ENG2D Drama Study Unit Name: Drama Study Unit: Romeo and Juliet

Transcription

1 ENG2D Drama Study Unit Name: Drama Study Unit: Romeo and Juliet

2 02/22/ :39 PM Romeo and Juliet 3 (New peare is as well e-eminent by William Shakespeare Biography Baptized April 26, died April 23, 1616, was an English poet and playwright. Shakespeare is widely regarded as the greatest writer in the English language, as well as one of the greatest in Western literature and the world's pre-eminent dramatist. tween e plays very few nd his poetic ing he world. ay usage ted about er he was ome or all William Shakespeare (National Portrait Gallery), in the famous Chandos portrait, artist and authenticity unconfirmed. Shakespeare is believed to have produced most of his work between 1586 and 1616, although the exact dates and chronology of the plays attributed to him are often uncertain. He is counted among the very few playwrights who have excelled in both tragedy and comedy, and his plays combine popular appeal with complex characterization, poetic grandeur and philosophical depth. Shakespeare's works have been translated into every major living language, and his plays are continually performed all around the world. In addition, quotations from his plays have passed into everyday usage in many languages. Over the years, many people have speculated about Shakespeare's life, raising questions about his sexuality, whether he was secretly Catholic, and debating whether someone else wrote some or all of his plays and poetry. Early life William Shakespeare (also spelled Shakspere, Shaksper, and Shake-speare, because spelling in Elizabethan times was not fixed and absolute[1]) was born in Henley Street, in Stratford-upon-Avon, Warwickshire, England, in April 1564, the son of John Shakespeare, a successful tradesman and alderman, and of Mary Arden, a daughter of the gentry. Shakespeare's baptismal record dates to April 26 of that year. Because baptisms were performed within a few days of birth, tradition has settled on April 23 (May 4 on the Gregorian calendar) as his birthday. This date provides a convenient symmetry because Shakespeare died on the same day in /22/ :39 PM Image of Shakespeare from the First Folio (1623), the first collected edition of his plays. As the son of a prominent town official, Shakespeare was entitled to attend King Edward VI Grammar School in central Stratford, which may have provided an intensive education in Latin grammar and literature. Also, mainstream scholars assume that Shakespeare was a student at the Stratford Free School, since he would have been entitled to attend it, and textbooks used at the Stratford Free School are alluded to in the plays. At the age of 18, he married Anne Hathaway, who was 26, on November 28, 1582 at Temple Grafton, near Stratford. Two neighbours of Anne posted bond that William Shakespeare - Wikipedia, the free encyclopedia there were no impediments to the marriage. There appears to have been some haste in arranging the ceremony, presumably due to the fact that Anne was three months pregnant. After his marriage, William Shakespeare left few traces in the historical record until he7.5 appeared Poems on the London theatrical scene. Indeed, the late 1580s are known as Shakespeare's "Lost Years" because no evidence has survived to show 7.6 Apocrypha exactly where he was or why he left Stratford for London. On May 26, 1583, Shakespeare's first child, Susannah, was baptized 8 Notes at Stratford. 9 Further reading A son, Hamnet, and a daughter, Judith, were baptized on February 2, External links Page 1 of 11 Later years Effigy of Shakespeare at his tomb. It was comissioned by his son-in-law and wife in It is believed to be one of the closest depictions haksper, andofshake-speare, because spellingwho in Elizabethan timesshakespeare's was Shakespeare by people knew him. last two plays were written in 1613, after which he appears Life to have retired to Stratford. He died on April 23, 1616,inatApril the 1564, age of 52. He remained married to Anne until his death and was survived by his two daughters, reet, in Stratford-upon-Avon, Warwickshire, England, man and alderman, and and of Mary Arden, a daughter of the gentry. Susannah Judith. Susannah married Dr John Hall, but there are no direct descendants of the poet and playwright alive today. Main article: Shakespeare's life of that year. Because baptisms were performed within a few days of n the Gregorian calendar) asishis birthday. Thischancel date provides a Trinity Church in Stratford-upon-Avon. He was granted the honour ofearly Shakespeare buried in the of Holy buriallife in the chancel not on the sameon dayaccount in of his fame as a playwright but for purchasing a share of the tithe of the church for 440 (a considerable sum of money at the Shakespeare (also spelled Shakspe time). A bust of him placed by his family on the wall nearest his grave shows him posed in the act of writing. William Each year on his claimed prominent town official, Shakespeare was entitled to attend King new quill penmay is placed in the an writing hand of the bust. not fixed and absolute[1]) was born in Henl mmar Schoolbirthday, in centralastratford, which have provided the son of John Shakespeare, a successful t ion in Latin grammar and literature. Also, mainstream scholars Shakespeare's baptismal record dates to Ap Hea student is believed have written the epitaph on his tombstone: kespeare was at the to Stratford Free School, since he would birth, tradition has settled on April 23 (May ed to attend it, and textbooks used at the Stratford Free School are convenient symmetry because Shakespeare plays. At the age of 18, he married Anne Hathaway, who was 26, on Good friend, for Jesus' sake forbear, 582 at Temple Grafton, near Stratford. neighbours of Anne To dig the dust enclosedtwo here. As the son there wereblest no impediments to the There appears be the man thatmarriage. spares these stones,to have Edward VI in arranging the ceremony, presumably due to the fact that Anne But cursed be he that moves my bones. intensive e s pregnant. assume tha ge, peare n the until Shakespeare's signature, from his will the al he late n as Shakespeare's "Lost Years" because no evidence has survived to here he was or why he left Stratford for London. On May 26, 1583, d at Stratford. A son, Hamnet, and a daughter, Judith, were baptized From Wikipedia.org 3, after which he appears to have t the age of 52. He remained married two daughters, Susannah and Judith. direct descendants of the poet and have been alluded to November posted bon been some was three m After his m William Sh left few tra historical r Image of Shakespeare from he appeare the First Folio (1623), the London the first collected edition of his plays scene. Inde 1580s are show exac Shakespeare's first child, Susannah, was ba on February 2, Later years Page 2 of 11 Shakespeare's last two plays were written i retired to Stratford. He died on April 23, 16

