AO

AO1

Read, understand and respond to textsStudents should be able to: • maintain a critical style and develop an informed personal

response• use textual references, including quotations, to support and

illustrate interpretations.

AO2Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminologywhere appropriate.

AO3Show understanding of the relationships between texts and the contexts in which they were written.

AO4Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

ReadthefollowingextractfromAct3Scene1ofRomeoandJuliet andthenanswerthequestionthatfollows.

AtthispointintheplayTybaltfeelsdishonouredbythepresenceofRomeoattheCapulet’smaskedballandisseekingrevenge.

Startingwiththisspeech,explorehowShakespearepresentsattitudestowardsviolenceandconflictinRomeoandJuliet

Writeabout:• howShakespearepresentsattitudestowardsviolence

andconflictinthisspeech• howShakespearepresentsattitudestowardsviolence

andconflictintheplayasawhole

[30marks]AO4[4marks]

ROMEO

Aliveintriumph—andMercutioslain!Awaytoheaven,respectivelenity,Andfire-eyedfurybemyconductnow.Now,Tybalt,takethe“villain”backagainThatlatethougavest me,forMercutio’ssoulIsbutalittlewayaboveourheads,Stayingforthinetokeephimcompany.EitherthouorI,orboth,mustgowithhim.

TYBALTThou,wretchedboy,thatdidstconsorthimhereShaltwithhimhence.

ROMEOThisshalldeterminethat.

Theyfight. TYBALT falls

BENVOLIORomeo,away,begone!Thecitizensareup,andTybaltslain.Standnotamazed.ThePrincewilldoomtheedeathIfthouarttaken.Hence,begone,away!

ROMEOOh,Iamfortune’sfool!

Exam question …

Using one whole page in your exercise book …

Everything I know about ‘Romeo and Juliet’ by William Shakespeare …

• Swap your book with the person next to you.• What did they have that you didn’t?• Using a different coloured pen, add to your

own work.

‘Romeo and Juliet’ – Full Summary

• Using the key terminology (at the bottom of the page) complete the summary activity.

• This will provide you with a comprehensive summary of the entire play … this will be your only ‘refresher’!

• You need to complete this independently.

LO: to explore the presentation of Romeo and related themes through the whole play

Act 1 Act 2 Act 3 Act 4 Act 5

Act 1 Scene 1 Act 1 Scene 2Act 1 Scene 3Act 1 Scene 4Act 1 Scene 5

Act 2 Scene 2 Act 2 Scene 3Act 2 Scene 4Act 2 Scene 6

Act 3 Scene 1 Act 3 Scene 3Act 3 Scene 5

Act 5 Scene 1 Act 5 Scene 3

Act 1 Act 2 Act 3 Act 4 Act 5Act 1 Scene 3Act 1 Scene 5

Act 2 Scene 2 Act 2 Scene 5Act 2 Scene 6

Act 3 Scene 2 Act 3 Scene 5

Act 4 Scene 1 Act 4 Scene 2Act 4 Scene 3

Act 5 Scene 3

Romeo appears in the following scenes which we will analyse or revise. Look at the distribution of these scenes across the play.

What do you notice?

Look at the similarities and differences in the way Juliet’s role is distributed throughout the play.What do you notice?

RomeoRomeo changes dramatically in the play. He begins as a young man totally disengaged from the feud between his family and the Capulets and showing all the signs of a courtly lover. Can you remember what this means? (You need to know this for AO3 context).

Romeo quickly becomes a real lover which shows the contrast between these two states of idealised and real love. In spite of being disillusioned with the conflict, he almost immediately becomes embroiled in the feud when he kills Tybalt in revenge for Mercutio’s death. This leads to a downward spiral of events which leads to him killing Paris when he is desperate to enter the tomb to reach Juliet and then himself.

If you have an extract which includes Romeo, you are likely to need to comment on his character and also the changes thathe goes through.

Select 5 words which describe Romeo. Say at what point in the play they refer to his character.

Definition: Courtly Lover• Courtly Love was a medieval European literary

conception of love that emphasised nobility and chivalry.

• The lover (idoliser) accepts the independence of his mistress and tries to make himself worthy of her by acting bravely and honourably (nobly) and by doing whatever deeds she might desire, subjecting himself to a series of tests (ordeals) to prove to her his ardour and commitment.

