Unit 5 Resources PDF

Unit Five
Resources
Grade Nine
Upper Saddle River, New Jersey

Boston, Massachusetts
Chandler, Arizona
Glenview, Illinois
BQ Tunes Credits
Keith London, Defined Mind, Inc., Executive Producer
Mike Pandolfo, Wonderful, Producer
All songs mixed and mastered by Mike Pandolfo, Wonderful
Vlad Gutkovich, Wonderful, Assistant Engineer
Recorded November 2007 − February 2008 in SoHo, New York City, at
Wonderful, 594 Broadway
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ISBN–13: 978-0-13-366454-6
ISBN–10: 0-13-366454-6
2 3 4 5 6 7 8 9 10 12 11 10 09 08
UNIT 5 CONTENTS
For information about the Unit Resources, assessing fluency, and teaching
with BQ Tunes, see the opening pages of your Unit 1 Resources.
AIO/All-in-One Workbook; UR/Unit Resources AIO UR

BQ Tunes Lyrics: “Do Your Dance” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 . . vii
Big Question Vocabulary—1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 . . . 1
Applying the Big Question. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 . . . 4
Skills Concept Map 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
from The Shakespeare Stealer by Gary L. Blackwood

Vocabulary and Reading Warm-ups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Listening and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 . . 11
Learning About Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 . . 12
Model Selection: Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 . . 13
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Tragedy of Romeo and Juliet, Act I, by William Shakespeare

Vocabulary and Reading Warm-ups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing About the Big Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 . . 27
Literary Analysis: Dialogue and Stage Directions. . . . . . . . . . . . . . . . . . . . . . . . . 239 . . 28
Reading: Use Text Aids to Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 . . 29
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 . . 30
Enrichment: Elizabethan England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
The Tragedy of Romeo and Juliet, Act II, by William Shakespeare

Writing About the Big Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 . . 45
Literary Analysis: Blank Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 . . 46
Unit 5 Resources: Drama

© Pearson Education, Inc. All rights reserved.
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AIO UR
Reading: Read in Sentences to Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244. . . 47
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245. . . 48
Enrichment: Film Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
The Tragedy of Romeo and Juliet, Act III, by William Shakespeare

Writing About the Big Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246. . . 63
Literary Analysis: Dramatic Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247. . . 64
Reading: Use Paraphrase to Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248. . . 65
Enrichment: The Globe Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
The Tragedy of Romeo and Juliet, Act IV, by William Shakespeare

Literary Analysis: Dramatic Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251. . . 82
Reading: Break Down Long Sentences to Summarize . . . . . . . . . . . . . . . . . . . . . 252. . . 83
Enrichment: Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
The Tragedy of Romeo and Juliet, Act V, by William Shakespeare

Literary Analysis: Tragedy and Motive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255. . 100
Reading: Identify Causes and Effects to Summarize . . . . . . . . . . . . . . . . . . . . . . 256. . 101
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257. . 102

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AIO UR
Enrichment: Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Integrated Language Skills: Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258. . 104
Integrated Language Skills: Support for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Integrated Language Skills: Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Integrated Language Skills: Research and Technology . . . . . . . . . . . . . . . . . . . . . . . . . 107
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
“Pyramus and Thisbe” by Ovid

from A Midsummer Night’s Dream
Vocabulary and Reading Warm-ups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Writing About the Big Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259. . 121
Literary Analysis: Archetypal Theme—Ill-fated Love . . . . . . . . . . . . . . . . . . . . . . 260. . 122
Support for Writing to Compare Literary Works . . . . . . . . . . . . . . . . . . . . . . . . 262. . 124
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Writing Workshop: Exposition—How-to Essay . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Writing Workshop: Revising to Combine Sentences with Phrases . . . . . . . . . 135
Benchmark Test 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Skills Concept Map 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
“The Inspector-General” by Anton Chekhov

Writing About the Big Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263. . 147
Literary Analysis: Comedy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264. . 148
Reading: Draw Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265. . 149
Enrichment: Local Government Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Integrated Language Skills: Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267. . 152
Integrated Language Skills: Support for Writing a Play . . . . . . . . . . . . . . . . . . . 268. . 153

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AIO UR
Integrated Language Skills: Research and Technology . . . . . . . . . . . . . . . . . . . . . . . . . 154
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
from The Importance of Being Earnest by Oscar Wilde

from Big Kiss by Henry Alford
Writing About the Big Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .269 . . 168
Literary Analysis: Satire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270 . . 169
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .271 . . 170
Support for Writing to Compare Literary Works . . . . . . . . . . . . . . . . . . . . . . . .272 . . 171
Open-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Selection Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Selection Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Writing Workshop: Exposition—Research Report . . . . . . . . . . . . . . . . . . . . . . . . 181
Writing Workshop: Combining Sentences with Adverb Clauses . . . . . . . . . . . 182
Vocabulary Workshop: Borrowed Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Vocabulary Workshop: Foreign Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Communication Workshop: Multimedia Presentation . . . . . . . . . . . . . . . . . . . . 185
Benchmark Test 10 (with Vocabulary in Context—Diagnostic). . . . . . . . . . . . . 186
Diagnostic/Vocabulary in Context and Benchmark Test

Interpretation Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

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BQ Tunes
Do Your Dance, performed by Hydra

Yeah . . . it’s Blitzkrieg (Blitzkrieg) . . . We gonna have fun with this one! U-huh, u-huh,
Y’all get ready! Yes . . . Go!
Now how much fun would things be if everyone were the same?
Same face, same voice, same look, same name?
I don’t know about you but, to me that sounds lame
and I’d do everything in my power to make it change/
See me? I’m in a different lane I do things my way,/
You don’t accept me? Oh, you don’t approve? Hit the highway, but if you’re different too,
hey, that’s cool with me/ I don’t discriminate / no I don’t hate you / cool with me/ just
don’t pretend just to fit in that’s conformity/ and not being who you are is something
wrong to be/
So I’ll help you show us something that makes you unique yeah,/ what makes you one
of a kind so to speak/ you might have to use your hands maybe move your feet/ now
everybody rock along to the beat . . . and do your dance now.
Yeah, yeah, go ahead, do your dance now/

Yeah, yeah, go ahead, do that dance now/
Yeah, yeah, go ahead, an’ do your dance now/
See I’ve been around the world and seen a bunch of different dances
Some cultures wear special clothes some start with special stances/
So depending on your background or where you were born/ use some of that in
your dance next time the chorus comes on/ it’s all about understanding what makes
you who you are/our differences set us apart and make you a star /your popularity
shouldn’t be based on a similarity / shouldn’t want to be alike /let’s think with a little
clarity/ embrace what makes us different, show some individuality/
Don’t assimilate let your style stand out happily/ it’s almost time to dance again actually/
I hope you’ve been practicing/ now everyone repeat these words after me/

Continued
Unit 5 Resources: BQ Tunes
vii
Do Your Dance, continued
By now I think we can determine / think we can decide/

Without our differences life would be a boring ride/ so whatever your culture values
defend it with pride/don’t let them criticize what makes you feel alive inside/never
conform to the norm go head and differentiate/ this song helps you along now go ahead
and demonstrate.

Song Title: Do Your Dance

Artist / Performed by Hydra
Vocals: Rodney “Blitz” Willie
Lyrics by Rodney “Blitz” Willie
Music composed by Keith “Wild Child” Middleton
Produced by Keith “Wild Child” Middleton
Technical Production: Mike Pandolfo, Wonderful
Executive Producer: Keith London, Defined Mind
Unit 5 Resources: BQ Tunes

viii
Name Date
Unit 5: Drama
Big Question Vocabulary—1
The Big Question: Do our differences define us?
When someone is new to a group, it is important to help him or her feel welcome and to
understand that, even though people may act differently because of different
experiences and culture, they normally experience the same feelings that you do.
accept: to regard as normal, suitable, or usual
defend: to support someone or something that is being hurt or criticized
differentiate: to recognize the differences between two or more things
discriminate: to treat someone differently and/or unfairly
understanding: knowledge that is based on understanding or experience
DIRECTION: Use all the vocabulary words to fill in the callouts.

Caroline said, “That new girl, Nubia, is really weird. She speaks funny and her
clothing is so colorful and loose! I don’t want her to sit with us at lunch anymore!”
Caroline’s lunch buddies did not agree. They thought it was important to welcome
Nubia as a newcomer to their community. They said the following in response to
Caroline:
Janice
Phoebe
Darla

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Name Date
Unit 5: Drama
When you are in your own culture, you are similar to those around you, but if you
take a trip to a foreign place you will quickly discover that you are suddenly the
“different” one.
background: a person’s family history, education, and social class
culture: ideas, beliefs, and customs that are shared by people in a society
determine: to conclude or ascertain after reasoning, observation, study, and so on
unique: having no like or equal; incomparable
values: one’s principles concerning right and wrong and what is important in life
DIRECTIONS: Use all the vocabulary words to complete the following exercise.
You have just landed in a new country. Everybody is looking at you strangely. You are
dressed differently from them, and your words sound like gibberish to them. There is
only one person who speaks English, and he will be there for only twenty-four hours. He
has offered to translate a short document that you write to introduce yourself and your
culture to the people who live here.

2
Name Date
Unit 5: Drama
Discrimination is often a result of people not having enough knowledge about others
who appear different. Open dialogue can usually help people understand one another
and can help people build tolerance and mutual respect.
assimilated: absorbed into the main cultural group
conformity: behavior that is within the accepted rules of a society or a group and is the
same as that of most other people
differences: the quality or condition of being unlike or dissimilar
individuality: characteristics or qualities that distinguish one person from other people
similarity: having a likeness or a resemblance to something else or someone else
DIRECTIONS: Newcomers to your school are feeling excluded. Write a proposed set of
guidelines that tell your fellow students how newcomers should be treated at school. Use
all of the vocabulary words.
Guidelines for Students

How to Treat Newcomers to our Community

3
Name Date
Unit 5: Drama
Applying the Big Question
DIRECTIONS: Complete the chart below to apply what you have learned about differences.
One row has been completed for you.
The effect of the

Example Kinds of differences What I Learned
differences
From Differences in authority The peasant outsmarts Differences in authority
Literature and position in “The the powerful inspector- and position don’t
Inspector-General” general. define how clever
someone is.
From
Literature
From Science
From Social
Studies
From Real
Life

4
Name Starting Date Ending Date
Unit 5: Drama Skills Concept Map—1

Do our differences define us? Words you can use
Literary Analysis: Reading Skills and Strategies: to discuss the
Drama Big Question
Summarizing
Shakespearean Drama You can summarize

Basic Elements of Drama the main points
Characters
has by
Dialogue
Acts using
(demonstrated in this selection)
Stage Directions dialogue text aids to understand
Shakespeare's
Literary Devices Selection name: language
Dramatic Speech in
and by
Monologue
Soliloquy
Aside (demonstrated in this selection) reading long sentences
blank verse of blank verse in sentences
Selection name:
5
Comparing Literary Works: (demonstrated in these selections) Informational Texts: (demonstrated in this selection)
Archetypal Theme Evaluate Sources

Selection names: Selection name:

1.
developed through You can evaluate sources
2.
by
reading carefully to determine

characters plot the reliability of the material
Student Log
Complete this chart to track your assignments.
Writing Extend Your Learning Writing Workshop Other Assignments
Vocabulary Warm-up Word Lists
Study these words from The Shakespeare Stealer. Then, apply your knowledge to the activities
that follow.
Word List A
exertion [ig ZUHR shuhn] n. great physical or mental effort
The exertion of her workout left Stephanie breathless.
garret [GAR it] n. small room or set of rooms at the top of a house
Mimi was uncomfortable in her cold, damp garret.
illiterate [i LIT uhr it] adj. not able to read and write
Morgan was illiterate until he went back to school as an adult.
invested [in VEST id] v. used or spent time or effort to make something succeed
Now a doctor, Chris has invested many years in his education.
meager [MEE guhr] adj. very small in the amount of something
Jean ate her meager breakfast of three crackers.
profitable [PRAHF it uh buhl] adj. bringing money or a useful result
The Brady brothers made a living from their profitable grocery store.
skeptical [SKEP ti kuhl] adj. not believing something; doubting
The skeptical judge needed more proof of the defendant’s guilt.
various [VER ee uhs] adj. many different
We chose from various delicious desserts listed on the menu.
Word List B
abruptly [uh BRUPT lee] adv. suddenly; without being expected
Embarrassed by Doug’s rude comment, Jill left abruptly.
aptitude [AP ti tood] n. natural ability or skill; quickness in learning a skill
Hallie’s aptitude for acting led her to a career in the theater.
obviously [AHB vee uhs lee] adv. clearly; easily noticed or understood
Obviously nervous, Jeff stammered as he spoke to Deborah.
proficient [pruh FISH uhnt] adj. very skilled at doing something
Highly proficient at the violin, Diane gave an excellent performance.
reliable [ri LY uh buhl] adj. able to be depended upon or trusted
Pam is a reliable friend and can be counted on in an emergency.
seldom [SEL duhm] adj. very rarely; not often
Maurice seldom saw his grandfather because he lived so far away.
system [SIS tuhm] n. organized way of doing something
Using Abigail’s system for cleaning the house, I can be done in less than an hour.
transcription [tran SKRIP shuhn] n. written copy of something said or written
The transcription of the witness’s explanation was fifty pages long.
7
Name Date

Vocabulary Warm-up Exercises
Exercise A Fill in each blank in the following paragraph with an appropriate word from Word
List A. Use each word only once.
Puffing from [1] _____________________, Stuart set down the last box in the middle of the
room. He was moving to his own place at last. The only problem was that his new place
was just a small [2] _____________________ in an old, drafty house. Because his savings
were so [3] _____________________, he had no choice. He had [4] _____________________
too much money in a business that had failed. He had also given money to
[5] _____________________ charities until he was almost broke. His new job, helping
[6] _____________________ adults learn to read, did not pay much. However, it brought
Stuart happiness, so in that way it was quite [7] _____________________. Stuart’s parents
were somewhat [8] _____________________ that their son was following a good career path,
but Stuart knew that he was doing what he loved.
Exercise B Write a complete sentence to answer each of the following items. For each answer,
use a word from Word List B to replace each underlined word without changing its meaning.
1. Who might want a typed copy of some trial testimony?
2. Describe a time a friend proved that he or she was dependable.
3. What is one activity you enjoy that you rarely get a chance to do?
4. What might cause you to leave a party suddenly?
5. Describe the actions of a person who clearly is fond of dogs.
6. In what subject or field of study do you have the greatest natural ability?
7. In what activity are you skilled enough to give lessons to a younger person?
8. Describe a good way to organize your music collection.

8
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Reading Warm-up A
Read the following passage. Pay special attention to the underlined words. Then, read it again,
and complete the activities. Use a separate sheet of paper for your written answers.
In the late 1500s, London was the only place in 1. Circle the word that means
England with theaters for the public performance of the opposite of illiterate.
drama. About 10 percent of London’s population Write a sentence using the
word illiterate.
attended the afternoon plays each week. The theater was
one place where an educated person who lived in a fine 2. Underline the words that
house and an illiterate person who lived in a garret could describe the opposite of a
come together for the same entertainment. garret. What is a garret?
The first public theater built in London was called just
3. Circle the word that tells
the Theater. It was constructed in 1576. Its cofounders what John Brayne invested.
were John Brayne, who invested money in it, and the actor Explain what a person who
James Burbage, a former carpenter. To the surprise of any has invested in something
skeptical critics, this theater was a financial success. might expect back.
The famous playwright William Shakespeare belonged
4. Underline the word that
to a theater company that performed at the Theater until tells who was skeptical. Tell
1598. Then, Burbage was forced to destroy the building about a time when you were
because of a legal disagreement. Shakespeare and sev- skeptical and why.
eral of his fellow actors then built another theater, the
Globe. This theater turned into a profitable business for 5. Underline the sentence
that tells what turned into a
all concerned.
profitable business. What
Compared to modern theaters, the Globe was small. A would make a business
round building, it was only about 100 feet in diameter. profitable?
There was no roof over the middle of the theater. Mem-
bers of the audience, called the groundlings, watched the 6. Circle the words that explain
how a person avoided
play standing in front of the stage under an open sky. exertion. When was the last
Those who wanted to avoid the exertion of standing—and time you made an unusual
who could afford to—bought seats in the covered gallery exertion?
further back. This area could seat up to 3,000 tightly
packed viewers. 7. Underline the words in a
nearby sentence that tell what
The design of the theater was very different from that of audiences had to do because
today’s theaters. The stage jutted out into the space occupied the stage props and scenery
by the groundlings. A meager amount of stage props and were so meager. Describe
scenery was used. Audiences had to rely on imagination to what would be a meager meal.
picture a nearly bare stage as various places—perhaps a
8. Circle the words that give
garden, a courtroom, a ship, or a ballroom. One other major
examples of the various places
difference in theater during Shakespeare’s time is that the stage might represent.
women were not permitted to act. Men performed all the What various types of shoes
female roles. Times certainly have changed! might you find in a store?

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Reading Warm-up B
Scribes, people who copy documents, existed in the 1. Underline the words that
ancient civilizations of Sumeria, Greece, and Egypt. How- tell what Tiro’s aptitude
ever, shorthand, the use of abbreviations and symbols to allowed him to do. Describe
an aptitude of someone you
represent words and phrases, did not appear until later, in
know.
ancient Roman times.
In about 200 B.C., the famous Roman senator Cicero 2. Circle the word in the next
made a former slave named Tiro his secretary. Well- sentence that is a synonym
educated, Tiro also had the aptitude and desire to for system. Write a sentence
using the word system.
develop a system of shorthand to use in his own work.
This method was later used in the Roman Senate. 3. Rewrite the sentence in
At first, Tiro just abbreviated the most important which obviously appears,
words. He then used memory and context clues to fill in replacing the word with a
synonym, or word with a sim-
the rest of the text. Obviously, this method was not com-
ilar meaning. What might
pletely reliable, but Tiro continued to improve it. He someone say is obviously
gradually added symbols that could convey the meanings true?
of common sentences and phrases. Tiro also invented the
ampersand (&), a symbol that is still used today. 4. Circle the nearby sentence
that explains how Tiro made
In the Senate House in ancient Rome, it was common
his method more reliable.
for as many as forty shorthand writers to be taking How might a friend prove
notes. Each transcription was compared to the others to that he or she is reliable?
find errors. Then, final notes were put together, thus pre-
serving the speeches of such important historical figures 5. Underline the words in a
as Cicero and Julius Caesar. nearby sentence that tell the
content of some
As Rome became weaker and more disorganized, transcriptions. What does
shorthand was seldom used. It fell out of favor, abruptly transcription mean?
becoming a lost art for hundreds of years. Then, in the
sixteenth century, Dr. Timothy Bright revived the art. He 6. Circle the words that tell why
developed a system he called charactery that used a list shorthand was seldom used.
Use seldom in a sentence.
of 500 characters to replace words.
Two modern forms of shorthand, Pitman and Gregg, 7. Underline the words that tell
have been around since the 1800s. The invention of the what abruptly happened to
shorthand machine in 1879 allowed clerks to produce shorthand. Describe an event
that occurred abruptly.
words and even phrases in a single stroke. Along with the
proficient court reporters who use it, the modern version 8. Circle the words that tell who
of this machine is now a familiar sight in the courtroom. is proficient. What question
might you ask a proficient
athlete?

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Gary L. Blackwood
Listening and Viewing
Segment 1: Meet Gary L. Blackwood
• What is terra incognita, and what does Gary L. Blackwood hope to accomplish by setting
his stories there?
• What do you think you could learn by reading a story set in another place and time?
Segment 2: Drama
• What must Gary L. Blackwood do when transferring a story into a play?
• After listening to Gary L. Blackwood’s reading of the book passage and a scene from the
play, which do you prefer and why?
Segment 3: The Writing Process

• How do you think Gary L. Blackwood’s acting experience has helped him as a playwright?
• How do you think this experience helps him write his sword-fighting scenes?
Segment 4: The Rewards of Writing

• What messages does Gary L. Blackwood hope to convey through his writing?
• What message do you think it would be important to convey through your writing? Why?

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Unit 5
Learning About Drama
A drama or play is a story written to be performed by actors. It features characters facing a
conflict, or struggle, that propels the sequence of events called the plot. The conflict reaches a
climax, the point of greatest tension, and then is resolved. The dialogue, or speeches of the
characters, tells the story, unlike fiction, in which the voice of a narrator tells the story.
The following chart shows some of the most important structural features and elements
of drama.
Feature/Element Function
acts and scenes the basic units of drama
script the play’s text, containing dialogue and stage directions
stage directions directions providing details about sets, lighting, sound effects,
props, costumes, and acting
sets constructions indicating where the drama takes place
props movable objects that actors use onstage
theme a drama’s insight into life
dramatic effect illusion of reality in a play’s performance
dramatic speech monologue: a long, uninterrupted speech delivered by a charac-
ter to other characters who are on stage, but remain silent
soliloquy: a speech in which a character alone on stage reveals
private thoughts that the audience is allowed to overhear
aside: a brief remark in which a character expresses private
thoughts to the audience rather than to other characters
DIRECTIONS: Circle the letter of the answer that best matches each numbered item.
1. scenes
A. directions to actors B. props C. subdivisions of acts
2. theme
A. historical context B. insight into life C. dramatic speech
3. speech in which a character alone on stage reveals private thoughts and feelings
A. dialogue B. monologue C. soliloquy
4. movable objects used on stage
A. props B. sets C. asides
5. text of a play
A. stage directions B. dialogue C. script
6. sequence of events in a drama
A. climax B. conflict C. plot

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Model Selection: Drama
In the script or text of a drama, playwrights combine dialogue with stage directions to tell
the story, or plot, of the play. Stage directions are quickly recognizable because they are usually
printed in italics and set off in brackets. When actors rehearse a play, they use the stage
directions as a guide for delivering their lines, moving on stage, handling props, and using their
posture and gestures to convey meaning.
DIRECTIONS: Answer the following questions about The Shakespeare Stealer using the space
provided.
1. What specific information does the playwright provide in the stage directions at the begin-
ning of Act I? Why would this information be helpful to the director and the actors?
2. Read the following excerpt from the play.

WIDGE:
Aye! It was a fortnight ago. ‘A spotted me scribbling away, and afore I could make me escape, ‘a
collared me and snatched away me table-book!
BRIGHT:
Why did you not tell me this sooner?
WIDGE:
I was afeared. I kenned you’d be angry.
What conflict between Widge and Bright does this passage reveal?
3. When Falconer enters in the first scene, what kind of mood or atmosphere do the stage
directions suggest should be established on stage?
4. How does Blackwood use stage directions in the fight between Falconer and the thieves?
5. Toward the end of the excerpt, what plan is revealed in the dialogue between Simon Bass
and Widge?

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Open-Book Test
Short Answer Write your responses to the questions in this section on the lines provided.
1. You are reading a play and you notice that certain parts of the script are printed in
italics and enclosed in brackets. What are these parts of the script called? What
information is contained in them?
2. Drama, as developed by the ancient Greeks, has two forms. What are the two
forms? Tell one way these forms are different from each other.
3. You are attending a performance of a play in the theater. At a certain point, an

actor delivers a long, uninterrupted speech, while other characters stand silently
and listen. Is this speech a monologue, a soliloquy, or an aside?
4. Briefly explain why no two performances of the same drama, or play, are ever
exactly alike.
5. Even when the action of a play is serious, a playwright may include humor, as
Blackwood does with his use of puns or wordplay. What play on words is included
in the middle of Act I of The Shakespeare Stealer when Falconer and Widge confront
the thieves?
6. Why do you think playwright Gary Blackwood insists in his character list at the
beginning of The Shakespeare Stealer that the same actor should play Falconer and
Simon Bass? What evidence in the play supports your ideas?

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7. Drama is built largely on conflict, or a struggle between opposing forces. Briefly

explain one of the conflicts in Act I of The Shakespeare Stealer.
8. Imagine that you are the casting director for The Shakespeare Stealer. Use the chart
to make notes for the type of actors you are looking for to play the lead roles. Then
answer the question below the chart.
Physical
Character Male or Female Age Range
Description
Widge
Bright
Falconer/Bass
What stage, TV, or movie actor would you cast in the role of Widge?
9. In drama, a prop is a movable object that an actor uses onstage. When Widge is
traveling with Falconer on the road, what two props does Falconer use? Why does
he use these props?
Essay
Write an extended response to the question of your choice or to the question or questions
your teacher assigns you.
10. Widge is the main character of The Shakespeare Stealer. How does Gary L.
Blackwood portray him? In a brief essay, identify what you think are Widge’s three
most important personality traits. Then give one example from the play to illustrate
each of these traits.

