Romeo and Juliet. Study Guide. by Bethine Ellie. Grades 9 12 Reproducible Pages #405

Romeo and Juliet Study Guide by Bethine Ellie Grades 9 12 Reproducible Pages #405

Romeo and Juliet Study Guide by Bethine Ellie 1994 Progeny Press 1

Limited permission to reproduce this study guide. Purchase of this study guide entitles an individual teacher to reproduce pages for use in the classroom or home. Multiple teachers may not reproduce pages from the same study guide. This is a Progeny Press Interactive Study Guide. Sale of any copy or any form of this study guide, except on an original Progeny Press CD with original sleeve, is strictly and specifically prohibited. Romeo and Juliet Study Guide A Progeny Press Study Guide by Bethine Ellie with Andrew Clausen, Michael Gilleland Copyright 1994 Progeny Press All rights reserved. Reproduction or translation of any part of this work beyond that permitted by Section 107 or 108 of the 1976 United States Copyright Act without the written permission of the copyright owner is unlawful. Requests for permission or other information should be addressed to Reprint Permissions, Progeny Press, PO Box 100, Fall Creek, WI 54742-0100. www.progenypress.com Printed in the United States of America. ISBN 978-1-58609-380-8 Book 978-1-58609-598-7 CD 978-1-58609-472-0 Set 2 1994 Progeny Press

Table of Contents Note to Instructor...4 A Special Note on Shakespeare s Plays...5 Synopsis...6 About the Author...8 Background Information...9 Ideas for Pre-reading Activities...10 Act I...11 Act II...21 Act III...30 Act IV...40 Act V...45 Summary Questions...52 After-you-read Activities...58 Additional Resources...59 Answer Key...60 1994 Progeny Press 3

Note to Instructor How to Use Progeny Press Study Guides. Progeny Press study guides are designed to help students better understand and enjoy literature by getting them to notice and understand how authors craft their stories and to show them how to think through the themes and ideas introduced in the stories. To properly work through a Progeny Press study guide, students should have easy access to a good dictionary, a thesaurus, a Bible (we use NIV translation, but that is up to your preference; just be aware of some differences in language), and sometimes a topical Bible or concordance. Supervised access to the Internet also can be helpful at times, as can a good set of encyclopedias. Most middle grades and high school study guides take from eight to ten weeks to complete, generally working on one section per week. Over the years, we have found that it works best if the students completely read the novel the first week, while also working on a prereading activity chosen by the parent or teacher. Starting the second week, most parents and teachers have found it works best to work on one study guide page per day until the chapter sections are completed. Students should be allowed to complete questions by referring to the book; many questions require some cross-reference between elements of the stories. Most study guides contain an Overview section that can be used as a final test, or it can be completed in the same way the chapter sections were completed. If you wish to perform a final test but your particular study guide does not have an Overview section, we suggest picking a couple of questions from each section of the study guide and using them as your final test. Most study guides also have a final section of essays and postreading activities. These may be assigned at the parents or teachers discretion, but we suggest that students engage in several writing or other extra activities during the study of the novel to complement their reading and strengthen their writing skills. As for high school credits, most Christian high schools with whom we have spoken have assigned a value of one-fourth credit to each study guide, and this also seems to be acceptable to colleges assessing homeschool transcripts. Internet References All websites listed in this study guide were checked for appropriateness at the time of publication. However, due to the changing nature of the Internet, we cannot guarantee that the URLs listed will remain appropriate or viable. Therefore, we urge parents and teachers to take care in and exercise careful oversight of their children s use of the Internet. 4 1994 Progeny Press

A Special Note on Shakespeare s Plays A first encounter with Shakespeare can be a challenging experience for high school students. The spelling is often nonstandard, the vocabulary is difficult and archaic, and the cadence and structure are unfamiliar. These barriers to understanding the story could cause a student to become frustrated with the literature and give up. To enhance the student s appreciation and understanding of Romeo and Juliet we urge instructors to carefully consider the edition your students will read. We suggest selecting an annotated edition that uses standard spelling but retains the original sentence structure. The line references we use in this study guide may not apply to all editions of Romeo and Juliet. In addition, since Shakespeare wrote his plays to be performed and not merely read, we recommend the use of video or audio recordings of Romeo and Juliet as part of the learning process. These may be available through your local library. We advise letting students watch or listen to the play before actually reading it. This helps familiarize the students with the story and the language and makes in-depth study of the text easier. 1994 Progeny Press 5

Synopsis Caught in the trap of a long-standing family feud, the members of the two distinguished Veronese houses of Capulet and Montague engage in bickering, quarreling, and occasional bloodshed when they encounter each other in the streets of Verona. To put a halt to these disturbances, the Prince of Verona enacts a law making street brawling punishable by death. Tempers flare when Tybalt, of the house of Capulet, discovers that Romeo, heir of the Montagues, has come uninvited and disguised to a great banquet given by old Lord Capulet. Unseen by others, Romeo encounters Juliet, heiress of the Capulets, and is charmed by her beauty and grace. Romeo and Juliet talk briefly and share a clandestine kiss. After the banquet, Romeo climbs into the orchard of the Capulets and overhears Juliet, standing on her balcony, confess her love for him. Romeo speaks, making his presence known, and confesses his love for Juliet. The lovers decide to take quick and decisive action. The next day they are secretly married in the cell of the good Friar Laurence, who hopes the marriage will end the family quarrel. Following the wedding, Juliet hurries home, while Romeo and his friends Mercutio and Benvolio encounter trouble in the streets. Tybalt, still angry that Romeo and his friends attended the Capulets party the previous evening, provokes Mercutio to fight. Romeo tries to halt the dispute, but Tybalt manages to kill Mercutio. In anger Romeo kills Tybalt. The Prince of Verona then arrives at the scene and banishes Romeo from the city. Meanwhile, Juliet s father, knowing nothing of the secret marriage, decides that Juliet shall marry Count Paris. Upset, Juliet turns to Friar Laurence for help. The friar gives Juliet a potion that will give her the appearance of death. The friar tells Juliet that after she is placed in the ancient tomb of the Capulets she will awaken, and he and Romeo will come and take her to Mantua where she can live in peace with Romeo. The friar promises to send a letter to Romeo explaining the plan. Unfortunately, the letter does not arrive before Romeo receives news of Juliet s death. Grief-stricken, Romeo buys enough poison to kill 20 men. Planning suicide, Romeo 6 1994 Progeny Press

