Big Questions

 What are Romeo’s and Juliet’s fatal flaws? How do these affect them – separately and
together? How do these affect others around them?
 What does Romeo want? How does he deal with the conflicts (external and internal) he
faces?
 What does Juliet want? How does she deal with the conflicts (external and internal)
she faces?

Themes: What is Shakespeare exploring and saying about:

Motifs: These are like SSP Again and Again. Ask “What are they”, “What do they
mean?”, “What is their purpose”.
Light and Dark
Celestial Imagery
Nature

Expectations
As we go through this study, you are expected to keep notes as we work through the play.
Format your notes as follows:
Act __ Scene __
Quick overview:
Plot introduced:
Characters:
Language use:
Themes developed:
What is the purpose of this Act/scene?
Keep your notes orderly and consistent.

Questions – to guide and help retention

Act I
1. What do we find out about Verona and the two families – Montagues and Capulets?

2. What do we find out about Romeo at the beginning? What do we learn by the end of
the Act? What does this reveal? Why is this important?

3. What do we find out about Juliet in this Act? What does this reveal about her? Why is
this important? Find textual quotes would support your ideas.

4. Choose two of the themes from above to follow throughout the play. How are your
themes introduced and developed in this Act? Use textual quotes to help you keep
track of your themes.

5. Create a character web that interconnects the characters from this Act. The
character’s proximity is connected to their relationship. Put a word, phrase, or quote
that illustrates their connection. Find a symbol to represent the character. For
example, Tybalt might be symbolized with an explosion as he is hot-headed.
Romeo and Juliet Act II

Prologue
1. ‘And she steals love’s sweet bait from fearful hooks.’ Discuss the effectiveness of this
metaphor.

II.i
1. What do Benvolio and Mercutio not know about Romeo in this scene? What does this
tell us about their relationship?

II.ii
1. Light and darkness are often used in this play as contrasting symbols.
a. How are these symbols used in Act II?
b. Why is it important to plot and character that this scene take place in the dark?
c. What qualities does Romeo give to Juliet using a symbol for her? What is the
inference?
d. Quote two examples of images which refer to light in lines 1 – 22. Discuss their
meaning and importance.
2. What does Romeo swear by? What is Juliet’s reaction? Which would be better to swear
by – the sun or the moon? Explain
3. Who demonstrates more practical behavior in this scene. Explain.
4. What plans are created? What problems may arise through these?
5. What do we learn about Romeo and Juliet throughout Scene i and ii? What do learn
about their harmatia (fatal flaws)?

II.iii
1. What does Friar Lawrence talk about in his soliloquy? What is the purpose of this
speech?
2. How do we know Romeo and Friar Lawrence have a close relationship? Why is this
important to the plot?
3. How does Friar Lawrence react to Romeo’s request? What advice/warning/foreboding
does he have? Why does he eventually agree?

II.iv
1. Why are Benvolio and Mercutio concerned about Tybalt challenging Romeo to a duel?
What is the importance of the joke Mercutio makes concerning Romeo?
2. How has ‘love’ changed Romeo? What does this reveal about his character?
3. What role does the Nurse play in this scene? What does this reveal?

II.v
1. Shakespeare has the Nurse gone for over three hours? How does this affect Juliet?
What plot/character purpose does this serve?
2. Is the Nurse being cruel or playful upon her return? Explain your response. What
purpose does this serve?

II.vi
1. Is the Friar totally on board with this hasty marriage? What does he feel about strong
emotions? Explain your response.
Go back to the themes you are tracking and explore how they are developed in this Act.

Actions have consequences.

Assignment:

Choose one of the characters from Act II and write a journal he or she may have kept. In this
journal, you are going to explore more about your thoughts, feelings, conflicts, and such. You
may refer to snippets of plot to base your inner thinkings on.
Romeo and Juliet Act III Questions

1. Explore what happens in this Act that turns a possible comedy into a tragedy.

2. What foreshadowing has been brought to fruition in this Act?

3. Why is it important that Romeo is only banished? What does this reveal about Prince
Escales.

4. One of the characteristics of a tragedy is the tragic hero’s reversal of fortune. Explain
what this reversal is and how it impacts the story.