3 Romeo and Juliet Setting The tragedy of Romeo and Juliet has been known as the greatest love story ever told. It takes place in the city of Verona, located in the Lombardy region of northeast Italy. Throughout the play, the city of Mantua is also mentioned. Also located in the Lombardy region, but in the northwest of Italy. Verona and Mantua are about 37 miles (59.5km) from one another. 3

4 Romeo and Juliet Character Map From CliffNotes Romeo and Juliet Summary and Study Guide 4

5 Romeo and Juliet Characters Romeo Characters Handsome, impulsive, sensitive only son of Lord and Lady Montague. About sixteen years of age. Is uninterested in violence. Interested in love and going to great lengths to prove his feelings. Best friends with his cousin, Benvolio, and Mercutio. Juliet Beautiful thirteen-year-old girl who does not think much about love or marriage at first. Falls in love with Romeo, in spite of the feud between their two families. The Nurse is her best friend and confidante. Mercutio Best friend of Romeo, related to the Prince. Known for his sharp wit, and being somewhat eccentric and hotheaded. Uses puns, especially sexual double entendres. Tybalt Juliet s cousin. The most aggressive, violent character in the play. Prideful. Hates all Montagues. Benvolio Romeo s cousin. Sincerely tries to stop violence in public. As a good friend, he often tries to help Romeo. Friar Lawrence Friend to both Romeo and Juliet. He secretly marries them in the hopes that it will end the feud between their families. Adept with the use of herbs. 5