heads for the Capulet tomb so he can die by Juliet s side. When Romeo arrives at the tomb he encounters Count Paris. Romeo kills Paris and drags his body into the Capulet tomb. Seeing Juliet, Romeo promises his love, swallows the poison, and dies. Friar Laurence hurries to the tomb at the time when he knows Juliet will awaken. He discovers the bodies of Paris and Romeo. Juliet awakens and Friar Laurence encourages her to seek refuge in a convent. Instead she thrusts Romeo s dagger into her heart and falls across his body, dead. As both families gather at the tomb, Friar Laurence tells them the entire story. Seeing what sorrow their feuding has brought, the two families vow to bury their grudge. 1994 Progeny Press 7

About the Author William Shakespeare was born in Stratford-upon-Avon in April 1564. Traditionally his birth is celebrated on April 23. Little is known about his life. He was one of eight children born to John Shakespeare, a merchant of some standing in Stratford-upon- Avon. William probably had some formal schooling but never attended college. At age 18, Shakespeare married Anne Hathaway, who was eight years older than he. They had a daughter, named Susanna, on May 26, 1583. In 1585 the Shakespeares had twins a boy, Hamnet, and a girl, Judith. Hamnet died at age 11. By 1592 Shakespeare had moved to London to work as an actor and a playwright. He had little success with acting, but continued to write. One dramatist, Robert Greene, called Shakespeare an upstart crow, beautified with our feathers. Eventually Shakespeare became a large shareholder and playwright for the acting troupe The Lord Chamberlain s Men. In 1599 the acting company built and occupied the Globe Theatre in Southwark. Shakespeare s plays can be categorized into four types: historical plays, comedies, tragedies, and romances. Shakespeare wrote Romeo and Juliet early in his career as a playwright. Besides writing 37 plays, he wrote 154 sonnets. Shakespeare died on April 23, 1616, and was buried in Holy Trinity Church, Stratford. 8 1994 Progeny Press

Background Information It could be said that Shakespeare did not write Romeo and Juliet, but revised it. The history of this tale goes back many centuries before Shakespeare s play was performed. Although many Italians lay claim to composing the story of Romeo and Juliet, similar stories have been traced back as far as the second-century Greek romance Anthia and Abrocomas, by Xenophon Ephesius. In Italian literature the story is found in the Novellino of Massuccio Salernitano (1476) and in a story by Luigi da Porto where the names Romeo and Giulietta, children of rival Veronese families, are first used. Matteo Bandello s Novelle (1554) also includes the story of Romeo and Juliet. From Novelle the story was translated into French by Pierre Boisteau de Launay and appeared in the Histoires Tragiques of his collaborator Francois de Belleforest (1559). From there Arthur Brooke presumably rendered it into English verse in The Tragical History of Romeus and Juliet (1562). William Paynter also translated it into English prose in the story Palace of Pleasure (1567). Comparisions of Shakespeare to Brooke show that Shakespeare closely imitated Brooke s version. Many historians fix the date of Shakespeare s version as 1596 when it was known to have been played by Lord Hunsdon s Servants. 1994 Progeny Press 9

Ideas for Pre-reading Activities 1. Oral or Written Reports: a. Discuss a famous modern-day feud, for example: Arab/Israeli conflicts, the conflicts in northern Ireland, the Jews and Samaritans in Jesus time, or the conflict between French- and English-speaking Canadians. Examine the causes and results of the conflict. b. Give an informative report on suicide. Where and among what age groups is it prevalent? What reasons for suicide are common? What help is available for those who are suicidal? c. Write a persuasive report on positive way to solve an argument. 2. Map Work: Copy a map of Europe. Mark the following places: England, London, Italy, Verona, Rome, Mantua, Mediterranean Sea, Adriatic Sea, Tyrrhenian Sea, Po River. 3. As a class, watch a travel video about Italy. 4. Write a two-page summary of the life of Shakespeare. 5. Romeo and Juliet makes frequent references to Greek and Roman mythology. Make a chart listing each of the mythical characters below and that character s position and powers. Aurora Diana Venus Juno Jove Dido Cupid Titan 10 1994 Progeny Press

Act I If ever you disturb our streets again, your lives shall pay the forfeit of the peace. Vocabulary: Explain the meanings of the underlined words or phrases as they are used in the following lines from the play. 1.... A pair of star-crossed lovers take their life,... (prologue, line 6) 2. I mean, [if] we be in choler, we ll draw. (scene i, line 3) 3. To move is to stir, and to be valiant is to stand:... (scene i, line 9) 4. Draw thy tool; here come two of the house of Montagues. (scene i, line 33) 5. What, ho! you men, you beasts, That quench the fire of your pernicious rage With purple fountains issuing from your veins,... (scene i, lines 85 87) 6. Many a morning hath he there been seen, With tears augmenting the fresh morning dew,... (scene i, lines 134, 135) 1994 Progeny Press 11

