Exploring the soliloquies of Romeo and Juliet

For: English teachers English subject leaders Active Shakespeare: Capturing evidence of learning Exploring the soliloquies of Romeo and Juliet Pupil reflection log

We want our website and publications to be widely accessible, so please contact us if we're not meeting your needs. Qualifications and Curriculum Telephone 0300 303 3010 Development Agency Enquiry line 0300 303 3011 53 55 Butts Road Textphone 0300 303 3012 Earlsdon Park Fax 0300 303 3014 Coventry info@qcda.gov.uk CV1 3BH www.qcda.gov.uk Text extracts from the play have been taken from Cambridge School Shakespeare, Romeo and Juliet, 3rd edition by Rex Gibson, text Cambridge University Press 1984, 2005 reproduced with permission. QCDA/10/4807 First published in March 2010 Qualifications and Curriculum Authority 2010 The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions under the name of the Qualifications and Curriculum Development Agency (QCDA). The legal entity remains QCA, established under the Education Act 1997. QCA is an exempted charity under the Charities Act 1993. Reproduction, storage or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, provided full acknowledgement is given.

Contents page STAGE 1 1 Resource 1: Romeo's soliloquy Act 2 Scene 2 1 Task 1: Romeo s soliloquy 2 STAGE 2 5 Resource 1: Juliet's soliloquy Act 2 Scene 5 5 Task 1: Juliet s soliloquy 6 STAGE 3 8 Resource 1: Taking the vial 8 Resource 2: as ifs 9 Reflection opportunity 1: Juliet s soliloquy in the vault 12 Task 1: Juliet s soliloquies 13 STAGE 4 16 Resource 1: Repetitions 16 Resource 2: Freeze frames 17 Reflection opportunity 1: Romeo s last soliloquy 20 Task 1: Romeo s soliloquies 21 SYNOPTIC TASK: A commentary on two soliloquies 22 The Qualifications and Curriculum Development Agency is the non-regulatory part of the

STAGE 1 Resource 1: Romeo's soliloquy Act 2 Scene 2 1. But soft, what light through yonder window breaks? It is the east, and Juliet is the sun. 2. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief That thou, her maid, art far more fair than she. 3. (Juliet appears aloft as at a window.) It is my lady, O it is my love: O that she knew she were! 4. She speaks, yet she says nothing; what of that? Her eye discourses, I will answer it. I am too bold, 'tis not to me she speaks: 5. Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return. 6. What if her eyes were there, they in her head? The brightness of her cheek would shame those stars, As daylight doth a lamp; her eyes in heaven 7. Would through the airy region stream so bright That birds would sing and think it were not night. 8. See how she leans her cheek upon her hand! O that I were a glove upon that hand, That I might touch that cheek! The Qualifications and Curriculum Development Agency is the non-regulatory part of the 1

STAGE 1 Task 1: Romeo s soliloquy Write about either 1, 2 or 3. Your teacher will help you to decide which one to choose. 1. Use highlighter pens to select all the words and phrases in the speech that refer to: the stars and the heavens light and brightness. Why do you think Shakespeare refers to the stars and the heavens? Why do you think Shakespeare stresses light and darkness? Give your reasons and include quotations from the text. 2. Use highlighter pens to select all the words and phrases in the speech that refer to: the stars and the heavens light and brightness. Write two short paragraphs to explain why Shakespeare uses each of these words and phrases in this soliloquy. If you have time look at The Prologue and the last two speeches of the Prince in Act 5 Scene 3. Make a note of any links with the soliloquy in the words and phrases used there. Include quotations from the text. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 2

3. Use highlighter pens to select all the words and phrases in the speech that refer to: the stars and the heavens light and brightness. Write two short paragraphs to explain why Shakespeare uses these words and phrases in this soliloquy. Now look at either the Prologue OR the last two speeches of the Prince in Act 5 Scene 3 and compare how Shakespeare uses these words and phrases in Romeo s soliloquy and in your chosen passage. You should comment on the similarities and differences between the language of this passage and the language of Romeo s first soliloquy. Include quotations from the text. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 3

Page for writing please ask for more paper if you need it First write the number of the question you re answering: The Qualifications and Curriculum Development Agency is the non-regulatory part of the 4

