William Shakespeare (1564-1616)

1
William Shakespeare(1564-1616)

• An Introduction to
• Romeo and Juliet

2
Shakespeares Childhood

• Born on April 23, 1564 in the town of
  Stratford-on-Avon in England
• His family was middle-class (father later became
  mayor of the town, mothers ancestors had some
  social rank)
• Ironically both his parents were illiterate (but
  this was also very common for the day)
• He enjoyed a typical, but unremarkable education
  at the Stratford Grammar School, which focused on
  a classical education in history, reading, and
  Latin.

3
More about his background

• At age eighteen, he married Anne Hathaway who was
  twenty-six (eight years his seniorhow
  scandalous!)
• They had three children together
• Ten years later, in 1592, he left his family for
  London and begun his writing career
• By 1594, he was writing and performing with a
  group of actors known as Lord Chamberlains Men
• Very popular group, often performed for royalty
  and most London theatre-goers (remember this is
  before movies, so he was sort of famous guy)

4
The Bard is born!

• He wrote Romeo and Juliet in 1594
• Shakespeares version was based on another
  playwrights work, entitled The Tragicall
  Historye of Romeus and Juliet (1562)
• Interesting historical note Since there were no
  copy-right laws at the time, writers were
  extremely competitive at the time (and it was
  common practice among writers to borrow ideas
  with or without the authors permission)

5
Biographical Timeline

• 1594 Shakespeare becomes a shareholder in Lord
  Chamberlains Men
• 1599- Lord Chamberlains Co. built the Globe
  Theater (where most of Shakespeares plays were
  performed)
• 1603 James I becomes the King of England (after
  Queen Elizabeth dies) Renamed acting company
  Kings Men
• 1610 Shakespeare retired to Stratford-on-Avon
• 1616 The famous playwright dies at age 52

6
Why is he still so famous?

• His plays feature universally identifiable
  characters and situations
• Such as love, marriage, death, grief, making
  difficult choices, separation, reunion and
  reconciliation
• These characters are fresh and can be adapted to
  any time and place and help us (the audience)
  understand what it is to be human and cope with
  the problems that plague the human spirit

7
Enduring Language

• Shakespeares characters used wonderfully
  colorful words and expressions
• He used over 20,000 words in his works
• The average writer uses only 7,500 whoa!
• Interesting fact the English Dictionary of his
  time only had 500 words
• Shakespeare is responsible for adding 3,000 words
  to the English Oxford Dictionary
• He had an enormous influence on the development
  of modern English
• Hes credited with inventing some of the words we
  still use in our daily speech

8
Such as

• Accommodation
• Amazement
• Assassination
• Bloody
• Countless
• Critic
• Exposure
• Generous
• Gloomy
• Hurry
• Impartial

• Lonely
• Majestic
• Misplaced
• Obscene
• Premeditated
• Radiance
• Reliance
• Road
• Submerge
• Suspicious
• among many others!

9
Shakespeare wrote

• Comedies
• Histories
• Tragedies

10
The Theater in Shakespeares Day

• Plays produced for the general public
• Took place in an roofless / open air theatre
  (Thank goodness because public sanitation,
  hygiene and common decency were not as we expect
  them to be today!)
• Building had three levels
• Stage
• A large platform without a curtain

11
Shakespeares Globe Theater
12
Elements of a Drama

• These are the FIVE (5) parts that correspond to
  the five ACTS of plays
• Exposition (the introduction)
• Establishes the TONE, introduces the setting, the
  main characters, and the conflict
• It may also provide additional background info
  important to understanding the plot
• In Romeo Juliet, there was a Prologue to
  provide a comprehensive summary of the plot
• Rising Action
• Series of complications for the protagonist (main
  character)
• Flows from the main character

13
Elements of a Drama (continued)

• Climax (or crisis)
• Turning point in the story
• The moment of choice (an important decision must
  be made)
• Forces of conflict come together
• Falling Action
• Results of protagonists decision
• Maintains suspense
• Resolution
• Conclusion of the play
• Unraveling of the plot
• Typically, in a Shakespearean play, may include
  the characters death