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11. Widge has two masters in The Shakespeare Stealer: Dr. Bright and Simon Bass. In
a brief essay, compare and contrast these masters, showing some ways in which
they are alike and also some ways in which they are different.
12. Suspense is the feeling of tension or uncertainty about what may happen next in a
literary work. How does Gary L. Blackwood establish and maintain suspense in the
three scenes of Act I of The Shakespeare Stealer: the scene with Widge and Dr. Bright,
the journey to Leicester, and the scene with Widge and Simon Bass? Discuss in a
brief essay.
13. Thinking About the Big Question: Do our differences define us? Think about
the kind of society portrayed in The Shakespeare Stealer. For example, Widge is
part of an apprentice system in which a young person’s master has almost total
power. The play also hints that the way people speak causes others to make certain
assumptions about social class and background. Finally, Simon Bass’s business
competition leads him to act in a way that is ethically questionable. How might
these aspects of life in England 400 years ago apply, if at all, to life today? Discuss
your opinions in a brief essay.
Oral Response
14. Go back to question 2, 4, 5, or to the question your teacher assigns you, Take a few
minutes to expand your answer and prepare an oral response. Find additional
details in The Shakespeare Stealer that support your points. If necessary, make
notes to guide your oral response.

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Selection Test A
Learning About Drama Identify the letter of the choice that best answers the question.
1. What does the script, or text, of a play contain?
A. an essay by the playwright on the theme
B. dialogue and stage directions
C. the list of cast members for the first performance
D. the soliloquies of the major characters
2. In a play, the climax is which of the following?
A. the historical context
B. a prop used onstage
C. the opening scene
D. the point of greatest tension
3. Which of the following statements is true about drama?
A. The dialogue in drama is spoken by the narrator.
B. The ancient Greeks created two major types of plays: tragedy and monologue.
C. The acts of a play are limited to a specific number of scenes.
D. The theme of a play is its overall insight into life.
4. Which of the following best defines props in drama?
A. painted backdrops that can be used in several scenes
B. movable objects used by actors onstage
C. asides by actors to the audience
D. tragic flaws
5. In Greek tragedy, what is the chorus?
A. the characters who oppose the tragic hero
B. a group of performers who comment on the action
C. the playwrights who compete against one another for prizes
D. the actors who celebrate the happy ending of the play
6. When a character who is alone on stage reveals private thoughts and feelings
that the audience is allowed to overhear, the character’s speech is called which
of the following?
A. monologue
B. dialogue
C. soliloquy
D. aside

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Critical Reading
7. In the opening scene of The Shakespeare Stealer, which two characters are
involved in a conflict?
A. Falconer and Bright
B. Widge and Falconer
C. Widge and Bright
D. Widge and Bass
8. We learn in the opening scene of The Shakespeare Stealer that Widge has been
caught stealing which of the following?
A. plays
B. tools
C. money
D. sermons
9. Based on his portrayal in the first scene of The Shakespeare Stealer, what kind
of a person is Bright?
A. mild-mannered and shy
B. gruff but kind
C. odd and greedy
D. modest and calm
10. When Falconer enters, what do the stage directions describing his appearance
and costume suggest about him?
A. He is an intelligent, honest man.
B. He is mysterious and possibly violent.
C. He is a close friend of Bright’s.
D. He is hopelessly disorganized.
11. What invention by Bright plays a central part in The Shakespeare Stealer?
A. a new stage arrangement for the theater
B. a new apprentice system
C. a system of shorthand writing
D. a new medicinal potion
12. Falconer takes Widge to a home in Leicester where Widge has a conversation
with a girl named Libby. Who is she?
A. Widge’s sister
B. a thief
C. Falconer’s wife
D. a maid

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13. Which of the following best describes the character of Simon Bass in
The Shakespeare Stealer?
A. inconsiderate and selfish
B. clever and a bit dishonest
C. lighthearted and amusing
D. dreamy and idealistic
14. Read the following excerpt from The Shakespeare Stealer.
BASS:
Then you’ll have to make certain you don’t get caught, won’t you? You will use a
small tablebook, easily concealed. . . . [rummages through his desk] You see how
easily it’s concealed? Even I can’t find it. Ah, here it is. [hands it to Widge]
From the context, which of the following best defines a “tablebook”?
A. a menu C. a prescription
B. a textbook D. a notebook
15. Based on what you read of The Shakespeare Stealer, which of the following do
you think will be the central focus of the rest of the drama?
A. Will Widge’s mission in London be successful?
B. What will happen to Falconer?
C. Will the audiences in the Midlands like Hamlet?
D. Will Bright try to repurchase Widge?
Essay
16. What do stage directions provide in a play? How does a playwright use stage direc-
tions to help a director and actors? In an essay, discuss how Gary Blackwood uses
stage directions in The Shakespeare Stealer. Be sure to support your main ideas
with specific references to the text.
17. Does Gary Blackwood convince you that the actors in The Shakespeare Stealer are
“men and women of another age,” as the Prologue reads? Do you feel as if you
have been transported to Elizabethan (or Shakespearean) England? If so, what are
some of the methods Blackwood uses to create this illusion? If not, how and why
does the drama fail to persuade you? In an essay, state and support your evalua-
tion of The Shakespeare Stealer.
18. Thinking About the Big Question: Do our differences define us? Think about
the ethical problem of stealing a play, as portrayed in The Shakespeare Stealer. Do
you think stealing a play 400 years ago is different from copying information,
music, or videos from the Internet today? Is it more or less all right to do this
today than it was in Shakespeare’s time? Discuss your opinion in a brief essay.

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Selection Test B
Learning About Drama Identify the letter of the choice that best completes the statement or
answers the question.
1. Which of the following make up the basic units of drama?
A. acts and scenes
B. stage directions
C. monologues
D. conflicts
2. The theme of a drama is best defined as
A. the outlook or attitude of the main character.
B. the work’s insight into life.
C. the audience’s reaction to a live performance.
D. the historical context of the play.
3. All of the following are types of dramatic speech EXCEPT
A. monologue.
B. soliloquy.
C. script.
D. aside.
4. Who first developed drama?
A. the ancient Greeks
B. the ancient Romans
C. the Elizabethans in England
D. the French
5. Which of the following is true about stage directions?
A. They include details about sets but not lighting.
B. They tell how the work is to be performed or staged.
C. They are confined to the very beginning of a play.
D. They apply only to the main actors in a play.
6. In fiction, the plot is told by the voice of the narrator. In drama, this function is carried
out by which of the following?
A. sets
B. dialogue
C. props
D. conflict
7. Which of the following is true about comedy?
A. It has a happy ending.
B. It emphasizes human greatness.
C. It stresses the weaknesses of a great hero.
D. It is more difficult to stage than tragedy.

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Critical Reading
8. Which of the following is the setting of the first scene in The Shakespeare Stealer?
A. London
B. Paris
C. Leicester
D. Berwick-in-Elmet, Yorkshire
9. Which of the following identifies Widge’s relationship to Dr. Timothy Bright?
A. son
B. nephew
C. apprentice
D. servant
10. In the opening scene, why is Bright angry at Widge?
A. Widge has disappeared without permission.
B. Widge has been caught copying other people’s sermons for Bright.
C. Widge has refused to learn the system of charactery from Bright’s book.
D. Widge has complained about his living conditions.
11. In the first scene, Bright “strides on brandishing a walking stick.” What does his use of
this prop suggest about him?
A. He is becoming old and feeble.
B. He is nervous and fidgety.
C. He is having fun and enjoys giving Widge a good fright.
D. He is afraid of thieves and feels he needs protection.
12. What new complication in the plot is introduced after Falconer appears in the opening
scene?
A. Falconer wants to buy a copy of Bright’s book.
B. Falconer accuses Bright of stealing sermons.
C. Falconer turns out to be the long-lost father of Widge.
D. Falconer wants to purchase Widge’s services.
13. Which of the following identifies Bright’s “charactery”?
A. a system for predicting the future
B. a system of swift writing
C. analysis of other people’s personalities
D. speech that is full of puns
14. Read the following excerpt from The Shakespeare Stealer.
FALCONER: If this is a toll road, you might simply have tolled me.
This excerpt includes which of the following?
A. an allusion
B. a pun
C. a metaphor
D. a soliloquy

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15. What does Blackwood use to describe the fight between Falconer and the thieves?
A. dialogue C. stage directions
B. monologue D. soliloquy
16. Why does Simon Bass want Widge to go to London?
A. to sell more copies of Bright’s book
B. to transcribe the text of William Shakespeare’s new play, Hamlet
C. to join the acting company called the Lord Chamberlain’s Men
D. to give William Shakespeare a message from Bass
17. Why do you think Bass intends to have Falconer accompany Widge to London?
A. Falconer will help Widge read and understand Bright’s book.
B. Falconer will buy a small tablebook that Widge can easily conceal.
C. Falconer will make sure Widge is doing what he is supposed to do.
D. Falconer has some business of his own to accomplish in London.
18. In The Shakespeare Stealer, the script suggests that the same actor should play the roles
of Falconer and Simon Bass. In addition to the practical element of limiting cast numbers,
what might this “doubling” of the roles suggest to an audience at a live performance?
A. the contrast between violence and peacefulness
B. a hint that both Falconer and Bass are crafty and perhaps somewhat dishonest
C. that both Falconer and Bass will treat Widge well
D. a hint that Bass will not succeed in profiting from Shakespeare’s new play
19. The tone of a literary work is the author’s attitude toward the characters, the subject matter,
or the audience. Which of the following best describes the tone of The Shakespeare Stealer?
A. harsh and satirical C. ingenious and playful
B. moody and depressing D. romantic
Essay
20. When he talks about the form of drama, Gary Blackwood says, “It’s actual people doing
actual things and actually speaking, with no quotation marks, no description, no exposi-
tion, no soundtrack.” In an essay, discuss how a live performance of The Shakespeare
Stealer might make the work come alive for an audience. How might the play be more vivid
than the same events told in a novel? Which scenes lend themselves especially well to stage
performance? Support your main ideas with specific references to the text.
21. Historical context is the background of the era in which a play is set or written.
The Shakespeare Stealer is set in Elizabethan (or Shakespearean) England, around 1601.
In an essay, discuss how Gary Blackwood suggests this historical context. What specific
elements does he use to help transport the audience back in time? Do you think the
illusion is successful? Why or why not?
22. Thinking About the Big Question: Do our differences define us? Think about the
kind of society portrayed in The Shakespeare Stealer. For example, Widge is part of an
apprentice system in which a young person’s master has almost total power. The play
also hints that the way people speak causes others to make certain assumptions about
social class and background. Finally, Simon Bass’s business competition leads him to
act in a way that is ethically questionable. How might these aspects of life in England
400 years ago apply, if at all, to life today? Discuss your opinions in a brief essay.

22
Study these words from Act I of Romeo and Juliet by William Shakespeare. Then, apply your
knowledge to the activities that follow.
Word List A
ancient [AYN shuhnt] adj. made, happening, or existing a long time ago; very old
Egypt’s pyramids are ancient structures that are thousands of years old.
bitterly [BIT uhr lee] adv. with a lot of anger and sadness
He complained bitterly that he did not get the grade he deserved.
envious [EN vee uhs] adj. unhappy because someone else has something you want
The poor farmer was envious of the rich farmer’s success.
fray [FRAY] n. noisy fight
An argument between a few fans after the game turned into a fray.
grudge [GRUHJ] n. strong, lasting anger or dislike
Joy did not hold a grudge even though Kay may have cheated to win.
posterity [pahs TER i tee] n. the future; the time after those living now are dead
A museum collects and protects important objects for posterity.
severity [suh VER uh tee] n. state of being very harsh, strict, or difficult
We thought the storm would be mild, so its severity surprised us.
weary [WEER ee] adj. very tired
After weeks of snow and ice, we are weary of freezing weather.
Word List B
adversary [AD vuhr ser ee] n. one you are fighting or competing against
He is a strong runner, but his chief adversary is even faster.
artificial [ahr tuh FI shuhl] adj. not real or natural
I like artificial silk flowers because they never wilt.
exquisite [ek SKWI zuht] adj. beautiful and delicate
Her exquisite gown was made of satin and lace.
fiery [FYE uh ree] adj. full of strong or angry emotion
They are fiery competitors and will not give up without a fight.
forfeit [FAWR fit] n. act of giving up something or having it taken away
Their forfeit of the top honor was an embarrassment for the team.
intrusion [in TROO zhuhn] n. act of interrupting and annoying
As expected, ants made an unwelcome intrusion on our picnic.
rebellious [ri BEL yuhs] adj. deliberately disobeying authority
The rebellious American colonies would not obey England’s king.
virtuous [VER choo uhs] adj. behaving in a very honest and moral way
Telling the truth is a good and virtuous policy to follow in life.
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Exercise A Fill in each blank in the following paragraph below with an appropriate word from
Word List A. Use each word only once.
Most fans root strongly for their team. However, some fans react [1] _____________________
toward the opposing team if they win, showing anger that is not part of good sportsman-
ship. Sometimes there is even a serious fight or [2] _____________________ after a game. The
[3] _____________________ of that kind of response takes away from the fun. There is no rea-
son to resent another team or hold a [4] _____________________ because they played a better
game. Feeling [5] _____________________ of another team’s victory will not make your team
more successful. Even when a team has a long, tiring losing streak, so that fans grow
[6] _____________________ of defeat, there is no excuse for bad behavior. Even when the
rivalry between teams is old, perhaps [7] _____________________, and may go on into
[8] _____________________, there is no excuse. All fans should be good sports.
Exercise B Revise each sentence so that the underlined vocabulary word is used in a logical
way. Be sure to keep the vocabulary word in your revision.
Example: Our forfeit of a single point means we will win the game.
Our forfeit of a single point means we will lose the game.
1. When I am concentrating, an intrusion is a disturbance I need.
2. A rebellious child tries to please his or her parents.
3. To be virtuous is to act in a very selfish way.
4. His fiery speech put most of the audience to sleep.
5. Bright sunshine is an example of artificial lighting.
6. Her chipped plates and paper cups made her table look exquisite.
7. In a contest, you are sure to have an adversary who is ready to help you.

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Reading Warm-up A
William Shakespeare set his play Romeo and Juliet in 1. Circle the words that are a
Verona, a very old and ancient city in Italy. Verona is clue to the meaning of
built along the Adige River. There had been a disastrous ancient. Give your own
example of something
flood in 1239. The severity of the massive damage had
ancient.
required much rebuilding. When Shakespeare wrote his
play in the 1500s, many parts of the city were relatively 2. Circle words that describe
new. the severity of the flood that
Italy in the 1500s was not yet unified as one country. affected Verona. Give a syn-
onym, or word with a similar
Cities like Verona were independent states ruled by meaning for severity.
wealthy families that often fought bitterly for power.
Much anger and sadness resulted from these feuds. 3. Underline the phrase that
Verona was surrounded by fortified walls built around gives clues to the meaning
the 1300s by the della Scala family. They erected the of bitterly. Circle the words
walls to stop any envious rival from trying to take their that explain what was done
bitterly and why.
prized city, which they ruled for over a century.
Many a grudge developed from the plots and schemes 4. Underline what an envious
of these powerful families. Those who felt harmed looked rival of the della Scala family
for their opportunity for revenge—much like the Mon- might try to do. Give a syn-
onym for envious.
tagues and Capulets, the two feuding families in Romeo
and Juliet. 5. Underline the phrase that
Shakespeare may have adapted the names “Montague” describes an outcome of a
and “Capulet” from the Montecchi and Capuleti families of grudge. What is a way to
Verona. These families took opposite sides in many a fray. solve a conflict so that no
one holds a grudge?
However, there is no proof that Romeo and Juliet were real
people. 6. Underline the phrase that is a
Nonetheless, tourists today flood Verona searching for clue to the meaning of fray.
places in the play. However tired and weary travelers Give a synonym for fray.
may be when they arrive, the city does not disappoint.
7. Circle the word that means the
Verona has preserved certain buildings for posterity so same as weary. Describe a
that into the future, students of Shakespeare can relive feeling that is the opposite of
scenes from the play. Casa di Guilietta (Juliet’s House) is being weary.
a restored thirteenth-century inn, complete with balcony.
A bronze statue of Juliet stands in the courtyard. At the 8. Circle the phrase that is a clue
to the meaning of posterity.
remains of an old monastery is found Tomba di Guilietta
Underline the names of two
(Juliet’s Tomb), an empty red marble coffin. Romeo is buildings preserved for
also not forgotten. There is a building with plaques dedi- posterity in Verona.
cated to him.
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Reading Warm-up B
For centuries, people said that when one person fell in 1. Circle the word that is a clue to
love with another it was the work of Cupid and his the meaning of fiery. Explain
golden-tipped arrow. According to myth, Cupid offered what someone with a fiery
temper would be like.
love in its different forms to those who deserved it. He
made some couples fall deeply in love, with strong and 2. Circle a word that is a clue to
fiery feelings for each other. Others felt a quieter kind of the meaning of virtuous. Give
love, one more noble and virtuous. a synonym, or word with a
The Romans, however, did not create the Cupid story. similar meaning, for virtuous.
The Greeks were the first to explain love as the work of 3. Circle a word that is a clue to
the gods. Cupid was called Eros in ancient Greece. Eros the meaning of intrusion.
was a very powerful deity. Yet, unlike other gods, whose Underline why the ancient
intrusion into human affairs was unwelcome, Eros’ pres- Greeks did not view Eros’
ence was positive. Eros brought love, and the Greeks val- presence as an intrusion.
ued a willing heart able to love. As the Greek philosopher
4. Circle a word clue to the
Plato wrote, “Eros . . . makes his home in men’s hearts, meaning of forfeit. Underline
but not in every heart, for where there is hardness he what the Greeks believed led
departs.” For Plato, the forfeit of love and the loss of the to the forfeit of love.
ability to give affection was caused by an unkind heart.
5. Circle all words that are clues
It is the Roman Cupid who is the smiling boy we think
to the meaning of exquisite.
of on Valentine’s Day. In Roman mythology, Cupid was Give a synonym for exquisite.
the son of Venus, the very lovely and exquisite goddess
of beauty. When he failed to grow, Venus appealed to 6. Circle the word that is a clue
Themis, the god of justice, for help. According to legend, to the meaning of adversary.
Themis recommended that Venus have another child. Give an antonym, or word
with the opposite meaning,
Soon Cupid had a younger brother, Anteros. Although
for adversary.
not an adversary of Cupid, Anteros symbolized the
opposing side of love—that is, the pain of love that is not 7. Underline the phrase that
returned. When a person gave love that was not real but is a clue to the meaning of
false and artificial, Anteros avenged the person who was artificial. Describe something
wronged. artificial that is viewed nega-
tively by some people.
Both the Greeks and Romans believed their gods
could create great conflict for rebellious humans who 8. Circle the word that is a clue
were disobedient and angered the gods. Stories of grief to the meaning of rebellious.
caused by the arrows of love were ways for people who Underline the phrase that
lived long ago to make sense of this complicated emotion. names what often happens
as a result of rebellious
behavior.

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Writing About the Big Question
Do our differences define us?
Big Question Vocabulary

accept assimilated background conformity culture
defend determine differences differentiate discriminate
individuality similarity understanding unique values
A. Use one or more words from the list above to complete each sentence.
1. The Big Question asks if our define us.
2. Your plays a role in making you who you are.
3. America has people of many nations.
4. Although immigrants become part of the American way of life, many still cling to
important aspects of their .
B. Follow the directions in responding to each of the items below.

1. In two sentences, name two ways that immigrant groups living in the United States
might differ.
2. Write two sentences describing how one of the preceding differences is a positive
thing. Use at least two of the Big Question vocabulary words.
C. In The Tragedy of Romeo and Juliet, two young lovers come from families locked in a
deadly feud. That difference defines their relationship and forces the plot toward tragic
consequences. Complete the sentence below. Then, write a short paragraph in which
you connect this idea to the Big Question.
When family differences stand between lovers, they must
or

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Literary Analysis: Dialogue and Stage Directions
Dialogue is conversation between or among characters. In prose, dialogue is usually set off
with quotation marks. In drama, the dialogue generally follows the name of the speaker, as in
this example:
BENVOLIO.I aimed so near when I supposed you loved.
ROMEO. A right good markman. And she’s fair I love.
Dialogue reveals the personalities and relationships of the characters and advances the
action of a play.
Stage directions are notes in the text of a play that describe how the work should be
performed, or staged. These instructions are usually printed in italics and sometimes set in
brackets or parentheses. They describe scenes, lighting, sound effects, and the appearance and
physical actions of the characters, as in this example:
Scene iii. FRIAR LAWRENCE’s cell.
[Enter. FRIAR LAWRENCE alone, with a basket.]
As you read, notice how the dialogue and stage directions work together to help you “see”
and “hear” the play in your mind.
DIRECTIONS: Read the following passages from Act I and then use the lines provided to answer
the questions.
TYBALT. Patience perforce with willful choler meeting
Makes my flesh tremble in their different greeting.
I will withdraw; but this intrusion shall,
Now seeming sweet, convert to bitt’rest gall. (Act I, Scene v, ll. 88–91)
1. In the context of the scene, what does Tybalt mean by “this intrusion”?
2. What do the lines reveal about Tybalt’s personality?
3. What do the lines foreshadow for the plot of the play?

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Reading: Using Text Aids to Summarize
Summarizing is briefly stating the main points in a piece of writing. Stopping periodically to
summarize what you have read helps you to check your comprehension before you read further.
To be sure that you understand Shakespeare’s language before you summarize long
passages, use text aids—the numbered explanations that appear alongside the text.
• If you are confused by a passage, check to see if there is a footnote or side note, and read
the corresponding explanation.
• Reread the passage, using the information from the note to be sure you grasp the meaning
of the passage.
DIRECTIONS: Use the text aids to answer the following questions about what you read in Act I of
the play.
1. In your own words, summarize what is happening in Verona based on lines 1–4 of the
Prologue.
2. In Scene i, as the two Montague Servingmen approach the two Capulet Servingmen,
Sampson says, “Let us take the law of our sides; let them begin.” What does he mean?
3. Later in Scene i, Benvolio and Montague talk about how unhappy Romeo has been. Then,
they see Romeo. Benvolio tells Montague to leave so that he can talk to Romeo alone.
Montague says, “I would thou wert so happy by thy stay / To hear true shrift.” Put this
wish into your own words.
4. In Scene iii, Juliet’s mother tells her to “Read o’er the volume of young Paris’s face.” Refer
to that passage (lines 81–92) and, with the help of text aids 9 and 10, restate the advice
Lady Capulet gives to her daughter.

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Vocabulary Builder
Word List
adversary augmenting grievance oppression pernicious transgression
A. DIRECTIONS: In each of the following items, think about the meaning of the italicized word
and then answer the question.
1. Would you be likely to praise an action that had pernicious consequences? Why or why not?
2. In your opinion, does a transgression typically deserve punishment? Explain.
3. Would a person expressing a grievance be likely to seem happy or sad? Explain.
4. If your employer announces that she is augmenting your salary, how would you feel?
5. Would you go out of your way to help an adversary? Explain.
6. Would a person experiencing oppression feel free or burdened? Explain.
B. WORD STUDY: The prefix trans- means “across” or “through.” Answer each of the following
questions using one of these words containing trans-: transgression, transition, transitory,
translucent, transport.
1. What is one item that is translucent?
2. What is one transition that people often make in life?
3. What are two ways to transport goods?
4. What kind of treatment does someone who has committed a transgression deserve?
5. How would you feel if you found out that your troubles are transitory?