What the Lead Examiner’s Report A few highlights on Paper 1 in general – the extract based

questions

§ The provision of an extract gave virtually all students at least a starting point on which to build their answers.

§ There were some extremely brief answers and some answers where students had confused the text with the film.

§ Careful attentive reading and understanding of the question is a vital skill to enable students to answer fully and effectively.

§ Those students who appreciate the text as a means of considering and expressing the writer’s ideas are those that are the most successful.

§ Students who were led by the question rather than having a preconceived essay structure for their answer, were generally more flexible and responsive to the task

What did the Lead Examiner’s Report say about the Shakespeare question?

§ The presence of the extract gives students something concrete to build their response on. It is also a useful source for examples of language analysis, with many students using the extracts effectively to identify aspects of Shakespeare’s method which they could then explore.

§Much interesting and thoughtful analysis was also demonstrated in relation to the structure and dramatic impact of the text.

§ The better students wrote effectively about where the extract appeared within the text and could use this to explore character development.

What did the Lead Examiner’s Report say about the Shakespeare question – subject terminology?

• One reason structure and dramatic impact were fruitful avenues of exploration may have been because they encouraged the avoidance of unnecessary and misplaced subject terminology. Merely identifying features is of limited interest and value. Subject terminology might more helpfully be seen as the language of English Literature.• One particular issue regarding subject terminology was

the often contrived use of parts of speech. Identifying verbs or nouns in the extracts rarely led to particularly fruitful analysis of Shakespeare’s language.

What did the Lead Examiner’s Report say about the Shakespeare question – context and themes?

• Sweeping assertions did little to improve answers whereas reasoned responses to specific details showed understanding and careful thought.• Statements of historical detail ‘bolted on’ to a response did little to

demonstrate any real understanding of the text in relation to a context. So claiming ‘All Elizabethan women were…’ was vague. On the other hand suggesting ‘Lady Macbeth is a disturbing example of womankind because she denies her gender’ indicates a willingness to move outwards from the text and place the text in context. • Strong responses took the big themes and ideas of a play, identified

in the question, as their starting point and showed their understanding and appreciation by developing their interpretation of the play and its message.

7 key pieces of advice for students

1. Know the text. If you know the text well you will be able to demonstrate this knowledge and understanding in the exam. The text should be the focus.

2. Answer the question. Perhaps underline the key foci before you start. Make sure you’ve read the question accurately.

3. Demonstrate your knowledge of the text by ‘pointing’ to particular moments. If you use a direct reference, make sure it’s relevant to your answer, and that you can say something useful about it. You don’t get extra marks for more quotations, but you do get more marks for making plenty of interesting comments about the references you have selected.

7 key pieces of advice for students

4. Appreciate the big themes and ideas of the text. Think about what the Shakespeare wanted their audience to understand after watching the play.

5. Recognise that there are various ways in which you can show your appreciation of Shakespeare’s methods. While language analysis is perfectly valid, analysis of structure or characterisation can also be very effective means of showing an understanding and appreciation of what the writer has done.

6. Link your comments on contextual factors/ideas to the text. Remember that context informs, but should never dominate, your reading of the text. The text comes first.

7. Time spent planning and answer can be very helpful in organising your ideas and helping you to build an argument.

Romeo in Act 1 Scene 1oAct 1 Scene 1 Lines 110-153 (p8-9): We hear about Romeo before we see

him. Benvolio and Lord Montague speak about Romeo.• Select one quotation from each character (Lord Montague, Lady

Montague and Benvolio) which fits the image of a courtly lover.• Write out the quotation and annotate in detail.

oAct 1 Scene 1 Lines 154-232 (p9-12): Romeo discusses his feelings with Benvolio. • How does Romeo feel about the fighting and about love? Choose five

quotations that you feel best reflect this. Write out the quotations and annotate in detail.

• Why does Shakespeare make Romeo use rhyming couplets? What effect does this have? (hint: links to being a courtly lover!)

Five-a-day Starter• From now on, you will begin each lesson with a ‘Five-a-

day Starter’ mini quiz.• These will be five questions based on the Literature texts

we have studied.• It is designed to help your recall of key events and themes

so that the texts stay ‘fresh’ in your mind.• You simply need to turn to the back of your book and

write ‘Five-a-day-Starter’ as a sub-heading, followed by the date.• You need to answer all questions, some in detail.