14
Shakespeares Types of Characters

• Static (or Flat characters)
• Characters within a story who remain the same
  they DO NOT change their minds, opinions, or
  character
• Dynamic (or Round characters)
• Possess many character traits, like real people
• Dramatic Foil
• A character whose whole purpose is to show off
  another character
• Look for how Benvolio does this for Tybalts
  character in the story

15
In His Plays, Shakespeares Characters Use
Dramatic Techniques on Stage for the Benefit of
the Audience

• Soliloquy
• Medium to long speech one actor sharing his/her
  thoughts aloud
• Spoken by one actor alone on stage (or not heard
  by other actors) not directed at the audience
• Spoken for the benefit of the audience to
  understand the characters thoughts, motives, etc.

16
Some additional dramatic techniques

• Monologue
• One person speaking for a longer period of time
• Is NOT a dialogue (which is an fair exchange of
  words between two or more characters)
• Aside
• Direct address by actor to audience
• Not supposed to be overheard by other characters

17
Shakespeares Poetic Use of Language

• Pun
• A play on words involving
• A word or words with more than one meaning, or
• Words with similar sound
• Not closing schools when it was negative 20
  degrees out was a pretty cold gesture.
• The woman who owns the bakery is very sweet.
• Metaphoric Language
• Comparison of unlike things
• Shall I compare thee to a summers day?...
• Alliteration
• A repetition of a consonant sound at the
  beginning of a word Example She sells sea
  shells by the sea shore.

18
Figurative Language Oxymorons

• An oxymoron is a term that sounds logical (in the
  figurative sense), but contain words that with
  illogical literal meanings like plastic
  silverware. These terms have a contradictory
  meaning and serve to have a specific effect on
  the audience.
• List 3 on your own right now
• 1. ________________
• 2. ________________
• 3. ________________

19
Literary Device

• Paradox When the meaning is different from what
  is present, often interpreted as a contradiction.
  In this case, the true meaning is inferred from
  additional information, such as context.
• This concept is similar to verbal irony in which
  the speaker says one thing, but means another.

20
Dramatic Themes

• Theme Central idea or insight about life
  featured in the plot
• Common Theme
• Tragedy (Shakespearean)
• Drama where the central character/s suffer
  disaster or great misfortune
• In many tragedies, this downfall results from
• FATE
• CHARACTER FLAW / FATAL FLAW
• Or a combination of these two
• Comic Relief
• Use of comedy or humor used to provide relief
  from the seriousness or sadness, or to relieve
  the tension of the situation

21
You might not realize it, but your brain is a
code-cracking machine.

• For emaxlpe, it desont mttaer in waht oredr the
  ltteers in a wrod aepapr, the olny iprmoatnt
  tihng is taht the frist and lsat ltteer are in
  the rghit pcale. The rset can be a toatl mses and
  you can sitll raed it wouthit pobelrm.
• S1M1L4RLY, Y0UR M1ND 15 R34D1NG 7H15
  4U70M471C4LLY W17H0U7 3V3N 7H1NK1NG 4B0U7 17.

22
Shakespeares WritingPoetic Techniques

• Blank Verse
• Unrhymed iambic pentameter
• Iambic Pentameter
• 5 units of rhythm per line
• A meter consists of five (5) pairs in a two (2)
  syllable stressed/unstressed pattern
• Follows pattern of unstressed syllable followed
  by a stressed syllable
• Primary rhythm is iambic
• Unstressed/ Stressed / Unstressed/ Stressed
  /Unstressed

23
Understanding Shakespeares Meter

• Foot/Feet In Shakespeares poetry, it is the
  smallest unit of rhythm
• (more commonly referred to as a Meter)
• Meter is a measure of the time-pattern that is
  repeated
• Iamb
• A foot of two-syllables with unstressed syllable
  followed by the stressed syllable
• Iambic Pentameter
• 5 foot metrical line of weak followed by strong
  syllables
• Each line is 10 syllables long in Shakespeares
  sonnets
• Intended for actors to speak lines naturally when
  performing a play