7.... And pity tis you lived at odds so long. (scene ii, line 5) 8.... if you be not of the house of Montagues, I pray come and crush a cup of wine. Rest you merry! (scene ii, lines 86, 87) 9. Is love a tender thing? it is too rough, Too rude, too boisterous, and pricks like thorn. (scene iv, lines 25, 26) 10.... I tell you, he that can lay hold of her Shall have the chinks. (scene v, lines 129, 130) Root Words: Words with common roots often have very different meanings. Prefixes and suffixes are added to root words to create a very specific meaning. For example, the Latin root littera means letters. The words literature and alliteration are derived from this root word. Literature is all writings in prose or verse (or you could say the combining of letters into the product of a story). In this word the suffix ture gives the word a more specific meaning. Alliteration is the repetition of the sound of letters (or how letters are used to make similar sounds). Tongue twisters use alliteration. In this word the prefix al and the suffix tion give this word a more specific meaning. The following words have a common root: prologue monologue epilogue dialogue Write the common root word and its definition below. 12 1994 Progeny Press

After each word write meaning of the prefix and the correct dictionary definition of the complete word. 1. prologue Prefix meaning: Dictionary definition: 2. monologue Prefix meaning: Dictionary definition: 3. epilogue Prefix meaning: Dictionary definition: 4. dialogue Prefix meaning: Dictionary definition: Questions: 1. The lines of the prologue rhyme because it is meant to be sung by a chorus. What is the purpose of the prologue? 2. According to the prologue, what is the setting of the story? (Setting means the time, place, and events surrounding a story.) 1994 Progeny Press 13

3. In scene i, Sampson and Gregory speak to each other using puns and alliteration. Give an example of a pun from the word play found in scene i. 4. What small gesture starts the street brawl? What new law does Prince Escalus of Verona enact after that fight? (Quote the line from the play.) 5. A paradox [para = at the side of, or alongside] [dox = opinion] (two opinions in opposition to one another) is a statement that is self-contradictory or may seem contradictory but is actually true. In the following passage Romeo speaks of his love for Rosaline using paradoxes. Underline the paradoxes he uses in the following passage. Why, then, O brawling love! O loving hate! O any thing, of nothing first create! O heavy lightness! serious vanity! Mis-shapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. 6. What is causing Romeo such distress? 14 1994 Progeny Press

7. In scene ii, Paris asks Lord Capulet for permission to marry Juliet. What does Lord Capulet say will be the deciding factor? 8. The Capulets servant is talking to himself in the street as he carries a list of people invited to Lord Capulet s party. Study the following passages: Servant... I am sent to find those persons whose names are here writ, and can never find what names the writing person here hath writ. I must to the learned. What is the servant s problem? How is this problem solved? What happens as a result? 9. Why does Benvolio suggest that Romeo attend the Capulets banquet? 10. What is Juliet s response when her mother suggests she consider marriage? 1994 Progeny Press 15

11. What is Tybalt s reaction when he recognizes Romeo at the party? How does Lord Capulet respond to Romeo s presence? What does this incident tell you about the characters of Tybalt and Lord Capulet? 12. After their parting, Romeo and Juliet make a discovery that establishes the conflict in the play. What do Romeo and Juliet discover about each other? For Discussion: 13. What is your reaction to the behavior of Romeo and Juliet at their first meeting? Is their behavior appropriate? Why or why not? 14. Read 1 Corinthians 13:4 8. Juliet describes her feelings for Romeo as love. How do her feelings compare to this passage? Do you think love can spring from so brief an encounter? In other words, is love at first sight ever a possibility? How well do you need to know someone to love that person? Explain your responses. 16 1994 Progeny Press

Character Study: We learn about characters by what they say, what they do, and what others say about them. Your goal is to become familiar with the characters. After each of the passages below, write down in one or two sentences what the passage reveals about the character listed. 1. Tybalt Benvolio... The fiery Tybalt, with his sword prepared; which, as he breathed defiance to my ears, he swung about his head, and cut the winds, who, nothing hurt withal, hissed him in scorn... 2. Romeo Mercutio You are a lover; borrow Cupid s wings, and soar with them above a common bound. Romeo... Under love s heavy burden do I sink. 3. Lord Capulet Lord Capulet Content thee, gentle coz, let him [Romeo] alone. A bears him like a portly gentleman, and, to say truth, Verona brags of him to be a virtuous and well-governed youth. I would not for the wealth of all this town here in my house do him disparagement. Therefore be patient, take no note of him. It is my will; the which if thou respect, show a fair presence and put off these frowns, an ill-beseeming semblance for a feast. 1994 Progeny Press 17

Similes, Metaphors and Extended Metaphors: A simile is a comparison that shows how two different things are alike. A simile uses words such as like or as to compare. For example: The brightness of her cheek would shame those stars as daylight doth a lamp. A metaphor is a comparison of two different things without using words such as like or as. One thing is said to be the other thing. For example: It is the East, and Juliet is the sun! 1. Each of the following lines contains a metaphor or simile. Put an M in the space before the sentence if the comparison is a metaphor. Put an S if the comparison is a simile. a.... the worshiped sun peered forth the golden window of the East,... b. Love is a smoke raised with the fume of sighs;... c.... I will make thee think thy swan a crow. d.... it had upon its brow a bump as big as a young cockerel s stone;... e.... Scaring the ladies like a crow-keeper;... f.... I have a soul of lead so stakes me to the ground I cannot move. g.... nothing but vain fantasy; which is as thin of substance as the air,... h. It seems she hangs upon the cheek of night like a rich jewel in an Ethiop s ear... 2. In an extended metaphor, a metaphorical comparison is continued at length and the comparison is shown in several ways. Reread scene iii, lines 85 100. ( What say you? Can you love the gentleman?... ) What is the general comparison being made in these lines? List four ways the comparison is drawn. 18 1994 Progeny Press