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Enrichment: Elizabethan England
It is January 1559 and the streets of London are filled with the sound of ringing bells, with
bonfires, and with patriotic demonstrations. A twenty-six-year-old woman, Queen Elizabeth I,
has come to take her place on the throne.
Elizabeth brought with her a special gift for “queenship” that enabled her to identify with the
needs and feelings of the nation as none of her predecessors had ever done.
Elizabeth’s reign was a time of relative political stability. England’s defeat of the Spanish
Armada in 1588 marked the end of “the threat”—whether political or religious—from Spain.
There had not been any civil wars in England for a century, ever since the Tudors, Elizabeth’s
family, had established itself on the throne. As a result of the previous civil wars, the avoidance
of civil strife was seen as essential for a strong England.
The theatrical world enjoyed prosperity, as illustrated by Shakespeare himself, who made a
good living as an actor and a playwright. Queen Elizabeth, as well as several other royals who
were part of her court, sponsored acting companies. These companies were licensed by the
Queen and the civil authorities to perform plays in public places and, eventually, in theaters
that were built just outside the city of London.
The popularity of theater was quite well established, as far as we know, when William
Shakespeare came on the scene. The first historical mention of him dates to 1592—the thirty-
fourth year of Elizabeth’s reign. From there our knowledge of Shakespeare as both actor and
playwright increases—as do his success and popularity. One estimate puts 15,000 Londoners
per week (approximately 10 percent of the population) attending a theater performance in 1595.
DIRECTIONS: Use the information on this page to answer the following questions.
1. What effect would political stability have had on leisure pursuits, such as music and
theater?
2. What effect would the Queen’s interest and support have had on theatrical arts?
3. In what way did the early years of Elizabeth’s reign pave the way for Shakespeare’s
success?
4. How does the Elizabethan concern with avoiding civil strife come to light in Act I of Romeo
and Juliet? Why might Shakespeare have included this element in his play?

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Open-Book Test
1. Conflict is a struggle between opposing forces. The conflict in The Tragedy of Romeo
and Juliet, Act I, Scene i, involves a feud. What two families are feuding? Does the
Prince resolve the conflict?
2. In The Tragedy of Romeo and Juliet, the elder Capulets and Montagues enter at Act
I, Scene i, lines 71–76. How does Lady Capulet add a touch of comic relief to what is
otherwise a tense and violent scene?
3. Use numbered explanations to help you understand Montague’s speeches

describing Romeo’s behavior in The Tragedy of Romeo and Juliet, Act I, Scene i,
lines 127–151. Then, use your own words to summarize Montague’s speeches.
4. Near the end of Act I, Scene i, in The Tragedy of Romeo and Juliet, Benvolio gives
Romeo advice in order to cheer him up. What does he mean when he says,
“Examine other beauties”?
5. Reread the dialogue at the beginning of Act I, Scene ii, in The Tragedy of Romeo and
Juliet between Capulet and Paris, focusing especially on lines 7–19. Explain how
Capulet feels about his daughter Juliet’s getting married.

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6. What issue does Lady Capulet want to discuss with Juliet in Act I, Scene iii, lines
7–10, of The Tragedy of Romeo and Juliet? Why is Nurse allowed to be part of the
discussion?
7. Describe Juliet’s response to her mother’s announcement that Paris wants to

marry her, in The Tragedy of Romeo and Juliet, Act I, Scene iii, lines 97–99. Explain
what her response tells you about Juliet’s character.
8. Fill in the chart below to compare character traits of the characters Romeo,
Benvolio, and Mercutio in Act I of The Tragedy of Romeo and Juliet. Look for
details about the characters in their speeches, in what other characters say about
them, and in the way they interact with one another. Then answer the questions
below the chart.
Character Character Traits
Romeo
Benvolio
Mercutio
Which character would you choose to have as a friend?

Why do you choose this character?
9. Describe Tybalt’s reaction when he realizes that Romeo is attending the Capulets’
party in The Tragedy of Romeo and Juliet, Act I, Scene v, lines 53–91. Explain what
Tybalt’s reaction tells you about his character, citing details from the play.

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10. Which of these characters from The Tragedy of Romeo and Juliet would you most
likely describe as pernicious: Romeo, Mercutio, Benvolio, or Tybalt? Base your
answer on the meaning of pernicious.
Essay
11. In an essay, describe the relationships between Juliet, her mother, and the Nurse,
as these characters are portrayed in The Tragedy of Romeo and Juliet, Act I, Scene
iii. How does the Nurse behave toward Juliet? Toward Lady Capulet? How does
Juliet respond to her mother and to the Nurse? Which woman seems more
enthusiastic about Juliet’s possible marriage? What level of formality exists among
the three characters? Cite details from the play to support your response.
12. In the Prologue to Act I, the chorus tells the outline of the plot of The Tragedy of
Romeo and Juliet. In an essay, identify details from the play that foreshadow, or
predict, that the love between Romeo and Juliet will be ill-fated. Then explain how
knowing the ending affects your reading of the play.
13. In an essay, describe and discuss the interaction between Romeo and Juliet at their
first meeting in The Tragedy of Romeo and Juliet. Explain why Romeo describes a
series of images. Why does Juliet respond the way she does? What is the overall
effect of using these images to portray a love scene?
14. Thinking About the Big Question: Do our differences define us? The feud
between the Capulets and the Montagues is a very important feature of the
background for the plot of The Tragedy of Romeo and Juliet. In an essay, discuss
some of the details that show this is a deep-seated, longstanding conflict between
the families. Then use the cultural and historical context of the play to speculate on
what factors may have caused such a feud.
Oral Response
15. Go back to question 7, 8, 9, or to the question your teacher assigns to you. Take a
few minutes to expand your answer and prepare for an oral response. Find
additional details in The Tragedy of Romeo and Juliet, Act I, that will support your
points. If necessary, make notes to guide your oral response.

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Selection Test A
Critical Reading Identify the letter of the choice that best answers the question.
1. What is the main purpose of the Prologue to Shakespeare’s play?
A. to quiet down the audience
B. to set the scene for the play as a whole
C. to explain the causes of the feud between the Montagues and the Capulets
D. to praise Prince Escalus
2. In Act I, Scene i, who are Sampson and Gregory?
A. police constables
B. cousins of Tybalt
C. servants of the Capulets
D. servants of Benvolio
3. Which of the following is the best definition of dialogue?
A. conversation between or among characters
B. conflict in drama
C. imaginative wordplay
D. foreshadowing of plot events
4. According to Prince Escalus in Act I, Scene i, what will be the penalty for
Capulet and Montague if further violence between the families breaks out?
A. a heavy fine
B. exile from Verona
C. death
D. loss of all their property
5. In Act I, which of the following best describes Tybalt’s personality?
A. reflective
B. lovesick
C. amiable
D. aggressive

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6. In Act I, Scene iii, in Lady Capulet’s speech to Juliet, to which of the following
does Lady Capulet compare Paris?
Examine every married lineament,
And see how one another lends content;
And what obscured in this fair volume lies
Find written in the margent of his eyes.
This precious book of love, this unbound lover,
To beautify him only lacks a cover.
A. a sword
B. a book
C. a tree
D. a speech
7. In Act I of Shakespeare’s play, who is Rosaline?
A. Tybalt’s sister
B. the lady for whom Romeo is lovesick
C. Lady Capulet’s first name
D. the wife of Benvolio
8. In a play, a dramatic foil is a character who contrasts with or sets off the per-
sonality or traits of another character. In Act I, Scene v, how is Capulet a dra-
matic foil for Tybalt?
A. Capulet and Tybalt are the only ones who know the Montagues are present
at the party.
B. Capulet’s enjoyment of the guests differs from Tybalt’s experience.
C. Capulet and Tybalt are both somewhat upset.
D. Capulet’s tolerance of the Montagues contrasts with Tybalt’s outrage.
9. In Act I, Scene v, why does Capulet allow Romeo to remain at the feast?
A. Capulet wants to keep an eye on Romeo and see what he is up to.
B. Capulet wants to confront Romeo later when there are not so many people
around.
C. Capulet is annoyed and wants to deal with Romeo in his own way.
D. Capulet will not allow a well-mannered guest to be insulted in his home.
10. What is Benvolio’s main function in Act I of The Tragedy of Romeo and Juliet?
A. He shows concern for Romeo and tries to keep the peace between the
families.
B. He threatens to challenge Tybalt to a duel.
C. He secretly loves Juliet but agrees to sacrifice this love on Romeo’s behalf.
D. He delivers an imaginative speech about the queen of the fairies.

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11. Read the following passage from Act I:

Scene iii. A room in CAPULET’s house.
[Enter CAPULET’s wife, and NURSE.]
This passage is an example of which of the following?
A. dialogue C. stage directions
B. text aids D. metaphor
12. Which of the following best describes Romeo’s reaction when he first glimpses
Juliet at the Capulets’ party?
A. He is puzzled by her appearance. C. He compares her to Rosaline.
B. He immediately falls in love with D. He asks Benvolio’s advice.
her.
Vocabulary
13. Which of the following is the best synonym for grievance in this line from Act I?
BENVOLIO. I’ll know his grievance, or be much denied.
A. mourning C. justice
B. complaint D. tolerance
14. Which of the following most nearly means the opposite of augmenting as
Shakespeare uses it in the line “With tears augmenting the fresh morning’s dew”?
A. raising C. decreasing
B. exaggerating D. measuring
Essay
15. In an essay, describe the relationship among Juliet, her mother Lady Capulet, and
the Nurse as this relationship is revealed in the dialogue of Act I, Scene iii. How
does the Nurse behave toward Juliet? Toward Lady Capulet? How does Juliet
respond to her mother and to her nurse? Which character seems most enthusiastic
about Juliet’s possible marriage? What level of formality exists among the three?
Cite details from the play to support your response.
16. In the Prologue to The Tragedy of Romeo and Juliet, the Chorus outlines the play’s
plot. Identify details from Act I that foreshadow that the love between Romeo and
Juliet is ill-fated. Explain how Shakespeare’s use of foreshadowing affects your
reading of the play.
17. Thinking About the Big Question: Do our differences define us? The feud
between the Capulets and the Montagues is a very important part of the plot of The
Tragedy of Romeo and Juliet. The feud defines the family alliances of Romeo and
Juliet. In a brief essay, tell how the differences affect the lives of Romeo and Juliet
in Act I.

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Selection Test B
Critical Reading Identify the letter of the choice that best completes the statement or answers
the question.
1. Which event in Romeo and Juliet does the Prologue foreshadow?
A. the deaths of Romeo and Juliet
B. the marriage of Romeo and Juliet
C. the deaths of Paris and Romeo
D. the marriage of Paris and Juliet
2. The setting of Act I of Romeo and Juliet is which of the following cities?
A. Venice
B. Verona
C. Mantua
D. Rome
3. Act I, Scene i begins with SAMPSON and GREGORY, two servingmen from the house of
Capulet. What is the best interpretation of the playwright’s main purpose in Scene i?
A. to show the respect that citizens have for the law
B. to stress the turbulence of feuding and civil discord
C. to underline the patience of Prince Escalus and Benvolio
D. to contrast Benvolio with Tybalt
4. Which of the following is NOT true about dialogue in a play?
A. It advances the action of the play.
B. It reveals the personalities and relationships of characters.
C. It generally follows the name of the speaker.
D. It is always set off with quotation marks.
5. In these lines from Act I, Scene i, what is Prince Escalus’s message to Capulet and
Montague?
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
A. Capulet and Montague have been responsible for three brawls.
B. The city streets have been much disturbed.
C. Ancient citizens of Verona have been forced to take up arms.
D. Capulet and Montague will pay with their lives if there are further disturbances.
6. Which of the following best defines stage directions in drama?
A. notes that define difficult words in the dialogue
B. notes about the performance history of a play
C. notes in the text of a play that describe how the work should be performed or staged
D. marks on the floor of the stage that tell the actors where to stand

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7. Choose the item that best restates Capulet’s answer to Paris’s request to marry Juliet.
But woo her, gentle Paris, get her heart;
My will to her consent is but a part.
An she agree, within her scope of choice
Lies my consent and fair according voice. . . .
A. Woo her gently, Paris. When you get her heart, you will have my consent.
B. Woo her until you win her over. I will ask her to consent as well.
C. Win her heart, gentle Paris. My wanting her to consent is only part of the process. If
she agrees, then you have my consent as well.
D. Win her heart, Paris. I shall will her to consent, for my part. Once she agrees, having
had a fair choice, I will agree, too.
8. Which of the following is a helpful strategy when you want to summarize a passage?
A. Skim the passage rapidly.
B. Compare and contrast the passage with the text that immediately precedes it.
C. Examine the passage for foreshadowing.
D. Use text aids to understand the meaning of a passage.
9. In Act I, Scene iii, in her speech comparing Paris to a book, Lady Capulet encourages
Juliet to
A. ignore his looks competely.
B. listen to his wisdom.
C. study all his features carefully.
D. look only at his eyes.
10. In Act I, Scene ii, Romeo agrees to go to the Capulets’ party because he hopes to
A. forget his love for Rosaline.
B. challenge Tybalt to a fight.
C. catch a glimpse of Rosaline.
D. make peace with the Capulets.
11. At the end of Scene iv, how does Romeo explain his reluctance to go to the Capulets’
party?
A. He is afraid of angering Capulet.
B. He has had a premonition of his own death.
C. He is afraid of upsetting his father.
D. Mercutio has warned him against going.
12. What obstacles to Romeo and Juliet’s relationship are already apparent in Act I?
A. the families’ rivalry and Lady Capulet’s refusal to allow Juliet to marry so young
B. the families’ rivalry and Capulet’s desire for Juliet to marry Paris
C. Montague’s refusal to allow the relationship and Benvolio’s own affection for Juliet
D. the Prince’s refusal to allow the families to mix and Romeo’s affection for Rosaline
13. What is the purpose of text aids?
A. to keep track of scenes
B. to provide information about unfamiliar language
C. to indicate the setting and give stage directions
D. to indicate who is speaking
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14. In Act I, Scene i, what detail about Montague helps to make him a round, complex
character that goes beyond the stereotype of an angry old curmudgeon?
A. the description of his home
B. the concern he shows over his son’s unhappiness
C. the description of his relationship with his wife
D. the way he treats Benvolio
15. Act I of Romeo and Juliet is mainly about the Capulet-Montague family feud and
A. Romeo and Juliet’s first meeting.
B. Romeo’s desire to marry Juliet.
C. Paris’s desire to marry Juliet.
D. Juliet’s interest in marriage.
Vocabulary and Grammar
16. The Prince says that the men who are fighting act that way because of a “pernicious
rage.” What does pernicious mean?
A. long-standing C. childish
B. ruinous D. jealous
17. When Romeo’s tears are “augmenting the fresh morning’s dew,” they are
A. adding to it. C. making it change colors.
B. drying it up. D. putting it to shame.
18. Which of the following might most reasonably be expected to cause a grievance?
A. an admiring compliment C. a serious injury
B. a prestigious award D. an energetic effort
19. Which of the following is most nearly the opposite of transgression?
A. breach C. indifference
B. uprightness D. corruption
Essay
20. Act I can be considered a setup for the rest of the play. In an essay, choose three important
issues or events that are revealed or that happen in Act I. Explain whether you think these
issues or situations might turn out favorably or not based on details from Act I.
21. In drama, dialogue advances the action and also reveals the personalities and relationships
of the characters. Choose a brief passage of dialogue from Act I of The Tragedy of Romeo
and Juliet. In an essay, discuss how the dialogue moves the plot forward, and also analyze
what the dialogue reveals about the personalities and relationships of the speakers. You
may keep your book open as you write this essay.
22. Thinking About the Big Question: Do our differences define us? The feud between the
Capulets and the Montagues is a very important feature of the background for the plot of
The Tragedy of Romeo and Juliet. In an essay, discuss some of the details that show this is
a deep-seated, long-standing conflict between the families. Then use the cultural and
historical context of the play to speculate on what factors may have caused such a feud.

40
Study these words from Act II of Romeo and Juliet by William Shakespeare. Then, apply your
knowledge to the activities that follow.
Word List A
consent [kuhn SENT] v. agree to; give permission for something to happen
My mother will consent to a party if we promise to clean up.
faithfully [FAYTH fuhl lee] adv. in a way that is loyal and supportive
The president’s staff served him faithfully with sound advice.
glorious [GLAWR ee uhs] adj. worthy of praise; very impressive
It is a glorious night, with the sky a blanket of twinkling stars.
incorporate [in KAWR puh rayt] v. bring together or include
The musical group tries to incorporate jazz into their rock sound.
perfection [puhr FEK shuhn] n. state of being perfect or without mistakes
Beth is an excellent student who aims for perfection in her work.
peril [PER uhl] n. danger, especially of being harmed or killed
Their home is in peril of being destroyed by the raging fire.
satisfaction [sat is FAK shuhn] n. feeling of happiness or pleasure
Finishing a project brings great satisfaction.
variable [VER ee uh buhl] adj. likely to change often or be different
The weather there is very variable, so bring sweaters as well as swimsuits.
Word List B
adjacent [uh JAY suhnt] adj. next to something
We can swim every day because we live adjacent to the lake.
alliance [uh LYE uhns] n. close agreement or connection
Nations may form an alliance to work on problems together.
boundless [BOWND lis] adj. without any limits or end
The tourists have boundless energy and will not stop until they have seen everything.
courteous [KER tee uhs] adj. polite and respectful
She gets the best tips because she is the most courteous waitress.
merrily [MER uh lee] adv. in a lively and cheerful way
After winning the game, we all sang merrily on the bus ride home.
predominant [pree DAHM uh nuhnt] adj. more numerous or noticeable than others
In my family, the predominant eye color is brown; only my mother’s eyes are blue.
sallow [SAL oh] adj. looking yellowish and unhealthy
Her skin was sallow after weeks of being ill and staying indoors.
triumph [TRY uhmf] n. important success or victory
The players were awarded a trophy for their triumph in the finals.
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The first step in having a party is to ask a parent to [1] _____________________ and say it
is okay. The next step is to make a plan. Do not expect [2] _____________________ without
any problems at all. Your party is in [3] _____________________ of being ruined without a
few backup plans. If the party is outdoors and you expect the weather to be sunny and
[4] _____________________, what happens if it rains? If you invite lots of people but only
your loyal buddies [5] _____________________ show up, how will you respond? If you are
trying to [6] _____________________ different groups of friends, but they feel awkward
together, how can you break the ice? There are many [7] _____________________ aspects
to a party and changes occur. If you plan for them, and then just have fun, you are sure
to feel the [8] _____________________ of hosting a good party.
Exercise B Answer the questions with complete explanations.
1. Would an alliance that produced a triumph show that cooperation is a good idea?
2. What kind of service would you expect from a courteous salesperson?
3. Would an angry response be given merrily?
4. Could people walk to a convenience store that is adjacent to their apartment

building?
5. Scientifically speaking, would it be possible to have boundless sunshine in one

place all the time?
6. Would a problem that is predominant in a community be one that few people

knew about?
7. Would you be concerned about a friend who looked sallow?

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Reading Warm-up A
One of the most glorious and memorable scenes of 1. Circle the word that is a clue
William Shakespeare’s Romeo and Juliet occurs on the to the meaning of glorious.
balcony, or small porch, outside Juliet’s window. The Give a synonym, or word with
a similar meaning, for
balcony setting makes the scene more romantic. The
glorious.
couple are close enough to whisper words of love to each
other. Yet, to be together would require Romeo to climb 2. Circle the word that is a clue
to Juliet’s window. In doing so, he would risk the peril of to the meaning of peril.
falling and being injured. The scene’s drama would not Underline the peril that
be as great without the balcony. Romeo faces.
In ancient times, architects first saw that they could 3. Circle a word that is a clue to
incorporate a window with an extended platform into a the meaning of incorporate.
home. By including this simple feature, they could allow Underline the phrase that
people to enjoy better light and fresh air. In variable explains why architects liked
weather, balconies offered some shelter from the extremes to incorporate a balcony into
a residence.
of changing temperatures. With such advantages, getting a
family to consent to balconies would not be difficult, and 4. Circle the word that is a clue
many agreed to build them. A more comfortable environ- to the meaning of variable.
ment would surely increase the happiness and satisfaction Underline the words that
of those living there. explain the way in which the
weather is variable.
The Hanging Gardens of Babylon, created around
600 B.C., were actually a series of gardens planted on 5. Circle the word that is a clue
balconies. Together, they formed a towering spectacle of to the meaning of consent.
beauty. Their flawless perfection made the gardens one of Give an antonym, or word
the Seven Wonders of the Ancient World. with opposite meaning, for
consent.
The early Romans also kept gardens on the balconies
attached to their crowded apartments. Romans place their 6. Circle the word that is a clue to
balconies facing courtyards (open areas in the middle of a the meaning of satisfaction.
building) instead of the streets. Courtyard balconies were Describe something that gives
safer and less likely to be used by thieves to enter a home. you satisfaction.
Shakespeare was loyal to these traditions. He faithfully 7. Circle the word that is a clue
followed them in placing Juliet’s balcony facing the court- to the meaning of perfection.
yard of the Capulet residence. The Capulets, though, saw What related word is part of
Romeo as a thief who came to steal Juliet’s heart! the word perfection?
8. Circle a word that is a clue to

the meaning of faithfully.
Underline what Shakespeare
followed faithfully.

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Reading Warm-up B
If playwright William Shakespeare could return today, 1. Circle a word that is a clue
he might be surprised to find that he is still a powerful to the meaning of
and predominant force in the theater. His plays are still predominant. Give an ant-
onym, or word with an oppo-
performed today—on stage or made into movies. Some
site meaning, for
even win top honors and are an important triumph for predominant.
cast and crew alike. Shakespeare certainly would be sur-
prised by the awe and esteem that he has inspired. 2. Underline what a play or
Attitudes were quite different in Shakespeare’s day. movie may need to do to be
called a triumph. Give a syn-
The acting profession was not respected, and there were onym, or word with a similar
not boundless opportunities for money and fame. Actors meaning, for triumph.
were limited by a common view of them as low class.
However, even if the players were not acclaimed, the- 3. Circle a word that is the oppo-
site of boundless. Explain
ater was popular. Plays were lively productions, either
the meaning of boundless
clever comedies designed to keep the crowds laughing opportunities.
merrily or dramas filled with many a violent death.
One of the most famous theaters was the Globe in 4. Circle two clues to the mean-
London. Shakespeare joined in a financial alliance with ing of merrily. Describe what
someone laughing merrily
backers to build a theater for his acting company. The
would be like.
Globe was located across the Thames River from the old
city of London on a plot of land adjacent to the shore. The 5. Circle the word that is a clue
location next to the busy river allowed for a mix of people to the meaning of alliance.
to fill the theater. Explain what a financial
alliance might be.
The commoners, or “groundlings,” as they were known,
stood near the stage. They were a rowdy bunch—far from 6. Circle the words that give the
the polite and courteous audiences of today. They ate, meaning of adjacent. Under-
drank, and verbally abused the actors. The wealthy sat line the phrase telling what was
above in separate areas, where they strained to hear over positioned adjacent to the
the chaos below. Thames River.
To keep the groundlings interested, there were fre- 7. Circle the word that gives the
quent fight scenes. Many a pale and sallow actor saw his meaning of courteous. Under-
“life’s blood” spill from a pig’s bladder filled with red liq- line examples of behavior that
uid. The bladder was squeezed to simulate blood squirt- was not courteous.
ing from a stab wound. A crowd’s appreciation of a truly
8. Circle the word clue for sallow.
gory special effect is one of the few things that has not Explain why a poor actor
changed since Shakespeare’s day! might appear sallow.

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1. My friend Steve wears outfits to school, like bright orange
shirts paired with purple pants.
2. He is quick to his clothing by saying that he dresses to suit
his mood.
3. You can certainly between him and all the other boys in our
class.
4. I have to admit that I admire his .

1. In two sentences, describe a time when you stood out from others in your school.
2. Write two sentences explaining what the above experience revealed about you. Use
at least two of the Big Question vocabulary words.
It is important to embrace our differences because

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Literary Analysis: Blank Verse
Blank verse is unrhymed poetry written in a meter called iambic pentameter. A line written
in iambic pentameter includes five stressed syllables, each preceded by an unstressed syllable,
as in the following example:
˘ but
‘Tis ˘ name
´ thy ˘ ís my
´ that ˘ ´
˘ énemy.
˘ art
Thou ˘
˘ ´ though
´ thyself ´ ˘a Montague.
not ´ ˘ ´
Much of The Tragedy of Romeo and Juliet is written in blank verse. Shakespeare uses its
formal meter to reinforce character rank. Important or aristocratic characters typically speak in
blank verse. Minor or comic characters often do not speak in verse.
DIRECTIONS: Mark the stressed and unstressed syllables in these lines from Act II, Scene v. Put
a check mark next to any line that has one extra syllable or any line not written in iambic
pentameter. The first line has been marked for you.
JULIET. ˘ clock
The ´ ˘
struck ´
nine when ˘ send
˘ Í did ´ ˘ ´
the nurse,
In half an hour she promised to return.
Perchance she cannot meet him. That’s not so.
O, she is lame! Love’s heralds should be thoughts,
5 Which ten times faster glide than the sun’s beams
Driving back shadows over low’ring hills.
Therefore do nimble-pinioned doves draw Love,
And therefore hath the wind-swift Cupid wings.
Now is the sun upon the highmost hill
10 Of this day’s journey, and from nine till twelve
Is three long hours, yet she is not come.
Had she affections and warm youthful blood,
She would be as swift in motion as a ball;
My words would bandy her to my sweet love,
15 And his to me.
But old folks, many feign as they were dead—
Unwieldy, slow, heavy and pale as lead.