24
An Example of Shakespeares Iambic Pentameter

• But, soft! what light through yonder
  window breaks?
• It is the east, and Juli et is the
  sun.
• iambic pentameter 10 syllables per line, or
  meter of text
• Act 2, Scene 2 Romeo Juliet

25
Poetic Techniques

• English Sonnet
• Fourteen line poem (Shakespeare wrote 154 of
  them!)
• Each line contains ten syllables and written in
  iambic pentameter
• Rhyme scheme in a Shakespearean sonnet is
• a-b-a-b, c-d-c-d, e-f-e-f, g-g
• The last two lines are a rhyming couplet

26
4th period Learning Groups

• Maurico
• Maritza
• Bryan
• Cesar
• Aman
• Gavin
• Gerardo
• Francis
• Sarai

• Eveny
• Anthony
• Irving
• Kevin
• Juanye
• Jordan
• Diana
• Syeda
• Nolan
• Matthew

• Krystal
• Longley
• Namik
• Yuribeth
• Saheed
• Richard

27
5th period Learning Groups

• Jairo
• Jocelyn
• Abdul
• Mellisa
• Marvell
• Brandon
• Maurice
• Afeefah
• Alejandro

• Ryan
• Andres
• Badar
• Alfredo
• Jose A.
• Eduardo
• Karina S.
• Johan
• Jose T.
• Valentina

• Justin
• Dayanna
• Justalee
• Norberto
• Johneka
• Karina R.
• Ahsan
• Georgio
• Trinity

28
6th period Learning Groups

• Kat
• Monse
• Jose
• Brianne
• Laura
• Anthony

• Isaac
• Jaylene
• Jennifer
• Tyler
• Isabella
• Sana
• Peter
• Lupe
• Enrique

• Dominic
• Alex C.
• Ramon
• Agustin
• Ricardo
• Alex I.
• Kayla
• Roy

29
Beginning Romeo Juliet

• Based on the meaning of the stems, what can you
  infer the purpose is of a prologue.
• pro?
• logue?

30
An Example of a Sonnet(from the prologue of
Romeo Juliet)

• Chorus   1    Two households, both alike in
  dignity,   2    In fair Verona, where we lay our
  scene,   3    From ancient grudge break to new
  mutiny,   4    Where civil blood makes civil
  hands unclean.   5    From forth the fatal loins
  of these two foes   6    A pair of star-cross'd
  lovers take their life   7    Whose
  misadventured piteous overthrows   8    Do with
  their death bury their parents'
  strife.   9    The fearful passage of their
  death-mark'd love,  10    And the continuance of
  their parents' rage,  11    Which, but their
  children's end, nought could remove,  12    Is
  now the two hours' traffic of our
  stage  13    The which if you with patient ears
  attend,  14    What here shall miss, our toil
  shall strive to mend.
•            Exit.

31
Relating to the Text

• What sort of actions preclude a fight?
• AND
• Do you ever HAVE to fight?
• When is it acceptable to walk away?

32
Examining Authors Purpose

• To emphasize the on-going conflict both on stage
  and in the real lives of his audience,
  Shakespeare throughout this formulaic plot, the
  characters struggle with some major themes which
  would have reflected some of the conflicts felt
  by his audience at the time.

33
Major Themes in Romeo Juliet

• Loyalty vs. Dishonor
• Pride vs. Humility
• Hope vs. Despair
• Fate vs. Free-Will
• Light vs. Dark
• Passion vs. Reason

34
Says-Means-Matters

• Authors often use words and images to act as
  symbols for what he or she really means.
• Create a chart with three columns
• Write what the text actually says, as the author
  wrote it, then
• Interpret what the passage means to say, in other
  words, what is being implied, and finally
• Analyze why this excerpt matters (how does it
  relate to one or more of the themes in the text)

35
Example
36
Practice
37
Learning Group ActivitiesStep 1 Determining
Roles

• 1 Facilitator
• Responsible for keeping the group on task and
  focused, ensures that all group members have had
  an opportunity to participate and that the group
  has met the goals of each activity in an
  assignment
• 1 Recorder/Reporter
• Keeps the records for the group, takes notes,
  keeps all handouts, etc. and functions as the
  spokesperson for the group
• 1-2 Research Guru(s)/ Literary Luminary (ies)
• Responsible for ensuring that all responses to
  the text are supported with clear evidence from
  the text AND that the groups responses are
  enhanced with additional research (i.e. looks up
  unfamiliar words, concepts, etc.