STAGE 2 Resource 1: Juliet's soliloquy Act 2 Scene 5 The clock struck nine when I did send the Nurse; In half an hour she promised to return. Perchance she cannot meet him: that's not so. O, she is lame! Love's heralds should be thoughts, Which ten times faster glides than the sun's beams, Driving back shadows over low'ring 1 hills; Now is the sun upon the highmost hill Of this day's journey, and from nine till twelve Is three long hours, yet she is not come. Had she affections and warm youthful blood, She would be as swift in motion as a ball; My words would bandy 2 her to my sweet love, And his to me. But old folks, many feign as they were dead, Unwieldy, slow, heavy, and pale as lead. 1 louring, threatening 2 strike to and fro (like a tennis ball) The Qualifications and Curriculum Development Agency is the non-regulatory part of the 5

STAGE 2 Task 1: Juliet s soliloquy Write about either 1, 2 or 3. Your teacher will help you to decide which one to choose. 1. Use a highlighter pen and find lines or phrases in the speech that refer to: speed or time. Choose one of these lines or phrases and design a picture that might be used in a comic book version of the play to go with the thought bubble containing your line/phrase. Use your illustration to show how Juliet is feeling. Under the cell write a sentence or two explaining your choice of illustration. 2. Use a highlighter pen to locate as many words as you can that relate to: speed or time. What s the effect of all these speed and time words? How do they contrast with the adjectives in the last line of the speech? Now think about what comes before and after this speech. What is Shakespeare telling us about Juliet at this point in the play? Where possible include direct quotations from the text. 3. Use a highlighter pen and find lines or phrases in the speech that refer to: speed or time. Looking at the speech as a whole write a paragraph in which you analyse three of these phrases closely and describe how the references to time and speed build anticipation and tension for the audience. Look at the way Shakespeare ends the soliloquy. Why does the list of adjectives in the last line make an effective ending? Where possible include direct quotations from the text. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 6

STAGE 3 Resource 1: Taking the vial Extracts from Juliet s second soliloquy from Act 4 Scene 3 1. Come, vial. 2. What if this mixture do not work at all? Shall I be married then tomorrow morning? 3. What if it be a poison which the Friar Subtly hath ministered 1 to have me dead, I fear it is, and yet methinks it should not, 4. How if, when I am laid into the tomb, I wake before the time that Romeo come to redeem me? 5. Shall I not then be stifled in the vault, and there die strangled ere my Romeo comes? 6. O, if I wake, shall I not be distraught, environèd 2 with all these hideous fears 7. And in this rage, with some great kinsman's bone dash out my desp rate brains? 8. O, look! methinks I see my cousin's ghost seeking out Romeo 9. Stay, Tybalt, stay! 10. Romeo, Romeo, Romeo? Here s drink - I drink to thee. (She falls upon her bed) 1 administered, given 2 surrounded The Qualifications and Curriculum Development Agency is the non-regulatory part of the 8

STAGE 3 Resource 2: as ifs Come, vial. What if this mixture do not work at all? Shall I be married then tomorrow morning? No, no, this shall forbid it; lie thou there. (Laying down her dagger.) Play Juliet: as if she s determined to take the vial as if she s nervous as if What if it be a poison which the Friar Subtly hath ministered to have me dead, Lest in this marriage he should be dishonoured, Because he married me before to Romeo? Play Juliet: as if she s scared as if she s angry with the Friar as if The Qualifications and Curriculum Development Agency is the non-regulatory part of the 9

I fear it is, and yet methinks it should not, For he hath still been tried a holy man. Play Juliet: as if she s laughing at her fears as if she doesn t believe what she s saying as if How if, when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? There's a fearful point! Shall I not then be stifled in the vault, To whose foul mouth no healthsome air breathes in, And there die strangled ere my Romeo comes? Play Juliet: as if she s repeating a worst nightmare as if she s only just thought about this as if The Qualifications and Curriculum Development Agency is the non-regulatory part of the 10

O, if I wake, shall I not be distraught, Environèd with all these hideous fears, And madly play with my forefathers joints? And pluck the mangled Tybalt from his shroud? And in this rage, with some great kinsman's bone, As with a club, dash out my desp rate brains? Play Juliet: as if she s terrified as if she s now exhausted by all her fears as if O look! methinks I see my cousin's ghost Seeking out Romeo that did spit 1 his body Upon a rapier's point. Stay, Tybalt, stay! Play Juliet: as if she s scared of ghosts as if she s pleased to see Tybalt again as if Romeo, Romeo, Romeo! Here s drink - I drink to thee. Play Juliet: (She falls upon her bed within the curtains) as if? 1 pierce The Qualifications and Curriculum Development Agency is the non-regulatory part of the 11