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Reading: Reading in Sentences to Summarize
Summarizing is briefly stating the main points of a piece of writing. Stopping periodically to
Summarizing is especially useful when reading a play that has long passages of blank verse.
When you encounter one of these passages, read in sentences, just as if you were reading a
poem. Pause according to punctuation and not necessarily at the end of each line.
Once you have grasped the meanings of individual sentences in blank verse, you can more
easily and more accurately summarize long passages.
DIRECTIONS: Read the following passage, and then answer the items on the lines provided.
1 Two of the fairest stars in all the heaven,
2 Having some business, do entreat her eyes
3 To twinkle in their spheres till they return.
4 What if her eyes were there, they in her head?
5 The brightness of her cheek would shame those stars
6 As daylight doth a lamp; her eyes in heaven
7 Would through the airy region stream so bright
8 That birds would sing and think it were not night.
1. At the end of which line(s) should you make no pause at all?
2. At the end of which line(s) should you make a major pause?
3. At the end of which line(s) should you make a minor pause?
4. Write a brief summary of the main points in this passage.

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Vocabulary Builder
Word List
intercession lamentable predominant procure sallow unwieldly
A. DIRECTIONS: For each of the following items, think about the meaning of the italicized word
1. Would an unwieldy burden be easy or difficult to carry? Why?
2. If you received lamentable news, how would you feel?
3. Is intercession typically something you undertake on your own behalf or for the sake of
someone else?
4. If a species of tree is predominant in your neighborhood, are there many or few of that
species?
5. What might cause a person with a normally rosy complexion to suddenly look sallow?
6. If you need film for your camera, where might you try to procure it?
B. WORD STUDY: The Latin prefix pro- means “before,” “forth,” or “forward.” Answer each of
the following questions using one of these words containing pro-: procure, profound, profuse,
protrude, provoke.
1. What would be difficult to procure in the desert?
2. What can you do to fix teeth that protrude?
3. How might someone react if you provoke that person?
4. What might be the subject of a profound discussion?
5. If a critic is profuse in her praise of a movie, how well did she like the movie?

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Enrichment: Film Adaptations
As you read in the introduction to the text, Shakespeare did not think up the Romeo and
Juliet story. Several versions of the story of these star-crossed lovers were in circulation
decades before Shakespeare adapted the story for his own acting company. What would the
story of Romeo and Juliet be like if it were set in your town and community? Become a movie
producer, and reset Act II in your town. You may choose to set the story in the past, the present,
or the future.
DIRECTIONS: Use the chart to plan the past, the present, or the future adaptation of Act II. Make
notes about the physical setting, time setting, costumes, stage props, and so on.
Time Physical Setting
Costumes (in general)
Stage Props
Dialogue Style (give specific examples)
Names of the Two Feuding Families (you may change their names)
Homes of the Two Families
Specific Characters and Descriptions (you may change their names)

Romeo
Juliet
Benvolio
Nurse
Mercutio
Friar Lawrence

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Open-Book Test
1. In the Prologue to The Tragedy of Romeo and Juliet, Act II, the Chorus indicates
that it is hard for Juliet to find a way to meet Romeo (lines 11–12). From what you
know so far of the world of the play, why would this be true?
2. Read this sentence from Benvolio’s speech in The Tragedy of Romeo and Juliet, Act
II, Scene i, lines 31–32.
Come, he hath hid himself among these trees
To be consorted with the humorous night.
Blind is his love and best befits the dark.
Summarize Benvolio’s meaning in this speech.
3. Copy this line spoken by Romeo in his response to Juliet on her balcony in The
Tragedy of Romeo and Juliet, Act II, Scene ii, line 49. Mark the stressed and
unstressed syllables. Is the line in iambic pentameter? Why or why not?
I take thee at thy word.
4. Read the following speech by Romeo to Juliet in Act II, Scene ii, lines 82–84 as a
single complete sentence. Then write a summary in your own words.
I am no pilot; yet, wert thou as far
As that vast shore washed with the farthest sea,
I should adventure for such merchandise.
5. Blank verse is unrhymed iambic pentameter. Describe what is special about the
verse throughout Act II, Scene iii, of The Tragedy of Romeo and Juliet. How are the
speeches of Friar Lawrence and Romeo different from those of other characters in
earlier scenes?

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6. Fill in the cluster to show how Romeo acts around different characters in The
Tragedy of Romeo and Juliet, Act II.
With Benvolio With Juliet
Romeo
With Mercutio With Friar Lawrence
7. Describe how Nurse and Mercutio respond to each other in Act II, Scene iv, lines
96–145 of The Tragedy of Romeo and Juliet. Why do you think Shakespeare
included this exchange in his play?
8. In Shakespearean drama, characters who speak in blank verse are likely to be

important and aristocratic. Describe the characters who do not speak in verse.
9. What hints have you noticed so far in The Tragedy of Romeo and Juliet to indicate
that the love between Romeo and Juliet may have a lamentable outcome? Base
your answer on the meaning of lamentable.

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10. Fill in the timeline by putting the following events of Romeo and Juliet’s courtship
into the correct order.
The Nurse brings the message to Juliet.
Romeo consults with Friar Lawrence to arrange the marriage.
Romeo and Juliet are married in Friar Lawrence’s cell.
Romeo gives the Nurse his message.
Romeo and Juliet declare their love in the orchard.
Essay
11. Cite two lines in The Tragedy of Romeo and Juliet, Act II, that suggest violence and
death. Identify the speaker of each line. Then, in an essay, explain the effect the
lines have in the context of a happy event.
12. Write an essay in which you discuss Friar Lawrence’s character and abilities, as
well as his relationship with Romeo and Juliet in Act II, Scenes iii and iv. Explain
why Friar Lawrence agrees to secretly bind the lovers in marriage.
13. Reread the exchange between Juliet and her Nurse in The Tragedy of Romeo and
Juliet, Act II, Scene v, lines 18–76. Then, in an essay, summarize and explain their
conversation using contemporary language. Be sure to keep the humor of the
situation in mind as you write.
14. Thinking About the Big Question: Do our differences define us? While Juliet is
still talking to Romeo from her balcony in Act II, Scene ii, she introduces a note of
caution. Romeo satisfies himself with vows of love, but not of marriage, and agrees
to send word the next morning. Friar Lawrence, in Act II, Scene iii, line 94,
counsels Romeo, “Wisely and slow. They stumble that run fast.” In an essay,
explain the three different attitudes about love displayed by these three characters
in The Tragedy of Romeo and Juliet. Support your statements with details and
examples from the play.
Oral Response
15. Go back to question 6, 7, 8, or to the question your teacher assigns you. Take a few
minutes to expand your answer and prepare for an oral response. Find additional
details in The Tragedy of Romeo and Juliet, Act II, that support your points. If
necessary, make notes to guide your oral response.

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Selection Test A
1. Which of the following correctly defines blank verse?
A. poetry with no structure or rhyme
B. a type of long poem often used for plays
C. a type of rhymed poetry Shakespeare uses throughout his plays
D. unrhymed verse written in iambic pentameter
2. In Act II, which of the following is the most important development in the plot of
Romeo and Juliet?
A. the search for Romeo by Benvolio and Mercutio
B. the arrival of Tybalt’s letter at Montague’s house
C. the decision by Romeo and Juliet to get married
D. Friar Lawrence’s discovery of an unusual plant
3. Read the following speech by Romeo in Act II, Scene ii.
O, speak again, bright angel, for thou art
As glorious to this night, being o’er my head,
As is a wingèd messenger of heaven
Unto the white-upturnèd wond’ring eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy puffing clouds
And sails upon the bosom of the air.
In reading these lines, where should you pause?
A. at the end of every line
B. at the end of lines 2 and 7
C. at the end of lines 2, 4, and 6
D. at the end of line 7 only
4. In Act II, Friar Lawrence is best described as which of the following?
A. a relative of the Capulets
B. an influential advisor to the Prince
C. Romeo’s spiritual advisor
D. a frustrated botanist

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5. Whom does Juliet send as a messenger to Romeo to find out about Romeo’s
intentions?
A. Lady Capulet
B. Mercutio
C. Peter
D. Nurse
6. In Act II, which of the following best describes the personality of Mercutio?
A. love-sick
B. arrogant
C. fanciful
D. withdrawn
7. Read the following speech by Juliet in Act II, Scene ii:
How camest thou hither, tell me, and wherefore?
The orchard walls are high and hard to climb,
And the place death, considering who thou art,
If any of my kinsmen find thee here.
Which of these lines varies the usual metrical pattern of blank verse?
A. line 1
B. line 2
C. line 3
D. line 4
8. Which of the following plays a part in Friar Lawrence’s decision to marry Romeo
and Juliet?
A. He realizes they will never give up their love, whether or not they get married.
B. He thinks the marriage may help end the feud between the Capulets and the
Montagues.
C. He knows that Prince Escalus would approve of the marriage.
D. He prefers that Juliet marry Romeo rather than Paris.
9. When you summarize a piece of writing, which of the following do you do?
A. explain the difficult words in a text
B. briefly state the main points in a piece of writing
C. use your own words to list all the main ideas and details in a text
D. explain a writer’s allusions, or references to mythology and literature

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10. Who wrote the letter that Benvolio and Mercutio discuss in Act II, Scene iv?
A. Friar Lawrence C. the Nurse
B. Lady Capulet D. Tybalt
11. Which of the following correctly describes iambic meter?
A. a stressed syllable preceded by an unstressed syllable
B. two unstressed syllables followed by a stressed syllable
C. two stressed syllables followed by an unstressed syllable
D. three unstressed syllables followed by a stressed syllable
12. In Act II, Scene iii, Romeo tells Friar Lawrence of his love for Juliet. Which of
the following best summarizes Friar Lawrence’s advice to Romeo?
A. Love moderately.
B. Get married immediately.
C. Postpone your decision for several years.
D. Rosaline is to be preferred to Juliet.
Vocabulary
13. Which of the following is the best synonym for procure?

A. negotiate C. get
B. reevaluate D. praise
14. Which word is most nearly opposite in meaning to lamentable?
A. melancholy C. sober
B. cheerful D. silent
Essay
15. Write an essay describing Friar Lawrence’s character and abilities. Also, describe
Friar Lawrence’s relationship with Romeo and Juliet in Act II, Scenes iii and vi.
Explain why Friar Lawrence agrees to marry the lovers secretly.
16. Reread the exchange between Juliet and her Nurse in Scene v, lines 18–76. With
your book open, rewrite their dialogue using contemporary language. Keep the
humor of the situation in mind as you write.
17. Thinking About the Big Question: Do our differences define us? In Act II, Scene
ii, Juliet talks to Romeo from her balcony and cautions Romeo to wait until morn-
ing. Romeo satisfies himself with vows of love, but wants something more. In an
essay, explain the two different attitudes about love held by the characters Juliet
and Romeo in Act II of The Tragedy of Romeo and Juliet. Support your statements
with details and examples from the play.

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Selection Test B
the question.
1. In the following speech by Juliet in Act II, Scene ii, what is “summer’s ripening
breath”?
This bud of love, by summer’s ripening breath,
May prove a beauteous flow’r when next we meet.
A. the force of the wind
B. the heat of the sun
C. a sudden thunderstorm
D. a most welcome rainfall
2. Which of the following correctly defines blank verse?
A. any type of verse lacking end rhyme
B. verse with extended metaphors and similes
C. verse written in rhymed couplets
D. unrhymed verse written in iambic pentameter
3. What is one key to summarizing a long passage in blank verse?
A. Use the punctuation to read in sentences.
B. Find the rhythm, and be sure to emphasize stressed and unstressed syllables.
C. Watch for rhymes, which hint that something important is going to happen.
D. Read each thought or phrase separately, and always pause at the end of each line.
4. What point does Juliet make when she speaks these lines in Act II, Scene ii?
What’s in a name? That which we call a rose
By any other name would smell as sweet.
A. She thinks that Romeo has a sweet-sounding name.
B. She wishes that Romeo would change his name.
C. She loves Romeo even though he is a Montague.
D. The love she feels for Romeo reminds her of a rose.
5. In Act II, Benvolio’s and Mercutio’s sociability helps to emphasize Romeo’s
A. moodiness.
B. sense of humor.
C. talkativeness.
D. temper.
6. In agreeing to marry Romeo and Juliet, Friar Lawrence shows that he
A. makes independent judgments.
B. favors young lovers.
C. dislikes the Capulets.
D. looks beyond the immediate event.

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7. In Act II, Scene iv, Benvolio and Mercutio are concerned about the letter that has
arrived at Romeo’s father’s house because they
A. are worried that Romeo is dead.
B. doubt Romeo’s ability to win a duel with Tybalt.
C. know Romeo is too distracted to fight well.
D. think Romeo should wait to get married.
8. Which of the following best compares or contrasts Benvolio’s personality with that of
Mercutio?
A. Benvolio is more playful than Mercutio.
B. Benvolio is more serious than Mercutio.
C. Benvolio is more romantic than Mercutio.
D. Benvolio is more talkative than Mercutio.
9. The contrasts between Romeo’s character and those of both Friar Lawrence and
Mercutio help to emphasize Romeo’s attitude about which of the following?
A. love
B. death
C. dueling
D. dancing
10. Choose the line from the Prologue that is not in iambic pentameter.
A. Now old desire doth in his deathbed lie. . . .
B. And young affection gapes to be his heir. . . .
C. Young Abraham Cupid, he that shot so true. . . .
D. With tender Juliet matched is now not fair.
11. In Shakespearean drama, characters who do not speak in verse are likely to be
A. important.
B. minor or comic.
C. noble or aristocratic.
D. heroic.
12. In what important way is Romeo’s love for Juliet different from his love for Rosaline?
A. Romeo is less certain about his love for Rosaline.
B. Romeo has known Juliet longer than he has known Rosaline.
C. Unlike Rosaline, Juliet is a Capulet.
D. Unlike Rosaline, Juliet returns Romeo’s love.
13. Why does Friar Lawrence advise Romeo to “love moderately” just before Juliet arrives?
A. He has seen Romeo in and out of love before and hopes that Romeo is not acting too
hastily.
B. It is his duty as a Friar to advise caution and moderation in all things.
C. He assumes there will be trouble between the families because of the marriage and
does not want Romeo to forget that.
D. He is doubtful as to whether Juliet will show up and wants to prepare Romeo for the
possible disappointment.

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14. Read the following speech by Juliet in Act II, Scene v:

Now is the sun upon the highmost hill
Of this day’s journey, and from nine to twelve
Is three long hours; yet she is not come.
Had she affections and warm youthful blood,
She would be as swift in motion as a ball. . . .
Which of the following is the best summary of this speech?
A. She may be doing the best she can, but she is still taking a long time.
B. It has been three hours since she left. If she were young and in love, she would
move faster.
C. From nine to twelve is three hours, and she still has not returned.
D. Old people do not move as fast as young lovers. As a result, she has not come.
Vocabulary
15. Friar Lawrence speaks of death as the end result in plants and people “where the
worser is predominant.” What does predominant mean?
A. having dominating influence C. clearly recognizable
B. lurking beneath the surface D. displaying bad qualities
16. What does Juliet mean when she tells Romeo that she will procure a messenger to come
to him?
A. persuade B. bribe C. obtain D. order
17. Friar Lawrence says to Romeo, “What a deal of brine / Hath washed thy sallow cheeks
for Rosaline!” What does he mean by sallow?
A. creased B. tear-stained C. pale-yellowish D. ruddy
18. If you were carrying an unwieldy group of packages, how might your burden be
described?
A. disproportionate B. awkward C. plain D. easily handled
Essay
19. Shakespeare often interjects lighter moments into serious situations. Choose such a
moment in Act II, and in an essay explore how the humor is achieved. Use examples of dia-
logue to support your explanation. You may keep your book open as you write this essay.
20. Write an essay describing Friar Lawrence’s character and abilities. Also, describe Friar
Lawrence’s relationship with Romeo and Juliet in Act II, Scenes iii and vi. Explain why Friar
Lawrence agrees to marry the lovers secretly.
21. Thinking About the Big Question: Do our differences define us? While Juliet is still
talking to Romeo from her balcony in Act II, Scene ii, she introduces a note of caution.
Romeo satisfies himself with vows of love, but not of marriage, and agrees to send word the
next morning. Friar Lawrence, in Act II, Scene iii, line 94, counsels Romeo, “Wisely and
slow. They stumble that run fast.” In an essay, explain the three different attitudes about
love displayed by these three characters in The Tragedy of Romeo and Juliet. Support your
statements with details and examples from the play.

58
Study these words from Act III. Then, complete the activities.
Word List A
confines [KAHN fynz] n. walls, limits, or borders of something
The animals can roam within the confines of the nature preserve.
dishonorable [dis AHN uhr uh buhl] adj. of an act that brings shame or loses the respect
of others
It is considered dishonorable for a soldier to run away in battle.
gallant [GAL uhnt] adj. brave and kind
The officer was praised for his gallant work on the police force.
impatient [im PAY shuhnt] adj. eager and not wanting to wait
Summer is almost here, and we are impatient for it to arrive.
mangle [MANG guhl] v. damage badly by crushing or twisting
A lion’s powerful jaws can mangle and kill.
offense [uh FENS] n. act of wrongdoing; crime
Die-hard fans consider rooting for another team to be a serious offense.
outrage [OWT rayj] n. something that causes great anger or shock
Many people think the high prices at that store are an outrage.
quarrel [KWAHR uhl] n. angry argument
To keep my friends from having a quarrel, I said, “You are both right.”
Word List B
calamity [kuh LAM uh tee] n. bad, unexpected event that causes much suffering
The earthquake was a calamity, spreading death and destruction.
disobedient [dis oh BEE dee uhnt] adj. refusing to do what you are told to do
Even after training school, my dog is still a disobedient mutt.
disposition [dis puh ZISH uhn] n. way someone tends to behave
The child has a happy disposition and is usually smiling.
garish [GER ish] adj. very brightly colored and excessively overdone
She likes simple clothing and would not dress in anything garish.
predicament [pri DIK uh muhnt] n. difficult situation in which it is not clear what to do
Having to choose between two friends can be an unpleasant predicament.
universal [yoo ni VER suhl] adj. involving or affecting the whole world
Appreciation of the band is universal, and they have fans in every corner of the world.
unruly [un ROO lee] adj. difficult to control
When the crowd turned unruly, there was danger of a riot.
vile [VYL] adj. very bad or disgusting
The cook has no talent, and the food he makes is vile.
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In tales of knights of old, many a brave and [1] _____________________ fighter set off
to slay a terrifying dragon whose every deed was an [2] _____________________. The
knight would never dream of returning without accomplishing his mission. Such an
act was [3] _____________________, though it was not a legal [4] _____________________.
There might be a disagreement or even a [5] _____________________ over which knight
should do the deed. Sometimes, more than one knight would leave the safe
[6] _____________________ of the castle and go forth. Foolish knights were
[7] _____________________ and in a hurry to do battle with the monster. Without a
plan, those knights were overwhelmed by the power of the beast to crush and
[8] _____________________ its opponents. Only the most able knight could conquer the
dragon.
Exercise B Decide whether each of the following statements is true or false. Explain your
answers.
1. Getting an invitation to a party when you have no other plans is a predicament.

T/F
2. Someone with a cranky disposition might have few friends.
T/F
3. A garish outfit would not be appropriate for a solemn and serious occasion.
T/F
4. Universal problems affect only a few people and places.
T/F
5. Reading about a calamity in the world is likely to make you smile.
T/F
6. Unruly hair may be wild and frizzy and hard to comb.
T/F
7. A disobedient dog follows every command.
T/F
8. A vile experience is one you hope to never repeat again.
T/F

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Reading Warm-up A
In playwright William Shakespeare’s day, gentlemen 1. Underline the phrase that

followed a set of rules called a code of conduct. Their gives the meaning of gallant.
behavior toward women was expected to be gallant, brave, Circle the word for those who
received the benefits of
kind, and true. In their dealings with other men, honor
gallant behavior.
and respect were important qualities.
Two gentlemen might have a disagreement or even a 2. Circle two words that are
serious quarrel without too much harm. However, if one clues to the meaning of
gentleman insulted the honor of another, he committed a quarrel. Give a word that
means the same as quarrel.
serious offense. This violation gave the insulted person
the right to challenge the other to a duel. 3. Circle the word that is a clue
A duel was a combat between two persons with weap- to the meaning of offense.
ons. It was fought in the presence of witnesses, usually in Underline the result of an
offense against one’s honor.
a quiet place outside the confines of a city. Many impa-
tient individuals eagerly traveled beyond the town limits 4. Circle the word that is a clue
to a hidden field to defend their honor. to the meaning of confines.
In the play Romeo and Juliet, however, Shakespeare Explain what the confines of
shows duels taking place on the city streets. The duels are a city are.
considered an outrage, and Romeo is punished for this 5. Circle the word that is a clue to
shocking disturbance of the public peace. the meaning of impatient.
The duelists in the play fight with long, lightweight Explain why someone would
swords called rapiers. In Shakespeare’s day, these were be impatient for a duel.
the weapons typically used in duels. Because they were
6. Underline a phrase that helps
light, rapiers were unlikely to break bones or otherwise explain the meaning of
mangle a victim. However, a skilled thrust with a rapier outrage. Describe how a per-
would lead to death. son might feel about an
Mastering the art of fencing, or sword fighting, took outrage.
much training and practice. Both the sword and the 7. Circle the words that are
training were expensive. That made it a skill for the clues to the meaning of
wealthy. Those who became good at fencing were ready to mangle. Give a word that
avenge any insult. They considered it dishonorable and means the same as mangle.
cowardly not to accept a challenge to a duel. Fortunately,
the deadly tradition of dueling has died out over time. 8. Underline the word that is a
clue to the meaning of
dishonorable. Give an exam-
ple of an action that many
would find dishonorable
today.

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Reading Warm-up B
Countless stories have centered around the predicament 1. Underline the phrase describ-
of individuals torn between family or friends and the person ing the predicament charac-
they love. It is not a universal problem. Many happy couples ters face in many stories. Circle
the phrase that is a clue to the
all over the world meet and fall in love without a hitch. None-
meaning of predicament.
theless, it is an ageless problem and it can happen to rich
and poor alike. 2. Underline the words that
The conflict between loyalty and love is central to the explain why this predica-
musical West Side Story. This modern version of Romeo ment is not universal. Name a
problem or issue that you
and Juliet depicts the struggle between rival gangs of think is universal and explain
poor teens on the west side of Manhattan, in New York your choice.
City. The Jets are the established gang. The Sharks are
the newcomers. The unruly gangs clash over who will 3. Circle a word that gives a
control the streets. Their violent battles create deep clue to the meaning of
hatred between them. unruly. Give a synonym, or
word with a similar meaning,
True to Shakespeare’s story, the musical brings for unruly.
together two characters who share a mild disposition and
whose behavior tends to be more tolerant than that of 4. Underline the phrase that
their friends. Tony is a member of the Jets and Maria is gives a clue to the meaning
of disposition. Describe the
the sister of the leader of the Sharks. They meet at a high
disposition of a person or
school dance. In the garish setting of a brightly colored animal you know.
but crudely decorated gym, they immediately fall in love.
Like Romeo and Juliet, Tony and Maria must keep their 5. Underline the phrase that
love a secret. They know they are being disobedient and explains the meaning of garish.
not following the rules of the streets where they live. Give a synonym for garish.
West Side Story takes its plot from the tragic series of 6. Underline the phrase that
events in Shakespeare’s play. A calamity is in store for gives the meaning of
Tony and Maria. That terrible and unexpected event disobedient. Give a syn-
occurs during a fight between the Sharks and the Jets. onym for disobedient.
Maria’s brother kills Tony’s best friend. Then, Tony kills
7. Underline the phrase that
Maria’s brother. gives the meaning of calamity.
However, a change from Shakespeare’s ending helps Give a synonym for calamity.
West Side Story teach a lesson about the senselessness What calamity takes place in
of violence and hatred. From these vile activities and West Side Story?
awful deaths come understanding and the hopeful mes-
8. Circle the word that is a clue
sage that differences can always be bridged. to the meaning of vile. Give
an antonym, or word with the
opposite meaning, for vile.