Five-a-day Starter 11.09.20171. ‘The more I reflected, the more convinced I grew that I was dealing

with a case of cerebral disease.’ What does Lanyon suspect is wrong with Dr Jekyll?

2. ‘Into the jaws of Death, Into the mouth of Hell’. Which poem is this from? What technique is underlined?

3. What does fin-de-siècle mean in English?

4. Who says: “We’ve got to have rules and obey them. After all, we’re not savages. We’re English; and the English are best at everything.”

5. Who does Utterson get to analyse the handwriting of the letter Jekyll says is written by Hyde?

Five-a-day Starter 11.09.20171. ‘The more I reflected, the more convinced I grew that I was

dealing with a case of cerebral disease.’ What does Lanyon suspect is wrong with Dr Jekyll? Mentally unstable.

2. ‘Into the jaws of Death, Into the mouth of Hell’. Which poem is this from? What technique is underlined? The Charge of the Light Brigade. Personification.

3. What does fin-de-siècle mean in English? End of/turn of the 19th

century.4. Who says: “We’ve got to have rules and obey them. After all,

we’re not savages. We’re English; and the English are best at everything.” Jack.

5. Who does Utterson get to analyse the handwriting of the letter Jekyll says is written by Hyde? Guest, Utterson’s head clerk.

A continuation from Act I Scene I … creating a greater contrast when Romeo meets Juliet (structure).

• Act 1 Scene 2 Lines 81-100: We see Romeo agree to going to the Capulet Ball but he is reluctant.

• Act 1 Scene 4: almost every one of Romeo’s comments shows how unhappy he is in his state of being in ‘love’ with Rosaline.

Area for revision: the audience have already seen Romeo with Benvolio. Now they see him with another, very different friend.a. What three words sum up your initial impression of Mercutio? Find

evidence to support your response.b. How is Mercutio’s response to Romeo’s troubles different from Benvolio’s

in Scene 2?c. Consider Romeo’s reaction to Mercutio at lines 95-6, ‘Peace, peace,

Mercutio, peace!/Thou talk’st of nothing’. Why does Romeo choose to interrupt Mercutio at that precise moment? What does Mercutio say that seems to spark Romeo’s response?

Act I Scene 5: the Capulet BallContext (AO3)Masked balls were popular in Elizabethan Italy but some people disapproved of them because they thought wearing disguises encouraged immoral behaviour.

Scene 5 returns to a masked ball at the Capulets’ mansion. Romeo sees Juliet and is amazed by her beauty; they speak, and then kiss.

1. How has the atmosphere of the setting changed from Scenes 2-3?

2. How might the party atmosphere account for the characters’ behaviour?

3. How might the fact that the partygoers are masked influence their actions?

Language and Imagery in the Sonnet Duet (lines 92 to 109)

• Romeo and Juliet speak for the first time in lines 92-109.• Look at the language they are using. • What do you notice about the rhyming pattern of lines 92-105?

These 14 lines (92-105) make up a sonnet, which has a distinctive rhyme scheme.

1. Notice that Romeo uses words connected with religion such as ‘profane’ and ‘holy shrine’. Read through their exchange again and write out all words that have religious connotations.

2. Now focus on Juliet’s speech only. Make a list of the positive and negative words she uses.

3. Do you think Juliet means to encourage Romeo’s attention? How does this influence Romeo’s actions?

TheShakespeareansonnet hasthe rhymescheme ABABCDCDEFEFGG,formingthreequatrains(fourlinesinagroup)andaclosingcouplet(tworhymedlines).

The main love scenes …• Act 1 Scene 5: ‘O She doth teach...• Act 1 Scene 5: The sonnet

and• Act 2 scene 2: The balcony scene

Notice how proactive Romeo is in this scene. He is no longer the courtly lover pining for someone unattainable, but is active in his pursuit of Juliet. He climbs the orchard walls and risks his life to see Juliet and commits to her.

Five-a-day Starter 12.09.20171. Who ‘wept for the end of innocence, the darkness of man’s heart, and the fall

through the air of the true, wise friend called Piggy.’?

2. What is the ‘incident at the window’?

3. ‘But no: when it begins, the flung spray hits/The very windows, spits like a tame cat/Turned savage.’ Which poem is this from? What technique is underlined?

4. ‘And next moment, with ape-like fury, he was trampling his victim under foot, and hailing down a storm of blows, under which the bones were audibly shattered and the body jumped upon the roadway.’ What event in ‘Jekyll and Hyde is being described here? What technique is underlined?