3. We again encounter extended metaphor in the first conversation between Romeo and Juliet. Study the following passage: Romeo If I profane with my unworthiest hand This holy shrine, the gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss. Juliet Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims hands do touch And palm to palm is holy palmers kiss. What is the metaphorical comparison in these lines? Rewrite these lines in your own words. Dig Deeper: 1. Peacemakers vs. Brawlers. The action in the play is set against the backdrop of the feud between the Capulets and the Montagues. Read Job 5:2; Romans 12:17 21; Ephesians 4:26, 27, 31, 32; 1 Peter 2:21 23, 3:8 9. What attitude should we have when we are angry with someone? 1994 Progeny Press 19

2. Recall a time when you were angry with someone. What caused the quarrel? Did you seek to bring peace to the relationship? How? If you have not yet made peace with that person, come up with some ways that you can bring about peace. Be willing to put you ideas into action. Summary: Summarize the main action in each scene in Act I. Use only two or three sentences for each scene. Scene i Scene ii Scene iii Scene iv Scene v Participation in the Story: Read aloud one of the following parts of Act I: Scene i, lines 176 188, ( Alas that love, whose view is muffled still... ) one person Scene ii, lines 39 46, 61 88, ( Find them out whose names are written here!... ) two people Scene iii, lines 85 100, ( What say you? Can you love the gentleman?... ) one person Scene v, lines 104 121, ( If I profane with my unworthiest hand... ) two people 20 1994 Progeny Press

Vocabulary: Act II O Romeo, Romeo! wherefore art thou Romeo? Underline the word on the right that comes closest in meaning to the vocabulary word on the left. 1. gapes confuses stares annoys 2. conjure summon bother insult 3. discourse conversation conflict duel 4. peril discretion disappointment danger 5. enmity jocularity animosity advocation 6. rash thoughtful harmful hasty 7. wanton immoral light-hearted serious 8. beseech owe injure implore 9. shrived condemned absolved immobilized 10. perjuries arrogance lies confessions 11. vile hateful normal pleasant 12. predominant penultimate prevalent epitome 13. rancor restraint malice compliance 14. lamentable sorrowful distasteful doubtful 15. sociable contagious dependent friendly 1994 Progeny Press 21

Questions: 1. Read the following passage (scene i, lines 1, 2): Can I go forward when my heart is here? Turn back, dull earth, and find thy center out. Why is Romeo hesitant to leave the Capulet estate? 2. Of Mercutio, Romeo says He jests at scars that never felt a wound. To what jests is he referring? What are the scars? 3. A soliloquy is monologue when a character speaks alone on stage, often revealing his thoughts only to the audience, not to other characters. Read Romeo s soliloquy in scene ii, lines 2 26. ( But soft! What light through yonder window breaks?... ) To what objects does Romeo compare Juliet in this passage? 4. Study the following lines spoken by Juliet (scene ii, lines 36 39, 41 52): 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.... Tis but thy name that is my enemy; Thou art thyself, though not a Montague. 22 1994 Progeny Press

What s a Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What s in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call d, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for thy name, which is no part of thee, Take all myself. Summarize Juliet s lines. 5. What is Romeo s response to Juliet s confession of love? 6. Juliet asks Romeo: If thou dost love, pronounce it faithfully. What does Juliet want Romeo to say? 7. Juliet says: I have no joy of this contract tonight. It is too rash, too unadvised, too sudden; Too like the lightning, which doth cease to be Ere one can say It lightens. 1994 Progeny Press 23

What is the reason for Juliet s sudden change of heart? 8. Romeo opposes Juliet s suggestion to just say good night. Juliet asks What satisfaction canst thou have tonight? Romeo says The exchange of thy love s faithful vow for mine. What does Juliet do? Do you think her choice was wise? Why or why not? 9. Juliet comes out on the balcony a second time to speak with Romeo. What idea has Juliet come up with? Consider Proverbs 12:15, Proverbs 24:6, and Proverbs 29:20. Again, do you think it is wise? Explain. 10. As Romeo turns to leave he uses a simile to describe his feelings: Love goes toward love as schoolboys from their books; But love from love, toward school with heavy looks. Explain this comparison. 24 1994 Progeny Press

11. In the beginning of scene iii Friar Laurence has a long soliloquy about the power of medicine. He says Virtue itself turns vice, being misapplied. The saying too much of a good thing is similar to what the Friar has said. Give three examples of how too much of a good thing can cause harm. (For example, work is a good thing, but it can be harmful if we work too much and do not get enough rest or ignore other responsibilities.) How might the friar s statements relate to the developing situation between Romeo and Juliet? 12. Read the following passage (scene iii, lines 97 99): Friar In one respect I ll thy assistant be; For this alliance may so happy prove To turn your household s rancor to pure love. Why does the friar agree to marry Romeo and Juliet? 13. When the nurse returns to Juliet, how does she respond to Juliet s inquiries about Romeo? What effect does this have on Juliet? 14. Foreshadowing is a literary device by which the author hints at events to come later in the story. Friar Laurence s words below hint that Romeo and Juliet s future may be grim. (scene vi, lines 9 15) These violent delights have violent ends And in their triumph die, like fire and powder, 1994 Progeny Press 25