6 Romeo and Juliet Characters Montague Father of Romeo, husband of Lady Montague. Concerned about Romeo s gloominess. Lady Montague Mother of Romeo, wife of Montague. Dies of grief when Romeo is exiled from Verona. Father of Juliet, husband of Lady. Loves his daughter, but knows little of her thoughts or feelings. Hates Montague for undisclosed reasons. Lady Juliet s mother, wife of. Wants her daughter to marry Paris. Relies on the Nurse so much that she is less of a mother to Juliet. Nurse Cared for Juliet her entire life. Talks a lot and often makes inappropriate remarks. Is a best friend and confidante to Juliet. Paris Suitor of Juliet most preferred by Lord. Related to the Prince. Not concerned with reciprocal love. Prince Escalus Prince of Verona. Related to Mercutio and Paris. He is the law, and maintains the public peace in Verona, at all costs. Paraphrased from SparkNotes.com 6

7 Romeo and Juliet Shakespearean Insult Generator 7

8 Romeo and Juliet Common Shakespearean Words Shakespearean an anon art ay chide conceive countenance covenant cunning curst dost/doth dowry durst entreat ere forth fie froward hark hast/hath hence hither jest knave marry nay pate peace pray prithee quoth raiement sirrah suitor tarry thee thence thine thither thou thus thy trow twixt wager whither withal woo Wherefore Modern if soon are yes scold think/understand face agreement (legal) intelligent mean/bad tempered does payment for marriage dare beg/plead before ahead/forward shame! wild/unmanageable listen has from here/away here joke brat darn it! no head quiet beg/ask please said clothing sir (less respectfully) person wanting to marry wait around you from there yours there you so/in this way your guess/know between bet where and all that pay attention (romantic) Why Used in a Modern Sentence I ll get mad an you do that. I ll return anon. You art a silly twit. He asked me out and I said ay. I chided my little sister for crying. Did you conceive this idea? He had a big smile on his countenance. We made a covenant to buy a house. She s very cunning in math. The curst old witch yelled at me. Doth he go to this school? He got a big dowry from the bride s father. How durst you talk to me like that! I had to entreat them to stay. I got to class ere you did. I must go forth or I ll be late. Fie, fie, that s a rotten thing to do! They were a froward group. Hark, I think I hear my father. She hath too much math homework. Get your books hence and move them. He said he would be coming hither soon. This is not something to jest about. My brother is a little knave. Marry! You said we were leaving soon. Nay, it wasn t me. He s got an awful bump on his pate. Peace, I want you to listen to this. I pray you, please don t go! Prithee, will you take me with you? it was he, quoth the boy. He wore designer raiement. Hey sirrah, what are you doing here? Jane has a suitor. Don t tarry or you ll be late. I love thee. I took it thence and brought it here. This book is mine; that one is thine. We re going thither to have lunch. Thou must not stay out too late. Do not speak to me thus. Where is thy assignment? I trow it is good for you. It will be a secret twixt us two. I ll wager that our team wins. Whither do you think you re going? She had looks, money and friends withal. He was wooing the woman he loved. Wherefore are you late? 8

9 Romeo and Juliet Dentistry in Shakespeare s Time Dentistry in Shakespeare's time was a very crude and disgusting art. Teeth were ruined by the efforts to keep them clean. They were rubbed with a mixture of powdered pumice stone, brick and coral. This not only took off the stain, but took off the enamel as well. Other ways to clean teeth were to rinse them with a solution of honey and burnt salt, sugar and honey, or a quart of vinegar and honey and half a quart of white wine boiled together. Going to the dentist could cost you your life. People died of blood loss and pain due to the instruments that they used. These included pliers, keys with claws -- this dislocated the tooth from the socket--, pelicans -- these dragged the tooth out sideways--, and an instrument that pulled out the roots. Bad breath was treated with water and vinegar, then chewing masticke and washing the mouth out with a solution of Annis seeds, mints, and cloves sodden in wine. Also, by placing roasted turnip parings behind a person's ear, you could rid him or her of bad breath. During this time, fillings were also used. The most common materials were gold leaf, molten lead, or silver scrapings. But usually if the tooth was bad, it was just removed and "replaced" with a healthy one from someone else. The "someone else" was a poor person needing money. The dentist would pull one tooth after another to see which one would fit his patient's mouth. When the human supply of teeth went down, the teeth of sheep, dogs, goats and baboons were used. If these supplies went down, teeth from dead people and soldiers were used. Eventually, false teeth were used. These were made from hippopotamus bones, walrus ivory, silver, mother-of pearl, enameled copper attached to an ivory base, porcelain plaster, or vulcanite and celluloid, which was extremely flammable. From home.cogeco.ca/~rayser3/dentist.txt 9