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1. Rosa Parks did not think that others should against her
because of her race.
2. In the South in 1955, there was an that African Americans
sit in a section in the back of the bus.
3. Parks refused to this practice.
4. Her act of defiance helped to the course of the civil rights
movement in America.

1. In two sentences, tell why you think people are discriminated against because they
are different. Use at least two of the Big Question vocabulary words.
2. Write two sentences explaining two things you might do to fight discrimination.
consequence. Complete the sentence below. Then, write a short paragraph in which
Family differences are especially hard to overcome because

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Literary Analysis: Dramatic Speeches
Characters in plays often deliver these types of dramatic speeches:
• Soliloquy: a lengthy speech in which a character—usually alone on stage—expresses his
or her true thoughts or feelings. Soliloquies are unheard by other characters.
• Aside: a brief remark by a character revealing his or her true thoughts or feelings,
unheard by other characters.
• Monologue: a lengthy speech by one person. Unlike a soliloquy, a monologue is addressed
to other characters.
Characters often add meaning to speeches by making allusions—references to well-known
people, places, or events from mythology or literature. For example, in Act II, Mercutio
insultingly calls Tybalt “Prince of Cats,” alluding to a cat named Tybalt in French fables.
DIRECTIONS: Answer the questions that follow about an aside, a soliloquy, a monologue, and an
allusion.
1. In Scene v, Juliet’s mother refers to Romeo as a villain. In an aside, Juliet says, “Villain and
he be many miles asunder.” What is the effect of this aside? Why do you think Shakespeare
wrote just the one remark as an aside?
2. In Scene v, Capulet delivers a monologue when he discovers that Juliet has rejected the
match with Paris. Reread lines 177–197. What makes this speech a monologue?
3. Why is it important for Juliet and the others to hear Capulet’s monologue?
4. At the close of Scene v, Juliet delivers a soliloquy. Reread lines 237–244. What makes these
last eight lines a soliloquy?
5. Explain Juliet’s allusion to Greek mythology in the opening lines of Scene ii.
Gallop apace, you fiery-footed steeds,
Toward Phoebus’ lodging!

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Reading: Using Paraphrases to Summarize
Summarizing is briefly stating the main points of a piece of writing. Before you summarize a
long passage in a Shakespearean play, you should paraphrase it by restating the lines in your
own words. For example, compare these two versions of a speech by Romeo:
Shakespeare’s version: This gentleman, the prince’s near ally, / My very friend, hath got his
mortal hurt / In my behalf.
Paraphrase: My good friend, a close relative of the prince, has been fatally
wounded in defending me.
Once you have paraphrased small portions of text, you can more easily and accurately
summarize the entire passage.
DIRECTIONS: Paraphrase the following passages from Act III. Remember that a paraphrase is a
restatement in your own words for clarity. It is not a summary.
1. TYBALT. Romeo, the love I bear thee can afford
No better term than this: thou art a villain. (Scene i, ll. 57–58)
2. PRINCE. My blood for your rude brawls doth lie a-bleeding;

But I’ll amerce you with so strong a fine
That you shall all repent the loss of mine. (Scene i, ll. 188–190)
3. JULIET. So tedious is this day

As is the night before some festival
To an impatient child that hath new robes
And may not wear them. (Scene ii, ll. 28–31)

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Vocabulary Builder
Word List
eloquence exile fickle fray gallant martial
A. DIRECTIONS: For each of the following items, think about the meaning of the italicized word
1. Would you describe the people participating on both sides of a fray as hostile or friendly?
Explain.
2. Can a romance in which one or both partners are fickle be described as stable and happy?
Why or why not?
3. Would the sound of martial music evoke war or peace? Explain.
4. If you call someone gallant, is that a compliment or an insult? Explain.
5. What might be one of the main sorrows or complaints of a person who is exiled?
6. If a candidate delivers a speech with eloquence, is it likely to be persuasive? Why or

why not?
B. WORD STUDY: The Latin root -loque- means “to speak.” Answer each of the following questions
using one of these words containing -loque-: colloquial, eloquence, loquacious, soliloquy, ventriloquist.
1. Who gives a soliloquy?
2. With whom does a ventriloquist usually converse?
3. What is an example of when it is appropriate to use colloquial language?
4. What difficulty might you have conversing with someone who is loquacious?
5. How might you be affected by the eloquence of a speech?

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Enrichment: The Globe Theater
The flag is flying from the top of the O-shaped Globe Theater in London, just south of the
city, indicating that a play will be performed this afternoon. You hurry through the day, pay
your two pennies, and crowd with as many as 3,000 others into the galleries of the Globe. You
have a wooden bench seat in the second tier of the galleries and can hear the thumping of feet
from the tier above you. Down below, the rectangular stage juts out into the round “yard.” At the
back of the stage is a three-story façade in which there are several windows and a balcony.
Around the edge of the stage are the groundlings, the spectators who paid a penny apiece
to enter the theater and stand on the ground to watch. The stage is raised to prevent eager
spectators from joining onstage fights and battle scenes. You are glad that you had the two
pennies to pay for a gallery seat, for it looks as if it might rain on the open yard and the partially
roofed stage.
This description captures the sights of a typical day at the Globe in the 1590s. The design of
the theater was such that even the viewers in the third gallery were no more than 50 feet from
the front of the stage. The round shape and tiered structure of the theater allowed for an
intimacy that contributed to the success of the plays and to Elizabethan theater in general.
The Globe Theater burned down in 1613. The acting company rebuilt it, using a tiled roof
instead of the ill-fated thatched roof that had fed the fire. The Globe and all other London
theaters were closed in 1642 for political reasons. The Puritans who came into power just then
believed that theatergoing was frivolous and led to temptation and poor behavior, at best. The
Globe was then dismantled in 1644.
That was the end of the story until 1987, when construction began on a re-creation of the
Globe Theater at the original site. An American actor named Sam Wanamaker (who died in
1993) engineered the new monument to Shakespeare. The plan of the new Globe is based on
sixteenth-century drawings and on evidence drawn from archaeological excavations at the
site of the original Globe. The new Globe’s first season began in June 1997. Modern-day
theatergoers can once again experience a Shakespearean play in the intimate, open-air
atmosphere for which it was written.
DIRECTIONS: Use the information on this page to answer the following questions.
1. What might be some consequences of attending a play in an open-air theater?
2. Describe what it would be like to be a groundling at the Globe Theater. How might being so
close to the stage action affect your experience?
3. Why is it significant that a reproduction of Shakespeare’s original theater has been built?
4. What does the new Globe indicate about people’s attitudes toward Shakespeare and
his plays?

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Open-Book Test
1. In Act III, Scene i, lines 11–13, of The Tragedy of Romeo and Juliet, Mercutio
describes Benvolio like this:
Come, come, thou art as hot a Jack in thy mood as any in Italy; and
as soon moved to be moody, and as soon moody to be moved.
Paraphrase this passage. Then explain whether this description fits Benvolio.
2. In Act III, Scene i, of The Tragedy of Romeo and Juliet, Tybalt challenges Romeo to a
duel, but Romeo refuses to fight. Reread lines 65–69, and explain why Romeo will
not draw his sword.
3. Three kinds of dramatic speech are soliloquy, aside, and monologue. What kind of
speech does Romeo give in The Tragedy of Romeo and Juliet, Act III, Scene i, lines
107–113? Explain your answer.
4. Why is the Prince so upset about the fray in Act III, Scene i, of The Tragedy of
Romeo and Juliet? Base your answer on the meaning of fray.
5. Describe the punishment the Prince decrees for Romeo at the end of Act III, Scene i,
in The Tragedy of Romeo and Juliet. Infer and explain why the Prince chooses this
punishment.
6. At the beginning of Act III, Scene ii, of The Tragedy of Romeo and Juliet, what is the
stage direction for Juliet? What type of dramatic speech given by Juliet in
lines 1–31 is indicated by this stage direction?

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7. In Act III, Scene ii, of The Tragedy of Romeo and Juliet, Nurse tries to tell Juliet that
Romeo has killed Tybalt, but the two characters misunderstand each other.
Paraphrase Juliet’s question in line 64, and explain why she says this.
What storm is this that blows so contrary?
8. In Act III, Scene v, Juliet tries to prove to Romeo that it is still night and that he
does not have to leave yet. Find Romeo’s speech in which he convinces her to let
him go. Give the line numbers of the speech, and briefly explain what he says.
9. When Juliet tells her parents she does not want to marry Paris, in The Tragedy of
Romeo and Juliet, her father becomes upset and thinks she is an ungrateful
daughter. Paraphrase Juliet’s response to him in Act III, Scene v, lines 147–149.
10. In Act III, Romeo and Juliet both face problems caused by their secret love. In the
Venn diagram that follows, list Romeo and Juliet’s particular predicaments as well
as the one(s) they share.
Romeo’s Problems Juliet’s Problems
Shared
Problems

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Essay
11. Look at the Venn diagram you completed for question 10, and review the plot of Act
III of The Tragedy of Romeo and Juliet. How do events in the plot cause these
problems and dilemmas? How does each action seem to cause more problems for
Romeo and Juliet? Write a brief essay explaining how they get into difficulties and
how they react to these dilemmas.
12. In Act III, Scene iii, of The Tragedy of Romeo and Juliet, Friar Lawrence speaks a
monologue to scold Romeo but also to comfort him. The Friar uses reason to
counteract Romeo’s distraught emotions. Read the beginning of the monologue
(Scene iii, lines 109–113) and write a paraphrase of Friar Lawrence’s words. Then,
in an essay, explain why the Friar speaks so harshly to Romeo as he begins the
monologue.
13. In The Tragedy of Romeo and Juliet, Juliet often uses language skillfully, both to
express her feelings in Act III, Scene ii, and to keep her secrets in Act III, Scene v.
Write an essay describing these examples of skillful language. Identify the lines and
Juliet’s reason for speaking. Also, explain the context of her speech. Finally,
paraphrase what Juliet says, using contemporary language.
14. Thinking About the Big Question: Do our differences define us? The fray in Act
III, Scene i, of The Tragedy of Romeo and Juliet has many causes based on the code
of honor by which the young men live. Write an essay explaining how each man’s
beliefs and actions lead to fighting. Include answers to the following questions in
your essay: Why does Tybalt want to fight Romeo? Why does Romeo refuse to fight
him? Why does Mercutio insist on dueling with Tybalt? Finally, why does Romeo
later fight and kill Tybalt? What is the final result of the young men’s code of
behavior?
Oral Response
details in Act III of The Tragedy of Romeo and Juliet that will support your points. If
necessary, make notes to support your response.

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Selection Test A
1. After he is wounded in Scene i, Mercutio says to Romeo, “Why the devil came
you between us? I was hurt under your arm.” Which of the following is the best
paraphrase of Mercutio’s words?
A. I am so badly wounded that I feel I will die.
B. Why did you interfere? Your arm allowed him to stab me.
C. Why has the devil caused me bad fortune?
D. Your arm could not save me, Romeo.
2. When Benvolio announces Mercutio’s death, Romeo replies, “This day’s black
fate on moe days doth depend; / This but begins the woe others must end.”
Which of the following best describes Romeo’s emotional reaction to Mercutio’s
death?
A. shame and sympathy for Tybalt
B. grief and fear of the future
C. guilt and regret
D. relief and optimism that all will end well
3. After Tybalt’s death, the Prince sentences Romeo to which of the following
punishments?
A. death
B. banishment
C. imprisonment for life
D. the loss of his noble title
4. At the beginning of Act III, Scene ii, Juliet is alone in Capulet’s orchard. She
delivers a long speech in which she eagerly anticipates Romeo’s arrival at night-
fall. Which of the following correctly describes this speech?
A. aside
B. monologue
C. metaphor
D. soliloquy
5. In Act III, Scene iii, when Romeo learns about the Prince’s decree, which of the
following best expresses his reaction as he talks with Friar Lawrence?
A. calm
B. panic
C. guilt
D. self-pity

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6. Read the following speech by the Nurse to Juliet in Scene ii:

There’s no trust,
No faith, no honesty in men; all perjured,
All forsworn, all naught, all dissemblers.
Which of the following is the best paraphrase of this speech?
A. Men are not to be trusted. Unfaithful and dishonest, they are all liars and
hypocrites.
B. “Men,” says the Nurse, “are not worth your trouble. They are all liars.”
C. The Nurse tells Juliet in no uncertain terms that she disapproves of men.
D. Men are evil. They are not worthy of your trust.
7. What is the main purpose of Scene iv, which shows Capulet, Lady Capulet,
and Paris?
A. to show Juliet’s grief for the death of Tybalt
B. to show that Capulet will pursue the feud between the families indefinitely
C. to show Capulet’s decision that Juliet will marry Paris the following
Thursday
D. to stress Lady Capulet’s opposition to the marriage of Paris and Juliet
8. By the end of Act III, how has Juliet come to regard the Nurse?
A. with admiration
B. with gratitude
C. with resentment
D. with indifference
9. Which of the following correctly defines an aside?
A. a stage direction that directs the characters to stand onstage in separate
groups on either side of the stage
B. a lengthy speech by one person, addressed to one or more other characters
C. a brief remark by a character revealing his or her true thoughts or feelings,
unheard by other characters
D. an ingenious play on words, or pun, using a word with multiple meanings
10. At the end of Act III, what does Juliet decide to do?
A. plead with the Prince to lift Romeo’s decree of banishment
B. tell her parents the truth about her marriage
C. send a message to Romeo telling him it is not safe to remain in Verona
D. visit Friar Lawrence to seek his advice

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11. In Scene v, Lady Capulet, who thinks Juliet is lamenting the death of Tybalt,
tells her, “Therefore have done. Some grief shows much of love; / But much of
grief shows still some want of wit.” What is the best paraphrase of this passage?
A. Therefore, keep crying. Eventually, you will work out your grief.
B. We all feel grief at a person’s death, whether we loved the person or not.
C. So stop grieving. Some mourning is a natural result of love, but too much
grief is foolish.
D. Grief shows we have loved a person, but it is not right to overdo it.
Vocabulary
12. Which of the words below conveys the same meaning as fray in this line:
“Where are the vile beginners of this fray?”
A. race B. fight C. revolt D. music
13. Which of the following phrases describes a gallant act?

A. rushing back into battle to save C. saying "Good morning!" to a bus
a fellow soldier driver
B. inventing a new way to keep food D. lying to a friend
fresh
Essay
14. In Scene v., why doesn’t Juliet just tell her father that she is already married? He is
angry that Juliet is disobeying him and rejecting his “gift” (Paris). Perhaps his anger
would have lessened had he know why she was disobeying him. In an essay, dis-
cuss the consequences Juliet might face if she tells her father about Romeo. Explain
why Juliet doesn’t tell her father she is married, and to whom.
15. In Act III, Scene iii, Friar Lawrence has a long monologue in which he scolds Romeo
but also tries to comfort him. Reread the beginning of the monologue:
Art thou a man? Thy form cries out thou art;
Thy tears are womanish, thy wild acts denote
The unreasonable fury of a beast.
Unseemly woman in a seeming man!
And ill-beseeming beast in seeming both!
In a brief essay, paraphrase these opening lines. Then, continue your essay
by explaining why the Friar speaks so harshly to Romeo.
16. Thinking About the Big Question: Do our differences define us? The Montagues
and Capulets see themselves as different from each other. The action in Act III,
Scene i, of The Tragedy of Romeo and Juliet is caused by a code of honor each family
observes. Answer the following questions in a brief essay. Why does Tybalt want to
fight Romeo? Why does Romeo refuse to fight him? Why does Mercutio insist on
dueling with Tybalt? Finally, why does Romeo later fight and kill Tybalt?
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Selection Test B
the question.
1. Choose the item that is the best paraphrase of these lines from the opening of Act III,
Scene i:
BENVOLIO. I pray thee, good Mercutio, let’s retire.
The day is hot, the Capulets abroad,
And, if we meet, we shall not ’scape a brawl,
For now, these hot days, is the mad blood stirring.
A. Please, Mercutio, let us go in. It is hot and the Capulets are out and about. If we
meet, we will surely end up fighting because everyone’s tempers are running high.
B. Benvolio pleads with Mercutio to get out of the hot sun.
C. Come on, Mercutio, let us go to bed. It is hot and the Capels are out and they are
mad about the brawl.
D. “Let us go in, Mercutio,” encouraged Benvolio. “It is hot out today and the Capels
are looking for a fight.”
2. What event do Benvolio’s lines from the opening of Act III, Scene i hint at, or
foreshadow?
And, if we meet, we shall not ’scape a brawl,
For now, these hot days, is the mad blood stirring.
A. the conversation the young men have later about Benvolio’s quick temper
B. the argument Juliet has with her father
C. the fight in which Mercutio and Tybalt are killed
D. the duel in which Romeo is killed
3. In Act III, Scene i, Romeo is motivated to kill Tybalt because Tybalt has
A. called Romeo a villain. C. killed Mercutio.
B. killed Benvolio. D. challenged Romeo to a duel.
4. In Act III, Scene ii, Juliet addresses the Nurse in a monologue that begins, “O serpent
heart, hid with a flow’ring face! / Did ever dragon keep so fair a cave?” She goes on to
say, “Despisèd substance of divinest show! / Just opposite to what thou justly
seem’st— / A damnèd saint, an honorable villain!” Juliet is responding to the news of
which event?
A. the marriage to Paris arranged by Capulet
B. Mercutio’s death by Tybalt’s hand
C. Romeo’s banishment from Verona
D. Tybalt’s death by Romeo’s hand

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5. Which is the best paraphrase of the following passage?

NURSE. Hie to your chamber. I’ll find Romeo
To comfort you. I wot well where he is.
Hark ye, your Romeo will be here at night.
I‘ll to him; he is hid at Lawrence cell.
A. Nurse tells Juliet to go to bed, then she goes to find Romeo.
B. Go to your bedroom. I will find Romeo for you. I am sure I know where he is. Romeo
will be here tonight. I will go to him at Friar Lawrence’s cell.
C. “Go to your chamber,” says the Nurse. “I will find Romeo. I do not know where he is,
but he will be here tonight. I will talk to him. Maybe he is hiding with Lawrence.”
D. Go to your room. I will find Romeo. He will be here tonight.
6. Juliet loses trust in the Nurse at the end of Act III because the Nurse
A. believes that Romeo is dead.
B. recommends that Juliet run away.
C. advises Juliet to marry Paris.
D. brings too much bad news.
7. Which of the following speeches is a soliloquy?
A. In Scene i, Benvolio gives a long explanation to the Prince of the “bloody fray.”
B. In Scene ii, Juliet, alone in her room, expresses her impatience and anxiety.
C. In Scene iii, the Friar and Romeo are alone when the Friar tells Romeo of his
banishment.
D. In Scene v, the conversation between Juliet and Lady Capulet is full of double
meanings.
8. In Act III of Romeo and Juliet, the central issue is a choice between
A. death and banishment.
B. obedience and disobedience.
C. vengeance and forgiveness.
D. romantic love and family loyalty.
9. Choose the statement that best describes the circumstances of a monologue.
A. In Scene i, prior to the fight, the characters banter quickly back and forth.
B. In Scene ii, Nurse seems to withhold information as Juliet rattles out questions.
C. In Scene iii, Friar Lawrence speaks sternly to Romeo about his feeling sorry for
himself.
D. In Scene v, Juliet dismisses her nurse, and then she states her resolve to visit Friar
Lawrence.
10. Which of the following best defines a paraphrase?
A. a summary of the main points
B. a recitation of someone else’s words
C. a translation from another language
D. a restatement in your own words

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11. In an aside, a character speaks to

A. one other character, though others may be present.
B. a group of other characters.
C. the audience while alone on stage.
D. the audience while other characters are on stage.
Vocabulary
12. In Act III, Scene i, Benvolio exclaims to Romeo that Mercutio had a gallant spirit. The
word gallant means which of the following?
A. ambitious B. foolhardy C. brave and noble D. faltering
13. The Prince declares that he will exile Romeo for the murder of Tybalt. Which of the
following is the best synonym for exile?
A. imprison B. banish C. execute D. torture
14. Which of the following is likeliest to demonstrate eloquence?
A. a clown performing at the circus C. a leader pleading for a cause
B. a soldier in the midst of battle D. a cashier carefully counting change
Essay
15. In Act III, Scene v, why does Juliet not just tell her father that she is already married? He is
angry that Juliet is disobeying him and rejecting his “gift” (Paris). Perhaps his anger would
lessen if he knew why she is disobeying him. In an essay, discuss the consequences Juliet
might face if she tells her father about Romeo. Explain why Juliet does not tell her father
she is married and to whom.
16. The following excerpt is from Act III, Scene i, following the fight. Benvolio has just told the
Prince what has happened, and Lady Capulet then responds. In an essay, paraphrase the
passage. Then, discuss how the Prince hints at the decision he will make about Romeo.
LADY CAPULET. He is a kinsman to the Montague;
Affection makes him false, he speaks not true.
Some twenty of them fought in this black strife,
And all those twenty could but kill one life.
I beg for justice, which thou, Prince, must give.
Romeo slew Tybalt; Romeo must not live.
PRINCE. Romeo slew him; he slew Mercutio.
Who now the price of his dear blood doth owe?
17. Thinking About the Big Question: Do our differences define us? The fray in Act III,
Scene i of The Tragedy of Romeo and Juliet has many causes based on the code of honor by
which the young men live. Write an essay explaining how each man’s beliefs and actions
lead to fighting. Include answers to the following questions in your essay. Why does Tybalt
want to fight Romeo? Why does Romeo refuse to fight him? Why does Mercutio insist on
dueling with Tybalt? Finally, why does Romeo later fight and kill Tybalt? What is the final
result of the young men’s code of behavior?

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Study these words from Romeo and Juliet, Act IV. Then, apply your knowledge to the activities
that follow.
Word List A
deny [di NY] v. say that something is not true
The defendant plans to deny that he is guilty.
desperate [DES puhr it] adj. being in or showing great need; without hope
Amber’s desperate play in the last seconds of the game won the team the championship.
doubt [DOWT] n. feeling of not being certain or sure
Luke had no doubt that John would lend him the money.
lamentable [luh MEN tuh buhl] adj. causing feelings of sorrow or disappointment
Amanda’s lamentable failure to practice was clear at the concert.
miserable [MIZ uhr uh buhl] adj. very unhappy or sad
The extreme heat was making everyone miserable.
pitiful [PIT i fuhl] adj. making one feel pity or sympathy
The sick dog whined in a pitiful way.
prevent [pri VENT] v. keep from happening; stop from doing something
You can prevent accidents by being careful.
remedy [REM uh dee] n. something that cures a sickness or solves a problem
Chicken soup is my grandmother’s remedy for any and all illnesses.
Word List B
devotion [di VOH shuhn] n. act of prayer; also, strong religious feeling
Zachary knelt during his time of devotion.
instruments [IN struh muhnts] n. things used to make music
The players polished their instruments before the performance.
leisure [LEE zhuhr] n. time free from work, study, or any duties
When Sunita is at leisure, she likes to play with her dog.
musicians [myoo ZISH uhnz] n. persons who are skilled in making music
Four musicians entertained the wedding party with their singing and playing.
prosperous [PRAHS puhr uhs] adj. successful and wealthy
Connor and his family live in a prosperous community in Arizona.
resolution [rez uh LOO shuhn] n. decision; plan
Sam made a firm resolution to improve his study habits.
rouse [ROWZ] v. wake someone up
Not even two alarm clocks could rouse me from my deep sleep.
therefore [THER fawr] adv. for the reason that has just been mentioned
I ran out of money; therefore, I could not buy the jacket.
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Nicholas tried his best to [1] _____________________ the accident. [2] _____________________
not to make his mother angry, he attempted to catch the falling vase, but he missed.
There was no [3] _____________________ in his mind that his mother would not have any
sympathy for him. Others might find his situation [4] _____________________, but she
would have no sympathy. He felt quite [5] _____________________ about the fact that he
would have to admit to such [6] _____________________ carelessness. He could not
[7] _____________________ that he had ruined the carpet just a few months before. As he
thought about his problem, he had a sudden inspiration. He would replace the vase with
one that was even better. That might be the perfect [8] _____________________ for the
situation.
Exercise B Find a word or phrase that means about the same for each word in the following
vocabulary list. Use each of your new words or phrases in a sentence that makes its meaning
clear.
Example: Vocabulary word: instruments Phrase with similar meaning: musical

devices
Sample sentence: The musical devices used by the group included guitar, saxo-
phone, violin, and a saw played with a bow.
1. devotion
2. therefore
3. leisure
4. musicians
5. prosperous
6. resolution
7. rouse

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Reading Warm-up A
During the time of the playwright William Shakespeare, 1. Underline the words that tell
the kind of medicine practiced was quite different from what one could not deny.
modern medicine. People of the time knew much less Write a statement describing
something that no one can
about disease and the body. One cannot deny that the
deny, using the word in your
limited knowledge of the day usually meant a patient statement.
would get worse rather than better.
In the 1500s, most doctors had no formal education. 2. Circle the words that tell
Instead, they taught themselves through trial and error. what was lamentable. Use
lamentable in a sentence
Because of the lamentable lack of education, most doc- describing some aspect of
tors actually harmed more patients than they helped. your community.
The exceptions were doctors called physicians. Physi-
cians were well-educated men. They were up-to-date on 3. Circle the word that names
what is pitiful. What does
the latest methods of treatment, however pitiful those
pitiful mean?
treatments might seem compared to those used today.
They had been to school and had studied both medicine 4. Underline the words that tell
and philosophy. They made their diagnoses only after what there was no doubt
carefully examining the patient. about. What is a truth that
you do not doubt?
Physicians had only limited knowledge and crude
equipment, however. They had no X-ray machines, for 5. Underline the words that tell
example. Still, there is no doubt that going to a physician what a desperate patient had
was often the best option for a sick person. Unfortu- to do. Describe what might
nately, physicians were few in number, and those who make a patient desperate.
could be found charged a lot of money.
For a desperate patient unable to afford a physician, what the surgeons failed to
the only choice was to find a type of doctor called a sur- prevent. How do we prevent
geon. Usually, the neighborhood surgeon was also the these today?
dentist and the barber. Most of these surgeons were self-
7. Underline the words that
taught. They used equipment that was not sterilized,
explain why the patient
thus failing to prevent infections. The patient could end became more miserable.
up in more miserable shape, with an infection that could What might be done today
not be treated. to help a patient feel less
Another choice for a patient was to see an herbalist. miserable?
Herbalists used various homemade concoctions to treat
8. Circle the words in the previ-
pain or disease. It was not uncommon for the herbalist to ous sentence that tell what a
concoct a remedy out of newts’ tongues or worms’ livers. remedy might be used to do.
Most of the ingredients used by herbalists did no good, What remedy do you use to
but some were actually beneficial. treat a cold?