38
Step 2 Identifying Themes

• Take turns sharing what each member annotated
  from Act I, Scene 1 in Romeo Juliet (pgs.
  7-25). Identifying
• qualities or traits of major characters by his or
  her quotations
• Major and minor conflicts
• Major themes in R J
• Reason / Impulse
• Loyalty / Independence
• Pride / Humility
• Hope / Despair
• Fate / Free-Will

39
Step 2.5 Sharing Your VIPs(Very Important
Points)

• VIPsVery Important Points
• These are the annotations that your group has
  determined to be the most insightful
• Each group will share with the class your THREE
  (3) VIPs best examples of your annotations
• Make sure you cite the page and line s from the
  text, summarize or quote the text and fully
  explain your interpretation of its meaning

40
For Example

• Text

• Me

• Page 7 in the Prologue
• lines 3-4
• from ancient grudge break to new mutiny

• The term mutiny refers to a riot, which means
  that the conflict between the Capulets and
  Montagues impacts everyone in the community and
  that impulsiveness overrules reason in Verona. I
  wonder if the Prince has personal, political
  motivations to solve the conflict

41
Reflect on Your Own Experience with the Perfect
Mate Activity

• 1. Compare and contrast your experiences with
  Romeos
• a. Based on what youve read so far, what does
  Romeo want in a relationship?
• b. Is this more like or unlike what the members
  of your group is looking for in a commitment?

• 2. Now compare and contrast your experiences with
  those of Juliet and her parents.
• a. How were your interactions similar?
• b. How were they different?

42
Making Meaning of the Text

• Act I, Scene 2, Lines 1-12

• Interpretation What is said?

• Capulet
• But Montague is bound as well as I,
• In penalty alike, and tis not hard, I think, For
  men so old as we to keep the peace.
• Paris
• Of honorable reckoning are you both,
• And pity tis you lived at odds so long.
• But now, my lord, what say you to my suit?
• Capulet
• But saying oer what I have said before.
• My child is yet a stranger in the world.
• She hath not seen the change of fourteen years.
• Let two more summers wither in their pride
• Ere we may think her ripe to be a bride.

• Capulet
• Montague is subject to the same penalty (of
  death), and it shouldnt be so unreasonable for
  mature men to keep the peace.
• Paris
• Both of you are honorable men and its sad that
  youve fought for so long, but more importantly,
  what do you think about my proposal?
• Capulet
• Ive said this before, my child doesnt have much
  life experience
• Shes not even fourteen.
• Lets let two more summers pass before we decide
  shes old enough to get married.

43
What does it matter? Text Analysis

• In Act I, Scene 2, Lines 1-13 we meet Lord
  Capulet (Juliets father) who has been approached
  by Count Paris for Juliets hand in marriage.
• When the scene opens, Capulet is reasoning that
  Montague and should be mature enough to know how
  to be civil and avoid the Princes harsh penalty.
• Paris agrees, but is more concerned about whether
  Capulet will accept his proposal for Juliets
  hand in marriage
• Consider why Count Paris would want to marry
  Juliet what does he stand to gain as a result?
• Consider why Capulet would want to postpone his
  daughters marriage (hint theres probably more
  than one correct answer here)

44
Learning Group ActivityJig-Saw Text
Interpretation

• Each learning group will be responsible for
  reading and interpreting 10 lines of the text for
  the class.
• In your groups
• Take 5 minutes to read and deconstruct the lines
  with your group
• On your own
• Be sure to write down each groups
  interpretations as part your own INDIVIDUAL
  ANNOTATIONS (thats what makes the jig-saw
  interpretation so successful when everyone helps
  out, challenging texts are easy to understand!)

