Romeo and Juliet Key Passages for Commentary (from Ms. Rankin s Google Docs)

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1 Romeo and Juliet Key Passages for Commentary (from Ms. Rankin s Google Docs) Act I o Scene 3 (82) What say you?...than your consent gives strength to make it fly (102). 20 Lines o Scene 5 (40) What lady s that, which doth You kiss by the book (114) Act II o Scene 2 But soft! What light.but love from love, towards school with heavy looks (166) Act II o Scene 2 But soft! What light.but love from love, towards school with heavy looks (166) Act III o Scene 1 (50) Well, peace be with you Either thou or I, or both, must go with him (124). o Scene 2 (1) Gallop apace, you fiery-footed steeds O, here comes my Nurse (31) o Scene 2 (59) O, break, my heart!...and bid him come to take his last farewell (147) o Scene 3 (112) Hold thy desperate hand.romeo is coming (162) o Scene 5 (1) Wilt thou be gone?...but send him back (65) Act IV o Scene 3 (15) Farewell! God knows Romeo, Romeo, Romeo, here s drink. I drink to thee (59) Act V o Scene 3 (74) In faith I will Thus with a kiss I die (121) o Scene 3 (292) This letter doth make good.than this of Juliet and her Romeo (317)

2 QUESTIONS TO ANSWER WITH SENTENCE STARTERS (1) Where does the passage come in the play and (2) why is it important? This passage comes from Act Scene These lines are important because It affects the rest of the plot because (3) Summarize what happens in the passage and (4) what is said by the characters In this scene (5) What themes or ideas are introduced or developed? P: The theme/themes depicted in this part of the play are. E:Shakespeare used line number quote from line number to support this theme. (Choose one ) E: OPTION A: Here, what ( is trying to say is that. OPTION B: What is happening here is that (6) Comment on Shakespeare s choice of words and his use of literary devices o o o o P: Shakespeare s play of words and use of literary devices affect a scene by making it more dramatic and colorful. Denotative meaning Connotative meaning P: He is also able to magnify emotions by his choice of words. E: Some words that help express certain feelings are (a) and (b) from line E: (a) literally means. It has a positive / negative / other effect on (subject), because (write E:The word (b) symbolizes. This word helps the scene (write what that word does to the scene) Scene character (or another

3 P: Another way that he played with language is through the use of repetition E: He repeated the word/s and in line number. E: The reappearance of these words...(write what the repetition does to the scene) Scene character (or another An oxymoron, usually uses only two opposing words side by side. For example, true lie. A paradox is similar to an oxymoron but is a sentence rather than just two words. For example: Pinocchio said, I m lying P: In some lines Shakespeare used oxymorons. E: He placed the words and close to each other in line E: By doing this, he is able to put some (choose one ore more) o mixed emotions (feelings) o humor o drama o food for thought o confusion Scene character (or another P: Another literary technique that Shakespeare used is placing opposites. E: For example, line number has a pair of contrasting images, suchas as (image 1) and (image 2). E: By mentioning two opposing figures (not necessarily beside each other), Shakespeare is able to clearly show how different (who/what image 1 is linked to)

4 and (who/what image 2 is linked to) are. (Who/what image 1 is linked to) is as (adjective) as (image 1) while (who/what image 2 is linked to) is as (adjective) as (image 2). Scene character (or another P: If one observes, he used some words that have the same consonant sound in the beginning. E: Some of these words are and from line. E: This is called alliteration He does this to...(write what alliteration does to the scene) Scene character (or another P: Another language play that he did was the selection of words that have the same vowel sounds. E: Some of these words are,, and from line E: This is called assonance This makes the scene (write what assonance does to the poem) character (or another

5 Scene Visual Auditory Olfactory Gustatory Tactile P: To give the audience a better picture of ideas that must be expressed, he used words that reach out to different bodily senses. E: For example, the words and from line help the audience visualize (write what object the words are describing) better. E: These words tell the audience the (write what kind of visual information the words give you) of the (object) This gives the reader the idea that E: The words and from line give the audience a better idea how some sounds exist in the play. E: These words inform the audience how the (write what object is making the sound) (write the action happening) This makes the reader think that E: The words and from line add details to the scene by helping the audience imagine different scents or odors. E: These words let the audience know what the (write what object has that smell) smells like. This suggests to the audience that E: The words and from line have an effect on the audience s sense of taste. E: These words reveal to the audience what (write what object has that taste) tastes like. This makes the audience assume that E: The words and from line allow the audience to touch or feel different objects or sensations that are present in the scene. E: These words share with the audience how (write what object has that texture or temperature) the object is. This makes the audience believe that Scene character (or another Metaphor P: Another kind of word play used is figurative imagery. E: For example he wrote on line that (object 1) is an (object 2). E: By doing this, he is able to tell the audience that (object 1) and (object 2) have the same characteristics such as (write what traits the two objects have in common)

