemeisthepaBernofrhymeusedinapoem,generallyindicatedbymatchinglowercaseleBerstoshowwhichlinesrhyme.TheleBer"a"notesthefirstline,andallotherlinesrhymingwiththefirstline.Thefirstlinethatdoesnotrhymewiththefirst,or"a"line,andallothersthatrhymewiththisline,isnotedbytheleBer"b",andsoon.

1.Intheparenthesis,nexttoeachline,writetherhymescheme.WhatistherhymeschemeShakespeareiswriKngin?____________________

Rhymingcoupletiswhentwolineshavethesameendrhyme.

2.Act2scene3iswriBenenKrelyin_____________________________.WhydoyouthinkshakespeareusesthistechniquewhenRomeoisspeakingtoFriarLaurence?____________________________________________________________________________________________________________________

SequenceofEvents

GobacktotheTimelineandfillinwhathappenedwhenRomeowenttoFriarLaurence.

PlotElementsRisingAc0on:theeventsandconflictsthatleadtoanimportantanddramaKcpoint(theclimax).

GobacktotheplotdiagramandfillintheRisingAcKonforRomeoandJuliet

CLA Standards: Literary Response 3.3, 3.6, and 3.10


!ReactSupposeMercu/ohadkilledTybaltintheswordfight.Howmighttheac/onoftheplayhavechanged?____________________________________________________________________________________________________

StudentObjec0ves:‐Studentswillcompareandcontrastcharacterreac0onstoaproblem‐Studentswillanalyzeinterac0onsofcharacters

PRINCE Where are the vile beginners of this fray?

BENVOLIO O noble prince, I can discover all The unlucky manage of this fatal brawl: There lies the man, slain by young Romeo, That slew thy kinsman, brave Mercutio. 150

LADY CAPULET Tybalt, my cousin! O my brother's child! O prince! O cousin! husband! O, the blood is spilt O my dear kinsman! Prince, as thou art true, For blood of ours, shed blood of Montague. O cousin, cousin! 155

PRINCE Benvolio, who began this bloody fray?

BENVOLIO Tybalt, here slain, whom Romeo's hand did slay; Romeo that spoke him fair, bade him bethink How nice the quarrel was, and urged withal Your high displeasure: all this uttered 160 With gentle breath, calm look, knees humbly bow'd, Could not take truce with the unruly spleen Of Tybalt deaf to peace, but that he tilts With piercing steel at bold Mercutio's breast, Who all as hot, turns deadly point to point, 165 And, with a martial scorn, with one hand beats Cold death aside, and with the other sends It back to Tybalt, whose dexterity, Retorts it: Romeo he cries aloud, 'Hold, friends! friends, part!' and, swifter than his tongue, His agile arm beats down their fatal points, And 'twixt them rushes; underneath whose arm An envious thrust from Tybalt hit the life Of stout Mercutio, and then Tybalt fled; 175 But by and by comes back to Romeo, Who had but newly entertain'd revenge, And to 't they go like lightning, for, ere I Could draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. 180 This is the truth, or let Benvolio die.

Reading 7: Act 3 sc. 1 Romeo and Juliet

CLA Standards: Literary Response 3.3, 3.6, and 3.10

LADY CAPULET He is a kinsman to the Montague; Affection makes him false; he speaks not true: Some twenty of them fought in this black strife, And all those twenty could but kill one life. 185 I beg for justice, which thou, prince, must give; Romeo slew Tybalt, Romeo must not live.

PRINCE Romeo slew him, he slew Mercutio; Who now the price of his dear blood doth owe?

MONTAGUE Not Romeo, prince, he was Mercutio's friend; 190 His fault concludes but what the law should end, The life of Tybalt.

PRINCE And for that offence Immediately we do exile him hence: I have an interest in your hate's proceeding, 195 My blood for your rude brawls doth lie a-bleeding; But I'll amerce you with so strong a fine That you shall all repent the loss of mine: I will be deaf to pleading and excuses; Nor tears nor prayers shall purchase out abuses: 200 Therefore use none: let Romeo hence in haste, Else, when he's found, that hour is his last. Bear hence this body and attend our will: Mercy but murders, pardoning those that kill. Exit

Wordstoknow!Humbly(adv)‐lowerindignityorimportanceDexterity(n)‐skillinperformingtasks

CompareandContrast

1.WhatdoesLadyCapuletsayshouldhappentoRomeo?Why?_________________________________________________________________________________________________________________________________________________

2.WhatdoesMontaguesayshouldhappentoRomeo?Why?_________________________________________________________________________________________________________________________________________________

SequenceofEvents

Gobacktothe/melineandfillinwhathappensinAct3scene1.

PlotElementsClimax:theturningpointandmomentofhighestinterestwhenacrucialdecisionismadeornotmade,asignificantac/onistaken,oranimportantdiscoveryismade.

GobacktotheplotdiagramandfillintheClimaxforRomeoandJuliet

CheckForUnderstanding

1.WhatcausesthefatalswordfightbetweenMercu/oandTybalt?HowisMercu/okilled?_____________________________________________________________________________________________

2.UnderlineWhatdoesMercu/oforeshadowwhenhehasbeenstabbedbyTybalt?