Which, as they kiss, consume. The sweetest honey Is loathsome in his own deliciousness And in the taste confounds the appetite. Therefore love moderately: long love doth so; Too swift arrives as tardy as too slow. What quality does the Friar encourage in the relationship of Romeo and Juliet? See Proverbs 25:16. For Discussion 15. Do you believe in love at first sight strongly enough to marry a person immediately? 16. Considering the situation they are in, do you think Romeo and Juliet are making a wise decision? 17. Make a list of desirable traits of a friend. Next, make a list of desirable traits for a spouse. How are the lists similar? How are the lists different? What do you think is the basis of a meaningful relationship? 26 1994 Progeny Press

18. The Greek language has three words for love: agape unconditional love, eros sexual love, and philo brotherly love (or friendship). Which of these are important in a marriage relationship? Do you think it takes more than one kind of love to make a marriage work? Explain your answer. Character Study: 1. After each of the passages below, write down in one or two sentences what the passage reveals about the character listed. a. Mercutio Nurse I pray you, sir, what saucy merchant was this that was so full of his ropery? Romeo A gentlemen, nurse, that loves to hear himself talk, and will speak more in a minute than he will stand to in a month. b. Tybalt Benvolio Why, what is Tybalt? Mercutio More than Prince of Cats, I can tell you. O, he s the courageous captain of compliments. He fights as you sing pricksong keeps time, distance, and proportion; rests me his minim rest, one, two and the third in your bosom! the very butcher of a silk button, a duelist, a duelist! 1994 Progeny Press 27

c. Romeo Nurse Well, you have made a simple choice; you know not how to choose a man. Romeo? No, not he. Though his face be better than any man s, yet his leg excels all men s; and for a hand and a foot, and a body, though they be not talked on, yet they are past compare. He is not the flower of courtesy, but, I ll warrant him, as gentle as a lamb. 2. Examine the following passage: Nurse Well, sir; my mistress is the sweetest lady. Lord, Lord! when twas a little prating thing O, there is a nobleman in town, one Paris, that would fain lay knife aboard; but she, good soul, had as lief see a toad, a very toad, as see him. I anger her sometimes, and tell her that Paris is the properer man; but, I ll warrant you, when I say so, she looks as pale as any clout in the versal world. According to the nurse, how does Juliet feel about Paris? What is the nurse s opinion of Romeo? (Consider also scene v, lines 40 48: Well, you have made a simple choice;... ) 28 1994 Progeny Press

Summary: Summarize the main action in each scene in act II. Use only two or three sentences for each scene. scene i scene ii scene iii scene iv scene v scene vi Participation in the Story Read aloud one of the following parts of act II: Scene ii, lines 27 66, ( Ay me!... ) two people Scene ii, lines 169 205, (Hist! Romeo, hist!...) two people Scene iii, lines 1 31, (The grey-eyed morn smiles on the frowning night,...) one person Scene iv, lines 1 37, (Where the devil should this Romeo be?...) two people 1994 Progeny Press 29

Vocabulary: Act III Romeo is banished! Explain the meaning of the underlined word in each sentence. 1. Tybalt, the reason that I have to love thee doth much excuse the appertaining rage. 2. Come, sir, your passado. 3. O sweet Juliet, thy beauty hath made me effeminate. 4. Here from Verona thou art banished. 5. Affliction is enamored of thy parts. 6. Thou art wedded to calamity. 7. More courtship lives in carrion-flies than Romeo. 30 1994 Progeny Press

8. These times of woe afford no time to woo. 9. Night s candles are burnt out, and jocund day stands tiptoe on the misty mountain tops. 10. O fortune, all men call thee fickle. Paraphrasing: To paraphrase means to reword something, yet maintain its original meaning. Write a paraphrase of each of the lines below, simplifying the wording but maintaining the original meaning. Line references have been given so that you may check the context of the original. One has been done as an example. Example: (Scene i, lines 61, 62) Tybalt Romeo, the love I bear thee can afford No better term than this: thou art a villain. Tybalt: Romeo, The nicest thing I can say to you is this: you are a villain. 1. (Act III, scene i, lines 94, 95) Mercutio A plague o both your houses! I am sped. Is he gone and hath nothing? 2. (Act III, scene i, lines 124, 125) Romeo This day s black fate on more days doth depend; This but begins the woe others must end. 1994 Progeny Press 31

3. (Act III, scene iii, lines 152 155) Friar Happiness courts thee in her best array; But, like a misbehaved and sullen wench, Thou pout st upon thy fortune and thy love. Take heed, take heed, for such die miserable. Questions: 1. In scene i, Romeo encounters Tybalt on the street. How does Romeo first respond to Tybalt s challenge? Why? 2. What does Romeo do when Mercutio and Tybalt begin fighting? What does this tell you about Romeo s character? 3. Why does the wounded Mercutio say A plague o both your houses! 4. Why does Romeo fight with Tybalt? 32 1994 Progeny Press

5. What is the Prince s punishment? What is the purpose of the punishment? 6. Underline all the paradoxes Juliet uses to describe Romeo after she hears the news of Tybalt s death. Beautiful tyrant! fiend angelical! Dove-feather d raven! wolvish-ravening lamb! Despised substance of divinest show! Just opposite to what thou seemst A damned saint, an honorable villain! 7. How does Juliet react to the news of Tybalt s death and Romeo s banishment? 8. In scene iii Friar Laurence tries to comfort Romeo after telling him he is banished. The Friar says: Be patient, for the world is broad and wide. What does the Friar mean? 9. How does Romeo s reaction to his banishment compare to Juliet s reaction? 1994 Progeny Press 33

10. How have Romeo and Juliet initially reacted to difficulty and adversity? 11. Read the following passage (scene iii, lines 114 117): Romeo O tell me, friar, tell me, In what vile part of this anatomy Doth my name lodge? Tell me, that I may sack The hateful mansion. What stage direction immediately follows this line? What does it indicate? 12. Friar Laurence tells Romeo, Thy noble shape is but a form of wax. Why do you think the friar describes Romeo as wax? Are there any similarities between Romeo and the properties of wax? 13. For what reasons does Friar Laurence suggest Romeo should be happy? 14. Earlier Lord Capulet told Paris he could marry Juliet only if Juliet approved. Why does Lord Capulet now agree to let Paris marry Juliet? 34 1994 Progeny Press

