Romeo and Juliet Workbook

English 9B

Name___________________ Hour_______________

Teacher___________________
 Romeo and Juliet Literary Terms
ALLITERATION: A repetition of the initial consonant sound in two or more words.
Ex.: You are a Super Softball Swinger!

ALLUSION: A reference to a person, thing, event from literature, mythology, history or

the Bible. Ex.: His present to her was like the gift of the Magi.

ASIDE: A dramatic convention by which an actor directly and audibly addresses the
audience but is not supposed to be heard by the other actors on the stage. In Renaissance
drama, the device was widely used to allow the true feelings of the character to be made
known to the audience.

BLANK VERSE: Blank verse consists of unrhymed lines of iambic pentameter. This
form has generally been accepted as that best adapted to dramatic, philosophic or
narrative.

COUPLET: Two consecutive lines of poetry that rhyme. Ex.:

“I beg for justice, which thou, Prince, must give
Romeo slew Tybalt; Romeo must not live!”

CHORUS: In ancient Greece, the groups of dancers and singers who participated in
religious festivals and dramatic performances. In Elizabethan dramas the role of the
chorus was often taken by a single actor, who recited the prologue and epilogue and gave
inter-act comments which linked that acts and foreshadowed coming events. Often the
chorus, then, acts as the narrator of a play.

DRAMA: Literary art form that recreates human life and emotions.

HYPERBOLE: An exaggeration for the sake of emphasis. Ex.: We have a lifetime of

homework tonight; She drives me up a wall; She yelled so loud she woke up the next
town.

IAMBIC PENTAMETER: A line of verse written in 5 poetic feet where each foot has
one unstressed syllable, followed by a stressed syllable. Ex.: When I / con-sid- / -er
how / my light / is spent.

METAPHOR: Indirect comparison without using “like” or “as”. Ex.: My brother is a

pig; Jake was a jack-rabbit during the 100 yard dash.

MONOLOGUE: A long speech addressed to the other characters that are on stage with
him. Ex.: Friar Laurence’s speech when he is chiding Romeo for overreacting to being
banished.
ONOMATOPOEIA: Use of a word to represent or imitate natural sounds. Ex: The juice
oozed from the fruit.

OXYMORON: A figure of speech that indicates contradictory or opposite ideas. Ex.:

Ben-Gay is icy hot.

PERSONIFICATION: Giving human characteristics to objects, ideas, or animals. Ex.:

The leaves on the tree whispered in the night.

PROLOGUE: A preface or introduction most frequently associated with drama.

PUN: A play on words (often using words that sound alike but are spelled differently).
Ex. Teacher: Please use the word lettuce in a sentence.
Student: Let us go home!

SIMILE: A comparison using “like” or “as”. Ex.: The hose was like a snake in the grass.

SOLILOQUY: An unusually long speech in which a character who is onstage alone

expresses his or her thoughts aloud. Ex.: Juliet’s speech when she is wishing for night
and Romeo to come.

SONNET: A lyric poem of fourteen lines and following several rhyme-schemes. The
rhyme scheme the Shakespearean sonnet typically follows is abab cdcd dfdf gg.
Characteristically, the Shakespearean sonnet embodies four divisions: Three quatrains
(each with a rhyme – scheme of its own) and a rhymed couplet. The couplet at the end is
usually a commentary on the foregoing part of the poem. Ex.: The prologue to Romeo
and Juliet.

SYMBOL: A word that signifies something other than what is literally represented. Ex.:
Will you come and see me on pumpkin day?

TRAGEDY: Drama which tells about serious and important actions which end unhappily.
STRUCTURE of a TRAGEDY: Basic plot structure of a tragedy usually divided into
five parts and can be graphically represented by the figure of a pyramid.
Exposition: creates the tone, gives the setting, introduces some of the characters
and supplies other facts necessary to the understanding of the play
Rising action or complication: a series of complications. These occur as the main
characters take action to resolve their problems.
Crisis or turning point: turning point in the events; a choice is made by the main
characters determining whether the play is a comedy or tragedy.
Falling action: results of the crisis or turning point; usually locks the characters
into disaster.
Resolution: final stage in the play that ends the conflict, usually resulting in the
death of the hero. All loose parts of the plot are tied up.
 Journal write
English 9b

“all the world is a stage…”

this is a quote from As you like it, a play

by Shakespeare. Shakespeare believed
the world is a stage and we, all of us who
live on it, are actors.