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Reading Warm-up B
By the sixteenth century, the time of William 1. Underline the words that tell
Shakespeare, music had become quite varied and sophis- the purpose of the cardinals’
ticated. One important factor was the official change to resolution. Name a
resolution that some people
religious music in the late 1500s.
make on New Year’s Eve.
Gregorian Chant (also called plainchant or plainsong)
had been developed about a thousand years earlier and 2. Circle the words that describe
had been used in religious services ever since. It consisted devotion. Tell how someone
of single-line melody. Whether sung by one person or by might show such devotion.
many, all voices sang the same notes. The music lacked 3. The word therefore expresses
harmony and additional melodies, called counterpoint. cause-and-effect relation-
By the end of the sixteenth century, the Catholic ships. Underline the effect of
Church wanted change. In 1563, the cardinals of the the cardinals’ decision. Use
therefore in a sentence.
church adopted a resolution to reform church music.
They wanted a pure vocal style that would encourage true 4. Circle the words that tell what
religious devotion. Therefore, they turned to an Italian instruments were not used to
composer named Palestrina. do. Name two of your favorite
Palestrina wrote music that used several voices, with musical instruments.
melody, harmony, and counterpoint. This music was in 5. Circle the words that describe
the a cappella style—that is, without instruments to activities other than being at
accompany singers. The idea was that the human voice leisure. Name an activity peo-
alone would inspire religious emotions. ple like to do when at leisure.
During this time, one type of music people listened to
6. Underline the word that
when they were at leisure, rather than worshiping or names what musicians pro-
working, was the madrigal. It was one of the main forms vide for singers. Name two of
of nonreligious music. Developed first in Italy, the madri- your favorite musicians.
gal was based on the text of a short poem. Sung without
the accompaniment of musicians, these songs might be 7. Circle the word that tells who
is prosperous. What kind of a
about love, humor, politics, or everyday life.
home might a prosperous
Music is an important part of all Shakespeare’s plays. person have today?
The popular music he chose might have been heard first
in the homes of prosperous citizens or in rowdy taverns. 8. Underline the word that tells
He also chose traditional folk songs, ballads, and dance what would rouse a theater-
goer. Explain what rouse
music of the day. Whatever music he chose, it certainly
means.
would rouse any theatergoer who might be on the verge
of dozing off!

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1. Some people believe that extreme prevents original thought.
2. Galileo was an original thinker with a great of science.
3. He got into trouble when he dared to the idea that the Earth
revolved around the sun.
4. The religious of the time held fast to the idea that the Earth
was the center of the universe.

1. In two sentences, describe a time when your thinking did not conform with the think-
ing of your classmates.
2. Write two sentences defending your preceding position. Use at least two of the Big
Question vocabulary words.
consequence. Complete the sentence below. Then, write a short paragraph in which
Differences between families can result in tragedy if

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Literary Analysis: Dramatic Irony
Dramatic irony is a contradiction between what a character thinks and says and what the
audience or reader knows is true. For example, in Act III, Capulet plans Juliet’s wedding to
Paris. He does not know what you know: that Juliet is already married to Romeo. Dramatic
irony involves the audience emotionally in the story.
Shakespeare knew his audience could become too involved in the intense emotion of Romeo
and Juliet. Therefore, he made sure to include the following elements to lighten the play’s mood:
• Comic relief: a technique used to interrupt a serious scene by introducing a humorous
character or situation
• Puns: plays on words involving a word with multiple meanings or two words that sound alike
but have different meanings. For example, the dying Mercutio makes a pun involving two
meanings of the word grave: “Ask for me tomorrow, and you shall find me a grave man.”
DIRECTIONS: Use the lines provided to answer the following questions.

1. Explain the dramatic irony in this passage from Scene i, when Friar Lawrence asks Paris
to leave.
FRIAR. My lord, we must entreat the time alone.
PARIS. God shield I should disturb devotion!
Juliet, on Thursday early will I rouse ye.
2. In Scene ii, Juliet tells her father she will go through with the wedding, and he begins to
make preparations for the celebration. How do Capulet’s words create dramatic irony?
CAPULET. My heart is wondrous light,
Since this same wayward girl is so reclaimed.
3. Juliet prepares for bed in Scene iii. Why is this exchange dramatically ironic?
LADY CAPULET. What, are you busy, ho? Need you my help?
JULIET. No, madam; we have culled such necessaries
As are behoveful for our state tomorrow. . . .
LADY CAPULET. Good night.
Get thee to bed, and rest: for thou hast need.

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Reading: Breaking Down Long Sentences to Summarize
Summarizing is briefly stating the main points of a piece of writing. Stopping periodically to
Before you summarize a long passage of Shakespearean dialogue, you should break down
long sentences.
• If a sentence contains multiple subjects or verbs, separate it into smaller sentences with
one subject and one verb.
• If a sentence contains colons, semicolons, or dashes, treat those punctuation marks as
periods in order to make smaller sentences.
DIRECTIONS: Read the following passages. Practice breaking down the sentences by reading
them in meaningful sections according to the punctuation. Rewrite the sentences in your own
words, using smaller sentences.
1. PARIS.Immoderately she weeps for Tybalt’s death,
And therefore have I little talked of love;
For Venus smiles not in a house of tears. (Act IV, Scene i)
2. JULIET. ’Twixt my extremes and me this bloody knife

Shall play the umpire, arbitrating that
Which the commission of thy years and art
Could to no issue of true honor bring. (Act IV, Scene i)
3. FRIAR.Hold, daughter. I do spy a kind of hope,

Which craves as desperate an execution
As that is desperate which we would prevent.

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Vocabulary Builder
Word List
dismal enjoined loathsome pensive vial wayward
1. Would most of the people at a lively party be likely to be in a pensive mood? Why or
why not?
2. If a good friend’s behavior was wayward, would you be pleased or concerned? Explain.
3. “That place is dismal,” he remarked. Would you want to go there? Why or why not?
4. If you were enjoined to do something, would the action be ordered or recommended?
5. If a swampland you were visiting had a loathsome smell, would you be tempted to return?
6. Would a sick person or a well person be more likely to carry a vial? Explain.
B. WORD STUDY: The prefix en- means “in” or “cause to be.” Answer each of the following
questions using one of these words containing en-: endanger, enjoined, enlighten, enlarge,
entice.
1. What might you be enjoined to do in a library?
2. What might a person enlarge?
3. How might you entice your dog to do a trick?
4. What might enlighten you about the subject of medicine?
5. What might endanger swimmers?

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Enrichment: Medicine
In Act IV, Friar Lawrence administers his herbal potion to Juliet. He explains his interest in
herbs and medicines when we first meet him in Act II, Scene iii, saying, “O, mickle is the
powerful grace that lies / In plants, herbs, stones, and their true qualities.”
Modern medicine has its roots in Greek and Roman tradition, but it began to develop
alongside advancing technology in the seventeenth century, long after Friar Lawrence’s time.
Today, medicine is one of our most specialized areas of knowledge. Consider the following chart,
which lists several fields, or areas of specialization, in modern medicine.
Field Description Field Description

Chemotherapy Prevention or Orthopedics Bones, joints, muscles
treatment of disease
by chemical means
Emergency Medicine Traumatic or medical Pharmacology Drugs
emergencies
Family Practice General medicine Psychiatry Mental and

emotional illnesses
Hematology Diseases of the blood Radiology X-ray and other

technology for
diagnosis
Ophthalmology Eyes Surgery Operating techniques
of many types
DIRECTIONS: Answer the following questions on the lines provided.

1. Friar Lawrence’s administration of medicine to Juliet might fall into a number of fields of
modern medicine. Refer to the chart. Into which medical fields would you classify his
actions?
2. Although highly skilled, modern medical personnel must depend on one another when
areas of treatment overlap. For each of the following items, list other fields whose special-
ists might be involved in treatment.
Emergency
Ophthalmology
Orthopedics
Surgery

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Open-Book Test
1. What is the dramatic irony in the conversation between Juliet and Paris at Friar
Lawrence’s cell in Act IV, Scene i, lines 18–43, of The Tragedy of Romeo and Juliet?
2. In Act IV, Scene i, of The Tragedy of Romeo and Juliet, Friar Lawrence calls Juliet a
“pensive daughter.” Why does he perceive her as pensive? Base your answer on the
meaning of pensive.
3. When Juliet comes to Friar Lawrence’s cell, what help does she hope the Friar will
provide in Act IV, Scene i, lines 50–67, of The Tragedy of Romeo and Juliet? What
does she feel is her alternative if he cannot help her?
4. Read the following excerpt from Juliet’s speech to Friar Lawrence found in Act IV,
Scene i, lines 66–67, of The Tragedy of Romeo and Juliet:
Be not so long to speak. I long to die
If what thou speak’st speak not of remedy.
Identify the puns that Juliet makes on the words long and speak.
5. In Act IV, Scene ii, lines 45–46, of The Tragedy of Romeo and Juliet, Juliet tells her
father that Friar Lawrence has instructed her to be obedient, and Capulet says:
My heart is wondrous light,
Since this same wayward girl is so reclaimed.
Break down Capulet’s statement into two shorter sentences, using your own words
to restate his meaning.

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6. In Act IV, Scene iii, of The Tragedy of Romeo and Juliet, Juliet experiences fears as
she prepares to drink the potion the Friar has given her. Fill in the cluster chart,
listing the frightening things she imagines before she drinks.
Juliet’s
Fears
7. What is dismal about the events Juliet imagines before she drinks the potion in Act
IV, Scene iii, of The Tragedy of Romeo and Juliet? Base your answer on the meaning
of dismal.
8. How do the preparations for the wedding in Act IV, Scene iv, of The Tragedy of
Romeo and Juliet contrast with Juliet’s soliloquy in Act IV, Scene iii? Why might
Shakespeare have included this scene?
9. What is the dramatic irony in Act IV, Scene v, of The Tragedy of Romeo and Juliet
when everyone mourns Juliet’s death?
10. Friar Lawrence attempts to comfort the Capulets and Paris. He directs them to
prepare properly for Juliet’s burial in Act IV, Scene v, of The Tragedy of Romeo and
Juliet. Use your own words to break down this sentence in lines 94–95:
The heavens do low’r upon you for some ill;
Move them no more by crossing their high will.

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Essay
11. There are many examples of dramatic irony in Act IV of The Tragedy of Romeo and
Juliet—cases in which the audience is aware of something important that one or
more characters on stage do not know. Choose one example of dramatic irony in
Act IV and write an essay explaining the irony. You may need to refer to earlier
events in the play to explain how events have led up to the ironic situation. Then
give your prediction of the outcome that the misunderstandings and
miscommunications may cause.
12. Friar Lawrence devises a plan to help Juliet avoid marrying Paris in Act IV, Scene i,
lines 89–120, of The Tragedy of Romeo and Juliet. Write an essay in which you
explain the details of this plan in your own words. Then discuss why the Friar and
Juliet are willing to take such a desperate action rather than making her marriage
to Romeo public.
13. Death plays as important a role in The Tragedy of Romeo and Juliet as love does. In
an essay, describe the close connection of love and death as Juliet appears to be
dead on the morning of her wedding to Paris in Act IV, Scene v. Also examine the
ideas of Capulet’s speeches in which he calls death Juliet’s husband (lines 35–40)
and changes the wedding arrangements to funeral preparations (lines 84–90).
Compare his words with Romeo and Juliet’s attitude of being ready to die if their
love is thwarted.
14. Thinking About the Big Question: Do our differences define us? In an essay,
explore the relationships between Juliet and her father and mother, and also
between the parents as the family prepares for Juliet’s wedding day in The Tragedy
of Romeo and Juliet. In the essay, state what each relationship seems to be and give
examples from Act IV that support your ideas. Do the Capulets appear to be a
harmonious family? Give your reasons.
Oral Response
minutes to expand your answer and prepare for an oral response. Find additional
details in Act IV of The Tragedy of Romeo and Juliet that will support your points. If

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Selection Test A
the question.
1. Which of the following correctly defines dramatic irony?

A. a subtle foreshadowing of events leading up to the final outcome of a play
B. a humorous dialogue that interrupts an otherwise serious scene and serves
as comic relief
C. a contradiction between what a character thinks and says and what the
audience or reader knows is true
D. an extended metaphor that persuasively conveys a speaker’s point
2. In Act IV, Scene i, Friar Lawrence outlines his plan to help Juliet in her desper-
ate situation. Which of the following are important elements in this plan?
A. a powerful potion and a message to Romeo
B. an apology to Paris and a midnight escape to Mantua
C. a declaration to Capulet that she is already married to Romeo and a letter to
the Prince
D. a private conversation with the Nurse and a letter to Lady Capulet
3. Which of the following facts that we have learned about Friar Lawrence earlier
in the play takes on new, important meaning in Act IV?
A. He is a blood relative of Prince Escalus.
B. He conducted the funeral service for Tybalt.
C. He is a Franciscan friar.
D. He is an expert on the uses of herbs and plants.
4. At the beginning of Act IV, Scene ii, Capulet orders a servant to hire twenty
skillful cooks for the marriage feast. Read the following dialogue:
SERVINGMAN. You shall have none ill, sir, for I’ll try if they can lick their fingers.
CAPULET. How canst thou try them so?
SERVINGMAN. Marry, sir, ’tis an ill cook that cannot lick his own fingers. Therefore he
that cannot lick his fingers goes not with me.
Which of the following does this passage illustrate?
A. simile
B. dramatic irony
C. comic relief
D. blank verse

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5. In Act IV, Scene ii, when Capulet learns that Juliet apparently agrees to the
wedding with Paris, what decision does he make?
A. to invite more guests than he had planned
B. to ask Friar Lawrence to perform the wedding
C. to advance the date of the wedding from Thursday to Wednesday
D. to buy Juliet a special wedding dress
6. In her soliloquy soon after the beginning of Scene iii, on which of the following
topics does Juliet dwell?
A. her undying love for Romeo
B. her resentment of her parents’ order to marry Paris
C. her confidence in Friar Lawrence’s wisdom
D. her fear of what may happen when she awakens in the tomb
7. Read the following passage from Juliet’s soliloquy in Scene iii:
What if it be a poison which the friar
Subtly hath minist’red to have me dead,
Lest in this marriage he should be dishonored
Because he married me before to Romeo?
If you want to summarize this passage, what should you do?
A. Look up the meaning of the word subtly.
B. Break down the long sentence into shorter ones.
C. Consider possible answers to Juliet’s question.
D. Read on to see what light the next few lines shed on the passage.
8. Which of the following correctly defines a pun?
A. an ingenious personification of a nonliving thing or an abstract idea
B. a deliberate exaggeration of a comic gesture or action
C. a timely and relevant quotation
D. a play on words involving a word with multiple meanings
9. When you summarize a text, what do you do?
A. explain the allusions, or references, to mythology or literature
B. analyze the figurative language
C. briefly state the main points
D. restate all of the main ideas and details in your own words

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10. In Act IV, Scene v, when Friar Lawrence enters, he says, “Come, is the bride
ready to go to church?” Why is this line dramatically ironic?
A. He is late for the wedding service.
B. He knows that Juliet has fallen into a deep sleep that resembles death.
C. He knows that Juliet is already at the church.
D. He realizes that Paris must have fled to Mantua.
Vocabulary
11. In Act IV, Scene iii, Capulet calls Juliet his “wayward girl.” Someone who is
wayward is
A. foolish. C. willful.
B. dangerous. D. lost.
12. In Act IV, Scene iii, Juliet refers to the things that she must do as her “dismal
scene” which she must do alone. What is the best synonym for dismal?
A. nervous C. bold
B. frightening D. gloomy
13. Juliet imagines that the tomb in which she is laid will have loathsome smells.
Which of the following is the best definition of loathsome?
A. sharp C. sweet
B. disgusting D. mysterious
Essay
14. There are many instances of dramatic irony in Act IV of Romeo and Juliet. The
reader or member of the audience knows several important facts that some of the
characters do not know. In an essay, explain one of the examples of dramatic irony
in detail. Answer these questions in your essay: What does the audience know that
the character or characters do not? How does the situation lead to misunderstand-
ing or miscommunication? Be sure to include a prediction of the outcome that the
misunderstandings or miscommunications may cause.
15. Friar Lawrence comes up with a plan to help Juliet avoid marrying Paris. Write an
essay in which you explain the details of the Friar’s plan in your own words. In your
essay, also discuss why the Friar and Juliet are willing to take such a desperate
action rather than make her marriage to Romeo public.
16. Thinking About the Big Question: Do our differences define us? Juliet’s father
and mother react differently as the family prepares for Juliet’s wedding day in Act
IV, Scenes ii and iii, of The Tragedy of Romeo and Juliet. In an essay, tell how Capu-
let and Lady Capulet feel about the upcoming wedding.

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Selection Test B
the question.
1. In Act IV, Scene i, when Paris comes to discuss his sudden wedding plans with Friar
Lawrence, the friar tells him, “You say you do not know the lady’s mind. / Uneven is
the course; I like it not.” Why does Friar Lawrence not like the plans?
A. The plans are too rushed.
B. Juliet is already married to Romeo.
C. Juliet will be dead before the wedding.
D. He does not like Paris.
2. In Act IV, Scene i, Paris tells Friar Lawrence, “Immoderately she weeps for Tybalt’s
death, / And therefore have I little talked of love.” What makes Paris’s comment an
example of dramatic irony?
A. Juliet is saddened by the death of Tybalt.
B. Juliet is actually weeping over Romeo’s banishment.
C. Juliet is pretending to cry in order to avoid seeing Paris.
D. Juliet was in love with her cousin Tybalt.
3. The plot events in Act IV are mainly about
A. Capulet’s plans for Juliet’s wedding.
B. Capulet’s plans for Juliet’s funeral.
C. Juliet’s plan to avoid marrying Paris.
D. Paris’s concern that Juliet does not love him.
4. In Scene i, two days before her scheduled wedding to Paris, Juliet tells Friar Lawrence
all the things she would rather do than marry Paris. Which of the following lines from
her monologue foreshadow the outcome of the play?
A. “O, bid me leap, rather than marry Paris, / From off the battlements of any tower,” /
B. “Or walk in thievish ways, or bid me lurk / Where serpents are; chain me with
roaring bears,” /
C. “Or bid me go into a new-made grave / And hide me with a dead man in his shroud—”
D. “Things that, to hear them told, have made me tremble—”
5. Which word best describes Friar Lawrence’s role in dealing with Juliet in Act IV?
A. judge
B. advocate
C. enemy
D. ally
6. In Act IV, Scene ii, how does Capulet respond when Juliet tells him she will marry
Paris?
A. He is pleased and eager to move ahead with the wedding.
B. He is suspicious and questions her answer.
C. He is willing to think the matter over and consider whether he approves.
D. He wants time to talk this change over with Friar Lawrence.

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7. In Act IV, Scene iii, in her soliloquy after her mother and the Nurse have left, Juliet
says, “I have a faint cold fear thrills through my veins / That almost freezes up the heat
of life.” What might this remark lead one to predict?
A. Juliet is terribly frightened and will not carry out Friar Lawrence’s plan.
B. Juliet is already ill and probably has pneumonia.
C. Something will go wrong with the plan of feigning death.
D. Juliet fears her mother will learn of her plan.
8. Which of the following is a helpful strategy when you want to summarize a long
passage of Shakespearean dialogue?
A. Make a list of all the speakers involved.
B. Break down long sentences into shorter ones.
C. Determine if the iambic meter in each line follows a regular pattern.
D. Make a list of the figurative language in the passage.
9. Read the following passage from Act IV, Scene v. Juliet’s “body” has been discovered
and the Nurse addresses musicians hired to perform at the wedding:
NURSE. Honest good fellows, ah, put up, put up!
For well you know this is a pitiful case.
FIRST MUSICIAN. Ay, by my troth, the case may be amended.
Which of the following is illustrated by the word case in this passage?
A. foreshadowing
B. flashback
C. pun
D. simile
10. In her soliloquy in Act IV, Scene iv, Juliet expresses her anxieties about taking the
potion. Which of the following is not one of Juliet’s anxieties about taking the potion?
A. Romeo, who is in Mantua, will not receive word of the scheme.
B. The mixture may not work at all.
C. The potion may be a real poison that will actually kill her.
D. She may suffocate in the foul air of the tomb.
11. Juliet fears madness in the tomb should she wake early because
A. she feels partly responsible for Tybalt’s death.
B. Friar Lawrence suggests that the potion may affect her sanity.
C. ghosts, grisly sights, and poor air may make her crazy.
D. she has violated her father’s will and may be punished.
12. Which of the following quotations from Juliet’s speeches in Act IV is an example of
dramatic irony?
A. “Nurse, will you go with me into my closet / To help me sort such needful
ornaments / As you think fit to furnish me tomorrow?”
B. “How if, when I am laid into the tomb, / I wake before the time that Romeo / Come
to redeem me?”
C. “O, if I wake, shall I not be distraught, / Environèd with all these hideous fears, /
And madly play with my forefathers’ joints,” /
D. “God joined my heart and Romeo’s, thou our hands;”

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13. After the nurse discovers Juliet in bed on the day of the wedding, Capulet delivers a
speech that ends with these lines: “Death lies on her like an untimely frost / Upon the
sweetest flower of all the field.” What makes this speech an example of dramatic irony?
A. Juliet is actually sleeping.
B. Juliet has been dead for hours.
C. Capulet causes Juliet’s death.
D. Juliet will die sooner than Capulet knows.
Vocabulary
14. After Juliet agrees to marry Paris, Capulet exclaims, “My heart is wondrous light, /
Since this same wayward girl is so reclaimed.” What does Capulet mean by wayward?
A. vague C. headstrong
B. negative D. lazy
15. Soon after the beginning of her soliloquy in Act IV, Scene iii, Juliet says, “My dismal
scene I needs must act alone.” Which of the following is closest in meaning to dismal?
A. perilous C. suspenseful
B. valiant D. gloomy
16. Capulet enjoins Juliet to marry Paris. Which of the following describes his action?
A. urges C. orders
B. persuades D. forbids
17. Juliet fears that there will be loathsome smells in the burial vault. The word most
nearly opposite in meaning to loathsome is
A. energetic. C. hollow.
B. offensive. D. agreeable.
Essay
18. In Act IV, Friar Lawrence comes up with a plan. Calm your father, he tells Juliet. Then, take
the potion, and feign death. I will send for Romeo, and we will be back on Thursday to get
you. Juliet agrees. Delighted that Juliet agrees to marry Paris, her father moves up Juliet’s
marriage a day to Wednesday. Write an essay in which you explain why Friar Lawrence’s
plan is risky, and discuss what could go wrong as Capulet hurries the wedding of Juliet and
Paris.
19. At the beginning of Act IV, Juliet turns for help to Friar Lawrence, who proposes a risky and
bold plan. For the suspense to be effective, we have to believe not only that Lawrence will
help but also that he can help her. Write an essay that explains why and how Lawrence
helps Juliet. Why do you think his conduct makes sense given what we know about him?
Give examples from the play to support your ideas.
20. Thinking About the Big Question: Do our differences define us? In an essay, explore the
relationships between Juliet and her father and mother, and also between the parents as
the family prepares for Juliet’s wedding day in The Tragedy of Romeo and Juliet. In the
essay, state what each relationship seems to be and give examples from Act IV that support
your ideas. Do the Capulets appear to be a harmonious family? Give your reasons.