WritedownobservationsofhowtheDirectors/AuthordecidedtodepictAct3scene1

Zefferrelli


RomeoandJuliettext




CLA Standards: Literary Response and Analysis 3.3, 3.7, and 3.8


!ReactDoyouthinkJuliet'sreac5ontoRomeobeingbanishedisjus5fied?____________________________________________________________________________________________________

StudentObjec0ves:‐Toiden0fytheconflict‐Tounderstandcauseandeffectrela0onships

Juliet'sReac0ontoRomeobeingBanished(Act3.2)

JULIETShallIspeakillofhimthatismyhusband? Ah,poormylord,whattongueshallsmooththyname,WhenI,thythree‐hourswife,havemangledit?But,wherefore,villain,didstthoukillmycousin? 110Thatvillaincousinwouldhavekill'dmyhusband:Back,foolishtears,backtoyourna5vespring;Yourtributarydropsbelongtowoe,Whichyou,mistaking,offeruptojoy.Myhusbandlives,thatTybaltwouldhaveslain; 115AndTybalt'sdead,thatwouldhaveslainmyhusband:Allthisiscomfort;whereforeweepIthen?Somewordtherewas,worserthanTybalt'sdeath,Thatmurder'dme:Iwouldforgetitfain;But,O,itpressestomymemory, 120Likedamnedguiltydeedstosinners'minds:'Tybaltisdead,andRomeo‐‐banished;'That'banished,'thatoneword'banished,'HathslaintenthousandTybalts.Tybalt'sdeathWaswoeenough,ifithadendedthere: 125Or,ifsourwoedelightsinfellowshipAndneedlywillberank'dwithothergriefs,Whyfollow'dnot,whenshesaid'Tybalt'sdead,'Thyfather,orthymother,nay,orboth,Whichmodernlamenta5onsmighthavemoved? 130Butwitharear‐wardfollowingTybalt'sdeath,'Romeoisbanished,'tospeakthatword,Isfather,mother,Tybalt,Romeo,Juliet,Allslain,alldead.'Romeoisbanished!'Thereisnoend,nolimit,measure,bound, 135Inthatword'sdeath;nowordscanthatwoesound.Whereismyfather,andmymother,nurse?

Wordstoknow!Purgatory(n):mentalanguishorsufferingExile(n):beingbarredfromone'sna0ve

Reading 8: Act 3.2-3 Romeo and Juliet

CLA Standards: Literary Response and Analysis 3.3, 3.7, and 3.8

CompareandContrast

1.Write WhatdoesJulietsayisworsethanRomeobeingbanished?________________________________________________________________________________________________

2.WriteWhatdoesRomeosaywouldbebeXerthanbeingbanished?HowisthatsimilartoJuliet'sreac5on?________________________________________________________________________________________________________________________________________________________________________________________________

3.LiteraryElement:Hyperboleisanexaggeratedstatement,orclaimsnotmeanttobetakenliterally.

UnderlineexamplesofhyperbolethatRomeoandJulietuseineachoftheirmonologues,orspeeches.

Romeo'sReac0ontobeingBanished(Act3.3)

ROMEOThereisnoworldwithoutVeronawalls,Butpurgatory,torture,hellitself.Hence‐banishedisbanish'dfromtheworld, 20Andworld'sexileisdeath:thenbanished,Isdeathmis‐term'd:callingdeathbanishment,ThoucuX'stmyheadoffwithagoldenaxe,Andsmilestuponthestrokethatmurdersme.

FRIARLAURENCEOdeadlysin!Orudeunthankfulness! 25Thyfaultourlawcallsdeath;butthekindprince,Takingthypart,hathrush'dasidethelaw,Andturn'dthatblackworddeathtobanishment:Thisisdearmercy,andthouseestitnot.

ROMEO'Tistorture,andnotmercy:heavenishere, 30WhereJulietlives;andeverycatanddogAndliXlemouse,everyunworthything,Livehereinheavenandmaylookonher;ButRomeomaynot:morevalidity,Morehonourablestate,morecourtshiplives35Incarrion‐fliesthanRomeo:theymyseizeOnthewhitewonderofdearJuliet'shandAndstealimmortalblessingfromherlips,Whoeveninpureandvestalmodesty,S5llblush,asthinkingtheirownkissessin; 40ButRomeomaynot;heisbanished:Fliesmaydothis,butIfromthismustfly:Theyarefreemen,butIambanished.Andsay'stthouyetthatexileisnotdeath?Hadstthounopoisonmix'd,nosharp‐groundknife,45Nosuddenmeanofdeath,thoughne'ersomean,But'banished'tokillme?‐‐'banished'?HowlingsaXendit:howhastthoutheheart,Beingadivine,aghostlyconfessor,Asin‐absolver,andmyfriendprofess'd, 50Tomanglemewiththatword'banished'?

CLA Standards: Literary Response 3.6, and 3.7


!ReactIsRomeocorrectwhenhesaysthathewillmeetwithJulietagain?Whyorwhynot?____________________________________________________________________________________________________________________________________________

StudentObjec0ves:‐Studentswilliden0fyplotelementsandthesequenceofevents‐Studentswilliden0fyliterarydevices

JULIET Wilt thou be gone? it is not yet near day:

It was the nightingale, and not the lark,

That pierced the fearful hollow of thine ear;

Nightly she sings on yon pomegranate-tree: 5

Believe me, love, it was the nightingale.

ROMEO It was the lark, the herald of the morn, No nightingale: look, love, what envious streaks Do lace the severing clouds in yonder east: Night's candles are burnt out, and jocund day 10 Stands tiptoe on the misty mountain tops. I must be gone and live, or stay and die.

JULIET Yon light is not day-light, I know it, I: It is some meteor that the sun exhales, To be to thee this night a torch-bearer, 15 And light thee on thy way to Mantua: Therefore stay yet; thou need'st not to be gone.

ROMEO Let me be ta'en, let me be put to death; I am content, so thou wilt have it so. I'll say yon grey is not the morning's eye, 20 'Tis but the pale reflex of Cynthia's brow; Nor that is not the lark, whose notes do beat The vaulty heaven so high above our heads: I have more care to stay than will to go: Come, death, and welcome! Juliet wills it so. 25 How is't, my soul? let's talk; it is not day.

JULIET It is, it is: hie hence, be gone, away! It is the lark that sings so out of tune, Straining harsh discords and unpleasing sharps. Some say the lark makes sweet division; 30 This doth not so, for she divideth us: Some say the lark and loathed toad change eyes, O, now I would they had changed voices too! Since arm from arm that voice doth us affray, Hunting thee hence with hunt's-up to the day, 35 O, now be gone; more light and light it grows.


CLA Standards: Literary Response 3.6, and 3.7

ROMEO Morelightandlight;moredarkanddarkourwoes! EnterNurse,tothechamber

Nurse Madam!

JULIET Nurse?