15. Lord Capulet says, I think she [Juliet] will be ruled in all respects by me. Explain what Lord Capulet means by this. 16. In scene v, Romeo and Juliet part before the morning s light. Romeo says: More light and light: more dark and dark our woes! (line 36) Explain what Romeo means. 17. Juliet speaks to Romeo in following passage (lines 54 57): Juliet O God! I have an ill-divining soul! Methinks I see thee, now thou art below, As one dead in the bottom of a tomb. Either my eyesight fails or thou look st pale. What is being foreshadowed? 18. In scene v, lines 69 130, ( Why, how now, Juliet?... ) Juliet chooses her words carefully so that she may appear to be saying what seems appropriate to her mother without really attacking Romeo. Give two examples of the double meaning in Juliet s words. 1994 Progeny Press 35

19. How does Juliet react to the news that she is to be married to Paris? How do her parents respond to Juliet s refusal? 20. What advice does the nurse give Juliet? From whom does Juliet decide to seek advice at the end of Act III? Character Study 1. In scene ii, the nurse begins to tell Juliet the news of Tybalt s death. How is Juliet confused by the nurse s words? 2. Write a two- or three-sentence character description of Juliet s nurse. Consider everything you have learned about her in the play so far. 3. In scene v, Lady Capulet tells Juliet of her plan of revenge. Read the following passage (scene v, lines 92 97) Lady Capulet We will have vengeance for it, fear thou not. Then weep no more. I ll send to one in Mantua, Where that same banished rungate [Romeo] doth live, Shall give him such an unaccustomed dram 36 1994 Progeny Press

That he shall soon keep Tybalt company; And then, I hope, thou wilt be satisfied. Write a two- or three-sentence character description of Juliet s mother. Consider everything you have learned about her in the play so far. Dig Deeper: 1. In his despair, Romeo seeks the counsel of Friar Laurence. Juliet s nurse is her counselor and confidant. Read Proverbs 12:5, 15; 13:14, 20; 19:20. Why do you think it s important to have someone you can go to for advice? Do you think it s important who our advisors are? Why or why not? 2. What sort of qualities should one look for in an advisor or counselor? 3. Who do you go to for advice? Why? 1994 Progeny Press 37

4. Read the following passage (scene iii, lines 145 155). Friar What, rouse thee, man! Thy Juliet is alive, For whose dear sake thou wast but lately dead. There art thou happy. Tybalt would kill thee, But thou slewest Tybalt. There art thou happy. A pack of blessings lights upon thy back; Happiness courts thee in her best array; But, like a misbehaved and sullen wench, Thou poutst upon thy fortune and thy love. Take heed, take heed, for such die miserable. What is the intent of Friar Laurence s admonishment? 5. Like Romeo and Juliet, we often let our emotions determine how we respond to a situation. If we are discouraged we may give up. If we feel down we may not be willing to help others in need. When we are facing adversity we can not always depend on our emotions in making wise decisions. Read Hebrews 10:32 36, James 1:2 4, 12, and 1 Peter 4:12 16, 19. What should be our attitude toward suffering? Why? 6. What do you think are some causes of adversity? What are some benefits of adversity? 38 1994 Progeny Press

7. Think of a difficult situation in your life. How did you respond to the situation? Could a different response have been better? Summary Summarize the main action in each scene in Act III. Use only two or three sentences for each scene. scene i scene ii scene iii scene iv scene v 1994 Progeny Press 39

Vocabulary: Act IV She s dead, deceased, she s dead; alack the day! Select the word or phrase that comes closest in meaning to the contextual meaning of each underlined word below. Line references from the play are given so you may check the context of the sentence. 1. Immoderately she weeps for Tybalt s death, and therefore have I little talked of love;... (scene i, lines 6, 7) a. loudly b. quietly c. not enough d. too much 2. And I will do it without fear or doubt, to live an unstained wife to my sweet love. (scene i, lines 89, 90) a. highly-regarded b. carefree c. faultless d. well-mannered 3. Take thou this vial, being then in bed... When presently through all thy veins shall run a cold and drowsy humor;... (scene i, lines 95, 97, 98) a. sensation b. interpretation c. light-heartedness d. seriousness 40 1994 Progeny Press

4. In the mean time... shall Romeo by my letters know our drift; and hither shall he come. (scene i, lines 115 117) a. plan b. error c. problem d. intention 5. How now, my headstrong! Where have you been gadding? (scene ii, lines 16, 17) a. searching b. hiding c. wandering d. living 6. I pray thee leave me to myself tonight; for I have need of many orisons to move the heavens to smile upon my state,... (scene iii, lines 2, 3) a. prayers b. duties c. spirits d. blessings 7. Shall I not then be stifled in the vault,... (scene iii, line 34) a. hidden b. quieted c. suffocated d. enclosed 8. Go waken Juliet, go and trim her up. (scene iv, line 29) a. awaken her b. tell her wonderful things c. cut her hair d. beautify her 1994 Progeny Press 41