45
4th period Learning Groups

• Maurico
• Maritza
• Bryan
• Cesar
• Aman
• Gavin
• Gerardo
• Francis
• Sarai

• Eveny
• Anthony
• Irving
• Kevin
• Juanye
• Jordan
• Diana
• Syeda
• Nolan
• Matthew

• Krystal
• Longley
• Namik
• Yuribeth
• Saheed
• Richard

46
5th period Learning Groups

• Jairo
• Jocelyn
• Abdul
• Mellisa
• Marvell
• Brandon
• Maurice
• Afeefah
• Alejandro

• Ryan
• Andres
• Badar
• Alfredo
• Jose A.
• Eduardo
• Karina S.
• Johan
• Jose T.
• Valentina

• Justin
• Dayanna
• Justalee
• Norberto
• Johneka
• Karina R.
• Ahsan
• Georgio
• Trinity

47
6th period Learning Groups

• Kat
• Monse
• Jose
• Brianne
• Laura
• Anthony

• Isaac
• Jaylene
• Jennifer
• Tyler
• Isabella
• Sana
• Peter
• Lupe
• Enrique

• Dominic
• Alex C.
• Ramon
• Agustin
• Ricardo
• Alex I.
• Kayla
• Roy

48
The Structure of a Shakespearean Tragedy
49
Act I The Exposition

• Introduction to the plot of the play
• Setting
• Characters
• Major
• Some minor
• Conflict
• Complication

• THEME

50
SAYS-MEANS-MATTERS

• As a learning group
• Determine who will read the true text (SAYS),
• who will share your groups interpretation,
  (MEANS), and
• who will share your groups analysis of the
  significance with the class (MATTERS).

51
ACT II The Complication

• On a sheet of paper, answer A B (this will NOT
  be shared with any of your peers in this class if
  you choose)
• What is appealing about them? (Cite as many
  adjectives as possible)
• What did you say- or do- (or would say or do) to
  persuade them to get to know you better?

• Bell-Ringer
• Think about someone
• you have dated,
• are currently dating or
• would like to date

52
Love What is it?

• Provide some clear explanation which explains
  what you believe love looks like, (i.e. an
  example, illustration, definition)
• Also consider citing what isnt love or even how
  do you know if and when youre loved?
• How or when does someone know theyre in love?
• Do you have to be loved in return in order to be
  in love?
• Take a few moments to brainstorm your ideas on a
  sheet of paper.

53
What is Love?

• Being with someone who you may not share many
  interests with, yet you still enjoy the time you
  share together
• Sharing a feeling for someone unlike any other
  (parent to child)
• A sensational feeling being around someone

• Wherever you are as long as youre with that
  person, youre home.
• Caring about someone else more than yourself
• High level of affection you have for someone or
  something
• Willingness to do anything to keep someone around
  longer

54
What is love?

• Sticking by one another through thick and thin
• Putting your partners needs in front of your own
• Inner feelings- how you feel when youre with
  them
• Loyalty

• Its not just attraction
• Love can be a solitary

55
What is love?

• When you would give up something you love for
  someone elses happiness
• Sticking through it
• Not an emotion its a decision

56
Act II A Balancing Act

• Have you heard the saying, opposites attract?
  Answer the following on a sheet of paper.
• What does it mean (provide an example if you
  can)? If youre unfamiliar with this idea, what
  do you think it means? Define in your own words
• Do you agree with this concept? Why or why not?
  Explain
• Finally, cite as many examples of opposites as
  you can in Romeo Juliet.
• Bonus What is an example of oxymoron?

57
SAYS-MEANS-MATTERS

• Review Friar Laurences soliloquy that opens Act
  II, Scene 3 Lines 1-30
• Choose any couplet (two lines)
• WRITE what they SAY
• INTERPRET what they MEAN
• ANALYZE why these lines matter to understanding
  the themes (of which opposition is one) of the
  play

58
Exit Reflection

• Is it possible that there is good and evil within
  everyone? Explain your reasoning for this
  paradox.

59
SAYS-MEANS-MATTERS

• Read the last FIVE (5) lines of Act II, Scene 3
• Friar Laurence In one respect Ill thy assistant
  be
• For this alliance may so happy prove
• To turn your households rancor to pure love.
• Romeo Oh, let us hence! I stand on sudden
  haste.
• Friar Laurence Wisely and slow. They stumble
  that run fast.
• SAYS-MEANS-MATTERS
• Interpret what these lines mean
• ANAYZE the implications of why this passage
  matters
• Be prepared to share!