Nurse Yourladymotheriscomingtoyourchamber: 40Thedayisbroke;bewary,lookabout. Exit

JULIET Then,window,letdayin,andletlifeout.

ROMEO Farewell,farewell!onekiss,andI'lldescend. Hegoethdown

JULIET Artthougoneso?love,lord,ay,husband,friend! Imusthearfromtheeeverydayinthehour, 45Forinaminutetherearemanydays: O,bythiscountIshallbemuchinyears EreIagainbeholdmyRomeo!

ROMEO Farewell! Iwillomitnoopportunity 50ThatmayconveymygreeSngs,love,tothee.

JULIET Othink'stthouweshallevermeetagain?

ROMEO Idoubtitnot;andallthesewoesshallserve ForsweetdiscoursesinourSmetocome.

JULIET OGod,Ihaveanill‐diviningsoul! 55MethinksIseethee,nowthouartbelow, AsonedeadintheboVomofatomb: Eithermyeyesightfails,orthoulook'stpale.

ROMEO Andtrustme,love,inmyeyesodoyou: Drysorrowdrinksourblood.Adieu,adieu! 60 Exit

LiteraryElements

IambicPentameter:alineofpoetrymadeupoffiveiambs.Aniambconsistsofanunstressedsyllablefollowedbyastressedsyllable(u/).

Meter:thearrangementofwordsinarhythmicalpaVernofverse.

1.Mark(u)abovetheunstressedsyllables,and(/)abovethestressedsyllablesforlines1‐6.

WhatmeterisShakespearewriSngin?_____________________________

2.WhydoesShakepearewriteinthismetricalpaVern,forthisscene?_________________________________________________________________________________________________________________________________________________

SequenceofEvents

GobacktotheSmelineandfillinwhatelsehappenedonDay2.


1.UnderlineHowdoesJulietshowsheisinlovewithRomeo?

2.CircleHowdoesRomeoshowheisinlovewithJuliet?


WritedownobservationsofhowtheDirectors/AuthordecidedtodepictAct3scene45.

Zefferrelli


RomeoandJuliettext




CLA Standards: Literary Criticism 3.11


!ReactDoyouthinkParisbelievesthatJulietloveshimandthatsheisgoingtoconfessiontoprepareforbeingmarried?WhyorWhynot?________________________________________________________________________________________________________________________

StudentObjec0ves:‐Studentswillcompareandcontrastcharactersdialoguetounderstandcharacteriza0on‐Evaluatetheimpactofdic0onandfigura0velanguageontoneandmood

FRIAR LAURENCE On Thursday, sir? the time is very short.

PARIS My father Capulet will have it so; And I am nothing slow to slack his haste.

FRIAR LAURENCE You say you do not know the lady's mind: 5 Uneven is the course, I like it not.

PARIS Immoderately she weeps for Tybalt's death, And therefore have I little talk'd of love; For Venus smiles not in a house of tears. Now, sir, her father counts it dangerous 10 That she doth give her sorrow so much sway, And in his wisdom hastes our marriage, To stop the inundation of her tears; Which, too much minded by herself alone, May be put from her by society: 15 Now do you know the reason of this haste.

FRIAR LAURENCE Aside Look, sir, here comes the lady towards my cell. Enter JULIET

PARIS Happily met, my lady and my wife!

JULIET That may be, sir, when I may be a wife.

PARIS That may be must be, love, on Thursday next. 20

JULIET What must be shall be.

Wordstoknow!Leisure(n):Free0me


CLA Standards: Literary Criticism 3.11

FRIARLAURENCE That'sacertaintext.

PARIS Comeyoutomakeconfessiontothisfather?

JULIET Toanswerthat,Ishouldconfesstoyou.

PARIS Donotdenytohimthatyouloveme. 25

JULIET IwillconfesstoyouthatIlovehim.

PARIS Sowillye,Iamsure,thatyouloveme.

JULIET IfIdoso,itwillbeofmoreprice, Beingspokebehindyourback,thantoyourface.

PARIS Poorsoul,thyfaceismuchabusedwithtears. 30

JULIET Thetearshavegotsmallvictorybythat; Foritwasbadenoughbeforetheirspite.

PARIS Thouwrong'stit,morethantears,withthatreport.

JULIET Thatisnoslander,sir,whichisatruth; AndwhatIspake,Ispakeittomyface. 35

PARIS Thyfaceismine,andthouhastslander'dit.

JULIET Itmaybeso,foritisnotmineown.Areyouatleisure,holyfather,now;OrshallIcometoyouateveningmass? FRIARLAURENCE Myleisureservesme,pensivedaughter,now. 40Mylord,wemustentreattheWmealone. PARIS GodshieldIshoulddisturbdevoWon! Juliet,onThursdayearlywillIrouseye: Tillthen,adieu;andkeepthisholykiss. Exit

Characteriza0onandCompareandContrast

1.HowwouldyoucharacterizeJuliet'sresponsestoParis?____________________________________________________________________________________________________________________

2.HowwouldyoucharacterizeParis'responsestoJuliet?____________________________________________________________________________________________________________________

3.Inlines17‐36,noWcethateachcharacter'sresponseisshortandopentointerpretaWon?Whydoyouthinkthisisthecase?____________________________________________________________________________________________________________________

4.WhatisJuliet'spurposeingoingtotheFriar'scell?HowissheabletoachievehergoalwithoutParisknowing?____________________________________________________________________________________________________________________

SequenceofEvents

GobacktotheWmelineandfillinwhathappenedonDay3inthemorning.



!ReactWouldyoutakethepo1onifyouwereJuliet?Whyorwhynot?

StudentObjec0ves:‐Studentswilliden0fyplotelementsandsequenceofevents‐Iden0fyanddescribethefunc0onofsoliloquiesandasides

JULIET Ay,thoseaAresarebest:but,gentlenurse, Ipraythee,leavemetomyselfto‐night, ForIhaveneedofmanyorisons Tomovetheheavenstosmileuponmystate, 5Which,wellthouknow'st,iscross,andfullofsin. EnterLADYCAPULET LADYCAPULET What,areyoubusy,ho?needyoumyhelp?