Similes and Metaphors: Each of the following lines contains a metaphor or simile. Put an M in the space before the sentence if the comparison is a metaphor. Put an S if the comparison is a simile. 1. Death lies on her like an untimely frost. 2. The roses in thy lips and cheeks shall fade. 3. Death is my heir. 4. Each part... shall, stiff and stark and cold, appear like death. 5. Death is my son-in-law. Questions: 1. In scene i what does Juliet say she will do if Friar Laurence cannot help? 2. Friar Laurence suggests another option. Explain the friar s plan in detail (scene i, lines 91 122. Hold, then. Go home, be merry,... ). 3. What is the attitude of Juliet s father when she first returns home from the friar s? How does Juliet respond to her father? 4. What excuse does Juliet give the Nurse for wanting to sleep alone? 42 1994 Progeny Press

5. What fears enter Juliet s mind as she thinks of drinking the contents of the vial? 6. The mourning over Juliet s apparent death is immediately followed by the irreverent joking of the musicians. (scene v, lines 102 150. Faith, we may put up our pipes and be gone. ) What effect does this have on the way the family s sorrow is perceived by the audience or reader? 7. Shakespeare s audiences knew that Juliet s death was a sham. Is it possible that Shakespeare might have meant their mourning to be a comic scene? Explain your answer using examples from the reading. Character Study: For each character listed below, write down that character s reaction to Juliet s apparent death. Then write down what that reaction tells you about the character. Lord and Lady Capulet Paris Juliet s Nurse 1994 Progeny Press 43

Summary Summarize the main action in each scene in act IV. Use only two or three sentences for each scene. scene i scene ii scene iii scene iv scene v 44 1994 Progeny Press

Vocabulary: Act V For never was a story of more woe than this of Juliet and her Romeo. Part 1: Define the underlined word in each line below as it is used in the context of the play. Line references are given. 1. How doth my Juliet? (scene i, line 16) 2. Her body sleeps in Capel s monument,... (scene i, line 19) 3. Meager were his looks,... (scene i, line 43) 4.... if you had the strength of twenty men, [this poison] would dispatch you straight. (scene i, lines 82, 83) 5.... The letter was not nice, but full of charge,... (scene ii, line 18) 6.... if thou, jealous, dost return to pry... I will tear thee joint by joint... (scene iii, line 33, 35) 7. Muffle me, night, awhile. (scene iii, line 21) 1994 Progeny Press 45

Part 2: Write down the definition of each word. Then use the word in a sentence. 1. apothecary Definition: Sentence: 2. penury Definition: Sentence: 3. pestilence Definition: Sentence: 4. mattock Definition: Sentence: 5. obsequies Definition: Sentence: 6. descry Definition: Sentence: 46 1994 Progeny Press

Questions: 1. In scene i, lines 1 12 ( If I may trust the flattering truth of sleep,... ) Romeo s dream foreshadows some future events. What does Romeo see in his dream? What part of his dream comes true? 2. How does Romeo describe the apothecary s shop? What conclusions does he draw from the condition of the shop? 3. Why does the apothecary refuse to sell Romeo poison at first? 4. Romeo speaks to the apothecary in scene i, lines 72 78. Romeo Art thou so bare and full of wretchedness And fearest to die? Famine is in thy cheeks, Need and oppression starveth in thine eyes, Contempt and beggary hangs upon thy back: The world is not thy friend, nor the world s law; The world affords no law to make thee rich; Then be not poor, break it and take this. What appeal does Romeo make to convince the apothecary to sell him poison? 1994 Progeny Press 47

5. Romeo says Come, cordial and not poison, go with me to Juliet s grave;.... What is he saying about the poison? 6. Why didn t Romeo receive the friar s letter? 7. Why does Paris think Romeo has come to the Capulet s tomb? 8. With what tone does Romeo respond to Paris presence at the tomb? How does this compare to the tone with which he addresses Tybalt in Act III, scene i? 9. What last request does Paris make? Does Romeo fulfill it? What does the scene with Paris tell you about Romeo s character? 10. What does Romeo find puzzling about Juliet s body? 48 1994 Progeny Press

11. Dramatic irony occurs when the reader or audience knows something about the situation that the characters involved do not. How does this scene express dramatic irony? 12. What course of action does the friar suggest to Juliet? What does Juliet do instead? 13. What do the two families plan to do now that their children are dead? Summary: Summarize the main action in each scene in act V. Use only two or three sentences for each scene. scene i scene ii scene iii 1994 Progeny Press 49

Dig Deeper: 1. Even though it was against the law, the apothecary sold poison to Romeo because the apothecary needed the money. Do you think it is acceptable to break the law if you are in need? Explain. 2. Read Proverbs 6:30, 31, and Proverbs 30: 7 9. What attitude should we have toward those who break the law out of need? According to these verses, what might be the result if we are given too much or have too little? 3. Lord Capulet said Romeo and Juliet were Poor sacrifices of our enmity! Read Proverbs 22:8 and Galatians 6:7, 8. What is the warning found in these verses? How did the two families reap what they sowed? 4. Read Deuteronomy 5:32, 33, Hosea 10:12, and James 3:18. What should we wisely sow? Why? 50 1994 Progeny Press

5. Do you think Romeo and Juliet s pain comes from losing a close, intimate relationship or from not being able to experience a close, intimate relationship? Explain your answer. 6. In the Bible the word murder has a specific definition. It usually refers to a planned and deliberate act. It is different from unintentionally killing a person, such as in a car accident. To murder is to intentionally destroy another human, made in the image of God. The Bible says murder is forbidden. (Genesis 9:5, 6, Exodus 21:14, Leviticus 24:17, Deuteronomy 19:11 13) Would you say that suicide is murdering oneself? Explain. 7. Friar Laurence stopped Romeo and Juliet from committing suicide earlier in the play by giving them hope. List some practical things you can do to help someone who is suicidal find hope. 8. Perhaps you have felt great despair or have even felt suicidal at times. Romeo and Juliet both had someone to turn to in the person of Friar Laurence, but sometimes you might feel that you have no one to turn to. Psalm 6, 22, 31, 38, 51, 55, 69, 109, 140, and 143 are just a few of the many Psalms in which David expressed his deep despair to God. Choose two of these Psalms and write a short essay, two to three paragraphs in length, citing the apparent reason for the despair and the hope that is expressed. 1994 Progeny Press 51