STAGE 3 Reflection opportunity 1: Juliet s soliloquy in the vault Write your thoughts about the following: how Shakespeare structures the speech to show Juliet s changing thoughts, fears and emotions the effect of all the questions Juliet asks herself the effect of the repetitions, for example married/marriage; Romeo; Tybalt; and any others you can see the effect of Juliet s description of the vault, in this scene and in the scene towards the end of the play which actually takes place in the vault the effects of different ways of saying the lines. Remember: include quotations from the speech. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 12

STAGE 3 Task 1: Juliet s soliloquies Write about either 1, 2 or 3. Your teacher will help you to decide which one to choose. 1. Using a highlighter choose six words or phrases from Juliet s soliloquy on page 8 which show us the horrors that Juliet is imagining. Now draw a picture (using stick men) for each of these words or phrases. Explain why the pictures you have chosen are so important to this speech, and to the rest of the play. Now go back to the Juliet soliloquy on page 5. Choose up to six words or phrases from that soliloquy that best describe Juliet s mood. How does Shakespeare show how Juliet has changed from the first to the second soliloquy? Write about some or all of the following: Shakespeare s use of imagery the effect of any repeated words how the last word of each line highlights the changes in Juliet s thoughts and emotions. 2. Using a highlighter choose six lines or phrases from Juliet s soliloquy on page 8 which show the horrors that Juliet is imagining. Explain each line or phrase, describe what Juliet fears and comment on how Shakespeare s writing prepares the audience for the play s ending. Now go back to the Juliet soliloquy on page 5. Choose up to six lines or phrases from that soliloquy that best describe Juliet s mood. How does Shakespeare show how Juliet has changed from the first to the second soliloquy? Write in detail about one or two of the following: Shakespeare s use of imagery how Shakespeare structures the two soliloquies to highlight the contrast between how Juliet feels in the first and the second soliloquy how Shakespeare uses a range of features to create dramatic tension. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 13

3. In the soliloquy on page 8 Juliet imagines a series of increasingly terrifying images of her future. By carefully selecting six different images from the speech show how Shakespeare structures the soliloquy to become more and more dramatic and to build up the sense of horror and anticipation in the audience. Now go back to Juliet s soliloquy on page 5 and choose up to six lines or phrases from that soliloquy that best describe Juliet s mood. How, and for what effect, does Shakespeare show how Juliet has changed from the first to the second soliloquy? Write in detail about one or two of the following: Shakespeare s use of imagery how, and for what effect, Shakespeare structures the two soliloquies to highlight the contrast between how Juliet feels in the first and the second soliloquy how Shakespeare uses a range of features to create dramatic tension how the features and structure of these two soliloquies contribute to the overall themes of the play. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 14

STAGE 4 Resource 1: Repetitions From Act 5 Scene 3 edited 1. O my love, my wife, 2. Death Hath had no power yet upon thy beauty: 3. Death's pale flag is not advancèd there. 4. Ah, dear Juliet, why art thou yet so fair? 5. Shall I believe that the lean abhorrèd monster keeps thee here to be his paramour 1? 6. For fear of that, I still will stay with thee, 7. Here, here will I remain with worms that are thy chambermaids; 8. O here will I set up my everlasting rest, 9. Arms, take your last embrace! 10. Come, bitter conduct, come, unsavoury guide! 11. O true apothecary! Thy drugs are quick. 12. Thus with a kiss I die. (Dies) Activity Read the sentences aloud in turn with your partner. Underline the words which are repeated. Annotate the lines with brief notes on the effects of repeating the words. 1 lover The Qualifications and Curriculum Development Agency is the non-regulatory part of the 16

STAGE 4 Resource 2: Freeze frames Extracts from Act 5 Scene 3 1. O my love, my wife, 2. Death, that hath sucked the honey of thy breath, Hath had no power yet upon thy beauty: 3. Thou art not conquered, beauty's ensign 1 yet Is crimson in thy lips and in thy cheeks, And Death's pale flag is not advancèd there. 4. Ah, dear Juliet, Why art thou yet so fair? Shall I believe That unsubstantial Death is amorous, And that the lean abhorrèd monster keeps Thee here in dark to be his paramour? 5. For fear of that, I still will stay with thee, And never from this palace of dim night Depart again. 6. Here, here will I remain With worms that are thy chambermaids; 1 flag The Qualifications and Curriculum Development Agency is the non-regulatory part of the 17