6 This gives the reader the impression that Simile Personification Symbol P: He also used similie/s in the poem. E: For example, (quote simile) on line. E: Instead of ordinarily describing a (object 1), equating it to a (object 2) puts more depth into its qualities. This gives the audience the view that P: The poem also is more alive when some objects take on human characteristics. E: For example, in line, (object) is able to (action), E: By doing this, he is able to give an ordinary object, a new and different dimension. This makes the audience feel that P: To broaden the reader s views, he also used symbol/s to replace certain things. E: For example in line, instead of saying, he used the word E: This allows the audience s mind to correspond certain objects with other objects, giving a more artistic view of scene. Hyperbole / exaggeration P: To call attention to the intensity of something, he chose to exaggerate the situation. E: For example, on line, he wrote (quote hyperbole) E: This makes the audience aware of how Allusion Scene character (or another P: In this play, Shakespeare uses iambic pentameter in most key passages wherein each line has 10 syllables, with the syllables following a stress unstress stress (and so forth) pattern. E: For instance, line number has 10 syllables with the stress in (quote the line then underline the stressed syllable in each word) E: He does this because. Scene character (or another

7 P: Another literary device that he uses is rhyme. E: For example, line number ends with the word while line number ends with the word. E: He chooses to do this in order to. Scene character (or another An oxymoron, usually uses only two opposing words side by side. For example, true lie. A paradox is similar to an oxymoron but is a sentence rather than just two words. For example: Pinocchio said, I m lying P: In some instances, Shakespeare uses a paradox. E: Line number, (quote paradox) is an example of a paradox. E: He does this to create excitement, to cause bewilderment, and lastly to make the audience think more deeply. character (or another Scene P: Sometimes, Shakespeare s passages include a question that doesn t seem to need answering. This is called a rhetorical question. E: (Quote rhetorical question) in line number is an example of a rhetorical question. E: This type of question helps Shakespeare to push the audience to think of an idea that he wants them to reflect on. character (or another

8 Scene P: Another literary device that he uses is an anaphora. E: (Quote anaphora), is an example of an anaphora in line number E: By repeating the first words of a sentence or a phrase, Shakespeare makes that line more powerful and memorable, like Charles Dickens, It was the best of times. It was the worst of times or Martin Luther King s I Have a Dream speech wherein he repeats, Now is the time to in the beginning of many lines. Scene character (or another P: In this play, Shakespeare used a number of soliloquies. E: The words of character, in Act, Scene, lines is an example of a soliloquy. E: He does this so that the audience may get to know that thoughts of a character. Scene character (or another (7) How does the passage help to develop characters? (choose one set) o SET A: P: This scene lets the audience see ( as. (adjective) E: For example, line number says, quote E:This shows how ( (rephrase adjective) is, as he/ she. (what is the character doing)

9 o SET B: P: This scene allows the audience to see the change in, ( from (adjective that describes the character BEFORE) to (adjective that describes the character NOW) E: For example, line number says, quote E:This shows how (adjective that describes the character NOW) ( is, as he / she (what is the character doing NOW) compared to Act Scene when he/she was (what was the character was doing in the EARLIER scene) and was still (adjective that describes the character BEFORE) o SET C: P: This gives the audience the chance to compare (character 1) who is, (adjective) and (character 2) who is. (adjective) E: For example, line number says, quote and line number, quote E: These two lines show the difference in their characters by the words and which are opposites (8) How would you make this work as a performance? For example, what advice would you offer to the actors at key moments about movement, gesture, delivery, etc. This scene is (write by describing the emotions / feelings felt during this scene). To express these sentiments, the actor must first have eye contact / not have eye contact because. A facial expressions that he / she can do is because He/she can also have some movement or gesture such as because His/her voice must be because He must say his lines slowly / fastly because.

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