JULIET No,madam;wehavecull'dsuchnecessaries Asarebehovefulforourstateto‐morrow: Sopleaseyou,letmenowbeleSalone; 10Andletthenursethisnightsitupwithyou; For,Iamsure,youhaveyourhandsfullall, Inthissosuddenbusiness.

LADYCAPULET Goodnight: Gettheetobed,andrest;forthouhastneed.15 ExitLADYCAPULETandNurse

JULIET Farewell!Godknowswhenweshallmeetagain. Ihaveafaintcoldfearthrillsthroughmyveins, Thatalmostfreezesuptheheatoflife: I'llcallthembackagaintocomfortme: Nurse!Whatshouldshedohere? 20MydismalsceneIneedsmustactalone. Come,vial. Whatifthismixturedonotworkatall? ShallIbemarriedthento‐morrowmorning? No,no:thisshallforbidit:liethouthere. 25Layingdownherdagger Whatifitbeapoison,whichthefriar Subtlyhathminister'dtohavemedead, Lestinthismarriageheshouldbedishonour'd, BecausehemarriedmebeforetoRomeo? Ifearitis:andyet,methinks,itshouldnot, 30Forhehaths1llbeentriedaholyman. Howif,whenIamlaidintothetomb, Iwakebeforethe1methatRomeo



Cometoredeemme?there'safearfulpoint! ShallInot,then,bes1fledinthevault, 35Towhosefoulmouthnohealthsomeairbreathesin, AndtherediestranglederemyRomeocomes? Or,ifIlive,isitnotverylike, Thehorribleconceitofdeathandnight, Togetherwiththeterroroftheplace,‐‐ 40Asinavault,anancientreceptacle, Where,forthesemanyhundredyears,thebones Ofallmyburiedancestorsarepacked: WherebloodyTybalt,yetbutgreeninearth, Liesfesteringinhisshroud;where,astheysay, 45Atsomehoursinthenightspiritsresort;‐‐ Alack,alack,isitnotlikethatI, Soearlywaking,whatwithloathsomesmells, Andshriekslikemandrakes'tornoutoftheearth, Thatlivingmortals,hearingthem,runmad:‐‐ 50O,ifIwake,shallInotbedistraught, Environedwithallthesehideousfears? Andmadlyplaywithmyforefather'sjoints?AndpluckthemangledTybaltfromhisshroud? And,inthisrage,withsomegreatkinsman'sbone, 55Aswithaclub,dashoutmydesperatebrains? O,look!methinksIseemycousin'sghost SeekingoutRomeo,thatdidspithisbody Uponarapier'spoint:stay,Tybalt,stay! Romeo,Icome!thisdoIdrinktothee. 60Shefallsuponherbed,withinthecurtains.

Wordstoknow!Dishonored(v):bringshameordisgraceon


1.WhydoesJulietbegintodoubtFriarLaurence'splan?________________________________________________________________________________________________________________

2.UnderlineWhatisJuliet'sbackupplanifshedoesn'ttakethepo1on,orifitdoesn'twork?

SequenceofEvents

Gobacktothe1melineandfillinwhathappenedonDay3intheevening.

PlotElementsFallingAc0on:theeventsthatdevelopfromtheclimaxandleadtotheconclusion.

Gobacktotheplotdiagramandfillinthefallingac1onforRomeoandJuliet

CLA Standards: Literary Response 3.3, 3.4 and 3.7


!ReactDoyouthinkRomeowastrulyinlovewithJuliet?Howdoyouknow?____________________________________________________________________________________________________

StudentObjec0ves:‐Studentswillcompareandcontrastdrama0cmonologues‐Studentswillanalyzethefunc0onofliteraryelements

RomeoDiesHowoFwhenmenareatthepointofdeathHavetheybeenmerry!whichtheirkeeperscall90Alightningbeforedeath:O,howmayICallthisalightning?Omylove!mywife!Death,thathathsuck'dthehoneyofthybreath,Hathhadnopoweryetuponthybeauty:Thouartnotconquer'd;beauty'sensignyet95Iscrimsoninthylipsandinthycheeks,Anddeath'spaleflagisnotadvancedthere.Tybalt,liestthouthereinthybloodysheet?O,whatmorefavorcanIdotothee,Thanwiththathandthatcutthyyouthintwain100Tosunderhisthatwasthineenemy?Forgiveme,cousin!Ah,dearJuliet,Whyartthouyetsofair?shallIbelieveThatunsubstan0aldeathisamorous,Andthattheleanabhorredmonsterkeeps105Theehereindarktobehisparamour?Forfearofthat,Is0llwillstaywiththee;AndneverfromthispalaceofdimnightDepartagain.Here,herewillIremainWithwormsthatarethychamber‐maids;O,here110WillIsetupmyeverlas0ngrest,AndshaketheyokeofinauspiciousstarsFromthisworld‐weariedflesh.Eyes,lookyourlast!Arms,takeyourlastembrace!and,lips,OyouThedoorsofbreath,sealwitharighteouskiss115Adatelessbargaintoengrossingdeath! [KissesJuliet.Takesoutthecupofpoison.]Come,bi\erconduct,come,unsavouryguide!Thoudesperatepilot,nowatoncerunonThedashingrocksthysea‐sickwearybark!Here'stomylove!

[Drinks.]Otrueapothecary!120Thydrugsarequick.ThuswithakissIdie.

Wordstoknow!Apothecary(n):apersonwhopreparedandsoldmedicinesanddrugs.


CLA Standards: Literary Response 3.3, 3.4 and 3.7

JulietDiesJULIET160Go,gettheehence,forIwillnotaway.What'shere?acup,closedinmytruelove'shand?Poison,Isee,hathbeenhis0melessend:Ochurl!drunkall,andleFnofriendlydropTohelpmeaFer?Iwillkissthylips;165Haplysomepoisonyetdothhangonthem,Tomakemediewitharestora0ve. [Kisseshim.]Thylipsarewarm.