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Study these words from Romeo and Juliet, Act V. Then, apply your knowledge to the activities
that follow.
Word List A
contagion [kuhn TAY juhn] n. disease that spreads from one person to another
A serious contagion kept 20 percent of the students at home.
dispose [di SPOHZ] v. transfer to the control of; put in a particular order
The police will dispose of the stolen goods by returning them to their owner.
famine [FAM in] n. widespread lack of food causing many to starve or die
After the crops dried up, the farmers experienced severe famine for two years.
infectious [in FEK shuhs] adj. spreading from one person to another
Measles is an infectious disease.
loathsome [LOHTH suhm] adj. very unpleasant; disgusting
Zeke has the loathsome habit of spitting in public.
pestilence [PES tuh luhns] n. deadly disease that harms many; something destructive
The pestilence wiped out half the population of the city.
suspicion [suh SPISH uhn] n. unproven belief that something is bad or someone is guilty
Sean had a strong suspicion that Marian was not telling the truth.
vengeance [VEN juhns] n. harm done to someone as punishment for his or her actions
Maria wanted vengeance after Hannah spread those ugly rumors about her.
Word List B
banished [BAN isht] v. as a punishment, made someone move from his or her home
The government banished the writer from the country where he had lived his whole life.
depart [di PART] v. leave
We plan to depart from Los Angeles International Airport at six.
fury [FYøR ee] n. feeling of extreme anger; rage
In her fury, Madeline smashed the plate.
intend [in TEND] v. have in mind as a purpose; plan
Alexis and Josh intend to go to a movie on Saturday.
patience [PAY shuhns] n. ability to wait or suffer without becoming annoyed or upset
Lateesha, known for her patience, never gets anxious over a long wait.
unaccustomed [uhn uh KUHS tuhmd] adj. not used to; (in Shakespeare) unfamiliar
Taylor was unaccustomed to so much attention.
unsavory [uhn SAY vuhr ee] adj. appearing bad or dishonest
Because Tony cheated and lied, people saw him as an unsavory character.
violently [VY uh luhnt lee] adv. forcefully; with a sudden burst of activity
The hurricane violently destroyed all buildings as far as a mile inland.
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Starvation caused by the recent [1] _____________________ in Nate’s country had left
him weak and unable to fight off his illness. His friend Benjamin had a strong
[2] _____________________ that Nate’s illness was quite serious. It caused Nate
great pain, as if it had come after him for [3] _____________________. The
[4] _____________________ had been traveling through the community for about
6 months now. Doctors had determined that it was an [5] _____________________
disease caused by a virus that spread very easily. Benjamin did not think the illness
was as deadly as a [6] _____________________ such as the plague. However, the
[7] _____________________ cough that Nate had was disturbing. Benjamin thought it
was important to [8] _____________________ Nate to the care of a nurse who could
watch him carefully. That seemed like a good way to get him back to a healthy state.
Exercise B Decide whether each of the following statements is true or false. Explain your
answer.
1. An unsavory character is someone you would like to have as a friend.

T/F
2. If you are unaccustomed to eating rich foods, you are tired of them.
T/F
3. If you banished citizens from the country where they were born or lived, they would
have to live in other countries.
T/F
4. The opposite of depart is return.
T/F
5. A good time to ask your neighbor for a favor is when he or she is in a fury.
T/F
6. A person who is known for patience often throws temper tantrums.
T/F
7. You would expect a gentle summer breeze to make a flag wave violently.
T/F
8. If you intend to do something, you are planning to do it.
T/F

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Reading Warm-up A
Without a doubt, the worst disaster of the fourteenth 1. Circle the words that hint at
century was the bubonic plague. The troubles began in the meaning of famine. What
the early 1300s. Extreme cold weather shortened the does famine mean?
growing season. A food shortage led to famine and star- 2. Underline the word that
vation, lowering human resistance to disease. shows what a pestilence
In October 1347, several Italian merchant ships does. Use pestilence in a
docked in Sicily after having been to the Black Sea, a key sentence.
link in trade with China. At the time, the pestilence was
3. Circle the words in the previ-
killing people in China. By the time the Italian ships ous sentence that show that
arrived at the island of Sicily, many of those on board the plague was a contagion.
were already infected. Within days, the disease began to If a contagion were affecting
spread. By August 1348, the contagion had traveled all your community, what would
the way to England. be your best course of
action?
This infectious disease, carried by black rats and their
fleas, causes ugly swellings, or buboes, at the site of the 4. Underline the word that tells
fleabite; fever and chills follow. The final stage is the what was infectious. Name
appearance of dark spots on the skin. Because of this something infectious.
symptom, the disease was called the black death.
5. Circle the word that means
Once the plague reaches the human population, it can nearly the same as loathsome.
be spread directly to other humans through breathing. Describe something that you
This horrifying, loathsome form of the plague invades the think is loathsome.
lungs. More lethal than the disease carried by fleas, this
form kills the victim within a few days. 6. Underline the word that tells
who would dispose of the
The plague was at its worst from 1348 to 1350, killing bodies. How might you
one third to one half of the population of Europe. In some dispose of an empty soda
cities, two thirds of the population died in the first 2 years. can?
One of the biggest problems was how to dispose of the bod-
7. Circle the words that tell
ies. Each morning, a cart would be wheeled through the
what suspicion many people
streets. A crier would call out, “Bring out your dead.” People had. How is a suspicion dif-
piled bodies onto the cart to be taken away. ferent from knowledge?
At the time, no one knew what caused the frightful
disease. Many had the suspicion that it was a punish- 8. Underline the words that tell
why God would want
ment from God, seeking vengeance for humanity’s sins. It
vengeance, according to
was not until the early 1900s that scientists discovered people of the day. Why is it
the real culprit: the rat. Today, outbreaks still occur, but unwise for a person to seek
antibiotics cure 95 percent of the cases. vengeance?

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Reading Warm-up B
The countryside whizzed by as Alison and Chase sat 1. Underline the word that is a
with noses pressed against the window. The brother and synonym, or word with a simi-
sister were enjoying the train ride from Venice to Verona. lar meaning, for depart. When
students depart from school,
In fact, they had been enjoying every minute of their
where do they often go?
vacation with their parents in Italy.
So far, Venice was Alison’s favorite city. Getting around 2. Circle the words that
by vaporetto, or water taxi, in the canals was especially explain why the family was
adventurous. She had not really wanted to leave Venice, unaccustomed to train travel.
Name one type of travel to
but with only a few weeks to see the whole country, she
which you are unaccustomed.
agreed with her parents that today was the day to depart
Venice and head to Verona, about 70 miles away. 3. Underline the words that tell
Before this trip, the family had been unaccustomed to why the family had to develop
patience. Describe a situa-
train travel; they always used cars at home. However, they
tion that requires patience.
were getting used to the railroads. They had to develop
patience as they sometimes had to adjust their plans to fit 4. Circle the word that identifies
the train schedules, but they did not really mind. the place from which Romeo
“Did you know that there is an ancient wall around was banished. What does
banished mean?
Verona?” asked Mrs. Moreno. “It is the wall Romeo referred
to in Shakespeare’s play after he was banished from that 5. Underline the words that
city. Remember when he said there was no life outside describe the unsavory prac-
Verona’s walls?” tice that has been stopped.
“I knew about that wall, Mom,” said Chase. “I also Use unsavory in a sentence.
know that one of Verona’s tourist attractions is a house 6. Circle the words that tell
said to be Juliet’s. People leave love notes on the walls of what Mr. Moreno says they
the house and garden. They used to attach their notes intend to do. Give an exam-
with chewing gum, but that unsavory practice has been ple of something you might
stopped and the walls have been cleaned up.” intend to do.
“We intend to go there before we visit the arena,” said 7. Underline the words that tell
Mr. Moreno. “Its arena just happens to be the third-largest why the gladiators felt such
in Italy. Just think how much fun it will be to climb the fury. Describe how someone
forty plus marble steps to the top! While we are up there, in a fury might act.
we can try to imagine the fury of the gladiators who were
forced to fight each other so long ago. How violently some
what some of the gladiators
of them must have fought!” did so violently. Use violently
Picturing brave men with drawn swords, Alison in a sentence.
announced, “This trip has certainly been an educational
experience so far. I wish we could stay longer.”
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1. There is often a among superheroes.
2. Many have powers that set them apart from others.
3. They stand up for such as truth, justice, and the American
way.
4. They use their powers to good people from evildoers.

1. In two sentences, describe two superpowers you would most like to have to set you
apart from others.
2. Write two sentences explaining why you would want to have one of the preceding
powers. Use at least two of the Big Question vocabulary words.
One thing that we can learn from the differences we see in others is

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Literary Analysis: Tragedy and Motive
A tragedy is a drama in which the central character, who is of noble stature, meets with
disaster or great misfortune. The tragic hero’s downfall is usually the result of one of the
following:
• fate
• a serious character flaw
• some combination of both
Motive is an important element of a tragic hero’s character. A character’s motive is the reason
behind an individual’s thoughts or actions. In many of Shakespeare’s tragedies, the hero’s motives
are basically good, but sometimes misguided. As a result, the hero suffers a tragic fate that may
seem undeserved.
Although tragedies typically have unhappy endings, they can also be uplifting. They often
show the greatness of which the human spirit is capable when faced with grave challenges.
DIRECTIONS: Use the lines provided to answer the questions about tragedy and motive in Romeo
and Juliet.
1. In what ways does Romeo fit the characteristics of a tragic hero? How does he not fit these
characteristics? In your answer, include a consideration of his tragic flaw.
2. The ancient Greek philosopher Aristotle, in his treatise on tragedy entitled Poetics, identi-
fied another element that is common to most tragedies: the hero’s recognition of the whole
tragic situation. This recognition always comes too late for the hero to avoid disaster or
death. However, Shakespeare departs from Aristotle’s idea about the hero’s recognition. In
Romeo and Juliet, it is not Romeo who experiences recognition, but other characters in the
play. Who are these characters, and when does the recognition occur?

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Reading: Identifying Causes and Effects to Summarize
Summarizing is briefly stating the main points of a piece of writing. In summarizing the
action in a tragedy, it is useful to first identify causes and effects.
• A cause is an event, an action, or a feeling that produces a result.
• An effect is the result produced by the cause.
Tragedies often involve a chain of causes and effects that advances the plot and leads to the
final tragic outcome. Understanding how one event leads to another will help you to summarize
complicated plots like the one in Romeo and Juliet.
DIRECTIONS: As you read Act V, fill in the boxes in this chain-of-events graphic organizer. Note
that Scene iii has two chains of events. When your chain-of-events graphic is complete, notice how
the events in one scene have produced events in later scenes.
Scene i
Scene ii
Scene iii
(first half)
Scene iii
(second
half)

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Vocabulary Builder
Word List
ambiguities disperse haughty penury remnants scourge
1. Would someone living in penury be likely to purchase an expensive new home? Why or
why not?
2. If a statement contains ambiguities, can you be sure of its meaning? Explain.
3. Would the sight of a scourge inspire happiness or fear?
4. If an area is pounded by the remnants of a hurricane, does it experience winds in advance

of the storm or after the storm?
5. Would you praise or criticize someone for haughty behavior? Explain.
6. If you see a crowd at a concert disperse, are they coming or going? Explain.
B. WORD STUDY: The prefix ambi- means “both” or “around.” Answer each of the following
questions using one of these words containing ambi-: ambiance, ambidextrous, ambient,
ambiguities, ambivalent.
1. Why might you have trouble understanding a speech that is full of ambiguities?
2. What are some things that help set the ambiance of a restaurant?
3. Why can someone who is ambidextrous write with either hand?
4. What might make you ambivalent about taking a course?
5. If a room has ambient lighting, where is the light coming from in the room?

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Enrichment: Communication
At the end of Act V, a small group of people stands in the churchyard, trying to grasp what has
happened. Everyone has lost someone whom he or she loved dearly. Several people feel responsible
for the deaths. Even the Prince accepts some of the blame for not putting a stop to the feud.
Within any community there exist divisions, whether they are political, religious, cultural, or
personal. A healthy community works together to prevent divisions from turning violent and to
prevent tragedies from occurring. Most communities offer crisis prevention services aimed at
various groups.
People with crises can usually find help by means of general crisis or counseling hotlines,
and most communities have 911 emergency service for the fastest possible emergency response.
The goal of these services is to prevent tragedies. If that is not possible, crisis counselors give
emotional support and help with the next step, which may be seeking medical attention, going
to the police, or just stopping to consider the consequences of a rash act.
When crisis management is possible, counselors may help a person develop the problem-
solving skills he or she needs to deal with a problem. Or they may help people find temporary
lodging while they sort out difficulties at home. One factor underlying much of what crisis
counselors do is communication. Through communication and support, counselors work first to
win the trust of the person in need. Then, they urge that person to continue communicating
with other people involved in that person’s crisis.
DIRECTIONS: Answer each of the following questions.

1. What caused the crises and tragedies that occurred in Romeo and Juliet? Name at least two
causes.
2. Suppose that the play is not a play but modern-day real life instead. At what point during
any part of the action could any character have obtained help from a crisis intervention
hotline or counselor to help avoid at least one of the tragedies that occurred? Identify the
character, the point in the action, and the kind of help he or she could have obtained.
3. We all have choices to make about the “divisions” in our lives. How can we manage our own
lives so that we do not need a crisis intervention hotline?
4. What is the most important thing to remember if you are in the midst of a crisis?

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The Tragedy of Romeo and Juliet, Acts I–V, by William Shakespeare

Integrated Language Skills: Grammar
Participles and Participial Phrases
A participle is a verb form that acts as an adjective.
There are two kinds of participles: present participles and past participles. Present
participles end in -ing. The past participles of regular verbs end in -ed.
A participial phrase is a group of words that functions as an adjective in a sentence and
contains a participle.
Participle: She glimpsed a soaring eagle. (modifies eagle)
Participial Phrase: She glimpsed a bird soaring high in the sky. (modifies bird)
A. DIRECTIONS: In the following sentences, identify each participle or participial phrase.
Indicate the word each one modifies.
1. Frightened by the prospect of a brawl, Benvolio urges Mercutio to go indoors.
2. Trying to protect Mercutio, Romeo actually causes Mercutio’s death.
3. The feuding families are punished by the Prince.
Gerunds and Gerund Phrases

A gerund is a form of a verb that acts as a noun. It can function as a subject, an object, a
predicate noun, or the object of a preposition. A gerund phrase is a gerund and its modifiers;
it also acts as a noun.
Look at the following examples:
Gerund: Singing was a delight. (subject)
Gerund Phrase: Singing with the community chorus was a way to make new friends. (subject)
We always took pleasure in attending the rehearsals on Friday nights. (object
of preposition)
B. DIRECTIONS: In the following sentences, identify each gerund or gerund phrase, and identify
its function.
1. Rehearsing weekly was a necessity.
2. For weeks, we worked toward the goal of presenting a special Thanksgiving concert.
3. Maria practices playing the piano for several hours each day.

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Integrated Language Skills: Support for Writing
Editorial: For your editorial, use a chart such as the one shown to develop prewriting notes.
Notes on the Prince’s Dialogue:
My Opinion of the Prince’s Sentencing of

Romeo:
Reasons to Support My Opinion:
Details from Act III, Scenes i–iii, to

Include in Editorial:
Announcement of Marriage Ceremony:
Persuasive Letter: For your persuasive letter, use a chart such as the one shown to develop
prewriting notes.
Opinion Statement (Aim of Letter):
Persuasive Appeals
1. Factual Evidence:
2. Emotional Appeals:

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Integrated Language Skills:
Support for Extend Your Learning—Listening and Speaking
Staged Performance: As you prepare your staged performance, make notes on a chart like the
one shown.
Scene:
Characters in Scene:
Role Assignments:
Stage Directions:
Critique of My Group’s Work:
Critique of Other Group’s Work:
Mock Trial: Together with your group, use the following chart to make notes to prepare for your
mock trial.
Role Assignments:
Depositions/Statements:
Questioning/Cross-Examination
of Witnesses:

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Integrated Language Skills:
Support for Extend Your Learning—Research and Technology
16th Century Nobility Research Report: Use this chart to take notes for your annotated
flowchart.
Prince Escalus:
Count Paris:
Capulets:
Montagues:
Film Review: Use this chart to develop notes for your film review.
Dance Music Camera Angles
Our Opinion of the Film:

Reasons to Support Our Opinion:
Multimedia Presentation: Use this chart to develop notes for your presentation.
Notes on Act IV, Scene V:
Styles / Types of Renaissance Music:
Examples of Music to Accompany the Scene:
Renaissance Musical Instruments:
Sources I Used for Information:

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Open-Book Test
1. In Act V, Scene i, of The Tragedy of Romeo and Juliet, Romeo’s Man, Balthasar, tells
Romeo of seeing Juliet laid in the burial vault. He brings Romeo no letter from the
Friar. What meaning do these details have for the plot of the play?
2. In Act V, Scene i, of The Tragedy of Romeo and Juliet, Romeo hears that Juliet is
dead. He says, “Is it e’en so? Then I defy you, stars!” What does he mean when he
says he will defy the stars?
3. In The Tragedy of Romeo and Juliet, Act V, Scene i, lines 37–52, Romeo describes
the apothecary’s shop in great detail. Why you think Shakespeare includes this
description in Romeo’s speech?
4. Why was Friar John unable to deliver Friar Lawrence’s letter to Romeo in Act V,
Scene ii, of The Tragedy of Romeo and Juliet?
5. What is dramatically ironic about the arrival of Paris at the Capulets’ burial vault at
the beginning of Act V, Scene iii, of The Tragedy of Romeo and Juliet?
6. Romeo describes his own state of mind in Act V, Scene iii, lines 37–39, of The
Tragedy of Romeo and Juliet:
The time and my intents are savage-wild,
More fierce and more inexorable far
Than empty tigers or the roaring sea.
What kind of tragic hero does he appear to be, based on his words?

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7. In Act V, Scene iii, of The Tragedy of Romeo and Juliet, Paris assumes that Romeo
has come to the burial vault as an enemy of the Capulets. What is the effect of this
mistaken belief?
8. In the middle of Act V, Scene iii, of The Tragedy of Romeo and Juliet, Juliet wakes
and discovers Romeo has killed himself with poison. What is her first action in an
attempt to kill herself?
9. Near the end of Act V of The Tragedy of Romeo and Juliet, whom does the Prince
hold responsible for the tragedy? Explain why they are responsible.
10. According to the Prince at the end of Act V of The Tragedy of Romeo and Juliet, what
has served as a scourge in Verona, leading to the woeful deaths of Romeo and
Juliet? Base your answer on the meaning of scourge.
Essay
that your teacher assigns you.
11. Act V of The Tragedy of Romeo and Juliet consists largely of a chain of causes and
effects that results in the tragic deaths of Romeo and Juliet. What would have been
the result if a single key event had happened differently; for example, Friar
Lawrence’s letter is delivered to Romeo, or Friar Lawrence does not leave Juliet
alone in Scene iii? In a brief essay, write a summary of a different ending to the play
by changing just one event in the chain of cause and effect.

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12. In an essay, discuss Juliet as a tragic heroine. What conflicting rules does she try
to live by? What courage does she possess that shows her noble character? How
does she reveal the depth of her bravery at the end of The Tragedy of Romeo and
Juliet, when she is alone?
13. How is fate the cause of Romeo and Juliet’s tragic end? In what ways are these
characters responsible for their own deaths? In an essay, discuss Romeo and Juliet
as tragic characters. Include specific examples from the entire play, The Tragedy of
Romeo and Juliet, to support your ideas. Based on your examples, do you think
fate, character flaws, or a combination of fate and flaw is to blame for the lovers’
downfall?
14. Thinking About the Big Question: Do our differences define us? By the start of
Act V of The Tragedy of Romeo and Juliet, there has already been enough
misfortune to make the play a tragedy. However, the remainder of Act V brings even
more disaster. Romeo kills Paris and then poisons himself, and Juliet kills herself
when she sees that Romeo has died. Finally, Montague reveals that his wife has
died as well. In an essay, explain why Shakespeare includes the deaths of Paris and
Lady Montague in Act V. Then, discuss how Shakespeare pulls the audience away
from the grief and inspires some hope about human nature.
Oral Response
15. Go back to question 1, 5, 6, or to the question your teacher assigns to you. Take a
few minutes to expand your answer and prepare an oral response. Find additional
details in Act V of The Tragedy of Romeo and Juliet that support your points. If

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Selection Test A
1. In Act V, Scene i, what message does Balthasar report to Romeo?
A. Juliet will definitely marry Paris.
B. The Prince has pardoned Romeo and will allow him to return to Verona.
C. Juliet is dead and has been laid to rest in the Capulets’ tomb.
D. Friar Lawrence is on his way to Mantua.
2. In Act V, Scene i, after hearing Balthasar’s news, what method does Romeo
decide on for committing suicide?
A. He will jump from a high cliff into the sea.
B. He will poison himself.
C. He will stab himself with his sword.
D. He will hang himself.
3. In Scene ii, why is Friar Lawrence upset when he learns that Friar John has not
yet been to Mantua?
A. He is impatient with Friar John, who has failed before to deliver messages.
B. He fears that Friar John may have been exposed to the plague.
C. He realizes that the failure of his message to reach Romeo may have
disastrous effects.
D. He fears that both he and Friar John may be punished by the Prince.
4. In Scene iii, what motivates Paris to visit the churchyard at night?
A. his wish to spy on Romeo
B. his grief over Juliet’s death
C. his resentment of the Prince
D. his secret bargain with Capulet
5. In Scene iii, Romeo addresses Paris. Read the following passage:
By heaven, I love thee better than myself,
For I come hither armed against myself.
Stay not, be gone. Live, and hereafter say
A madman’s mercy bid thee run away.
What “madman” does Romeo refer to in this passage?
A. the Prince
B. Paris
C. Balthasar
D. Romeo himself

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6. Which of the following statements correctly describes a tragic hero?

A. The motives of a tragic hero are usually impossible to determine.
B. The hero of a tragedy usually acts from evil motives.
C. The tragic hero, who is of noble stature, meets with disaster or great misfor-
tune, usually due to fate, a character flaw, or a combination of both.
D. A tragedy always involves a hero who has some disastrous character flaw.
7. Dramatic irony arises when a character on stage is not aware of something the
audience or reader knows to be true. Why are the following lines of Romeo in
Act V, Scene iii dramatically ironic?
Death, that hath sucked the honey of thy breath,
Hath had no power yet upon thy beauty.
Thou art not conquered. Beauty’s ensign yet
Is crimson in thy lips and in thy cheeks,
And death’s pale flag is not advancèd there.
A. Death is associated with a pale flag rather than a black one.
B. Unknown to Romeo, Juliet is not really dead.
C. Romeo hopes against hope that Juliet may still be alive.
D. Romeo realizes that the feud between the Capulets and the Montagues will
never end.
8. According to Montague in Act V, Scene iii, what is the cause of Lady Montague’s
death?
A. old age
B. sorrow for the continuing feud
C. grief over the death of Juliet
D. grief over Romeo’s exile
9. What causes Friar Lawrence to go to the churchyard in Act V?
A. His message to Romeo was not delivered, so he has to assist Juliet when
she wakes.
B. His visit to the churchyard is part of his and Juliet’s original plan.
C. He hears that Paris and Romeo are due to fight a duel there.
D. He is summoned to the churchyard by the Prince.
10. Which of the following most nearly expresses Romeo’s character flaw?
A. aggressiveness
B. lack of logic
C. impulsiveness
D. snobbery

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11. In the play’s last lines, what hint does the Prince give about what will happen to
the surviving characters?
A. All will be forgiven.
B. Some characters may be banished from Verona.
C. The Montagues and the Capulets will get to keep their lands.
D. Some people will be rewarded, but others will be punished.
12. Which choice best states the tragic theme, or overall message, of the play?
A. Hasty, reckless actions may have unintended, or even disastrous,
consequences.
B. Danger can never be avoided in human life.
C. True love is so strong that it can never die.
D. Disobedience to authority figures must be severely punished, whatever
the cost.
13. Which of the following is the best synonym for remnants?

