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English 9B
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Teacher___________________
Romeo and Juliet Literary Terms
ALLITERATION: A repetition of the initial consonant sound in two or more words.
Ex.: You are a Super Softball Swinger!
ASIDE: A dramatic convention by which an actor directly and audibly addresses the
audience but is not supposed to be heard by the other actors on the stage. In Renaissance
drama, the device was widely used to allow the true feelings of the character to be made
known to the audience.
BLANK VERSE: Blank verse consists of unrhymed lines of iambic pentameter. This
form has generally been accepted as that best adapted to dramatic, philosophic or
narrative.
CHORUS: In ancient Greece, the groups of dancers and singers who participated in
religious festivals and dramatic performances. In Elizabethan dramas the role of the
chorus was often taken by a single actor, who recited the prologue and epilogue and gave
inter-act comments which linked that acts and foreshadowed coming events. Often the
chorus, then, acts as the narrator of a play.
DRAMA: Literary art form that recreates human life and emotions.
IAMBIC PENTAMETER: A line of verse written in 5 poetic feet where each foot has
one unstressed syllable, followed by a stressed syllable. Ex.: When I / con-sid- / -er
how / my light / is spent.
MONOLOGUE: A long speech addressed to the other characters that are on stage with
him. Ex.: Friar Laurence’s speech when he is chiding Romeo for overreacting to being
banished.
ONOMATOPOEIA: Use of a word to represent or imitate natural sounds. Ex: The juice
oozed from the fruit.
PUN: A play on words (often using words that sound alike but are spelled differently).
Ex. Teacher: Please use the word lettuce in a sentence.
Student: Let us go home!
SIMILE: A comparison using “like” or “as”. Ex.: The hose was like a snake in the grass.
SONNET: A lyric poem of fourteen lines and following several rhyme-schemes. The
rhyme scheme the Shakespearean sonnet typically follows is abab cdcd dfdf gg.
Characteristically, the Shakespearean sonnet embodies four divisions: Three quatrains
(each with a rhyme – scheme of its own) and a rhymed couplet. The couplet at the end is
usually a commentary on the foregoing part of the poem. Ex.: The prologue to Romeo
and Juliet.
SYMBOL: A word that signifies something other than what is literally represented. Ex.:
Will you come and see me on pumpkin day?
TRAGEDY: Drama which tells about serious and important actions which end unhappily.
STRUCTURE of a TRAGEDY: Basic plot structure of a tragedy usually divided into
five parts and can be graphically represented by the figure of a pyramid.
Exposition: creates the tone, gives the setting, introduces some of the characters
and supplies other facts necessary to the understanding of the play
Rising action or complication: a series of complications. These occur as the main
characters take action to resolve their problems.
Crisis or turning point: turning point in the events; a choice is made by the main
characters determining whether the play is a comedy or tragedy.
Falling action: results of the crisis or turning point; usually locks the characters
into disaster.
Resolution: final stage in the play that ends the conflict, usually resulting in the
death of the hero. All loose parts of the plot are tied up.
Journal write
English 9b
So, Lord Capulet at least is telling Juliet's suitor that she must also consent to the
marriage. Of course, we found out that Juliet didn't want to marry Paris. She has fallen in
love with the son of her family's arch-enemy, Lord Montague.
Have you ever dated or even expressed an interest in a guy or girl that your parents
disapproved of? If so, you should have some empathy for what Romeo and Juliet are
going through in this play.
If you had to list the traits (physical, personality, etc.) of your perfect mate, what
would they be? Try to be as specific as you can be.
Now, get behind the Eight Ball and try to figure out what traits your parents would
list if they were choosing the perfect mate for you. Again, try to be specific.
REMEMBER! Don't let your parents see your list until they have done theirs on the
other side.
Please have both pages of this survey completed and with you in class on _________
We are reading Shakespeare’s Romeo and Juliet in English class and I would appreciate
your taking the time to complete this survey.
As you may remember from your own high school English class, the play centers on two
young people who fall in love. Their parents, however, are enemies and make the
relationship impossible for Romeo and Juliet. On the other side of this sheet I have asked
the students to list traits THEY would want in a “perfect mate.” Now, I'm going to ask
you to do the same, without having looked at their lists first. Naturally, you’re welcome
to read what they said after you’ve answered the questions.
What traits (physical, personality, etc.) would you think your son or daughter would
look for if searching for the perfect mate for himself or herself?
Now, what traits would you consider most important if you were choosing the perfect
mate for your son or daughter?
Parent Signature:
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Shakespearean terminology
Some words that will help you to understand good ol’
Will
1. Based on what you know about the Globe Theater, do you think that plays
of the Elizabethan age were performed during daylight hours or at night?
Why or why not?
7. Given what you know about everyday life in Shakespeare’s time, would
you like to live then? Give two reasons why or why not.
8. Do you think that you would like to wear Shakespearean clothing? Why or
why not?
9. Based on what you’ve learned about fencing, is it similar to or different
from what you thought fencing was? Explain.
