S H A K E S P E A R E PA R A L L E L T E X T SEach Parallel Text title provides a line-by-line translation of the entire original play into a more contemporary paraphrase on facing pages. Newly revised for strong visual appeal, this popular series now has an increased emphasis on prereading activities, literary elements, review questions, and writing prompts for each act. These elements help students explore and analyze the play in depth.

HAMLETJULIUS CAESAR

KING LEARMACBETH

THE MERCHANT OF VENICEA MIDSUMMER NIGHT’S DREAM

OTHELLOROMEO AND JULIET

THE TAMING OF THE SHREW

A Teacher Guide is available for each title.

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SEriES Editor Rebecca Burke

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dESign Mark Hagenberg, Tobi Cunningham

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1 2 3 4 5 6 PP 08 07 06 05 04 03

TA B L E O F C O N T E N T S

A C T I . . . . . . . . . . . . . . . . . . . . . . . . . 3

A C T I R E V I E W . . . . . . . . . . . . . . . . . . . . . 4

V O C A B U L A R Y Q U I Z . . . . . . . . . . . . . . . . . . . 7

E S S AY Q U I Z . . . . . . . . . . . . . . . . . . . . . . 9

A C T I I . . . . . . . . . . . . . . . . . . . . . . . . 10

A C T I I R E V I E W . . . . . . . . . . . . . . . . . . . . . 11

V O C A B U L A R Y Q U I Z . . . . . . . . . . . . . . . . . . . 14

E S S AY Q U I Z . . . . . . . . . . . . . . . . . . . . . . 16

A C T I I I . . . . . . . . . . . . . . . . . . . . . . . . 17

A C T I I I R E V I E W . . . . . . . . . . . . . . . . . . . . 18

V O C A B U L A R Y Q U I Z . . . . . . . . . . . . . . . . . . . 21

E S S AY Q U I Z . . . . . . . . . . . . . . . . . . . . . . 23

A C T I V . . . . . . . . . . . . . . . . . . . . . . . . 24

A C T I V R E V I E W . . . . . . . . . . . . . . . . . . . . . 25

V O C A B U L A R Y Q U I Z . . . . . . . . . . . . . . . . . . . 28

E S S AY Q U I Z . . . . . . . . . . . . . . . . . . . . . . 30

A C T V . . . . . . . . . . . . . . . . . . . . . . . . . 31

A C T V R E V I E W . . . . . . . . . . . . . . . . . . . . . 32

V O C A B U L A R Y Q U I Z . . . . . . . . . . . . . . . . . . . 35

E S S AY Q U I Z . . . . . . . . . . . . . . . . . . . . . . 37

T H E P L AY I N R E V I E W . . . . . . . . . . . . . . . . . . . 38

E N D - O F - P L AY T E S T . . . . . . . . . . . . . . . . . . . . 42

V O C A B U L A R Y A N D E S S A Y Q U I Z Z E S A N S W E R K E Y . . . . . . 46

E N D - O F - P L AY T E S T A N S W E R K E Y . . . . . . . . . . . . . . 51

Table of Contents Romeo and Juliet 2

A C T I“My only love sprung from my only hate!”

Anticipation Guide

True or False

_____ Some things are fated to happen, and we have no control over them. Whether students consider this statement true or false, have them support their opinions with specific examples from their experience.

_____ Family feuds only harm the families involved. Consider whom else they might harm—friends or neighbors of each family? Business associates of either or both families? Innocent bystanders who happen to get in the way of violent conflict?

_____ Love at first sight is possible. After students have registered their opinions, ask them for examples of “instant loves” that have lasted and stood the test of time. Encourage them to get beyond peers and celebrities and look at long-term partnerships or marriages in their parents’ or grandparents’ generations that started with “love at first sight” experiences.

Before You Read

1. The Prologue to Act I suggests that the relationship of Romeo and Juliet is doomed from the start. Some people believe that things are fated to happen, no matter what. Others believe that your actions can change the course of your life. Explain your own beliefs about fate. Answers will vary based on personal beliefs. The important element of any answer is the inclusion of supporting statements as to why students believe as they do. Be sure students can support their opinions with reasonable arguments.

2. What role do you think a family should have in the selection of their child’s wife or husband? Ask students to consider their feelings about this question “here and now.” Then have them consider the different conditions existing in Europe in the Middle Ages, and how that might change their views.

3. As you read, notice the opposites (love/hate; light/dark) that Shakespeare provides in his language and imagery. Think about what purpose opposites might have in this play. Point out that Shakespeare’s plays are known for their emotional intensity. Shakespeare rarely writes about calm, patient, rational people who make decisions and solve problems through reflection and deliberation. Suggest that students observe how the use of opposite helps establish the emotional tone of “good/bad,” “happy/sad” that motivates these characters.