Summary Questions 1. Every story has at its root a conflict. The conflict is the problem that must be resolved. What is the conflict of Romeo and Juliet? 2. As a story proceeds toward its climax, a conflict can be heightened by complications. What complications arise in Romeo and Juliet? 3. Main characters are characters that are most important to the story. They have starring roles. They are normally fully developed characters exhibiting a number of unique qualities and traits. List the major characters in Romeo and Juliet. Explain why you consider each character to be a major character. 4. Minor characters are characters of lesser importance. They have supporting roles. Minor characters are not usually as fully developed as a main character; they exhibit one or two dominant traits. List five minor characters in Romeo and Juliet. List one or two dominant traits of each character. 52 1994 Progeny Press

5. The main character in a story is called the protagonist. The protagonist is always involved with the main conflict of the story and is usually the story s likable hero. The antagonist of a story is the person or force pitted against the protagonist in a conflict. Most stories have both protagonists and antagonists, often more than one of each. In some stories it is difficult to tell who is who. For each of the characters listed below, identify whether that person is a protagonist, an antagonist, or neither. Then explain why you categorize that character as such. Romeo Juliet Tybalt Paris Friar Laurence Lord Capulet Lord Montague The Prince of Verona 1994 Progeny Press 53

Is there a force (society, nature, an internal struggle) that acts as an antagonist in Romeo and Juliet? If so, explain. 6. A theme is the main idea of a story. It might best be described by simply calling it the lesson the author hoped to teach his audience. What theme or themes can be found in this play? 7. Choose one theme if you listed more than one. How do the characters and events in the story explain this theme? 8. Tragic Play Structure. There are five parts to the structure of a tragic play: A. Introduction: The setting and characters are introduced and the background of the story is explained. B. Rising Action: The main conflict of the story is established C. Climactic Plateau: The section of greatest tension and intensity in the play. There are two parts to the climactic plateau: 1. Highest Point: When it seems that the conflict will be resolved in favor of the protagonist. 2. Turning Point: When it seems that the conflict will not be resolved in favor of the protagonist 54 1994 Progeny Press

D. Falling Action: The protagonist is brought down to a disastrous end. E. Conclusion: The tragic resolution of the conflict. The graph below shows how the action and tension peak during the course of the play. Highest Point Turning Point Climactic Plateau Rising Action Falling Action Introduction Conclusion Summarize each of the five parts of Romeo and Juliet. The first part is done for you as an example. Introduction We meet the Capulets and Montagues and learn of their family feud. Rising Action Climactic Plateau Highest point Turning point 1994 Progeny Press 55

Falling Action Conclusion 9. Identify the character who said each of the following lines. a. If ever you disturb our streets again, your lives shall pay the forfeit of the peace. b. What light through yonder window breaks? It is the East, and Juliet is the sun! c. What s in a name? That which we call a rose by any other name would smell as sweet. d. In the mean time,... shall Romeo by my letters know our drift; and hither shall he come;... e. How now, my headstrong? Where have you been gadding? f.... leave me to myself tonight; for I have need of many orisons to move the heavens to smile upon my state,... g. A plague o both your houses! h. Immoderately she weeps for Tybalt s death, and therefore have I little talked of love;... i. I think she [Juliet] will be ruled in all respects by me. j. Be patient, for the world is broad and wide. k. Parting is such sweet sorrow,... l. O, mickle is the powerful grace that lies in plants, herbs, stones and their true qualities. 56 1994 Progeny Press

10. Read John 15:12, 13, 1 Corinthians 13:4 8, and 1 John 16 18. What are some of the characteristics of love? Which of these characteristics were present in Romeo and Juliet s love for each other? 11. Read the Song of Songs (Song of Solomon). The admonishment Do not arouse or awaken love until it so desires is given three times in the Song of Songs. (2:7, 3:5, and 8:4) What do you think is meant by this? What would be the result of arousing or awakening love too soon? Did Romeo and Juliet awaken love too soon? Why or why not? 12. The Song of Songs describes love in romantic/erotic terms. The verses in question 10 above discuss what could be called the practical aspects of love. Do you tend to view love romantically or practically? Is one more important than the other? Explain your answers. 1994 Progeny Press 57

After-you-read Activities 1. Perform the balcony scene Act II, scene ii for members of your family or class. 2. Draw a time line of the events in the story. Include a brief statement about how the amount of time that passes in Romeo and Juliet is significant to the story. 3. Essays: Choose one of the suggested topics below. Write a one- to two-page essay on that subject answering the given questions. a. What is true love? Did Romeo and Juliet truly love one another? Explain your answer. How do you know if you truly love someone? b. The nurse and Friar Laurence were Romeo and Juliet s advisors and confidants. What advice did they give the young lovers? Which of their advice was good advice? Which was bad advice? Explain your answers. c. Should children always obey their parents? Why or why not? Should a child ever refuse to obey his or her parents? If so, under what circumstances? d. How should one respond to a friend who is considering suicide? Is suicide ever an acceptable act? If so, under what circumstances? If not, why not? 4. Creative writing. Write a short summary of Romeo and Juliet if one of the following were true: a. The Capulet and Montague families were friends. b. Romeo did not kill Tybalt. c. Romeo received the friar s letter. d. Juliet didn t like Romeo. e. Juliet liked Paris better than Romeo. 58 1994 Progeny Press