What would make Shakespeare thing this

and What type of play could you make
from your life: a comedy, tragedy, or
drama? Please explain.
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Perfect Match: Student Form

In Act I Scene 2 of Romeo & Juliet, Lord Capulet, Juliet's father, and Paris, cousin to
Prince Escalus who wants to marry Juliet, discuss the marriage. In many cultures
marriages are arranged by parents with little or no input from the bride and groom. In this
scene Capulet tells Paris:
 "My will to her consent is but a part.
And she agreed, within her scope of choice
Lies my consent and fair according voice."

So, Lord Capulet at least is telling Juliet's suitor that she must also consent to the
marriage. Of course, we found out that Juliet didn't want to marry Paris. She has fallen in
love with the son of her family's arch-enemy, Lord Montague.

Have you ever dated or even expressed an interest in a guy or girl that your parents
disapproved of? If so, you should have some empathy for what Romeo and Juliet are
going through in this play.

If you had to list the traits (physical, personality, etc.) of your perfect mate, what
would they be? Try to be as specific as you can be.

Now, get behind the Eight Ball and try to figure out what traits your parents would
list if they were choosing the perfect mate for you. Again, try to be specific.

REMEMBER! Don't let your parents see your list until they have done theirs on the
other side.

Please have both pages of this survey completed and with you in class on _________

Perfect Match: Parent Form

Dear Parent(s):

We are reading Shakespeare’s Romeo and Juliet in English class and I would appreciate
your taking the time to complete this survey.
As you may remember from your own high school English class, the play centers on two
young people who fall in love. Their parents, however, are enemies and make the
relationship impossible for Romeo and Juliet. On the other side of this sheet I have asked
the students to list traits THEY would want in a “perfect mate.” Now, I'm going to ask
you to do the same, without having looked at their lists first. Naturally, you’re welcome
to read what they said after you’ve answered the questions.

Thanks for your help in completing this project.

What traits (physical, personality, etc.) would you think your son or daughter would
look for if searching for the perfect mate for himself or herself?

Now, what traits would you consider most important if you were choosing the perfect
mate for your son or daughter?

Parent Signature:

If you were in a situation where your parents had to chose a

“match” for you how would you feel about this? Do you think
they would make a good choice? Do you think you could be
happy with the choice they made?
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Shakespearean terminology
Some words that will help you to understand good ol’

Will

'Tis well - it is good

Thou art - you are
Alas - still
Stay! - put up with
Hither - here
Thither - there
ne'er - never
Kinsmen - fellow people/friends
Stars - ladies
Fortnight - two weeks
Pox - plague
Star crossed - ill fated
Cunning - cleaver
Earth treading - young person
Vile - evil
Pray thee - ask of you
Scathe you - harm you
Beseech - beg
By and by - at ounce
Wherefore - why/where
Morrow - day
Ere - before
Nay - no
Aye - yes
Oft - often
Chide me not - do not be mad at me
Grievance - injustice
Profaners - disrespectful people
Anon - until later
Wilt not - will not
Hath - has
Doth - does
 N

Poster Scavenger Hunt

Directions: With the help of your classmates and their posters, answer the
following questions:

1. Based on what you know about the Globe Theater, do you think that plays
of the Elizabethan age were performed during daylight hours or at night?
Why or why not?

2. What is the shape of the Globe Theater?

3. Do you think there are direct living descendents of William Shakespeare

today? Why or why not?

4. When was Shakespeare born? Where? When did he die?

5. Explain the difference between a comedy and a tragedy.

6. Explain in detail the elements of a tragedy:

7. Given what you know about everyday life in Shakespeare’s time, would
you like to live then? Give two reasons why or why not.
8. Do you think that you would like to wear Shakespearean clothing? Why or
why not?
9. Based on what you’ve learned about fencing, is it similar to or different
from what you thought fencing was? Explain.

10. What did Queen Elizabeth I have to do with Shakespeare? What did King
James I have to do with Shakespeare?

11. What type of poetry did Shakespeare write? Did he write a lot of poetry or
not?

12. What is blank verse? What is iambic pentameter? Where did

Shakespeare use these?