5. Name the seven main boys in ‘Lord of the Flies’.

Five-a-day Starter 12.09.20171. Who ‘wept for the end of innocence, the darkness of man’s heart, and the fall through the air

of the true, wise friend called Piggy.’? Ralph.

2. What is the incident at the window? Jekyll changes into Hyde and Utterson and Lanyon see it, although they can’t fully describe it.

3. ‘But no: when it begins, the flung spray hits/The very windows, spits like a tame cat/Turned savage.’ Which poem is this from? What technique is underlined? Storm on the Island. Simile.

4. ‘And next moment, with ape-like fury, he was trampling his victim under foot, and hailing down a storm of blows, under which the bones were audibly shattered and the body jumped upon the roadway.’ What event in ‘Jekyll and Hyde is being described here? What technique is underlined? Attack on Sir Danvers Carew. Metaphor.

5. Name the seven main boys in ‘Lord of the Flies’. Ralph, Jack, Piggy, Simon, Sam, Eric and Roger

Just after the balcony scene …

• Act 2 Scene 3: What does Friar Lawrence think of Romeo’s behaviour?

• Act 2 Scene 4: Here we see Romeo revert to his previous relationship with his friends. Mercutio is pleased to have Romeo back.

• Act 2 Scene 6: The wedding• Why does Shakespeare include this scene?

Five-a-day Starter 18.09.20171. List all of the characters that are dead by the end of ‘Romeo

and Juliet’.

2. Which poem is the following from and who wrote it: ‘End of story, except not really’.

3. What is the final chapter of ‘Jekyll and Hyde’ called?

4. What is the definition of Anaphora?

5. Who rescues the boys from the island in ‘Lord of the Flies’?

Five-a-day Starter 18.09.20171. List all of the characters that are dead by the end of ‘Romeo

and Juliet’: Romeo, Juliet, Mercutio, Tybalt, Paris and Lady Montague.

2. Which poem is the following from and who wrote it: ‘End of story, except not really’. ‘Remains’. Simon Armitage.

3. What is the final chapter of ‘Jekyll and Hyde’ called? “Henry Jekyll’s Full Statement of the Case”.

4. What is the definition of Anaphora? Repetition of a word or expression at the beginning of successive phrases, clauses, sentences, or verses.

5. Who rescues the boys from the island in Lord of the Flies? Naval officer.

Everything changes in Act 3 scene 1

Romeo initially tries to maintain peace and then, at the point of Mercutio’s death, changes to a man who will stop at nothing to avenge his friend’s death.

• How would you describe Romeo in this scene?

• How has Shakespeare structured the play to create maximum impact?

Act 3, Scene 3• Romeo hides in Friar Lawrence’s room.• Friar Lawrence tells Romeo he is banished – Romeo didn’t

know his punishment because he ran away after killing Tybalt (Dramatic Irony).• Romeo says that banishment is worse than death.• Friar Lawrence scolds Romeo for thinking banishment is death;• But he can’t get Romeo to listen.

• Romeo continues to sob and roll around the floor.• The Nurse arrives, tells Romeo “to be a man” and stop crying.• Romeo doesn’t listen and threatens to kill himself with a

dagger he finds on the floor (foreshadowing).

Romeo’s response to his banishmentIn Act 3 scene 3, we see how desperate Romeo is.

How does this relate to his behaviour in the play so far?

Why does Shakespeare leave Romeo out of Act 4?

Central issue: romantic love versus family loyalty.

Theme: love as a brutal emotion, leading to defiance of family, religion and society.

How does Romeo feel about his banishment? Choose five quotations that you feel best reflect this.

Write out the quotations and annotate in detail.

“Tis torture, and not mercy.”

“Heaven is here where Juliet lives.”

“Every unworthy thing … may look on her, but Romeo may

not.”

Friar Lawrence’s cunning plan …Friar Lawrence comes up with a plan:• After the Capulets are asleep, Romeo will go to Juliet’s room for their wedding

night (Act 3 Scene 5).• Romeo is to leave before dawn and go to Mantua.• Romeo is to wait in Mantua until he hears from Friar Laurence via letter.• Friar Laurence will publish/reveal Romeo and Juliet’s marriage at the “right

time”:• Friar believes the Montagues and Capulets will reconcile due to the

marriage.• Friar feels the Prince will be overjoyed at the reconciliation between families.• Friar thinks Romeo will be pardoned by the Prince.• Then, the Prince will allow Romeo to live in Verona.