Teacher Suggestions

• Have the class watch a movie version of the story before reading. The 1969 Romeo & Juliet, directed by Franco Zeffirelli, is a good choice.

• Throughouttheplay,invitestudentstoviewpaintingsinspired by the story. You can identify and view many such paintings on the Emory “Shakespeare Illustrated” Web site, www.shakespeare.cc.emory.edu/

• BeforereadingeachAct,listentoarecordingofitbyprofessional actors. Such recordings are available in libraries and bookstores.

• LocateVerona,Italy,onamap.ThenfindamapofhistoricalVeronatogetafeelforthesizeandlayoutof the town.

• AfterreadingthePrologue,askstudentstospeculateon what might have caused the feud between the two families. What specific events might have triggered such a sweeping, long-lasting enmity?

• ManycharactersareintroducedinActI,anditisimportant to sort out “who’s who.” Assign students to keep a Play Journal throughout their study. As they begin Act I, they might set up a chart in three columns: “Capulet,” “Montague,” and “Neutral.” On their charts they can place each character in the proper column as he or she is introduced, noting any particular alliances or relationships as they emerge.

Romeo and Juliet Act 1 3

Act Summary

In the Prologue, a Chorus (or narrator) previews this play about two feuding families and the tragedy that occurs when their children meet and fall in love.

One day, in the public square in Verona, Italy, two servants from the Capulet household pick a fight with rival servants from the Montague household. The Capulets and Montagues have quarreled for so many years that nobody even knows how their feud began.

When the fight begins, a young Montague, Benvolio, tries to make peace. Instead, a fiery Capulet named Tybalt makes the tensions escalate. Soon, even onlookers and the elderly lords of the two warring sides are trying to join in the brawl.

Prince Escalus, the ruler of Verona, arrives and demands that the fighting stop. In the quarrel’s aftermath, Lord Montague asks Benvolio, a friend of his son, Romeo, why Romeo seems so depressed. Benvolio tracks Romeo down and learns that he is in love with Rosaline, who doesn’t return his affections. Benvolio vows to make Romeo forget her.

Meanwhile in the Capulet household, Lord Capulet and a nobleman named Paris discuss Paris’s proposal of marriage to Lord Capulet’s daughter Juliet. They discuss the masked banquet the Capulets will host that night and hope that Juliet will get to know Paris and agree to marry him. Of course, the hated Montagues are not invited to the banquet.

When Benvolio and Romeo catch wind of it, though, they decide to go in disguise. During the party, Tybalt guesses their identity and vows revenge on Romeo, whom he assumes has come only to mock the Capulets and cause trouble.

When Juliet catches Romeo’s eye at the banquet, he instantly forgets Rosaline. By the time Romeo and Juliet realize they are from warring families, it is too late: they have fallen in love.

A C T I R E V I E W

Discussion Questions

1. What does the first scene of the play reveal

about Romeo’s behavior? Explain how he

changes by the end of Act I. Romeo has been

plunged into a state of lovesick melancholy. He is

supposedly in love with the chaste Rosaline. But

Shakespeare is careful to have him express his love in

exaggerated, artificial language, including

oxymorons, or contradictory terms. This signals right

away that Rosaline is not Romeo’s true love; at this

point, he is more in love with being in love than with

any actual person. When he sees Juliet, however,

Rosaline is forgotten. (“Did my heart love till now?

Forswear it, sight! For I ne’er saw true beauty till

this night.”) His feelings for Juliet ring truer. Instead

of romantic anguish, Romeo expresses excitement.

Instead of inventing tortured contradictions, he is

wholehearted. Even when he learns she is the

daughter of his enemy, he chooses to risk his safety

and his family’s wrath to pursue her.

2. What is your impression of Juliet’s father?

Describe the relationship between Capulet and

his daughter as it is shown during Scene ii.

Capulet seems genial and fair-minded, and open to

peace between the feuding families. At the ball he

restrains Tybalt and insists that his hospitality

extends even to Romeo, about whom he has heard

good reports. Juliet is the Capulets’ only child; they

have great hopes for her. Her father is indulgent,

even allowing her some say in whom she marries. He

is also protective. Although he married Juliet’s

mother before she was 14, he gives Juliet’s youth as

reason to delay marriage. And Capulet believes Juliet

is a beauty. He encourages Paris to compare Juliet

with other women who will be at his feast.

3. What concepts of love are presented by the

female characters in Scene iii? LadyCapulet

praises Paris’s good looks to her daughter, suggesting

that love dwells in the eye. It may dwell in the purse,

too,forshepointedlymentionshiswealth.Lady

Capulet regards love as a practical matter and

believes that Juliet has reached the proper age for it.

By contrast, the Nurse regards love much as the

Capulet servants do—with earthy gusto.