13. What was the Black Plague? What effect did it have on the people of
England?

14. What two Shakespearean movies would you most like to rent this
weekend? Why those two?

15. What are some “Romeo and Juliet” stories in other cultures?

16. Can you think of any similar stories yourself?

17. What does “Renaissance” mean?

18. Overall, what changes are seen in the Renaissance; in other words, how
was it different from the previous age?
 19. Of Shakespeare’s many famous lines, write two that you have heard
before.

20. What was the life of an actor like? Was it glamorous like today? Could
women be actors?

21. What type of person most likely played Juliet?

Project Topics
Please write the name(s) of your partner(s) next to your topic.

 1: The Globe Theater

 2: Shakespeare’s life (a timeline)

 3: Types of Shakespeare’s plays (comedy, tragedy, history)

 4: The Elizabethan Renaissance in England

 5: Sports and recreation (fencing/sword fighting, bear-baiting, etc…)

 6: Elizabethan clothing

 8: The Black Plague

 9: Queen Elizabeth I and King James I

 10: Shakespeare’s poetry, blank verse, and iambic pentameter

 11: Shakespeare and the movies in our time

 12: Famous lines

 13: Women’s rights in the 1600’s

 14: The life of an actor

  15: “Romeo and Juliet” stories in other cultures

Who’s Who in Verona

Lord Montague, Lady Montague, Lord Capulet, Lady Capulet, Nurse,
Samson, Gregory, Balthasar, Abraham, Romeo, Juliet, Mercutio, Tybalt,
Benvolio, Prince Escalus, Paris, Friar Lawrence, Rosaline, Chorus

Montague Capulet Neutral

 Romeo and Juliet: The Prologue
Two households, both alike in dignity,

In fair Verona, where we lay our scene,

From ancient grudge break to new mutiny,

Where civil blood makes civil hands

unclean.

From forth the fatal loins of these two

foes

A pair of star-crossed lovers take their

life;

Whose misadventured piteous overthrows

Do with their death bury their parents’

strife.

The fearful passage of their death-marked

love,
And the continuance of their parents’

rage,

Which, but their children’s end, naught

could remove,

Is now the two hours’ traffic of our stage;

The which if you with patient ears attend,

What here shall miss, our toil shall strive

to mend.

Read Shakespeare’s Prologue to Romeo and Juliet on the

previous and answer the following questions:

1. What is the place setting of the play?

2. What is the relationship between the two households?

3. What might have happened to make these families hate each

other so much? Could anything justify the intensity of the hate?

4. What does Shakespeare mean by “star-crossed lovers”?

5. What does the chorus ask of the audience in the last two lines?
Why?

Now rewrite the Prologue using today’s (contemporary)

language write the new lines underneath the original text on the
previous page.

Romeo and Juliet Act I

Study Questions

Scene 1

1. How does the fight begin?

2. Benvolio and Tybalt, nephews of each of the households, enter as the fighting
begins. What does each seem to be like? Give reasons for your answers.

A. Benvolio:
 B. Tybalt:

3. With what punishment does the Prince threaten anyone in the Montague or
Capulet parties who breaks the peace again?

4. What does Benvolio discover is bothering Romeo? What advice does Benvolio
give Romeo?

Scene 2

5. How does Capulet feel about the Prince’s orders to keep peace following the third
fight?

6. Why has Paris come to Capulet?

7. What is Capulet’s answer to Paris? What does he tell Paris to do in the

meanwhile, and why?

8. What do you think Capulet means when he says, “The earth hath swallowed all
my hopes but she”?

9. How does Romeo find out about Capulet’s feast?

10. What does Benvolio say Romeo will realize at the feast?
Scene 3

11. How does the Nurse feel about Juliet? How can you tell?

12. What historical event does the Nurse use as a landmark to help remember Juliet’s
age?

13. What does Juliet say about her thoughts of marriage? What do you think she
means?

14. How old is Lady Capulet?

15. What merits does Paris have, according to Lady Capulet?

16. Juliet answers her mother by saying, “I’ll look to like, if looking liking move.”
What does she mean?

17. What does Juliet say will determine how vigorously she tries to fall in love with
Paris?

Scene 4

18. What does Mercutio suggest that Romeo do at the party? How does Romeo
answer?

19. Mercutio doesn’t say directly that Romeo should not pay attention to his dream,
but he does say several things that show why he thinks dreams are not
trustworthy. What are these?
 20. What does Romeo believe as a result of his dream?