• And everyone will live happily ever after …

Act 5: the finale• In Act 5 scene 1, we see Romeo learn of

Juliet’s death and how he responds to this.

• In Act 5 scene 3, Romeo kills Paris before committing suicide. Lots of productions leave out the killing of Paris.

Why does Shakespeare include this?

Five-a-day Starter 19.09.20171. What does ‘microcosm’ mean?

2. Which act and scene is the turning point in ‘Romeo and Juliet’? Why?

3. Which poem is the following from and who wrote it: ‘A stranger’s features faintly start to twist before his eyes, a half-formed ghost.’

4. What symbolises the end of innocence and hope on the island in ‘Lord of the Flies’?

5. Complete the final line of ‘Jekyll and Hyde’: ‘I bring the life of … … … … … … …’.

Five-a-day Starter 19.09.20171. What does ‘microcosm’ mean? A microcosm is a small society, place,

or activity which has all the typical features of a much larger one and so seems like a smaller version of it.

2. Which act and scene is the turning point in ‘Romeo and Juliet’? Why? Act 3 Scene 1. The deaths of Mercutio and Tybalt result in Romeo’s banishment.

3. Which poem is the following from and who wrote it: ‘A stranger’s features faintly start to twist before his eyes, a half-formed ghost.’ War Photographer. Carol Ann Duffy.

4. What symbolises the end of innocence and hope on the island in ‘Lord of the Flies’? The shattering of the Conch.

5. Complete the final line of ‘Jekyll and Hyde’: ‘I bring the life of … … … … … … …’. ‘I bring the life of that unhappy Henry Jekyll to an end’.

ROMEO Butsoft,whatlight throughyonderwindowbreaks?ItistheEast,andJulietisthesun.Arise,fairsun,andkilltheenviousmoon,WhoisalreadysickandpalewithgriefThatthou,hermaid,artfarmorefairthanshe.Benothermaidsincesheisenvious.Hervestalliveryisbutsickandgreen,Andnonebutfoolsdowearit.Castitoff.Itismylady.O,itismylove!O,thatsheknewshewere!Shespeaks,yetshesaysnothing.Whatofthat?Hereyediscourses;Iwillanswerit.Iamtoobold.’Tis nottomeshespeaks.Twoofthefaireststarsinalltheheaven,Havingsomebusiness,doentreathereyesTotwinkle intheirspherestilltheyreturn.Whatifhereyeswerethere,theyinherhead?Thebrightnessofhercheek wouldshamethosestarsAsdaylightdothalamp;hereyeinheavenWouldthroughtheairyregionstreamsobrightThatbirdswouldsingandthinkitwerenotnight.Seehowsheleanshercheekuponherhand.O,thatIwereagloveuponthathand,ThatImighttouchthatcheek!

Read the following extract from the start of Act 2 Scene 2of Romeo and Juliet and then answer the question that follows. � �

At this point in the play Romeo declares his love to Juliet. � �

Starting with this extract, explain how Shakespeare presents Romeo’s feeling about love in Romeo and Juliet. � � �

Write about: �• how Shakespeare presents Romeo in this speech. �• how Shakespeare presents Romeo in the play as a

whole. �

� [30 marks] � AO4 [4 marks]

What has happened before this scene? Contextualise. Why is this important?

Why is this point in the play significant?

Romeo + love in this speech = ?Romeo + love in the play as a whole = ?

… about Romeo and love in the play:

Big ideas – inferences / inference words / abstract concepts → Shakespeare teaches us …. → Elizabethans felt…. → Whole play – start/middle/end → Scene → Extract – language

AO

AO1

Read, understand and respond to textsStudents should be able to: • maintain a critical style and develop an informed personal response• use textual references, including quotations, to support and illustrate

interpretations.

AO2Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

AO3Show understanding of the relationships between texts and the contextsin which they were written.

AO4Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Do our planning notes match the AO requirements? Let’s label!

What is the author trying to convey? E.g. that Romeo is young and naïve at the start of the play, but quickly realises what true love is etc.

How is the author trying to achieve their purpose? E.g. through the use of powerful imagery; extensive adverbs etc.

(quotations!)

Why is the author doing this and what is the effect on the audience? Is it to shock the audience? Is it to create suspense? Disbelief?