10. What did Queen Elizabeth I have to do with Shakespeare? What did King
James I have to do with Shakespeare?
11. What type of poetry did Shakespeare write? Did he write a lot of poetry or
not?
13. What was the Black Plague? What effect did it have on the people of
England?
14. What two Shakespearean movies would you most like to rent this
weekend? Why those two?
15. What are some “Romeo and Juliet” stories in other cultures?
18. Overall, what changes are seen in the Renaissance; in other words, how
was it different from the previous age?
19. Of Shakespeare’s many famous lines, write two that you have heard
before.
20. What was the life of an actor like? Was it glamorous like today? Could
women be actors?
Project Topics
Please write the name(s) of your partner(s) next to your topic.
6: Elizabethan clothing
unclean.
foes
life;
strife.
love,
And the continuance of their parents’
rage,
could remove,
to mend.
Scene 1
2. Benvolio and Tybalt, nephews of each of the households, enter as the fighting
begins. What does each seem to be like? Give reasons for your answers.
A. Benvolio:
B. Tybalt:
3. With what punishment does the Prince threaten anyone in the Montague or
Capulet parties who breaks the peace again?
4. What does Benvolio discover is bothering Romeo? What advice does Benvolio
give Romeo?
Scene 2
5. How does Capulet feel about the Prince’s orders to keep peace following the third
fight?
8. What do you think Capulet means when he says, “The earth hath swallowed all
my hopes but she”?
10. What does Benvolio say Romeo will realize at the feast?
Scene 3
11. How does the Nurse feel about Juliet? How can you tell?
12. What historical event does the Nurse use as a landmark to help remember Juliet’s
age?
13. What does Juliet say about her thoughts of marriage? What do you think she
means?
16. Juliet answers her mother by saying, “I’ll look to like, if looking liking move.”
What does she mean?
17. What does Juliet say will determine how vigorously she tries to fall in love with
Paris?
Scene 4
18. What does Mercutio suggest that Romeo do at the party? How does Romeo
answer?
19. Mercutio doesn’t say directly that Romeo should not pay attention to his dream,
but he does say several things that show why he thinks dreams are not
trustworthy. What are these?
20. What does Romeo believe as a result of his dream?
21. Give at least 2 reasons that help explain Romeo’s mixed feelings as he goes to the
party.
22. What does Romeo’s final comment, “But He that hath the steerage of my course/
Direct my sail” mean?
Scene 5
23. How does Capulet first react to the presence of the maskers?
24. According to Romeo, how does Juliet make the other ladies in the room look?
What does he plan to do?
28. What happens when Romeo and Juliet speak for the first time?
29. How does Romeo learn who Juliet is? What is his response?
30. How does Juliet disguise her particular interest in Romeo? What is her response?
32. A character who serves as a contrast for another character is called a foil. In this
scene, how do Tybalt and Capulet serve as foils for one another?
1.Pernicious (pos)_____________
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2. Augmenting (pos)____________
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3. Grievance (pos)_____________
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4. Transgression (pos)_________
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5. Heretics (pos)__________
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Romeo and Juliet- Act 1 Quotes
Romeo and Juliet- Act 1 Quotes: For each quote below, tell three things: A). Who said
it? B). To whom? C). What is the significance/meaning of quote? Please include
instances of imagery, metaphors, and other figurative language.
1. “What, drawn and talk of peace? I hate the word as I hate hell, all Montagues,
and thee. Have at thee, coward!”
8. Did my heart love till now, Forswear it sight! For it sight! For I ne’er saw true
beauty till this night
3. Where do Romeo and Juliet get the power and the means to meet?
3. What do you as a reader know in this scene that Mercutio and Benvolio do not know?
6. Why isn’t Juliet happy about the promises of love just made?
7. Why does Juliet wish she hadn’t yet vowed her love to Romeo?
2. What three reasons does Friar Laurence think could have caused Romeo to come so
early?
3. How does Friar Laurence react when Romeo says he has forgotten Rosaline? Why do
you think he reacts in this way?
3. What new occurrence in the Montague/Capulet feud do Mercutio and Benvolio know
about that Romeo has not yet learned of?
4. What conclusions does Mercutio come to about Romeo from the changes in Romeo’s
mood?
5. Whose message does the Nurse deliver to Romeo? What does she say?
2. The Nurse puts off answering Juliet’s questions about the marriage plans with four
excuses. What are they?
5. At the end of the scene, where is the Nurse going? Where is Juliet going?
6. Are Friar Laurence’s first two lines a statement or a prayer? How do you know?
8. In your own words, tell what warning Friar Laurence gives in lines 9-11.
2. Cunning _______
3. Variable _______
a. Get, Obtain
4. Procure ________
b. Relatives
5. Vile ________
c. Of a sickly pale-
6. Sallow ________
yellowish complexion
7. Waverer ________
d. Awkward, clumsy
8. Lamentable _______
e. Distressing, sad h. Cleverness, slyness
II. Make a flashcard for each vocabulary word. On one side of the card write the word
on the other side write the correct definition.