4. Characterize Mercutio as he appears in Scene iv.

What kind of friend is he to Romeo? Mercutio

delights in words: his speech about the fairy-queen

Mab is poetic and visionary. But when speaking of

sex, Mercutio shares the bawdy viewpoint of the

Nurse. Wanting to be a good friend, he tries to cheer

Romeo “from the mire of love” using his gift of

language. More disturbingly, Mercutio seems

impulsive, even dangerously rash.

Act 1 Review Romeo and Juliet4

5. What do you learn about Tybalt in Scene v?

Tybalt hates the Montagues intensely and is willing

to use violence. He assumes Romeo intends to insult

the Capulets, and he wants revenge.

6. Analyze the behavior of Tybalt, Mercutio, and

Benvolio in Act I. Based on your analysis,

predict what their roles might be in the rest of

the play. Students might respond that Benvolio is a

good friend who listens to and counsels Romeo. He

seems to have Romeo’s best interests at heart and

may be a calming influence if things get tense.

Mercutio is also a good friend, using his quick wit to

entertain and influence Romeo and his friends.

However, his hot temper could cause trouble. Tybalt

seems to have enormous hatred for the Montagues.

LikeMercutio,heispronetofighting.Thetwomight

provoke each other into violence.

7. Compare Romeo’s reaction to Juliet’s when each

discovers the true identity of the other. Both

Romeo and Juliet are shaken by the discovery.

Neither considers giving up their love, but they both

struggle with the conflict between their love and

their family’s hate.

8. Do Romeo’s feelings for Juliet seem different

from his feelings for Rosaline? Explain your

answer. Answers should be supported. “Yes” answers

may cite Romeo’s melancholy mood in the first scene

versus his excitement in Scene v. Students might also

note that Juliet reciprocates Romeo’s feelings, giving

him reason to feel a more genuine bond with her

than with Rosaline. “No” answers may see little

difference between Romeo’s feelings for Rosaline and

his instant switch to Juliet. He could just be in love

with love.

Literary Elements

1. A foil is a character in literature who has

qualities that are in sharp contrast to another

character, thus emphasizing the qualities of

each. How is Mercutio a foil to Romeo? Mercutio

does not seem to worry. He is lively, fun loving,

quick-tempered and mischievous. Romeo is moody

and brooding.

2. Foreshadowing refers to hints in the text about

what will occur later. What examples of

foreshadowing do you find in the Prologue and

in Scene iv of Act I? Romeo tells his friends that he

has had a dream that he will meet an “untimely

death.”

3. Hyperbole means obvious exaggeration. Look

at Romeo’s declaration of love for Rosaline in

Act I, Scene i. What examples can you find of

hyperbole? Discuss why you think he overstates

his feelings. Answers will vary. Examples include

Romeo’s description of love as a sea filled with lovers’

tears or his claim that forgetting Rosaline would be

the same as forgetting to think. Romeo is caught up

in the pleasure of romantic fantasy. He seems to

enjoy torturing himself with the pain of frustrated

love.

4. A pun is a play on words that have similar

sounds but more than one possible spelling or

meaning. Scene iv, in which Romeo and his

friends banter on the way to the Capulet’s

masquerade party, is filled with puns. Find a

pun in this scene, and explain its different

meanings and effect. Answers will vary. Examples

include the use of “torch,” referring both to a torch

carried for light and to Romeo’s “carrying a torch”

forRosaline.“Visor”meansbothamaskforthe

party and the face that wears it. The effect is self-

mockery—in the first case Romeo makes fun of

himself, in the second Mercutio mocks his own

appearance.

5. Good drama has conflict: struggle between

opposing forces. What conflicts are set in

motion by events in Scene v? Among the conflicts

are Tybalt’s resentment of Romeo’s presence at the

party, Capulet’s reprimand of Tybalt’s angry threats,

and the conflict between Romeo and Juliet’s feelings

for each other and their loyalty to their families. The

last might also be seen as the play’s defining conflict

between love and hate, or fate and free will.

Romeo and Juliet Act 1 Review 5

Writing Prompts

1. Look up the rules for the 14-line form of verse

known as a sonnet. Using the rhyme scheme of

your choice, write a sonnet of romantic love. Or,

you may want to write a sonnet that parodies or

satirizes the form. You might suggest sources for

information about the sonnet, like Merriam

Webster’s Encyclopedia of Literature, and provide

examples of sonnets. Find information and examples

at these Web sites: Shakespeare’s Works, shakespeare.

palomar.edu/works.htm or Bartleby.com Great Books

Online, www.bartleby.com.

2. Write a description of Romeo based on what

you have learned about him so far. Use specific

quotes from the play to support your writing.

Suggest to students that before they write this

description, they look through the text and make a

list of everything that is said about Romeo by other

characters, and a second list of everything Romeo

says about himself.