21. Give at least 2 reasons that help explain Romeo’s mixed feelings as he goes to the
party.

22. What does Romeo’s final comment, “But He that hath the steerage of my course/
Direct my sail” mean?

Scene 5

23. How does Capulet first react to the presence of the maskers?

24. According to Romeo, how does Juliet make the other ladies in the room look?
What does he plan to do?

25. Who recognizes Romeo, and how?

26. What does Capulet suggest Tybalt do? Why?

27. How does Tybalt respond to Capulet?

28. What happens when Romeo and Juliet speak for the first time?
29. How does Romeo learn who Juliet is? What is his response?

30. How does Juliet disguise her particular interest in Romeo? What is her response?

31. How does Capulet treat the maskers as they leave?

32. A character who serves as a contrast for another character is called a foil. In this
scene, how do Tybalt and Capulet serve as foils for one another?

Act One Vocabulary

1. Pernicious (p. 738, line 85)_______ A.. Wrongdoing, sin

2. Augmenting (p. 739, line 133)____ B. Increasing, enlarging

3. Grievance (p. 731, line 158)______ C. Causing great injury or ruin

4. Transgression (p. 742, line 186)___ D. Those who hold to a belief

opposed to the teachings of a
church

5. Heretics (p. 747, line 94)______ E. Injustice; complaint

Use each word in a sentence.

1.Pernicious (pos)_____________
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2. Augmenting (pos)____________
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3. Grievance (pos)_____________
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4. Transgression (pos)_________
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5. Heretics (pos)__________
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Romeo and Juliet- Act 1 Quotes
Romeo and Juliet- Act 1 Quotes: For each quote below, tell three things: A). Who said
it? B). To whom? C). What is the significance/meaning of quote? Please include
instances of imagery, metaphors, and other figurative language.

1. “What, drawn and talk of peace? I hate the word as I hate hell, all Montagues,
and thee. Have at thee, coward!”

2. Three civil brawls, bred of an airy word

By thee, old Capulet and Montague,
Have thrice disturbed the quiet of our streets.
3. Earth hath swallowed all my hopes but she;
She is the hopeful lady of my earth.
But woo her, gentle Paris, get her heart,
My will to her consent is but a part.
And she agreed, within her scope of choice
Lies my consent and fair according voice.

4. A man, Young Lady! Lady, sigh a man

As all the world- why, he’s a man of wax.

5. If love be rough with you, be rough with love.

6. True, I talk of dreams;

Which are the children of an idle brain;
Begot of nothing but vain fantasy;
Which is as thin a substance as the air,
And is as thin of substance as the air,
And more inconstant that the wind, who woos
 7. I fear, too early; for my mind misgives
Some consequence yet hanging in the stars

8. Did my heart love till now, Forswear it sight! For it sight! For I ne’er saw true
beauty till this night

9. My only love, sprung from my only hate!

Romeo and Juliet Act II

Study Questions

Act II, Prologue and Scene 1

1. Why may Romeo not have access “to breathe such vows as lovers use to swear”?

2. What does it mean that Juliet’s “means [are] much less”?

3. Where do Romeo and Juliet get the power and the means to meet?

Act II, Scene 1

1. Where and when does Scene 1 take place?
2. Whom does Mercutio praise in an attempt to attract Romeo’s attention?

3. What do you as a reader know in this scene that Mercutio and Benvolio do not know?

4. When Romeo does not appear, what does Benvolio conclude?

Act II, Scene 2

1. To what does Romeo compare Juliet? How bright does he say Juliet’s eyes are?

2. What does Romeo wish he was?

3. What does Juliet say Romeo should do about his name?

4. Why is Juliet surprised at Romeo’s presence?

5. Why doesn’t Juliet want Romeo to swear by the moon?

6. Why isn’t Juliet happy about the promises of love just made?

7. Why does Juliet wish she hadn’t yet vowed her love to Romeo?

8. Why is Romeo afraid that his meeting with Juliet is a dream?

9. What choice does Juliet set before Romeo?

Act II, Scene 3

1. What is the Friar collecting?

2. What three reasons does Friar Laurence think could have caused Romeo to come so
early?

3. How does Friar Laurence react when Romeo says he has forgotten Rosaline? Why do
you think he reacts in this way?

4. What is the difference between Rosaline and Juliet:

According to Romeo

According to Friar Laurence

5. What persuades Friar Laurence to assist Romeo?

Act II, Scene 4

1. What are Benvolio and Mercutio doing as the scene opens?

2. To what do they attribute Romeo’s strange behavior?

3. What new occurrence in the Montague/Capulet feud do Mercutio and Benvolio know
about that Romeo has not yet learned of?