Name________________________________ Hour_________________
For each quote, tell three things: A) Who said it? B) To whom? C)
Significance/meaning of quote.
A) B) C)
A) B) C)
3. O Romeo, Romeo! Wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.
A) B) C)
A) B) C)
A) B) C)
A) B) C)
A) B) C)
A) B) C)
10. More than Prince of Cats. O, he’s the courageous captain of compliments.
A) B) C)
A) B) C)
Elizabethan Insult Sheet
Directions: Combineth one word or phrase from each of the columns below and addeth
“Thou art a” to the beginning. Let thyself go, and thou shalt have the perfect insult to
fling at your partner. Mix and match to find that perfect barb from the Bard!
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 Clot-pole
Dissembling Dizzy-eyed Coxcomb
Droning Dog-hearted Codpiece
Errant Dread-bolted Death-token
Fawning Earth-vexing Dewberry
Fobbing Elf-skinned Flap-dragon
Froward 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
Loggerheaded Half-faced Hedge-pig
Lumpish Hasty-witted Horn-beast
Mammering Hedge-born Huggermugger
Mangled Hell-hated Jolt-head
Mewling Idle-headed Lewdster
Paunchy Ill-breeding Lout
Pribbling Ill-nurtured Maggot-pie
Puking Knotty-pated Malt-worm
POETRY PROJECT
COMMERCIAL
Name: __________________________
Partner’s name: __________________________
Assigned poetry term: __________________________
First, write your poetry term on the top line of your page. Beneath it, write
the definition of the term and an original example to show your
understanding of the term.
Next, brainstorm ideas about how to advertise your item. Write down at
least FIVE possibilities, and then circle the one you decide on.
After you have finished writing your commercial, practice aloud. You must
memorize your lines!
3. How does Romeo try to stop the fight? What is the result of Romeo’s
interference?
4. What does Romeo predict for the future after learning of Mercutio’s death?
How does this prophecy immediately come true?
c. What can you conclude about Lady Capulet from her statements?
8. a. How does the Prince’s punishment differ from the punishment he
threatened in Act I, Scene 1?
b. The Prince states the principle behind his action in line 190. What does
it mean?
9. The climax of the play is the turning point and the readers can usually
discover how the conflicts will be resolved. Scene 1 of Act III includes the
climax of Romeo and Juliet.
a. What change does the scene bring about in Romeo and Juliet’s
situation?
3. a. What does Juliet conclude about Romeo when she first learns that he
killed Tybalt?
4. What broad conclusions does the Nurse draw from the incident?
b. For what three reasons does Friar Laurence say Romeo should be happy?
4. a. What reason does Juliet give for putting off the marriage?
b. What sentence with a double meaning does Juliet use to describe her
intentions?
5. In your own words, describe how Capulet reacts to Juliet’s refusal to marry
Paris. What choice does Capulet give Juliet?
7. What advice does the Nurse give Juliet? What is her reasoning?
1. Romeo, the love I bear thee can afford/No better term than this: thou art a
villain.
2. No, ‘tis not so deep as a well, nor so wide as a church door; but ‘tis enough,
‘twill serve. Ask for me tomorrow, and you shall find me a grave man.
4. I beg for justice, which thou, prince, must give./Romeo slew Tybalt; Romeo
must not live.
5. Ha, banishment? Be merciful, say ‘death’;/For exile hath more terror in his
look,/Much more than death. Do not say ‘banishment.’
7. 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/Stands tiptoe on the misty mountaintops./I
must be gone and live, or stay and die.
8. Thank me no thankings, nor proud me no prouds,/But fettle your fine joints
‘gainst Thursday next/To go with Paris to Saint Peter’s Church.
Romeo and Juliet Act IV
Study Questions
3. In which lines does Juliet utter words that can be taken as an accusation of
Friar Laurence for his failure to help more?
8. Juliet has some doubts about using the mixture in the vial.
a. What is her fear about Friar Laurence?
b. Juliet also fears what might happen if she wakes before Romeo arrives.
What three possibilities does she mention?
12.a. Capulet uses figurative language to describe his dead daughter in lines
28-29. What kind of figure of speech does he use and what does it
mean?
13.In lines 65-75, Friar Laurence chides Juliet’s family for something. What is
it, and what reason does he give?
Act V, Scene 1
1. What did Romeo dream?
Act V, Scene 2
1. What problem has come about in carrying out Friar Laurence’s plan?
Act V, Scene 3
1. Why is Paris in the churchyard in this scene?
2. In your own words, briefly retell the instructions Romeo gives Balthasar.
3. What reasons does he give Balthasar for his going to the tomb?
5. In lines 49-53, Paris explains what he thinks when he sees Romeo in the churchyard.
Paraphrase those lines.
6. Does Romeo intend to kill Paris when he sees him in the churchyard? Explain how
you know.
9. a. What offer does Friar Laurence make after he recounts what has happened?
10. How does the Prince react after he has read Romeo’s letter to Montague?
11. What conclusion does the Prince draw about the cause of all the deaths?