60
A Secret Wedding

• Come, come with me, and we will make short work.
  For, by your leaves, you shall not stay alone/
  Till Holy Church incorporate two in one. (II,
  6, 34-36).
• These lines spoken by Friar Lawrence end Act II.
  Why do you suppose Shakespeare opted to leave out
  the wedding scene (especially after all of their
  passionate exchanges shared at the beginning of
  this Act)
• Your assignment
• Write the marriage vows of either Romeo or Juliet
  in iambic pentameter form (10 syllables per
  line of text)
• Extra credit Write two lines and use end-rhymes
  to create a rhyming couplet!

61
Youre cordially invited..

• Presentation Grading Rubric

• Activity Guidelines

• to create the wedding of Romeo and Juliet!
• In your Learning Groups, determine who will play
  the role of Romeo, Juliet, Friar Laurence (and if
  needed, the Nurse)
• What would they say to one another to pledge
  their undying love to one another?
• For this activity, you may use modern English

• 20 Points awarded to each member of the group if
  all participants
• stay in character,
• demonstrate professionalism,
• show creativity, yet remaining faithful to the
  plot of RJ
• are respectful and attentive during the
  presentations all groups
• EXTRA CREDIT USES OLD ENGLISH

62
(No Transcript)
63
Themes

• Major Overarching Themes

• Additional Themes

• Passion
• (violence vs. love)
• Opposition/Opposing Forces these are only a few
  examples of this theme
• Montague vs. Capulet
• Light vs. Dark
• Day vs. Night
• Comedy vs. Tragedy

• Fate vs. Free-Will
• Reason vs. Impulse
• Pride vs. Humility

64
Annotating the Text for a Purpose

• Annotations should be made for a purpose. In
  other words, why annotate?
• Therefore, your annotations will be focused on
  identifying and selecting the best examples of
  the major themes appearing in Shakespeares Romeo
  Juliet

65
Exit Reflection

• Review the action of Act III, scene 1
• What was the most important part of that scene?
  (Summarize and explain)
• Cite line numbers to strengthen your claim
• Identify which of the major themes is illustrated
  by the lines you selected.
• BRIEFLY EXPLAIN WHY THIS IS

66
Identifying Your VIPs (Very Important Points)

• Review the action in each of the three acts weve
  studied of the play
• What were the THREE (3) most important
  annotations you needed to make for EACH of the
  Acts?
• With the members of your group, share your
  annotations, determine which THREE were the most
  relevant to understanding the plot and the
  authors motivations
• Be prepared to share your three VIPs with the room

67
SAYS MEANS - MATTERS

• For each of your VIPs, follow the
  says-means-matters strategy
• Says Document the lines your group selected
  (either summarize the scene or provide a direct
  quote regardless, you must CITE the text)
• Means Interpret the text what does it say?
• Matters Analyze the significance of the text
  why does this portion of the text matter to
  understand the plot and authors motives?

68
Tableau Instragram

• Like frozen statues, arrange yourself to show the
  snapshot within the scene your group has
  determined is the most important.
• This activity is demonstrated for Romeo and
  Juliet, Act 3, scene 1.

69
Answer on the back CERA

• Please provide a claim-evidence paragraph
  answering the following prompt
• Based on this reading, what could you infer were
  the motivating factors influencing Shakespeares
  writing of Romeo Juliet?
• In other words, what do you suppose was the
  authors purpose for writing? Based on your
  understanding of the reading, do you suppose he
  was successful in this endeavor? Explain why or
  why not supporting your claim with evidence from
  the text.