What – How – Why?Shakespeare presents Romeo and love in different ways in the play. For example, in the extract Romeo says, ‘It is the East, and Juliet is the sun. 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.’ This shows that Romeo is in love with Juliet and believes she represents light, symbolising her bringing light and love to Romeo’s life. This contrasts with how he feels when he is in love with Rosaline as earlier in the play he is described as ‘Adding to clouds more clouds with his deep sighs’, suggesting that he is in darkness and this type of love brings nothing but pain and darkness.

What – How – Why?Shakespeare presents Romeo and love in different ways in the play. For example, in the extract Romeo says, ‘It is the East, and Juliet is the sun. 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.’ This shows that Romeo is in love with Juliet and believes she represents light, symbolising her bringing light and love to Romeo’s life. This contrasts with how he feels when he is in love with Rosaline as earlier in the play he is described as ‘Adding to clouds more clouds with his deep sighs’, suggesting that he is in darkness and this type of love brings nothing but pain and darkness.

Our class example – let’s improve!

Five-a-day of AO2 Starter 25.09.2017

“Neither had I, long as I had considered my position, made enough allowance for the complete moral insensibility and insensate readiness to evil, which were the leading characters of Edward Hyde. My devil had long been caged, he came out roaring.”

- ‘The Strange Case of Dr Jekyll and Mr Hyde’, Chapter 10

• Identify five AO2 areas to comment on: this can be word classes, individual words, short phrases and/or techniques.

• You must explain what the effects are and the impacton the reader.

Juliet

Starter question: Does Juliet change more or less than Romeo?

Like Romeo, we hear about Juliet before we see her. § What do Capulet’s words tell us about Juliet? (Act1 scene 2 –

lines 1 to 37)

We meet Juliet in Act 1 scene 3. § What are our first impressions? § What do we know about her relationship with her mother and

nurse?

The love scenes

Act 1 Scene 5: The sonnet (pages 28 to 29). §What does the way Juliet respond to Romeo tell us about

her character?

Act 2 scene 2: The balcony scene (pages 34 to 41).§What more is revealed about Juliet’s character in this

scene? How is she similar and different to Romeo?

The immediate aftermath• Act 2 scene 5: this scene shows Juliet’s feelings and

response to the Nurse’s news of her marriage to Romeo.

• Act 2 scene 6: the wedding scene

Following the events of Act 3 scene 1

• Act 3 scene 2: Juliet’s emotions dramatically change from the ecstasy of love to desperation.

• Act 3 scene 5: this is a key scene in changing Juliet’s interactions with both of her parents and the Nurse.

• Act 4 scene 1: this is a parallel scene to Romeo’s visit to Friar Lawrence.

• Act 4 scene 2: what does this add to our view of Juliet?

Five-a-day of AO2 Starter 2.10.2017 “Then the clouds opened and let down the rain like a water-fall. The water bounded from the mountain-top, tore leaves and branches from the trees, poured like a cold shower over the struggling heap on the sand. Presently the heap broke up and figures staggered away. Only the beast lay still, a few yards from the sea. Even in the rain they could see how small a beast it was; and already its blood was staining the sand.”

‘Lord of the Flies’, Chapter 9

• Identify five AO2 areas to comment on: this can be word classes, individual words, short phrases and/or techniques.

• You must explain what the effects are and the impact on the reader.

How does Shakespeare create sympathy for Juliet in Act 3 Scene 5?

Section 1 – Romeo and Juliet; Juliet and her Nurse (lines 1 to 63)Section 2 – Juliet and Lady Capulet (lines 65 to 125) Section 3 – Juliet, Lady Capulet and Lord Capulet (and Nurse) (lines 126 to 203) This is the biggest section and will require much more analytical interpretation than some of the others.Section 4 – Juliet and her Nurse (lines 204 to 234)Section 5 – Juliet (mini-soliloquy) (lines 235 to 242)

• For each section, closely analyse the specified line numbers and consider the interaction of the different characters in relation to Juliet – our focus here.

• Try to write about the way the characters use language and the way they behave towards each other. Use plenty of quotations to support your ideas – but short quotations, no more than one line per quote.

• You may write in fully developed, analytical paragraphs or detailed bullet points – whichever will suit your personalised way of revising. Look at the next side for a ‘double-page’ example. J

How does Shakespeare create sympathy for Juliet in

Act 3 Scene 5?