Yea,noise?ThenI'llbebrief.Ohappydagger! [SnatchingRomeo'sdagger.]170Thisisthysheath;[Stabsherself.]thererust,andletmedie.[FallsonRomeo'sbody,anddies.]

CompareandContrast

1.Whodoyouthinkshowsmoreloveintheirwords,RomeoorJuliet?___________________________

2.UnderlinethewordsRomeoandJulietusetodescribetheirlove,theacBonstoshowtheirlove,andthequicknessoftheirsuicide.

Thenfillinthecompareandcontrastdiagramtodeterminewhodemonstratesmorelove.

PlotElementsResolu0on:theeventsthatfollowtheclimax,andendthestory.

Now,gobacktotheplotdiagramandentertheResoluBonforRomeoandJuliet


WritedownobservationsofhowtheDirectors/AuthordecidedtodepictRomeoandJuliet’slastwords.

Zefferrelli


RomeoandJuliettext




Essay Type: Compare and Contrast ( ) In-class timed essay (X) Take home essay Student legal name (“nick name”):___________________________ PER:____ Student ID#:__________________ Student Signature:_____________________ Teacher’s Name: ______________ 20____ Freshmen Sophomore Junior Senior ( ) Eng 1 Fall ( ) Eng 3 Fall ( ) Eng 5 Fall ( ) Eng 7 Fall ( ) Eng 2 Spring ( ) Eng 4 Spring ( ) Eng 6 Spring ( ) Eng 8 Spring (X) English I Intensive

Writing Prompt Romeo and Juliet, by William Shakespeare, has been retold over the years. In an essay, discuss the similarities and differences between the two movie versions of Romeo and Juliet that you saw in class (i.e. Franco Zeffirelli or Baz Luhrmann). Which version do you feel better told the story? Support your opinion with examples from the text and movie. Breakdown the prompt: 1. What is the Stipulation (Specific directions)? 2. What does the prompt tell you to Recapitulate (Background)? 3. What does the prompt Invite (General Directions) you to do? Try writing the prompt in your own words: In this paper I need to… ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Essay Type: Compare and Contrast ( X ) In-class timed essay( ) Take home essay

Student legal name (“nick name”):___________________________ PER:____ Student ID#:__________________ Student Signature:_____________________ Teacher’s Name: Proud 20____

Freshmen Sophomore Junior Senior ( ) Eng 1 Fall ( ) Eng 3 Fall ( ) Eng 5 Fall ( ) Eng 7 Fall ( ) Eng 2 Spring ( ) Eng 4 Spring ( ) Eng 6 Spring ( ) Eng 8 Spring (X) Eng 1 Intensive

0 1 2 3 4 5 Argument No thesis

sentence. Thesis Sentence is inadequate.

Thesis Sentence is limited and incomplete.

Thesis Sentence is less specific and less effective, imprecise but acceptable.

Thesis Sentence is less accurate and specific.

Thesis Sentence is clear and accurate.

Organization No organization

Weak Topic Sentence, primary and secondary support, conclusion

Limited Topic Sentence, primary and secondary support, conclusion

Adequate Topic Sentence, primary and secondary support, conclusion

Strong Topic Sentence, primary and secondary support, conclusion

Excellent Topic Sentence, primary and secondary support, conclusion

Clarity No clarity. Very hard to understand. Weak word choice.

Hard to understand. Very limited word choice.

Less clear, but understandable. Adequate word choice.

Mostly clear with strong word choice

Very clear and easy to understand. Excellent word choice

Grammar/Syntax, Mechanics, Punctuation, Usage, and Spelling

Shows no grasp of grammar at all.

Very weak understanding of grammar. Many errors.

Limited use of proper grammar. Many improper usages.

Adequate understanding of grammar.

Strong grammar with only a few mistakes.

Excellent use of grammar.

MLA Format No knowledge of the format

Weak and improper use of MLA format

Limited understanding of MLA

Adequate grasp of MLA formatting

Strong adherence to MLA format

Mastery of MLA formatting

Writing Prompt: Romeo and Juliet was set in the 1600s when social norms and teen issues were much different. In a four-paragraph essay explain the differences and similarities in society during the time of Romeo and Juliet compared to today.

Essay Type: Compare and Contrast ( X ) In-class timed essay( ) Take home essay

Student legal name (“nick name”):___________________________ PER:____ Student ID#:__________________ Student Signature:_____________________ Teacher’s Name: Proud 2010

Freshmen Sophomore Junior Senior ( ) Eng 1 Fall ( ) Eng 3 Fall ( ) Eng 5 Fall ( ) Eng 7 Fall ( ) Eng 2 Spring ( ) Eng 4 Spring ( ) Eng 6 Spring ( ) Eng 8 Spring (X) Eng 1 Intensive

0 1 2 3 4 5 Argument No thesis

sentence. Thesis Sentence is inadequate.

Thesis Sentence is limited and incomplete.

Thesis Sentence is less specific and less effective, imprecise but acceptable.

Thesis Sentence is less accurate and specific.

Thesis Sentence is clear and accurate.

Organization No organization

Weak Topic Sentence, primary and secondary support, conclusion

Limited Topic Sentence, primary and secondary support, conclusion

Adequate Topic Sentence, primary and secondary support, conclusion

Strong Topic Sentence, primary and secondary support, conclusion

Excellent Topic Sentence, primary and secondary support, conclusion

Clarity No clarity. Very hard to understand. Weak word choice.

Hard to understand. Very limited word choice.

Less clear, but understandable. Adequate word choice.

Mostly clear with strong word choice

Very clear and easy to understand. Excellent word choice

Grammar/Syntax, Mechanics, Punctuation, Usage, and Spelling

Shows no grasp of grammar at all.

Very weak understanding of grammar. Many errors.

Limited use of proper grammar. Many improper usages.

Adequate understanding of grammar.

Strong grammar with only a few mistakes.

Excellent use of grammar.