70
Summarizing the Action in ACT III (The Climax)

• Directions

• ACT III

• Summarize each of the FIVE (5) scenes in this act
  in a concise sentence
• Aim for 5-10 words, not counting prepositions
  and/or articles
• Think of writing it like a headline or a Twitter
  post

• Scene 1 Plot turns from comedy to tragedy with
  the violent deaths of Mercutio (accidental--fate),
  and Tybalt (murder free-will)
• Scene 2 ______________________
• _______________________________
• Scene 3 ______________________
• _______________________________
• Scene 4 ______________________
• _______________________________
• Scene 5 ______________________

71
Applying Terms

• Explain how this concept is an oxymoron
• CIVIL WAR
• How does this apply to the tragic end of the
  play? HINT Consider what could have been some of
  Shakespeares ulterior motives for this play.
• How could this play still have meaning for us
  today? What are some modern examples of civil
  wars?

72
Whos (who is) to Blame?

• At the end of the play, the Prince says
• Go hence to have more talk of these sad things.
• Some shall be pardoned, and some punished.
• For never was there a story of more woe than this
  of Juliet and her Romeo (V,iii, 303-309).
• What does this mean? What do you suppose took
  place in the weeks and months following the
  tragic end of the play?

73
You Be the Judge!

• Punished Who do you believe should be punished
  for his/her role in the tragic end of Romeo
  Juliet?
• Pardoned Likewise then, who do you believe
  should be excused for his/her role? Because while
  he or she may have been somewhat responsible,
  ultimately he or she was not intentionally trying
  to harm anyone.
• A Note Regarding Your Explanations
• Explain your reasoning using your understanding
  of the plot. 2-3 sentences for EACH category is
  recommended to sufficiently support your claims.

74
Preparing for Your Final Exam Supporting Claims
with Evidence

• Which of the themes addressed in class was the
  most affective in the enduring popularity
  understanding of Romeo Juliet?
• Be prepared to write a SEEA paragraph in which
  you state a clear claim, use evidence from the
  text, provide an elaborate and detailed
  explanation interpreting the significance of
  textual evidence, and finally analyze the lasting
  effect the theme you selected for your focus has
  on the audience.

75
VIP AnnotationsSAYS MEANS -MATTERS

• Find your BEST annotations for EACH of the major
  themes from the play. You will have ONE for EACH
  of the major themes (6 total)
• - Pride vs. Humility - Virtue vs. Vice
• - Fate vs. Free-Will - Passion vs. Patience
• - Reason vs. Impulse - Light vs. Dark
• - feel free to create your own here
• List them on a sheet of paper.

76
SAYS- MEANS-MATTERS

• Directions for EACH of the SIX (6) THEMES
• 1. SAYS (1-2 sentences)
• a.) Cite the text using Act, scene, line s
• b.) Either provide a direct quote of 2-6 lines of
  dialogue
• 2. MEANS (2-3 sentences)
• Interpret what the text says
• 3. MATTERS (3-4 sentences) This is the most
  important part
• a.) Why does this annotation matter to
  understanding the plot?
• b.) Why is this the best example for each theme?

77
SAYS-MEANS-MATTERSThematic Example Light vs.
Dark

• Says , or if love be blind, it best agrees
  with night. Come, civil night, Thou sober-suited
  matron, all in black. And learn me how to win a
  losing match (Act III, Scene 2, lines 9-12).
• Means Shes eagerly waiting for her husband to
  arrive on their wedding night however, she uses
  dark imagery to express her impatience for his
  arrival.
• Matters She compares night to a sober-suited
  matron, all in black inferring mourning.
  Perhaps this foreshadows her brief period as a
  widow or even to her cousin Tybalts murder
  (although unknown to her at this moment). It
  also demonstrates a contrast of conflicting
  emotions for here she should be happy and joyful,
  but instead uses dark imagery to illustrate an
  important shift in the plot from hope to tragedy
  as the audience experiences the dramatic climax.
  The last line also could refer to the theme of
  Fate vs. Free-Will because despite their
  efforts to thwart (or trick) fate, their
  relationship is ultimately doomed.