5. Explore how Romeo’s and Juliet’s fatal flaw, individually and collectively, have led to
the events of this Act.

6. Explore how different choices on their parts may have led to a very different outcome.

7. Create a timeline for Acts I, II, and III.

8. Find examples of figurative language used in this Act. Draw your interpretations of the
meaning. Include the quote from the play that connects to your illustration. These
need to be done neatly in a suitable size, done on unlined, unripped, un…etc paper,
and either shaded or coloured. Include the Act and the Scene number with each
illustration.
Romeo and Juliet – Act IV

1. Keep track of time in this scene. What day are we on? What specific times in the day
do the various scenes happen? Why is there such a tight time line?

2. Regarding existing plot lines, what do you expect to happen in this Act. Think about
Romeo being banished, Juliet going to see Friar Lawrence, the impending marriage of
Paris to Juliet, her father’s threats, and such.

3. As you read, pay attention to those plot lines from #2. How accurate were you? Where
were you close? Off?

Act IV. i

1. How must Friar Lawrence be feeling as he deals first with Paris and then with Juliet?
How would the expression “caught between a rock and a hard place” be apropos?

2. What counsel does he give Juliet? Is this good advice? What conflicts, or difficulties,
are possible?

3. Explore the monologues of Friar Lawrence and Juliet. What is revealed about:

a. Plot
b. Character
c. Theme

4. Who is taking the bigger risk in this plot? Explain. What could go wrong?

Act IV. ii

1. This scene is all about the Capulet household. In a few statements review what has
gone on.

2. What is the biggest contrast in Juliet’s character? Why does this occur? Explore the use
of dramatic irony.

Act IV. iii

1. Juliet enacts her plan. What could possibly go wrong?

2. Explore Juliet’s monologue lines 14 – 58 using the SSP. What is revealed? What internal
conflict does she deal with and how does she come to terms with her fate?

3. How is her fatal flaw exposed in Act IV? What do we learn about her character?
Romeo and Juliet – Act V
Did Act IV turn out the way you thought it would? Explain.

Why do you think Shakespeare wrote the play like this?

Act IV really is Juliet’s Act. List three adjectives that describe her at different parts of the
Act. List the Adjective, identify the passage you drew upon (EG IV. ii. 14 – 15), and then
explain how that adjective is appropriate for her.

Adjective Passage from the Act Explain the appropriateness

So now it is time to think about Act V.

We know that it has to deal with Romeo in Mantua as the pieces of the play have to fit
together to make sense for the audience.

Act V. i

1. What are some possibilities for Romeo in Mantua? Think about plot lines and conflicts
that have arisen in Act III especially, but also Juliet’s marriage being moved up a day.

2. Think back to Friar Lawrence’s plans for Romeo. What plot events may occur from
these to enhance the suspense and character?

3. Explore the theme of Fate in Act V Scene i. What happens? How does Romeo respond?
Did he think this is how things would turn out when they met at the party? What did he
prophesy there that may yet happen?

Act V. ii
1. Briefly outline the events and their importance in this scene. What complications may
arise.
Act V. iii
4. Contrast the reasons Paris and Romeo are at the Capulet’s monument. What does Paris
think of Romeo? What is the outcome?
Themes, Fatal Flaws, Motifs

Discuss and find textual evidence on how these are developed throughout the play.

Theme – importance Textual Evidence Purpose

Theme – importance Textual Evidence Purpose

Theme – importance Textual Evidence Purpose

Fatal Flaw – importance Textual Evidence Purpose

Fatal Flaw – importance Textual Evidence Purpose

Motif – importance Textual Evidence Purpose