10 Romeo and Juliet Plot Summary Act I I.i Setting Main Events Picture/Image Verona streets Opening of play I.ii Servingman I.iii Lady, Nurse, Juliet I.iv Mercutio & Romeo I.v 10

11 Romeo and Juliet Plot Summary Acts II & III II.i Setting Main Events Picture/Image wall II.ii balcony II.iii Friar Lawrence s cell II.iv Verona streets II.v 11

12 Romeo and Juliet Plot Summary Acts II & III II.vi Setting Main Events Picture/Image Friar Lawrence s cell III.i Verona streets Mercutio, Benvolio, Tybalt III.i Verona streets Tybalt, Benvolio, Romeo III.ii 12

13 Romeo and Juliet Plot Summary Act III III.iii Setting Main Events Picture/Image Friar Lawrence s cell III.iv III.v Romeo & Juliet III.v Juliet, Nurse & parents 13

14 Romeo and Juliet Plot Summary Act IV IV.i Setting Main Events Picture/Image Friar Lawrence s cell IV.ii IV.iii IV.v 14

15 Romeo and Juliet Plot Summary Act V V.i Mantua Setting Main Events Picture/Image V.ii Friar Lawrence s cell V.iii monument Paris & Romeo, Friar & Juliet V.iii monument Prince, s, Montagues 15

16 Romeo And Juliet Forms of Love in the Play There are four different types of love in Romeo and Juliet. Theses are: physical love, idealistic love, mature love, and parental love. With a partner, determine the meaning of each of these types of love. Definitions: STORGE or Familial Love (e.g., siblings, cousins): PHILIA or Platonic Love (e.g., friendship): EROS or Sexual Love (e.g., Is it lustful desire, infatuation, romantic idealism, or realistic mature love?): AGAPE or Unconditional Love (e.g., parental love for their child): 16

17 Romeo and Juliet Quotation Analysis Dramatization You are to act out a short scene of the play. You will need to demonstrate confident memorization of your lines by speaking those lines with conviction showing you understand their meaning and the character s feelings. You are encouraged to use costumes and props. You may choose from the list below, or select a scene of your own choice with at least ten (10) lines per person. The scene may have one or more people in it, but all group members must present the quotation analysis. For that, you must choose the type(s) of significance your group will analyze. Revelation of character Illustration of character Development of plot or structure Establishment of setting Creation of mood Development of major topic of play First thing to do when you get into groups is to exchange phone numbers and addresses. Do that NOW!! Student 1: Student 2: Student 3: Monologues 1. Prologue 1 (Pro.) 2. The Prince s speech as he breaks up the brawl ( , omit lines & ) 3. Chorus (2.Cho) 4. Juliet s soliloquy as she awaits Romeo impatiently ( ) 5. s fury at Juliet for refusing to marry Paris ( , ) 6. Juliet s soliloquy before she drinks the potion (first half) ( ) 7. Juliet s soliloquy before she drinks the potion (second half) ( ) 8. Romeo before learning of Juliet s death ( ) 9. Romeo s lines before he drinks the poison ( , ) Duologues 10. After Queen Mab speech (1.4) Mercutio: Lines 92-95, Romeo: Lines 95-96, Extracts from the scene where Romeo and Juliet meet (1.5) Romeo: Lines and his lines between 93 and 109 Juliet: Her lines between 93 and 109, and also lines , and Romeo sees Juliet on the balcony ( , omit lines 23-61) 13. The balcony scene ( ) 14. Extracts from when Romeo and Juliet part for the last time (3.5) Juliet, lines 1-5, 12, 16, 26-30, 41, 51, Romeo, lines 6-11, 17-18, 24, 36, 42, 47-49, 52-53, Despairing, Juliet begs Friar Lawrence for help ( , 77-88) 16. Romeo buys poison ( , 80-86)* 17. Romeo approaches the tomb and kills Paris ( ) 18. Friar Lawrence awakes Juliet and she kills herself ( )* Lines for Three People 19. The deaths of Mercutio and Tybalt (3.1) Tybalt starts the excerpt with lines 36-37, 44, 55, Then Romeo, Tybalt and Mercutio perform all the way to line 106. Romeo takes Benvolio s line 90 17

