Romeo and Juliet b y William Shakespeare. Before, During, and After Reading Skills. Act III. Literary Response Romeo and Juliet Act III Read the play carefully and note the way the characters interact with each other and the reasons behind their actions.
by William Shakespeare
Before, During, and After Reading Skills
Romeo and Juliet Act III
Read the play carefully and note the way the characters interact with each other and the reasons behind their actions.
Which character made the most serious mistakes in Act III?
Explain what they did, what happened to them, and how their mistakes impacted other characters in the play.
Explain your thoughts and ideas and use evidence from the text to support your response.
Preview and Predictions
A. Making Inferences – Romeo’s friends enter the stage. Again Shakespeare “sets the stage” by having the characters tell us what the weather is like. Why does this weather seem to breed trouble?
B. Characterization – How do you think Romeo would read line 101? Why do you think it should be read that way?
? Staging the Play – What curse has Mercutio pronounced four times? What is the reason for this action? How do you think Mercutio should act during this part of the scene?
C. Turing Point – What is a “turning point”? In what way might the death of Tybalt be a turning point in the play?
Tragedy – What do you think Romeo means by calling himself “fortune’s fool”? What does he realize will now happen to him and Juliet?
E. Analyzing Cause and Effect – The prince has heard arguments from both families and has given judgment in the case. What is Romeo’s punishment? Why won’t the prince show greater mercy?
A. Rising Action – In which lines does Juliet unconsciously foreshadow Romeo’s death?
Dramatic Irony – What is dramatic irony? What dramatic irony is created in this scene?
C. Dramatic Irony – This is another example of dramatic irony in this scene, in which we cannot share a character’s feelings because we know something that the character does not know. What does Juliet think had happened? What has really happened?
Making Inferences – Why do you think the nurse waits so long to give Juliet the correct news? Is she being self-centered here, or is she truly overwhelmed by the news she bears?
E. Analyzing Cause and Effect – Juliet addresses the rope ladder in this speech. What has she decided to do with the ropes?
Summarizing - After abandoning Romeo and Juliet momentarily, the nurse asserts herself as their accomplice. What does she volunteer to do?
2. Characterization – In Juliet’s dialogue, how does she illustrate her character traits of being logical and practical?
3. Symbolism – Why does Juliet ask the nurse to take Romeo a ring?
Select a total of four lines from Act I that you thought were important, interesting, funny, or odd.
Copy the lines, page(s), and character(s) involved.
Translate any words or phrases that need to be clarified.
Explain the meaning of the lines and what was happening in the play as the lines were being spoken.
Elements of Drama – How does the Friar’s soliloquy on page 853 help “set the stage” for this scene?
Characterization – Make a list of the details we learn about the Friar during this scene. What conclusions can you draw about him based on the things you read?
A. Plot: Rising Action – Romeo enters quietly, unseen by the friar. As the friar explains that his flower contains the power to heal as well as kill, why might the audience fear for Romeo and Juliet?
3. Making Inferences - What can you tell about the relationship between Romeo and the friar based on their dialogue?
Elements of Drama – In the exposition of the play, Shakespeare keeps Romeo’s intense love in perspective by letting the audience see how others regard him. What can we learn about Romeo’s “love” from how the other characters react to Romeo?
B. Analyzing Cause and Effect – Romeo has gotten what he wants, and he dashes offstage. Why do the friar’s last words leave us with a sense that danger lies ahead?
A. Analyzing Cause and Effect – Now that the play’s love story seems to be heading toward marriage, Shakespeare turns again to the feuding families. Why is Tybalt looking for Romeo? What do you think will happen when he finds him?
B. Making Inferences – What does the loyal Mercutio think he has accomplished for Romeo by this game of wits?
Making Inferences – What warning does the nurse give Romeo, and why do you think she does this?
Plot: Rising Action – The nurse becomes confiding as she rattles on and on. What trouble for Romeo and Juliet does she talk about? What is Juliet’s feeling for Paris now?
How is the language of Shakespeare’s Romeo and Juliet different from the language we use?
Identify the differences.
Translate Shakespeare’s words into modern language.
Explain the meaning of important lines from Romeo and Juliet.
A storyboard is a series of small illustrations to tell a story.
You will be creating a 9-box storyboard to summarize the most important events from Act II.
Be sure to select the 9 scenes carefully and make your illustrations accurate and clear (use labels if necessary).
On the back of the storyboard write a 9 sentence summary of Act II.
An important part of reading drama is the ability to visualize the scenes.
As you read the scenes in Romeo and Juliet, try to imagine how the scene could be created on a stage to convey the setting to the audience.
Select a scene from Act II that you could “stage” for a production of Romeo and Juliet.
Illustrate how you would create the scene on a stage.
Write the character trait and a simple but accurate definition.
Place a + for positive trait.
Place a – for a negative trait.
Identify which character(s) you think demonstrate the quality in Romeo and Juliet.
Briefly explain what the character did that made you think he or she had the trait.
Quiz Tomorrow on Act II!!!
You may use ONE 3x5index card during the quiz.
No other materials will be available to you during the quiz.
Everything on the card must be handwritten – no typed information.