MLA Format No knowledge of the format

Weak and improper use of MLA format

Limited understanding of MLA

Adequate grasp of MLA formatting

Strong adherence to MLA format

Mastery of MLA formatting

Writing Prompt: Romeo and Juliet is labeled a tragedy because of the amount of people who died, and the price the enemy families had to pay. In a four-paragraph essay discuss who you think is at fault for Romeo and Juliet’s death. Be sure to cite the text to support your opinion with proper MLA citation.

CLA Standards: Writing Applications 2.1

TheSenateandtheHouseofRepresenta2ves

ThegovernmentoftheUnitedStatesismadeupofthreebranches:thelegisla2ve

branch,theexecu2vebranchandthejudicialbranch.Thelegisla2vebranch,called

Congress,isresponsibleformakinglaws.Congressismadeupoftwohouses:the

SenateandtheHouseofRepresenta2ves.Inthisessay,youwilllearnthedifferences

andsimilari2esbetweenthesetwohousesofCongress.

TherearemanydifferencesbetweentheSenateandtheHouseofRepresenta2ves.

TheVicePresidentoftheUnitedStatesistheheadoftheSenate.Hemustvoteinthe

Senateifthereisa2e.Ontheotherhand,theHouseofRepresenta2ves’leaderis

calledtheSpeakeroftheHouse.Therepresenta2veselecthimorher.Another

differenceisthattheSenateismadeupof100senators,twofromeachstate.The

HouseofRepresenta2ves,however,ismadeupof435representa2ves.Thenumber

ofrepresenta2vesfromeachstateisdeterminedbythatstate’spopula2on.The

greaterthepopula2oninastate,themorerepresenta2vesthatstatewillhaveinthe

House.Athirddifferenceisthatsenatorsareelectedtosix‐yearterms,while

Wri$ngFocus:

CompareandContrast‐Tocomparemeanstotellhowtwothingsarealike.‐Tocontrastmeanstotelltheirdifferences‐Acompareandcontrastessaygivesdetailsabouthowtwosubjectsarealikeanddifferent

Studentobjec$ves:‐Iden$fyatopicsentence,details,$meorder,linkingwords,andaconclusioninapersonalnarra$ve‐Iden$fytheform,audience,andpurposeforwri$ng

CLA Standards: Writing Applications 2.1

PartsofaCompareandContrastEssay1.Underlinethesentencethattellswhattheauthorisgoingtocompareandcontrast2.Inwhichwaysarethesetwothingsalike?Putastarnexttoeachway.3.Inwhichwaysarethesetwothingsdifferent?Putaboxaroundoneexampleofeach.4.Circlethelinkingwordsthatconnectthedetails.5.Putastarbeforethesentenceorparagraphthatsumsuptheeventandtellsthewriter'sfeelingsaboutit.

representa2vesareelectedtoservetwo‐yearterms.Everytwoyears,thena2on

holdsanelec2onformembersofCongress.Atthat2me,allmembersofthe

HouseofRepresenta2vesandone‐thirdoftheSenateareupforre‐elec2on.

Therearealsosimilari2esbetweentheSenateandtheHouseof

Representa2ves.Forexample,bothhousesofCongressaremadeupofmenand

women.Bothsenatorsandrepresenta2vesaremembersofCongresswhomust

worktogethertowardthesamegoal:tocreate,discuss,debateandvoteonbills,

someofwhicheventuallybecomelaws.IntheU.S.CapitolBuildinginWashington

D.C.,senatorsandrepresenta2vesoYenmeetwitheachotherandinsmaller

groupstodiscusslaws.BeforethePresidentcansignabillintolaw,itmustfirstbe

approvedbyamajorityofmembersinboththeHouseandSenate.

AlthoughCongressismadeupoftwotypesoflawmakers,theymustwork

togetherforthebenefitofallAmericans.

Direc$ons:Helptheauthorofthisessay.Writedownyourcri$queofthepaperkeepinginmindthatthefeedbackmustbespecific,helpful,andkind.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

* Sentence starters are only suggestions. Replace them with your own if you like.

Introduc)onParagraph(IncludeThesis):

PrimarySupport1:

PrimarySupport2:

TopicSentence:

SecondarySupport1:

SecondarySupport2:

PrimarySupport3:,

SecondarySupport3:

ConclusionSentence:

Transi)ons/WordChoicesPlanYourEssayWri/ngPrompt:Showthedifferencesandsimilari/esbetweenthetwomovieversionsofRomeoandJuliet.Persuadethereaderwhichversionbe@ertoldthestory.

1ST

BODY

PARAGRAP

H

* Sentence starters are only suggestions. Replace them with your own if you like.

PrimarySupport1:

PrimarySupport2:

TopicSentence:

SecondarySupport1:

SecondarySupport2:

PrimarySupport3:

SecondarySupport3:

ConclusionSentence:

ConclusionParagraph(RephraseThesis):

2ND

BODY

PARAGRAP

H

Persuasive Techniques

When planning a persuasive essay, follow these steps

1. Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.

2. Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.

3. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic.

4. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and you topic.

The following criteria are essential to produce an effective argument

1. Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it, using legitimate sources. Take notes.

2. Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.

3. Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument.

4. Support your position with evidence. Remember that your evidence must appeal to reason.

The following are different ways to support your argument:

Facts - A powerful means of convincing, facts can come from your reading, observation, or personal experience. Note: Do not confuse facts with truths. A "truth" is an idea believed by many people, but it cannot be proven. Statistics - These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources. Quotes - Direct quotes from leading experts that support your position are invaluable. Examples - Examples enhance your meaning and make your ideas concrete. They are the proof.

Materials created/adapted by Bob Leadbetter

CASHEE Persuasive Essay

Into Activities:

Have students list and describe (in written form) the techniques they commonlyuse to persuade or convince people to do or believe something. Think of how they try toinfluence their parents or friends.

Have them share and discuss with class.

What is the purpose of making an argument? To convince someone that you are right

Ask students what things they have argued about recently, and with whom. Answerswould include grades, curfew, dating, music, movies, sports, and parents, friends,teachers, girlfriend/boyfriend, siblings.

In a persuasive essay you have to convince total strangers—using nothing but yourwriting skills and whatever facts you can call upon to back you up.