18 Rubric Quotation Analysis Dramatization Worksheet Identify the most prominent character traits of the speaker(s) in the scene. Speaker 1: Speaker 2: Speaker 3: Trait 1: Trait 1: Trait 1: Trait 2: Trait 2: Trait 2: What is the context of this scene? Line(s) containing literary devices Literary device(s) identified What is the significance of the literary device(s) in the scene? Do not simply provide a definition. Literary device 1: Purpose of device: Type of significance: Significance: Literary device 2: Purpose of device: Type of significance: Significance: 18

19 Rubric Quotation Analysis Dramatization /40 Name(s): Scene: Duration: **Submit this sheet to your teacher prior to presenting.** Choose the type(s) of significance of the scene your group will be analyzing: Revelation of character Development of plot or structure Creation of mood Illustration of character Establishment of setting Development of major topic of play Criteria Knowledge/ Understanding Understanding of the character and relationships Understanding of the context of scene Thinking/Inquiry Creativity Analysis Communication Language, delivery, visuals, props, costume, use of whiteboard, data projector, or document camera Application Voice and body language Eye contact and amount of reading of presentation Level R (0-49%) Actions and reactions show a very limited understanding of the character and her/his relationship with other characters Student demonstrates a very limited or no knowledge of the context of the scene The role shows very limited creativity Analysis is nonexistent; plot summary replaces analysis Language and delivery of lines is done with very limited effectiveness No visuals are utilized to enhance the presentation Voice and body language make a very limited contribution to the presentation No eye contact/reads the entire presentation Level 1 (50-59%) Actions and reactions show a limited understanding of the character and her/his relationship with other characters Student demonstrates a limited knowledge of the context of the scene The role shows limited creativity Analysis is inaccurate and/or incomplete Language and delivery of lines is done with limited effectiveness Inappropriate or ineffective visuals are utilized and do not enhance the presentation Voice and body language make a limited contribution to the presentation Minimal eye contact/reads most of the presentation Level 2 (60-69%) Actions and reactions show some understanding of the character and her/his relationship with other characters Student demonstrates some knowledge of the context of the scene The role shows some creativity Analysis is adequate, with some inaccuracies Language and delivery of lines is done with some effectiveness Appropriate visuals are utilized in an ineffective manner, only enhancing the presentation minimally Voice and body language make some contribution to the presentation Adequate eye contact/reading about half of the time Level 3 (70-79%) Actions and reactions show considerable understanding of the character and her/his relationship with other characters Student demonstrates considerable knowledge of the context of the scene The role shows considerable creativity Analysis is accurate and complete Language and delivery of lines is done with considerable effectiveness Appropriate visuals are utilized in an effective manner, enhancing the presentation Voice and body language make an appropriate contribution to the presentation Good eye contact, looks around the room/minimal reading Level 4 (80-100%) Actions and reactions show a thorough and insightful understanding of the character and her/his relationship with other characters Student demonstrates a thorough knowledge of the context of the scene The role shows a high degree of creativity Analysis is accurate, thorough, and insightful Language and delivery of lines is done with a high degree of effectiveness Appropriate visuals are utilized in a highly effective manner to greatly enhance the presentation Voice and body language make a highly effective contribution to the presentation Consistent, well-distributed eye contact/no reading Mark /10 /10 /10 /10 19