4. What conclusions does Mercutio come to about Romeo from the changes in Romeo’s
mood?
5. Whose message does the Nurse deliver to Romeo? What does she say?

6. What scheme has Romeo devised?

7. What is Romeo’s servant going to give the Nurse?

Act II, Scenes 5 and 6

1. a. In what length of time did the Nurse promise to return?

b. How long has the Nurse been away?

c. In what way, according to Juliet, could the Nurse be a better messenger?

2. The Nurse puts off answering Juliet’s questions about the marriage plans with four
excuses. What are they?

3. Why do you think the Nurse makes so many excuses?

4. a. What praise does the Nurse give Romeo?

b. What one complaint does she make?

5. At the end of the scene, where is the Nurse going? Where is Juliet going?
6. Are Friar Laurence’s first two lines a statement or a prayer? How do you know?

7. What does Romeo say about death in lines 6-7?

8. In your own words, tell what warning Friar Laurence gives in lines 9-11.

9. a. What does Romeo ask Juliet to do upon her arrival?

b. How does Juliet respond?

Act Two Vocabulary

A. Match the appropriate word with the corresponding definition.

1. Kinsmen _______ 9. Unwieldy ________

2. Cunning _______

3. Variable _______
a. Get, Obtain
4. Procure ________
b. Relatives
5. Vile ________
c. Of a sickly pale-
6. Sallow ________
yellowish complexion
7. Waverer ________
d. Awkward, clumsy
8. Lamentable _______
 e. Distressing, sad h. Cleverness, slyness

f. Worthless, cheap, low i. One who changes or is

g. Changeable, inconstant unsteady.

II. Make a flashcard for each vocabulary word. On one side of the card write the word
on the other side write the correct definition.

Name________________________________ Hour_________________

Romeo and Juliet – Act II Quotes

For each quote, tell three things: A) Who said it? B) To whom? C)
Significance/meaning of quote.

1. But soft! What light through yonder window breaks?

It is the East, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,

A) B) C)

2. As daylight doth a lamp; her eyes in heaven

Would through the airy region stream so bright
That birds would sing and think it were not night.

A) B) C)
3. O Romeo, Romeo! Wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.

A) B) C)

4. What’s in a name? That which we call a rose

By any other name would smell as sweet.

A) B) C)

5. O, swear not by the moon, th’ inconstant moon,

That monthly changes in her circle orb,
Lest thy love prove likewise variable.

A) B) C)

6. Love goes toward love as schoolboys from their books;

But love from love, toward school with heavy looks.

A) B) C)

7. Good night, good night! Parting is such sweet sorrow

That I shall say good night till it be morrow.

A) B) C)

8. For naught so vile that on the earth doth live

But to the earth some special good doth give;
 A) B) C)

9. So soon forsaken? Young men’s love then lies

Not truly in their hearts, but in their eyes.

A) B) C)

10. More than Prince of Cats. O, he’s the courageous captain of compliments.

A) B) C)

11. Therefore love moderately: long love doth so:

A) B) C)
Elizabethan Insult Sheet
Directions: Combineth one word or phrase from each of the columns below and addeth
“Thou art a” to the beginning. Let thyself go, and thou shalt have the perfect insult to
fling at your partner. Mix and match to find that perfect barb from the Bard!
Column 1 Column 2 Column 3
Artless Base-court Apple-john
Bawdy Bat-fowling Baggage
Beslubbering Beef-witted Barnacle
Bootless Beetle-headed Bladder
Churlish Boil-brained Boar-pig
Cockered Clapper-clawed Bugbear
Clouted Clay-brained Bum-bailey
Craven Common-kissing Canker-blossom
Currish Crook-pated Clack-dish
Dankish Dismal-dreaming Clot-pole
Dissembling Dizzy-eyed Coxcomb
Droning Dog-hearted Codpiece
 Errant Dread-bolted Death-token
Fawning Earth-vexing Dewberry
Fobbing Elf-skinned Flap-dragon
Froward Fat-kidneyed Flax-wench
Frothy Fen-sucked Flirt-gill
Gleeking Flap-mouthed Foot-licker
Goatish Fly-bitten Fustilarian
Gorbellied Folly-fallen Giglet
Impertinent Fool-born Gudgeon
Infectious Full-gorged Haggard
Jarring Guts-griping Harpy
Loggerheaded Half-faced Hedge-pig
Lumpish Hasty-witted Horn-beast
Mammering Hedge-born Huggermugger
Mangled Hell-hated Jolt-head
Mewling Idle-headed Lewdster
Paunchy Ill-breeding Lout
Pribbling Ill-nurtured Maggot-pie
Puking Knotty-pated Malt-worm