7. O here Will I set up my everlasting rest, And shake the yoke of inauspicious stars From this world-wearied flesh. 8. Eyes, look your last! Arms, take your last embrace! and, lips, O you The doors of breath, seal with a righteous kiss A dateless bargain to engrossing 1 Death! 9. Come, bitter conduct 2, come, unsavoury guide! Thou desperate pilot, now at once run on The dashing rocks thy seasick weary bark! 10. Here's to my love! (Drinks) O true apothecary! Thy drugs are quick. 11. Thus with a kiss I die. (Dies) 1 all-owning 2 the poison The Qualifications and Curriculum Development Agency is the non-regulatory part of the 18

Activity Create your images Together as a group read out loud the extracts you ve been given. As a group you need to create and perform one or two freeze frames for each extract, that bring to life the images within the text. Think about how to say the text Think about the different ways you can say the words, for example: saying some words very loudly or very quietly echoing certain words creating a sound effect underneath certain words. The way you say the words should support the freeze frames you ve created. Annotate the lines to show how you are going to say the words (eg underline, make notes etc.). Now put your freeze frames and words together and practise a couple of times. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 19

STAGE 4 Reflection opportunity 1: Romeo s last soliloquy Write your thoughts about the following: how Shakespeare uses repetition of words or images for dramatic effect how Shakespeare s choice of words, particularly about death and love, highlight Romeo s thoughts how Shakespeare uses the last word of each line to highlight Romeo s thoughts and feelings how the imagery helps to describe Romeo s feelings. Remember: include quotations from the speech. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 20

STAGE 4 Task 1: Romeo s soliloquies Write about either 1, 2 or 3. Your teacher will help you to decide which one to choose. 1. How is the imagery in this soliloquy different from the imagery in Romeo s soliloquy in Act 2 Scene 2 (page 1)? How does this soliloquy link to other parts of the play? 2. Look at the way Shakespeare structures Romeo s soliloquy. What is the effect of Romeo s repeated references to love and death? How does this link in to the themes of the play? What features does Shakespeare use to highlight the changes in Romeo s thoughts and emotions from his first soliloquy? 3. Look at Romeo s speech alongside Juliet s soliloquy in Act 4 Scene 3. Using a highlighter pen choose five details that link the two speeches. Write a short explanation of why you have chosen to compare the two lines/phrases in each case and discuss how Shakespeare structures the two speeches for dramatic effect. How do your chosen lines/phrases link in to the themes of the play? First write the number of the question you re answering: The Qualifications and Curriculum Development Agency is the non-regulatory part of the 21

SYNOPTIC TASK: A commentary on two soliloquies Write a detailed commentary comparing and contrasting two of the soliloquies you ve studied. These should be either Juliet s two soliloquies OR Romeo s two soliloquies. Write about some or all of the following: Shakespeare s use of language: what the language tells us about Romeo or Juliet the first and last word of each line the use of punctuation repetition of words Shakespeare s choice of adjectives. The structure, position and features of the two soliloquies: how Shakespeare structures the beginnings and ends of each soliloquy how the imagery and themes link to other areas in the play the use of contrasts. The effect on the audience/reader of each soliloquy: how Shakespeare s choice of language contributes to the overall effect your own personal responses to these soliloquies. Write about your first chosen soliloquy, then your second, and then a summary comparing and contrasting the two. Make detailed reference to each of the two soliloquies. Remember Refer back to all the notes you ve made throughout this reflection log. Use quotations from the play to support your ideas. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 22

Page for writing The Qualifications and Curriculum Development Agency is the non-regulatory part of the 23

Page for writing Please ask for more paper if you need it The Qualifications and Curriculum Development Agency is the non-regulatory part of the 24

About this publication Who is it for? Teachers and English subject leaders. What is it about Providing active and engaging ways to integrate Shakespeare in the ongoing periodic assessment of pupils reading. What is it for? To support the teaching and assessment of Shakespeare at Key Stage 3. Related publications Shakespeare for all ages and stages, DCSF 00470 2008 For more copies Download from www.qcda.org.uk/curriculum Reference QCDA/10/4807 Contact information: Qualifications and Curriculum Development Agency 53 55 Butts Road, Earlsdon Park, Coventry CV1 3BH Telephone 0300 303 3010 Textphone 0300 303 3012 Fax 0300 303 3014 info@qcda.gov.uk www.qcda.gov.uk Working in partnership with