20 Romeo and Juliet Reading Notes for In-Class Journal An analysis of literary elements explores and evaluates specific aspects found in the novel. Note-taking is an integral part of the study of literature. As we are reading Romeo and Juliet: Record at least 3 quotations per literary element that you can use to analyse and discuss each literary element in your Romeo and Juliet In-Class Journal. Organize quotations by literary element, on paper with the act, scene, and line indicated, as well as flagged in the text. Record all information you will need in order to cite all quotations. You will write a well-structured journal that focuses on one of these literary elements. Consider the following elements. The questions under each literary element are meant to guide your note-taking. Character An analysis of the character: his/her attitude, philosophy, motivation, etc. What types of characters are in the novel? What is the character s relationship with others? Is a character a symbol or representation of a theme or an idea? How do they reveal this? How does the author develop characterization, or the revelation of character traits? Does a character speak for the author? Reveal or represent themes? How does the character develop or change as a result of the events in the novel, or is the character static and does not change? What brings about (causes) this change? Setting Study the setting of the novel (time period, location, physical description, atmosphere) and consider its importance to the following: Theme how is the theme developed through the use of setting? Characters what is the setting s impact on the character(s), their actions, attitudes, etc. Conflict what is the setting s impact on the struggles or conflicts that exist? Symbolism are aspects of the setting symbolic? Imagery does the author use figurative/imaginative language to help create the setting? Is it effective? Do recurring images run throughout the novel? What is its purpose? Conflict What is the central conflict and what type of conflict is it (person vs. person, etc.)? What are the minor conflicts and how do they relate to the central plot? Where does the conflict occur? Is it effective? What is the incident that triggers the conflict? How does the conflict influence or affect the telling of the story (increases suspense, advances the plot, creates a crisis or climax, affects the setting, etc.)? What does the conflict reveal or change in the characters? What does the conflict reveal or communicate about the theme? What events contribute to the working out of the conflict? What does the resolution of the conflict reveal about the author s main messages (themes)? 20

21 Theme What is the central purpose or idea of the story? Is the author making a moral statement? What is he or she saying about life? How is the theme portrayed? Why did the author write this story? What message did he or she want to express? How is the theme revealed through the other literary elements? Does the setting contribute to the theme? Does the conflict involve a greater message that applies to the human condition? Narrative Perspective What is the point of view or narrative perspective? Does it affect and/or influence how the audience (reader) perceives the various elements of the novel? How does it affect or influence the telling of the story (attitude, tone, bias, etc.)? How does it affect or influence the plot, characterization, conflict? How does it affect how the audience (reader) sees and/or understands different characters? How does it help communicate the theme(s)? As we read Romeo and Juliet, take notes on the literary elements mentioned above, and record at least 3 quotations per topic. You are encouraged to use blank sticky notes to flag the pages with those quotations. You will demonstrate your ability to understand a text and communicate your ideas in an in-class written task. Please thoroughly review the evaluation criteria included in this package. Notes Check: Formative Assessment Task Before the journal, you will show your process notes to your teacher for feedback. Marking Scheme: Notes contain specific and organized details about character, setting, conflict, narrative perspective, and theme Total: /10 21

22 Romeo and Juliet In-Class Journal Template You will have one 75-minute period to write 3 structured paragraphs on one of the above topics. A guiding question will be provided for each paragraph that is to be written. You will demonstrate your ability to understand a text and communicate your ideas in a time-limited writing task. Please review the evaluation criteria below to see how your journal will be evaluated. Resources Permitted for the In-Class Journal: 1. Romeo and Juliet text 2. Flags/blank sticky notes (to mark pages with important quotations) 3. Handwritten notes only (unless IEP states otherwise) In-Class Journal Marking Scheme Paragraph 1: Effective topic sentence 0 1 Effective point 0 1 Effective choice of embedded quotations Explanation (How quotation supports point, and why example supports exploration of element?) Paragraph 2: Effective topic sentence 0 1 Effective points 0 1 Effective choice of embedded quotations Explanation (How quotation supports point, and why example supports exploration of element?) Paragraph 3: Effective topic sentence 0 1 Effective points 0 1 Effective choice of embedded quotations Explanation (How quotation supports point, and why example supports exploration of element?) Formal Style (word choice, tense, MLA, academic style) Mechanics (spelling, punctuation, grammar, capitalization, paragraphing) Total: /40 22