POETRY PROJECT
COMMERCIAL

Name: __________________________
Partner’s name: __________________________
Assigned poetry term: __________________________

You are going to create a commercial to illustrate your assigned poetic

device. You may not mention what poetic device you are using while
presenting your commercial – it must be clear from your demonstration.

First, write your poetry term on the top line of your page. Beneath it, write
the definition of the term and an original example to show your
understanding of the term.

Next, brainstorm ideas about how to advertise your item. Write down at
least FIVE possibilities, and then circle the one you decide on.

Now create your commercial! Remember, your commercial must strongly

emphasize your poetry technique so that the audience can understand which
term your group is demonstrating. The commercial should end up being at
least one minute long but no more than three minutes.

After you have finished writing your commercial, practice aloud. You must
memorize your lines!

Your presentation will be graded on:

 the commercial is well developed and sells the product
 the commercial flows smoothly and the participants speak clearly
 the poetry term is easily identified without mentioning the term
 Romeo and Juliet Act III
Study Questions

Act III, Scene 1

1. What does Mercutio say about Benvolio’s character? From what you have
observed, is this true? Explain.

2. What do Mercutio’s answers to Tybalt show about Mercutio’s character?

3. How does Romeo try to stop the fight? What is the result of Romeo’s
interference?

4. What does Romeo predict for the future after learning of Mercutio’s death?
How does this prophecy immediately come true?

5. What reasons does Benvolio give to convince Romeo to run away?

6. Is Benvolio’s account of the fighting entirely accurate? Explain your answer.

7. a. What is Lady Capulet’s immediate reaction to Benvolio’s testimony?

b. According to Lady Capulet, what really happened?

c. What can you conclude about Lady Capulet from her statements?
8. a. How does the Prince’s punishment differ from the punishment he
threatened in Act I, Scene 1?

b. The Prince states the principle behind his action in line 190. What does
it mean?

9. The climax of the play is the turning point and the readers can usually
discover how the conflicts will be resolved. Scene 1 of Act III includes the
climax of Romeo and Juliet.
a. What change does the scene bring about in Romeo and Juliet’s
situation?

b. What do you think will happen as a result of the fight?

Act III, Scene 2

1. What is Juliet impatient for?

2. What misunderstanding occurs between Juliet and the Nurse?

3. a. What does Juliet conclude about Romeo when she first learns that he
killed Tybalt?

b. What words of Friar Laurence does her speech sound like?

c. What information about the incident does Juliet not know?

4. What broad conclusions does the Nurse draw from the incident?

5. a. What wish does the Nurse utter?

 b. In your own words, tell how Juliet reacts.

6. How long have Romeo and Juliet been married?

7. a. What event does Juliet say would be preferable to Romeo’s exile?

b. Why does she wish for such a thing?

Act III, Scene 3

1. Romeo and Friar Laurence feel differently about the Prince’s punishment of
Romeo. How does each feel?

2. Why won’t Romeo listen to Friar Laurence?

3. For what five things does Friar Laurence scold Romeo?

4. a. What three gifts does Friar Laurence accuse Romeo of misusing?

b. For what three reasons does Friar Laurence say Romeo should be happy?

5. What is Friar Laurence’s plan for Romeo?

Act III, Scene 4

1. What plans do Juliet’s parents make for her?
Act III, Scene 5
1. How are the lark and nightingale used in this scene?

2. What foreboding does Juliet have?

3. a. How does Lady Capulet interpret Juliet’s statements about Romeo?

b. What do readers realize the statements really are?

4. a. What reason does Juliet give for putting off the marriage?

b. What sentence with a double meaning does Juliet use to describe her
intentions?

5. In your own words, describe how Capulet reacts to Juliet’s refusal to marry
Paris. What choice does Capulet give Juliet?