3. Assume that you write an advice column for a

newspaper or magazine. A modern-day Romeo

or Juliet writes to you asking for your advice. He

or she explains what happened at the party and

also mentions the family feud. First write his or

her letter, and then write your response. You

might want to provide students with examples of

modern-day advice columns. You might also want

them to write the letters as one assignment and then

exchange the letters with each other to complete the

response component of the assignment.

4. Choose a scene and write a brief summary of its

events in one sentence. You may choose to write

it in standard English, contemporary slang or

street talk, or the language of Shakespeare,

Elizabethan English. Or write three summaries;

use a separate style in each. You might prepare

students for this activity by choosing a scene from a

different play or even a scene from a television show

or movie, and creating a summary sentence in all

three styles. This could be provided as a handout or

generated together as a class.

5. Choose a quotation from any of the scenes in

Act I that you feel best characterizes that scene.

In a paragraph, discuss why you think this

quotation is significant and effective at

conveying the events or emotions of this scene.

Studentsmightorganizetheirthoughtsforthis

assignment by building on the preceding prompt.

They might work with the scene they already

summarizedorselectadifferentsceneandstartby

summarizingtheeventsoremotionsofthesceneina

concise sentence. Then they can look for an

appropriate brief quotation and explain their choice.

Words to Know

adversary enemy; opponent

augmenting adding to; enlarging

deformities irregularities;

disfigurements

discreet showing good judgment;

perceptive

disparagement criticism; censure

nuptial wedding; marriage

obscured [obscur’d] hid; darkened

pernicious harmful; destructive

portentous ominous; threatening

posterity future generations

prodigious terrible; extraordinary

profane dishonor; make impure

propagate reproduce; increase

purged [purg’d] got rid of; expelled

Note: In Part II of the Vocabulary Quiz, sentences in

quotation marks come from the original of

Shakespeare’s play. Any sentences in

contemporary English are meant to provide

students with a clearer context for responding

or to show the word’s modern usage.

Act 1 Review Romeo and Juliet6

Vocabulary Quiz I. Match each vocabulary word in the first column to its closest synonym in the second column.

nuptial criticism

pernicious terrible; extraordinary

disparagement harmful

propagate wedding

adversary showing good judgment

augmenting enlarging

prodigious ominous; threatening

portentous opponent

discreet defects

deformities reproduce

II. Circle the letter of the word that comes closest in meaning to the word in bold type.

1. “Black and portentous must this humour prove.”a. humorous c. threateningb. deceitful d. annoying

2. “Love is a smoke made with the fume of sighs; / Being purg’d [purged], a fire sparkling in lovers’ eyes.”a. righteous c. honestb. expelled d. hateful

3. “For beauty starv’d with her severity / Cuts beauty off from all posterity.”a. heirs c. appreciationb. satisfaction d. health

4. “A visor for a visor! What care I / What curious eye doth quote deformities?”a. cliches c. disfigurementsb. obstacles d. disguises

5. “Many a morning hath he there been seen, / With tears augmenting the fresh morning’s dew.”a. imitating c. gatheringb. adding to d. replacing

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REPRODUCIBLE • ©2004 Perfection Learning Corporation Act I Vocabulary Quiz 7

6. “Prodigious birth of love it is to me / That I must love a loathed enemy.”a. hateful c. extraordinaryb. long-awaited d. unexpected

7. “Rebellious subjects, enemies to peace, / Profaners [profane] of this neighbor-stained steel— / Will they not hear?”a. dishonorers c. supportersb. creators d. owners

8. “That quench the fire of your pernicious rage / With purple fountains issuing from your veins.”a. enduring c. smolderingb. righteous d. destructive

9. “Griefs of my own lie heavy in my breast, / Which thou wilt propagate to have it prest / With more of thine.”a. encourage c. removeb. increase d. heal

10. “’Tis since the nuptial of Lucentio, / Come Pentecost as quickly as it will, / Some five and twenty years; and then we mask’d.”a. birth c. marriageb. funeral d. arrival

11. “I would not for the wealth of all this town / Here in my house do him disparagement.”a. inequity c. creditb. disservice d. criticism

12. “If I profane with my unworthiest hand / This holy shrine.”a. make impure c. adornb. injure d. flatter

13. “Here were the servants of your adversary, / And yours, close fighting ere I did approach.”a. kinsman c. householdb. enemy d. hardship

14. “What is it else? A madness most discreet, / A choking gall, and a preserving sweet.”a. disrespectful c. cruelb. perceptive d. deadly

15. “And what obscur’d [obscured] in this fair volume lies / Find written in the margent of his eyes.”a. recorded c. stolenb. revealed d. hidden

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Act I Vocabulary Quiz REPRODUCIBLE • ©2004 Perfection Learning Corporation8

III. Create a sentence using at least three vocabulary words from Act I.

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REPRODUCIBLE • ©2004 Perfection Learning Corporation Act 1 Essay Quiz 9