Section 1 – Lines 1 to 63Juliet, Romeo, Nurse

Section 2 – Lines 65 to 125 Juliet and Lady Capulet

Section 3 – Lines 126 to 203Juliet, Lady Capulet and Lord Capulet (and Nurse)

Section 4 – Lines 204 to 234 Juliet and her NurseSection 5 – Lines 235 to 242

Juliet (mini-soliloquy)

• JulietisreluctantforRomeotoleave:‘Believeme,love,itwasthenightingale.’

• RomeoisequallyinfatuatedwithJuliet:‘Ihavemorecaretostaythanwilltogo.’

• Repeatedimageryoflightanddarkness(‘Morelightandlight,moredarkanddarkourwoes’)– linkstoAct2Scene2,the‘first’balconyscene:theyarenowindespairattheirparting,notfullofhope.

• JuliethasapremonitionthatthenexttimesheseesRomeowillbeinatomb:‘OGod,Ihaveanill-divingsoul!’Foreshadows laterevents;linkstothestarsanddestinyandfate.

Juliet - the Final Scenes

• Act 4 Scene 1: Juliet goes to Friar Lawrence for help and he creates the plan. How is Juliet presented here? What scene is this a parallel to?

• Act 4 scene 3: Shakespeare gives Juliet a very long speech at this point → “Farewell, God knows when we shall meet again …”

• Act 5 scene 3 Lines 148-170: Juliet acts very quickly.

What words would you use to describe Juliet?Why?

Lord Capulet – the scenes in bold are the key scenes

• Act1 1 scene 1: ‘Give me my long sword, ho!)• Act 1 scene 2: a reasonable man, a caring, loving father.• Act 1 scene 5: again shows a more reasonable side when he stops Tybalt creating more conflict.• Act 3 scene 4: Capulet decides Juliet will marry Paris• Act 3 scene 5: Capulet attacks Juliet • Act 4 scene 2: Order is restored• Act 4 scene 4: Preparations for the wedding• Act 4 scene 5: Capulet believes Juliet is dead.• Act 5 scene 3: lines 190-207 and 296-298

Lady Capulet

• Act1 1 scene 1: ‘A crutch, a crutch, why call you for a sword?’• Act 1 scene 3: her relationship with Juliet is presented as a contrast to Juliet’s

relationship with the Nurse• Act 3 scene 4: Lady Capulet agrees to tell Juliet she will marry Paris• Act 3 scene 5: Lady Capulet fails to support Juliet • Act 4 scene 2: Order is restored• Act 4 scene 4: Preparations for the wedding• Act 4 scene 5: How does Shakespeare present her and others’ grief?• Act 5 scene 3: lines 190-207

Act 1 Act 2 Act 3 Act 4 Act 5Act 1 Scene 1Act 1 Scene 3

Act 3 Scene 4 Act 3 Scene 5

Act 4 Scene 2 Act 4 Scene 4Act 4 Scene 5

Act 5 Scene 3

Title: ‘Romeo and Juliet’ Assessment

• You have this lesson to answer the exam question.• Take at least five to eight minutes to read and key word the question and

annotate the extract.• Remember that the exam report stated that you could approach the

question holistically; i.e. you do not have to write about the extract first and then the rest of the play separately (you could ‘merge’ them together) if you do not want to.

AO

AO1

Read, understand and respond to textsStudents should be able to: • maintain a critical style and develop an informed personal response• use textual references, including quotations, to support and illustrate interpretations.

AO2Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

AO3 Show understanding of the relationships between texts and the contexts in which they were written.

AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Five-a-day of AO2 Starter 3.10.2017 he’s here in my head when I close my eyesdug in behind enemy lines,not left for dead in some distant, sun-stunned, sand-smothered landor six-feet-under in desert sand,

but near to the knuckle, here and now,his bloody life in my bloody hands.

Final two stanzas of ‘Remains’ by Simon Armitage • Identify five AO2 areas to comment

on: this can be word classes, individual words, short phrases and/or techniques.

• You must explain what the effects are and the impact on the reader.

‘Romeo and Juliet’the

LoveViolence and

Conflict

Family Honour Fate and Destiny

Light and Dark

Shakespeare wanted to illustrate how love, conflict and family intertwine with one another.

What are the ten key/main

events in ‘Romeo and Juliet’ and

why?