6. What does Juliet beg of her mother?

7. What advice does the Nurse give Juliet? What is her reasoning?

8. a. What sudden change does Juliet apparently undergo?

b. Why doesn’t she tell the Nurse the truth?

 c. What does Juliet really intend to do?
Romeo and Juliet- Act III Quotes
For each quote, tell three things: A) Who said it? B) To whom? C)
Significance/ meaning of the quote. Label your answers A, B, C under the
quotation.

1. Romeo, the love I bear thee can afford/No better term than this: thou art a
villain.

2. No, ‘tis not so deep as a well, nor so wide as a church door; but ‘tis enough,
‘twill serve. Ask for me tomorrow, and you shall find me a grave man.

3. …A plague a’ both your houses!/They have made worms’ meat of me…

4. I beg for justice, which thou, prince, must give./Romeo slew Tybalt; Romeo
must not live.

5. Ha, banishment? Be merciful, say ‘death’;/For exile hath more terror in his
look,/Much more than death. Do not say ‘banishment.’

6. Come, gentle night; come, loving, black-browed night;/Give me my Romeo;

and, when he shall die,/Take him and cut him out in little stars,/And he
will make the face of heaven so fine/That all the world will be in love with
night

7. It was the lark, the herald of the morn;/No nightingale. Look, love, what
envious streaks/Do lace the severing clouds in yonder east./Night’s candles
are burnt out, and jocund day/Stands tiptoe on the misty mountaintops./I
must be gone and live, or stay and die.
8. Thank me no thankings, nor proud me no prouds,/But fettle your fine joints
‘gainst Thursday next/To go with Paris to Saint Peter’s Church.
Romeo and Juliet Act IV
Study Questions

Act IV, Scene 1

1. Whom does Juliet meet in Friar Laurence’s cell? What is he doing there?

2. What do lines 55-59 mean?

3. In which lines does Juliet utter words that can be taken as an accusation of
Friar Laurence for his failure to help more?

4. List the steps in Friar Laurence’s plan (lines 89-120).

a.
b.
c.
d.
e.
f.
g.
h.

Act IV, Scene 2

5. What promise does Juliet make to her father?

6. What does Capulet offer to do that he wouldn’t do usually in order to get

ready for Juliet’s wedding?

Act IV, Scene 3

7. Why does Juliet take a dagger to bed with her?

8. Juliet has some doubts about using the mixture in the vial.
a. What is her fear about Friar Laurence?

b. Juliet also fears what might happen if she wakes before Romeo arrives.
What three possibilities does she mention?

Act IV, Scene 4

9. What are Lady Capulet, the Nurse, Capulet, and the servants doing as the
scene opens? What mood are they in?

10.What dramatic irony do we see in Scene 4?

Act IV, Scene 5

11.Why doesn’t the Nurse discover that Juliet is “dead” until line 14?

12.a. Capulet uses figurative language to describe his dead daughter in lines
28-29. What kind of figure of speech does he use and what does it
mean?

b. What does Capulet personify in lines 38-40?

13.In lines 65-75, Friar Laurence chides Juliet’s family for something. What is
it, and what reason does he give?

14.What is ironic about lines 77-78?

 Romeo and Juliet Act V
Study Questions

Act V, Scene 1
1. What did Romeo dream?

2. What does Romeo expect from Verona?

3. What news does he receive?

4. What is the penalty for selling poisons in Mantua?

5. For what kind of poison does Romeo ask the apothecary ?

6. Why does Romeo call the poison a cordial?

Act V, Scene 2
1. What problem has come about in carrying out Friar Laurence’s plan?

Act V, Scene 3
1. Why is Paris in the churchyard in this scene?

2. In your own words, briefly retell the instructions Romeo gives Balthasar.
3. What reasons does he give Balthasar for his going to the tomb?

4. What does Balthasar do?

5. In lines 49-53, Paris explains what he thinks when he sees Romeo in the churchyard.
Paraphrase those lines.

6. Does Romeo intend to kill Paris when he sees him in the churchyard? Explain how
you know.

7. a. In lines 91-96, what does Romeo notice about Juliet’s appearance?

b. Why does she look this way?

8. Why does Friar Laurence leave?

9. a. What offer does Friar Laurence make after he recounts what has happened?

b. Do you think anything is his fault?

10. How does the Prince react after he has read Romeo’s letter to Montague?

11. What conclusion does the Prince draw about the cause of all the deaths?