Review Writing Essays

The 4-Step Method for Writing Essays

Step 1 Introduce the topic, then write a thesis statement that takes a clear and definite position. (Introductory Paragraph)

Step 2 Support your thesis statement with reasons and details. (Body Paragraph)

Step 3 Re-state your thesis statement and plug it back into the topic. (Conclusion)

Step 4 Proofread what you have written for spelling, grammar, vocabulary, and sentence structure.

Make sure to do prewriting activities before you ever start to write an essay


Persuasive Thesis Statements

A good thesis statement is the most important aspect of a persuasive essay.

If the thesis is not a clear statement of opinion you will have trouble structuring an argument

What makes a thesis statement unclear? (Wishy-washy views, or taking both sides).

If the thesis is not provable, it will be difficult to find reasons and details to support it.

What makes a thesis statement impossible to prove? If it is based as a matter of taste, orpersonal opinion

Have students write thesis statements for each of the following essay questions.

1. How many after-school activities should students be allowed to participate in?(Students should be allowed to participate in as many activities as they want.)

2. Are overcrowded classrooms a threat to education?(Overcrowded classrooms are a threat to education because they decrease student attention,teacher response, and safety.)

NOTE: This thesis is preferable because the reasons to be argued are also included.

3. Should Michael Jordan still play professional basketball when he is 45 years old.(Michael Jordan should not play professional basketball when he is in his forties.)


Convincing Reasons

In a persuasive essay reasons are the whys that make-up your argument.Example:Thesis Statement: Broccoli should be banned from the school cafeteria.Reasons: Nobody likes Broccoli

Broccoli smells up the cafeteria. The school has no right to force students to eat broccoli.

Each reason will become the topic of a body paragraph. The first sentence of each paragraphshould state the reason simply and clearly (like a thesis statement).

Have students write one reason for each of the three thesis statements they wrote.

Examples: Students need to learn how to budget their time. Overcrowded classrooms decrease student attention. Older stars need to step down and make room for younger players.

Appeals to Fact

Facts, figures, and statistics always look impressive to readers. They immediately liftthe thesis out of the realm of personal opinion and anchor it in something real and truthful.

Example: 72% of all students in this school agree the broccoli smells terrible.

The problem is that on the CAHSEE essay you may not have these facts readily availablebecause you don’t know the question beforehand.

Appeals to Reason

When you don’t have facts at your disposal, you can try to sway your audience witharguments that will make logical sense to them.

Example: Reason; Broccoli smells up the cafeteria.

Detail; If the cafeteria reeks of broccoli, teachers will try to get out of lunch duty and older students will stop using the cafeteria completely. This can only hurt the school

Have students choose one of their three thesis statements and write an appeal to reason thatwould support that thesis.

Example: Students need time to experiment with many interests and hobbies. Overcrowding makes people uncomfortable and irritable. Jordan should give the younger kids a chance and just be a mentor.


Appeals to EmotionThis aims straight at people’s desires, fears, angers and prejudices. Detail: It is child abuse to force children against their will to eat and smell

disgusting food that they hate.

When are appeals to emotion useful in a persuasive essay?When you don’t have any facts or the facts are against you.

What is the danger of relying on appeals to emotion?Logical people may not be swayed, and see through your arguments.

Have students choose one of their thesis statements and make an appeal to emotion that theythink would support their thesis statement.

Example: Schools are not police states or jails. Students have rights. Students are not cattle and shouldn’t be treated as such. Basketball is a young man’s game; the old timers should clear out of the way.



Guided Practice

Have students create an outline for the following essay question.Should parents be allowed to monitor and restrict Internet use for their high-school agedchildren?

Use the following form.

ThesisReason

DetailDetail

ReasonDetailDetail

Use Internet overhead to share and discuss examples students have used.

Independent Practice

Write an outline, an introduction and a conclusion for the following essay question.Should high school students be forced to say the Pledge of Allegiance in school everymorning?

Remind students to use a topic sentence or grabber, bridge and thesis statement when theywrite the introductory paragraph. Remind them to restate the reasons and details andmention something about the future when writing the conclusion.

If you want to give them extra writing practice have them write the full essay.

When students have completed the introduction, outline, and conclusion review theanswers together. (See Pledge handouts)



Writing Tasks(See handouts)

Write a composition in which you argue whether or not your school should adopt a year-round schedule.

Write an essay in which you express your opinions about community curfews forteenagers.

Have students exchange essays and evaluate based on the ESUHSD Writing Rubric.

Have students write an essay taking the opposite viewpoint.

Practice Essay: School Foods

Have students read both articles from the Mercury News “Hooked on Junk Food” and “TheBig Greasy”. (handout)

Discuss with class (maybe a Socratic Seminar).

Have students write a persuasive essay on the type of foods that should be served inschools.

RomeoandJulietUnitTest

I.Matching_____1.Benvolio A.HeagreestomarryRomeoandJuliet_____2.Capulet B.HesendsRomeointoexile_____3.FriarLaurence C.Shediesgrievingforherson,Romeo_____4.Juliet D.Romeo'sfather_____5.LadyCapulet E.SherefusedRomeo'sloveandcausedhis

depression_____6.LadyMontague F.HekillshimselfwhenhethinksJulietisdead_____7.Mercutio G.HegivesafeasttointroduceJuliettobachelors_____8.Montague H.HeexplainsthecircumstancesofTybalt's

death_____9.Nurse I.Capulet'sfavoredsuitorforJuliet_____10.Paris J.BothParisandRomeowanttomarryher_____11.Prince K.Juliet'sservantandmentor_____12.Romeo L.ShewantsthePrincetoexecuteRomeo_____13.Rosaline M.HeisslainbyTybalt_____14.Tybalt N.Romeokillshimtoavengehisfriend'sdeathII.IdentifythespeakerYoumayuseacharactermorethanonce.A=Romeo B=Juliet C=FriarLaurence D=CapuletE.Montague F=Prince G=LadyMontague H=LadyCapulet15.Oh,dearaccount!Mylifeismyfoe'sdebt.