78
The City of Verona vs. Montague CapuletTrial
Project Role Application

• For which role you are applying?
• Briefly prepared to explain why you are the best
  candidate for the position for which you are
  applying.
• Judge(2)
• Defense Attorney(3)
• Prosecuting Attorney(3)
• Jury(6-8)
• Bailiff (1)
• Court Reporter (1)

• Character Witnesses (7-11)
• Escalus, the Prince of Verona, Italy
• Lord Capulet
• Lady Capulet
• Lord Montague
• Benvolio
• Friar Laurence
• Nurse
• additional characters taking part in the fray
• Balthazar (Romeos servant)
• Abraham (Montague Servant)
• Sampson (Capulet Servant
• Peter (Capulet Servant attending The Nurse)

79
The City of Verona vs. Montague Capulet1st
Period Trial Project Roles

• Judges (2) Amina Jennifer
• Defense Attorneys (3) Krupa, Erica Jocelin
• Prosecuting Attorneys (3) Abby, Anthony
  Roberto
• Jury (6-8) Destiny, Nooha, Moises, Christopher,
  Pooja Jonathan
• Bailiff (1) Jazmyn
• Court Reporter (1) Estefani

• Character Witnesses (7-11)
• Escalus, the Prince of Verona, Italy Alex
• Lord Capulet Mouchine
• Lady Capulet Harper
• Lord Montague David
• Benvolio Israel
• Friar Laurence Ivan
• Nurse Elainna

80
The City of Verona vs. Montague Capulet3rd
Period Trial Project Roles

• Judges (2) Yusef Ashra
• Defense Attorneys (3) Isaiah R., David Braijon
• Prosecuting Attorneys (3) Mayra, Angelica
  Jeffery
• Jury (6-8) Nghi, Armando, Racquel, Isiah G.,
  Emmanuel, Andrea, Noel Harold
• Bailiff (1) Bailey
• Court Reporter (1)

• Character Witnesses (7-11)
• Escalus, the Prince of Verona, Italy Aman
• Lord Capulet Brian
• Lady Capulet Vanessa
• Lord Montague Lee
• Benvolio Jacob
• Friar Laurence Anthony
• Nurse Almedina
• additional characters taking part in the fray
• Balthazar (Romeos servant) Matthew
• Abraham (Montague Servant) Jesus
• Sampson (Capulet Servant) German
• Peter (Capulet Servant attending The Nurse)
  Johnathen

81
The City of Verona vs. Montague Capulet 4th
Period Trial Project Roles

• Judges (2) Nathan T. Alexis
• Defense Attorneys (3) Bruk, Yan Lupe
• Prosecuting Attorneys (3) Virgil, Louis Caleb
• Jury (6-8) Litze, Jazmin, Ashley, Melissa,
  Modesty, Ana, Jennifer Jasmine
• Bailiff (1) Angelo
• Court Reporter (1) Zoe

• Character Witnesses (7-11)
• Escalus, the Prince of Verona, Italy Nataly or ??
• Lord Capulet Nathan V.
• Lady Capulet Sulema
• Lord Montague Abdullah
• Benvolio Erick
• Friar Laurence Carla
• Nurse Jahquann
• additional characters taking part in the fray
• Balthazar (Romeos servant) Andy
• Abraham (Montague Servant) Mirian
• Sampson (Capulet Servant) Alyssa
• Peter (Capulet Servant attending The Nurse)
  Andre

82
The City of Verona vs. Montague CapuletTrial
Project Role Application

•  8th period
•  
• Judge(3)Edward, Arreana, Celeste
• Defense Attorney(4) Melissa, Lorenzo, Malorie,
  Yocelin
• Prosecuting Attorney(4) Ivan, Jasmine, Jake,
  Lily
• Jury(10-12)
• Jazmine, Arnold, Robert, Tanner, Christian,
  Jose, Amy, Claudia, Emily, Johannsy
• Character Witness (7) Baliff (1) Michael
  Court Reporter (1) Andrew
• Lord Capulet (Jalen)
• Lady Capulet (Juliajoy)
• Lord Montague (Bryan)
• Benvolio (Jalen)
• Balthazar (
• Friar Laurence (Bernardo) Michael
• Nurse (Juliajoy)
• Briefly prepared to explain why you are the best
  candidate for the position for which you are
  applying.

83
The People of Verona, Italy vs. Montague Capulet

• The Age-Old Battle of Fate vs. Free-Will A
  Romeo Juliet Trial Project