16.Thatwhichwecallarose/Byanyothernamewouldsmellassweet.

17.InonerespectI'llthyassistantbe;/Forthisalliancemaysohappyprove,/

Toturnyourhouseholds'rancortopurelove.

18.Afflictionisenamoredofthyparts,/Andthouartweddedtocalamity.

19.Deathismyson‐in‐law.Deathismyheir

20.Ifeveryoudisturbourstreetsagain,/Yourlivesshallpaytheforfeitofpeace.

21.Partingissuchsweetsorrow.

22.Oh,Iamfortune'sfool!

23.Grazewhereyouwill,youshallnothousewithme.

24.Acrutch,acrutch!Whycallyouforasword?


III.MultipleChoice25.WhyisRomeososad?

a.Hewantedtofight,buthemissedit.b.Hejustlosthisbestfriend.c.HehadanargumentwithhiscousinBenvolio.d.Thegirlhelovesdoesnotwanttogetmarried.

26.WhatdoesRomeomeanwhenhesays,"Oh,dearaccount!Mylifeismyfoe'sdebt"?

a.Althoughthedinnerwasexpensive,hedidn'tenjoyit.b.HisloveforJuliethasbroughthimoutofhisdepression.SincesheisaCapulet,heoweshisenemyforhisnewhappiness.c.HeisgladthatTybaltleftthebanquetwithoutfighting.d.HewenttothepartytogetaglimpseofRosaline.WhenhesawRosalinedancingwithanotheryoungman,hefeltjealousandangry.

27.WhydoesFriarLaurenceagreetomarryRomeoandJuliet?

a.Hehopesthatitwillhelptoendthefeudbetweenthefamilies.b.Hedoesn'tlikeParis,anddoesn'tthinkJulietshouldmarryhim.c.Heisobligedbythelawsofthechurchtomarryanyonewhoaskshim.d.Romeooffershimalotofmoney.

28.WhatpunishmentdidthePrincegiveRomeoforfighting?

a.Deathb.Twentyyearsinjailc.Exiled.Afineof5,000lira

29.Romeo'skillingTybaltputJulietinabadposition.Whatdidshefinallydecide?

a.Nottoweepforeitherofthemb.ToweepforbothRomeoandTybaltc.ToweeponlyforTybaltd.ToweeponlyforRomeo'sbanishment

30.WhatplansdoFriarLaurenceandJulietmake?

a.TheywilltellCapuletthetruthandaskhimtobegthePrincetoallowRomeo'sreturn.b.SheshouldthreatentokillherselfifherfathermakeshermarryParis.c.JulietshouldagreetomarryParis.Ontheeveofherwedding,sheshoulddrinkapotionthatwillmakeherappeardead.Afteritwearsoff,sheshouldgotoMantuatobewithRomeo.d.TheNursewillhelpherdisguiseherselfandrunawaythatverynight.Theywillgotoanothertown.FriarLaurencewillsendRomeothereinaweek.


31.WhatnewsdoesBalthasarbringRomeo?HowdoesRomeoreact?a.BalthasartellsRomeoofJuliet'sdeath.Romeorushesouttotheapothecarytogetpoison.HegoestoJuliet'sgravetodrinkthepoison.b.BalthasartellsRomeothatJuliethasmarriedParis.RomeoswearstoreturnandkillParis.c.BalthasartellsRomeowheretomeetJulietandtheNurse.Romeohappilygetsreadytoleave.d.BalthasartellsRomeowhatFriarLawrencehasarrangedwiththePrince.RomeoisfreetoreturntobewithJuliet.

32.WhatwentwrongwiththeFriar'splan?

a.ThePrincechangedhismindaboutthepardon.b.HisletternevergottoRomeo,soRomeodidn'tknowthatJulietwasnotreallydead.c.Thenursewouldnotcooperate.d.ThepotionwastoostrongandkilledJuliet.

33.WhatarethecircumstancesofParis'death?

a.CapuletisangrythatJulietkilledherself.HeblamesParis,andkillshim.b.PariskillsRomeo,andthePrinceordershimtobekilled.c.ParisfindstheremainsofthepotionthatJuliettook.Heswallowsitandkillshimself.d.ParisandRomeomeetatJuliet'stomb.Parisstartsafight,andRomeokillshim.

34.Aftershewakesupfrombeingdrugged,whydoesJulietkillherselfwithRomeo'sdagger?

a.Sherealizeshowfoolishshehadbeen,andsheisafraidtobediscoveredbyherfather.b.SheseesRomeodeadfromthepoison.Sincethereisnopoisonleft,shekillsherselfwithhisdagger.c.Sheisstilldazedbythepotion.Shepicksuptheknifeandthentrips,accidentlykillingherself.d.SheisafraidthePrincewillthinkshekilledRomeointentionally,andeitherbanishherorputhertodeath.

35.WhydoesRomeodecidetogotothefeasteventhoughheisnotinvited?

a.BenvolioofferstointroducehimtoJuliet.b.HewantstomakepeacewiththeCapulets.c.Rosaline,thegirlheloves,willbethere.d.Hisfavoritefoodsaregoingtobeserved.

36.MercutiocanbedescribedasafoiltoRomeobecause a.hecomesfromadifferentsocialclass b.heismucholderthanRomeo c.heisaCapuletandRomeoisaMontague


d.unlikeRomeo,hedoesnottakeloveseriously

IV.True/False

53. MercutioisanAfricanAmerican,crossdresser.54. RomeotookecstasybeforetheCapuletball.55. RomeoandJulietbothdieintheend.56. Tybalt,MercutioandParisareallkilledbyRomeo.57. TheNurseandFriarLaurenceareusedascomedicreliefsinatragicplay.58. TheCapuletsandMontaguescometogetherandhonortheirchildren,

buryingtheirfeudforever.59. JulietisforcedtomarryParis60. Theentireplayisonly4dayslong

V.Plot/Stucture:Labeltheplotdiagramwitheacheventfromtheplay.

english i intensive romeo and juliet - wikispaces7+romeo... · 2 - movie comparison 3 - act i quiz...

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