A. small portions B. remainders C. entreaties D. decrees
14. Which of the following sentences contains a gerund phrase?

A. Peering into the tomb, Romeo sees Juliet.
B. The play recounts the fortunes of the doomed lovers.
C. Reading a tragedy is often an emotional experience.
D. Friar Lawrence reveals to the Prince all that has happened.
Essay
15. In Romeo’s soliloquy in Act V, Scene iii, he describes Death as a lover and the poi-
son as a guide (lines 102–118). Reread this passage, and then paraphrase these
two images developed in Romeo’s speech. In your own words, explain how Death
appears to be a lover and how Romeo responds to that idea. Then, explain the image
of the poison as the guide for the “desperate pilot,” or Romeo himself.
16. In an essay, discuss Juliet as a tragic heroine. What conflicting rules does she try to
live by? What courage does she possess that confirms her status as a noble charac-
ter? How does she reveal the depth of her bravery at the end of the play, when she
is alone?
17. Thinking About the Big Question: Do our differences define us? By the start of
Act V of The Tragedy of Romeo and Juliet, there has already been enough misfortune
to make the play a tragedy. The remainder of Act V brings even more disaster with
the deaths of Paris and Lady Montague. But in the end, Shakespeare pulls the audi-
ence away from tragedy. He gives us an ending that is different from tragedy. What
is the ending? Why does it have more hope than tragedy?
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Selection Test B
the question.
1. What causes Friar Lawrence’s important message to Romeo to go astray?
A. Romeo is not where Friar Lawrence thinks he is.
B. His messenger is unexpectedly detained for a day.
C. The distance from Verona to Mantua is too far to accomplish the trip in the required time.
D. He sends Balthasar, who misunderstands him and delivers the wrong message.
2. After hearing of Juliet’s death, what motivates Romeo to poison himself?
A. He loses his interest in living.
B. He fears he will be blamed for her death.
C. He knows the truth about their marriage will now come out.
D. He loses faith in Friar Lawrence’s words.
3. Which of the following is not an effect of Juliet’s taking the potion Friar Lawrence provides?
A. Romeo drinks poison.
B. Juliet’s death is reported to Romeo.
C. Paris is killed.
D. Lady Montague dies.
4. In Act V, Scene iii, what does Romeo mean when he says to Paris, “By heaven, I love
thee better than myself, / For I come hither armed against myself”?
A. Romeo is warning Paris that he is armed and will fight Paris if he prevents Romeo
from entering the Capulets’ tomb.
B. He is telling Paris that he has no wish to fight with him and that, in fact, he has
come here to commit suicide.
C. Since Paris loves Juliet, Romeo therefore loves Paris.
D. Hoping to confuse Paris and catch him off guard, Romeo tells Paris that he loves him.
5. Which of the following events is the most direct cause of both Romeo’s and Juliet’s deaths?
A. Mercutio’s death
B. Friar John’s delay
C. Paris’s presence at the tomb
D. Romeo’s mother’s death
6. Which of the following correctly defines a character’s motive?
A. the reason behind the character’s thoughts or actions
B. the goal the character hopes to achieve
C. the contrast between what a character really thinks and what he or she says
D. the individual’s characteristic manner of speaking
7. Why does the Prince call forward Capulet and Montague by saying “Where be these
enemies?” instead of “Where be the grieving fathers?”
A. Their role as enemies is more significant in the play than their role as grieving fathers.
B. He does not want to remind them of the deaths of their children.
C. He wants them both to know that he knows about the feud.
D. He chooses to warn them that he is on his guard in case they become violent.
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8. The central idea in Act V of The Tragedy of Romeo and Juliet concerns the
A. blindness of love.
B. dangers of disobedience.
C. evils of money.
D. power of chance.
9. What idea does the following passage from Act V, Scene iii express?
MONTAGUE. O thou untaught! What manners is in this,
To press before thy father to a grave?
A. It is unnatural for sons to die before their fathers.
B. Sons who display bad manners die early deaths.
C. Sons who commit suicide deserve to die before their fathers.
D. A son who dies on the same day as his mother makes his father want to die also.
10. Which statement best describes the theme, or message about life and people, conveyed
by the events in The Tragedy of Romeo and Juliet?
A. Hatred between two families can rob people of what they hold dearest.
B. Young people in love are foolish and totally irresponsible.
C. Love is fleeting and must be pursued at all costs.
D. Misunderstandings can happen at any age and must be forgiven.
11. Which of the following statements about tragedy is not true?
A. The central character in a tragedy is a person of noble stature.
B. A tragic hero’s downfall is usually the result of fate, a serious character flaw, or
some combination of both.
C. A tragedy involves disaster or great misfortune.
D. The sadness in tragedy is always varied by touches of comic relief.
12. Which of the following character traits is the flaw that causes Romeo’s downfall?
A. moodiness
B. indecisiveness
C. impulsiveness
D. vengefulness
13. Which of the following best states the theme of Romeo and Juliet?
A. Secrets can destroy families.
B. Peace comes only after long periods of conflict.
C. Disregarding parental wishes can lead to serious problems.
D. Those who act in haste bring about their own destruction.
14. At the end of the play, why does the Prince say that the morning brings “a glooming,”
or gloomy, peace?
A. because the sun will not emerge from behind the clouds this day
B. because the friar, whom everyone respected, was involved in inappropriate dealings
C. because the reconciliation of the two families is overshadowed by so many deaths
D. because the Prince will punish everyone in the churchyard for their part in the deaths

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15. In Act V, Scene iii, the Prince tells Capulet and Montague, “See what a scourge is laid
upon your hate.” Which of the following is the best synonym for scourge?
A. act of revenge
B. instrument for inflicting punishment
C. disappointment caused by grief
D. disrespect for law and order
16. Romeo notes that the apothecary lives in penury. Which word means the opposite of
penury?
A. comfort B. consolation C. affluence D. moderation
17. Which of the following correctly defines a gerund?
A. a verb form ending in -ed C. the complement of an infinitive
B. a participle of an irregular verb D. a verb form ending in -ing that acts
as a noun
18. Which of the following is the gerund phrase in this sentence: “In confessing to the
Prince, Friar Lawrence admits that he may have been wrong and declares that he is
willing to be punished.”
A. confessing to the Prince C. he is willing
B. that he may have been wrong D. to be punished
Essay
19. Throughout Acts I–IV of the play, plans have been made only to unravel at the last minute.
Romeo plans to marry Juliet, but then he kills Tybalt and is banished from Verona on his
wedding day. Next, Friar Lawrence devises a plan to deal with Romeo’s banishment only to
discover that Capulet has set a wedding date for Juliet that is only three days away. As we
see in Act V, Friar Lawrence’s plan to finally unite Romeo and Juliet goes drastically awry.
In an essay, explain why Friar Lawrence’s plan fails. Refer to specific events in the play to
support your statements.
20. In an essay, discuss Juliet as a tragic heroine. What conflicting rules does she try to live by?
What courage does she possess that confirms her status as a noble character? How does she
reveal the depth of her bravery at the end of the play, when she is alone?
21. Thinking About the Big Question: Do our differences define us? By the start of Act V of
The Tragedy of Romeo and Juliet, there has already been enough misfortune to make the play
a tragedy. However, the remainder of Act V brings even more disaster. Romeo kills Paris and
then poisons himself, and Juliet kills herself when she learns of Romeo’s death. Finally, Mon-
tague reveals that his wife has died as well. In an essay, explain why Shakespeare includes
the deaths of Paris and Lady Montague in Act V. Then, discuss how Shakespeare pulls the
audience away from the grief and inspires some hope about human nature.

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from A Midsummer Night’s Dream by William Shakespeare
Study these words from the selections. Then, apply your knowledge to the activities that follow.
Word List A
characteristic [ker ik tuh RIS tik] adj. typical of someone or something
Jack is very friendly, and it is characteristic of him to smile when he meets someone.
conclusion [kuhn KLOO zhuhn] n. decision reached after thinking over all information
The jury reached the conclusion that the person was guilty.
defect [DEE fekt] n. something wrong or missing that makes something not perfect
The brakes had a defect, and the driver was unable to stop.
fate [FAYT] n. power said to control what happens in people’s lives
It was the actor’s fate to have one great role in his career.
forbidden [fuhr BID uhn] adj. not allowed
Candy is forbidden on my diet, but I can eat lots of fruit.
heartily [HAHR tuh lee] adv. very much or completely
Community service is a great activity, and I heartily recommend it.
ungrateful [un GRAYT fuhl] adj. not appreciating something done for you
When someone is helpful, it is ungrateful not to express thanks.
watery [WAW tuh ree] adj. having a lot of water
That soup was watery, with a lot of liquid and very few vegetables.
Word List B
assurance [uh SHOOR uhns] n. promise that something is true or will happen
The police have given their assurance that the streets are safe.
convenient [kuhn VEEN yuhnt] adj. useful because easy, nearby, or time-saving
The Internet is a fast and convenient place to get information.
cowardly [KOW erd lee] adj. not brave; not doing what you should because you are afraid
It is cowardly not to help a friend get away from a bully.
enthralled [en THRAWLD] adj. fascinated and delighted
I am enthralled by a pink sunset and cannot turn my eyes away.
inevitable [in EV i tuh buhl] adj. certain to happen and impossible to avoid
Death is an inevitable part of life.
odious [OH dee uhs] adj. very bad or disgusting
The behavior of whoever vandalized the painting is odious.
secrecy [SEE kruh see] n. act of keeping something secret or state of being secret
The spy’s work was successful because it was done in secrecy.
signify [SIG nuh fy] v. represent, mean, or be a sign of
Please signify your agreement by nodding your head.
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It is [1] _____________________ of romantic movies to feature a problem that keeps two

people in love from coming together. The problem may be that their families do not
approve of their relationship, so their love is [2] _____________________. It may be that
one draws a wrong [3] _____________________ about what the other feels. The problem
might be that one seems [4] _____________________, as if he or she does not appreciate
the other’s love. Or, the couple’s problems might be “written in the stars” and just a
matter of [5] _____________________. Whatever the reason for the problem, the couple
comes together at the end of the movie, and the eyes of the audience are generally
[6] _____________________ with tears. Some people [7] _____________________ enjoy such
films. Others think that too much mush is a [8] _____________________ in any movie.
Exercise B Revise each sentence so the underlined vocabulary word is used in a logical way.
Be sure to keep the vocabulary word in your revision.
Example: If you ask for assurance, you are looking for a thrill.
If you ask for assurance, you are looking for a promise or guarantee.
1. Shopping by catalog is convenient because you cannot try anything on.
2. An inevitable meeting was just not meant to happen.
3. The visitors, enthralled by the city, were bored by its pace.
4. The party was planned in secrecy to be sure everyone knew about it.
5. It is cowardly to volunteer for a dangerous mission and then go.
6. An odious person has a name that starts with an O.
7. Wedding rings are used to signify a couple’s hands.

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Reading Warm-up A
In many ancient tales, the fate of the main characters 1. Underline what happens
is not in their control. Some other power determines when people do not control
whether they live happily ever after—or not. their fate. Give a definition
for fate.
In Greek mythology, Eros, the god of love, controlled
romantic feelings. A typical image of Eros shows him car- 2. Circle the word that is a clue to
rying his characteristic bow and arrows, which he used the meaning of characteristic.
to send love. Describe something that is
characteristic of your
The Romans, who called him Cupid, portrayed Eros as neighborhood.
a smiling boy full of mischief. Many myths drew a differ-
ent conclusion about his character. Eros could be light- 3. Underline the conclusion
hearted, but he could also be unkind. In the story of about Eros. Circle the evidence
Apollo and Daphne, Eros shows a definite cruel streak. that supports this conclusion.
Apollo was the Greek god of music and poetry. Daphne 4. Circle the word that means
was a forest spirit. Daphne was beautiful, a princess with- nearly the same as defect.
out a defect, or flaw. It is not hard to imagine Apollo falling Give an example of a defect.
in love with her, but how he did—and what happened
next—was a tragedy.
to the meaning of heartily.
One day, Apollo insulted Eros by mocking his skills Describe how a person who
with the bow and saying he lacked the power for such a heartily disagreed about
weapon. Naturally, Eros heartily disagreed. He was fully something might act.
determined to show Apollo how completely wrong he was.
6. Underline the phrase that is
At the first opportunity, Eros shot Apollo with a golden-
a clue to the meaning of
tipped arrow, which made Apollo fall instantly in love ungrateful. Give an antonym,
with Daphne. However, Eros used a lead-tipped arrow on or word with the opposite
Daphne, making her resist Apollo’s love. meaning, for ungrateful.
A miserable courtship began. Apollo chased after
7. Circle the word that shows
Daphne, making her very unhappy. In turn, Apollo was why the home is watery. Why
frustrated by the ungrateful girl, who did not appreciate it is natural that Peneus has a
his loving attention. watery home?
Finally, Daphne could stand it no longer. She went to
8. Underline the phrase that is
the watery home of her river god father and begged for
help. To save her, Peneus turned Daphne into a tree. forbidden. In what way is
Apollo was heartbroken. The love he had longed for was Apollo’s love for Daphne
now forbidden him forever. Eros had shown his power by forbidden forever?
not allowing Apollo to have his one true love.

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Reading Warm-up B
Plagiarism is an odious crime. It is considered not just 1. Circle the phrase that is a clue
bad but disgusting for a writer to steal someone’s words to the meaning of odious.
or ideas. However, adapting or reworking a known story Describe a behavior that is
odious.
is acceptable. Beginning from an existing story can be a
convenient way to jump-start the imagination and a use- 2. Circle a word that is a clue
ful way to get ideas. The original story must be updated to the meaning of convenient.
or reworked to make it creatively unique. As long as that Underline the phrase naming a
happens, the writer has the assurance and promise that convenient way to jump-start
no one will object. Many famed writers have done it, imagination.
including William Shakespeare. 3. Circle a word that is a clue to
Enthralled audiences loved Romeo and Juliet in the meaning of assurance.
Shakespeare’s day. His captivating play still grabs the Give a synonym, or word with a
attention—and hearts—of people now. This tale of a cou- similar meaning, for assurance.
ple whose love is kept in a state of secrecy, hidden from
4. Circle a word and phrase that
all but a trusted few, can be traced back to Italy many are clues to the meaning of
centuries ago. In 1562, the poet Arthur Brooke turned enthralled. Give a synonym
the story into narrative verse in English. Shakespeare for enthralled.
used Brooke’s version, called the “Tragicall Historye of
Romeus and Juliet,” as his main source. Among the 5. Circle a word that is a clue to
the meaning of secrecy. Give
changes Shakespeare made was giving the Nurse and
a word that looks like secrecy
Mercutio more important roles and richer personalities. and that means something
They represent key players who signify friendship. The that is not meant to be
Nurse is Juliet’s strongest supporter. Mercutio is shared.
Romeo’s best friend.
Shakespeare used many different sources as starting
to the meaning of signify.
points for his plays. However, it was inevitable that he Describe something that
come up with his own ideas as well. Writing so many plays, might signify friendship.
he was bound to be original. Indeed, most scholars believe
that A Midsummer Night’s Dream was Shakespeare’s own 7. Underline the phrase that is
creation, written for an unknown couple’s wedding. He did a clue to the meaning of
inevitable. Explain what the
borrow the classic story “Pyramus and Thisbe” for the play
passage says is inevitable.
that the characters in his play present. They are a silly
bunch that worries about the possibility of a cowardly 8. Circle the word that is a clue
viewer being afraid of a pretend lion. The characters’ to the meaning of cowardly.
clumsy version of “Pyramus and Thisbe” makes a great Give a word that means the
contrast to Shakespeare’s own romantic comedy. opposite of cowardly.

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1. Sometimes it is up to the individual to what is right and
what is wrong.
2. During World War II, some people would not the Nazi
persecution of the Jews.
3. While many did as they were told, a few courageous people refused to act in
with oppressive German laws.
4. They showed a true of what it means to be a human being
by hiding Jewish people and helping them escape.

1. Write two sentences explaining why it is not always popular to do the right thing.
2. Write two sentences explaining how standing up for your beliefs can be considered
“courageous.” Use at least two of the Big Question vocabulary words.
C. In these selections, the main characters fall victim to love, which is ill-fated due to the
differences in characters. Complete the sentence below. Then, write a short paragraph
in which you connect this idea to the big question.
When people have major differences, love

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Literary Analysis: Archetypal Theme—Ill-fated Love
An archetype is a plot, a character, an image, or a setting that appears in literature from
around the world and throughout history. Archetypes represent truths about life and are said to
mirror the working of the human mind. Common archetypes include the following:
• Characters: the hero; the outcast
• Plot types: the quest, or search; the task
• Symbol: water as a symbol for life; fire as a symbol of power
A theme is the central idea, message, or insight of a literary work. Archetypal themes are
those that develop or explore foundational, archetypal ideas. One example of an archetypal theme
is ill-fated love, which appears in folklore, mythology, and literature from all over the world.
Works of literature may differ in their presentations of the same archetypal theme for a
variety of reasons, including the following:
• the values of the author and the audience at the time the literary work was written
• the author’s purpose for writing the literary work
• the culture and language of the author, including any literary styles and expectations
DIRECTIONS: Write your answers to the following questions on the lines provided.
1. In what sense are all three of these works stories of ill-fated love: Romeo and Juliet, “Pyramus
and Thisbe,” and the tale of Titania and Bottom’s love in A Midsummer Night’s Dream?
2. Why do you think Shakespeare added Romeo and Juliet’s marriage to his story?
3. What message about love does Titania’s love for Bottom suggest?
4. Which version of the archetypal theme of ill-fated love do you think best reflects the nature
of love? Explain.

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Vocabulary Builder
Word List
enamored enthralled inevitable lament
A. DIRECTIONS: Revise each sentence so that the underlined vocabulary word is used logically.
Be sure not to change the vocabulary word.
1. We heard the mourners’ lament and saw them smiling.
2. Since the defeat of our team in the big game was inevitable, we planned a victory
celebration.
3. Mr. Schuyler nodded his agreement and said he was not enamored of our plan.
4. We sat enthralled as the lecturer droned on, endlessly repeating himself.
B. DIRECTIONS: On the line, write the letter of the choice that is the best antonym, or opposite,
for each word.
___ 1. inevitable ___ 3. enthralled
A. available A. bored
B. presentable B. attracted
C. avoidable C. captured
D. grotesque D. amused
___ 2. enamored ___ 4. lament
A. charmed A. predict
B. gratified B. celebrate
C. assumed C. protest
D. disgusted D. despise
C. DIRECTIONS: Choose the pair of words that expresses the same relationship as the pair in
capital letters. Write the letter of your choice on the line.
___ 1. MOURN : LAMENT
A. delay: accelerate C. convince: discourage
B. attempted: failed D. compliment: flatter
___ 2. INEVITABLE : DEATH

A. feline: cow C. fantastic: table
B. luscious: peach D. dangerous: perilous

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Support for Writing to Compare Literary Works
Use a chart like the one shown to make prewriting notes for an essay comparing and
contrasting Shakespeare’s treatment of the characters and events from “Pyramus and Thisbe”
in Romeo and Juliet and in A Midsummer Night’s Dream.
Romeo and Juliet A Midsummer Night’s Dream

How Characters
Affect Archetypal
Theme
How Settings
Affect Archetypal
Theme
How Shakespeare
Wanted Audience
to Feel About
Ill-fated Love
Possible Reasons for Exploring the Same Story in a Tragedy and in a Comedy:

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Open-Book Test
1. A natural phenomenon is explained in the beginning, middle, and at the end of
Ovid’s mythological tale “Pyramus and Thisbe.” What does the tale explain?
2. In the beginning of Ovid’s tale “Pyramus and Thisbe,” why do the young lovers
lament their circumstances? Base your answer on the meaning of lament.
3. In the plot line of “Pyramus and Thisbe,” Thisbe makes a crucial oversight at the
Tomb of Ninus. This oversight causes Pyramus to come to a wrong conclusion, and
it leads to the tragic deaths of the young lovers. What is the oversight?
4. In Act III, Scene i, of Shakespeare’s A Midsummer Night’s Dream, the character

Bottom rehearses his role in the play-within-a-play. What role will Bottom play?
5. The first half of Act III, Scene i, of Shakespeare’s A Midsummer Night’s Dream
concerns the characters’ rehearsal of a play based on the story of Pyramus and
Thisbe. How does the second half of the scene compare with the outlook on love
developed in the first half?
6. When reading a work of literature, one can usually make inferences about the
author’s attitude toward his or her subject. What is Shakespeare’s attitude toward
ill-fated love in the scene from A Midsummer Night’s Dream? Provide a detail from
the play to support your answer.

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7. An archetypal theme is a central idea that explores a fundamental idea found in

literary works in different cultures. What archetypal theme is shared in “Pyramus
and Thisbe” and in Act III, Scene i, of A Midsummer Night’s Dream?
8. Both “Pyramus and Thisbe” and Act III, Scene i, of A Midsummer Night’s Dream deal
with archetypal characters. What makes the main character in each selection
archetypal? Cite one detail from each selection to support your answer.
9. In the beginning of “Pyramus and Thisbe” and in the Clowns’ retelling of that story
in Act III, Scene i, of A Midsummer Night’s Dream, the lovers have an archetypical
theme of separation. What similar circumstance separates the lovers in both
selections?
10. The authors of “Pyramus and Thisbe” and A Midsummer Night’s Dream develop
their archetypal story lines in different ways. In the Venn diagram below, list two
ways in which the plots are similar and one or two ways in which each plot is
different. Then answer the question that follows.
“Pyramus and Thisbe” A Midsummer Night’s Dream
Both
What is Shakespeare’s assumption about the audience’s or reader’s knowledge of

the plot of “Pyramus and Thisbe”?

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Essay
11. Ovid wrote “Pyramus and Thisbe” centuries before Shakespeare retold the tale.
Common elements of the story appear in the versions of both authors. In a brief
essay, explain four aspects or elements of Ovid’s story “Pyramus and Thisbe” that
also appear in Act III, Scene i, of Shakespeare’s A Midsummer Night’s Dream.
Support your ideas with specific references to both works.
12. Ovid’s “Pyramus and Thisbe” and Shakespeare’s play The Tragedy of Romeo and
Juliet have endured as archetypal works of literature. In an essay, discuss the
similarities and differences between the two works. Consider two or more of the
following elements in your essay: plot, characterization, setting, mood, and/or
author’s attitude toward the subject.
13. Dramatic irony occurs when the audience or reader is aware of something of which
one or more characters onstage are ignorant. Playwrights often use dramatic irony
in comedy. In an essay, discuss Shakespeare’s use of dramatic irony for comic
effect in the two parts of Act III, Scene i, of A Midsummer Night’s Dream: the
rehearsal of the play performance and the passionate love of Titania for Bottom.
14. Thinking About the Big Question: Do our differences define us? In Ovid’s
“Pyramus and Thisbe,” the young lovers are sharply separated from their parents.
In the scene from A Midsummer Night’s Dream, the craftspeople are contrasted with
the fairies. Which work contains the more effective commentary on the differences
between generations or social classes? Discuss your ideas in a brief essay,
supporting your position with at least one or two details from each work.
Oral Response
details in “Pyramus and Thisbe” and the scene from A Midsummer Night’s Dream
that support your points. If necessary, make notes to guide your oral response.

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Selection Test A
1. Which of the following is the best definition of an archetype?
A. a plot, character, or theme that appears in literature throughout history
B. a noble character who meets his or her downfall because of a tragic flaw in
his or her character
C. a character who is able to infer the motives of other characters
D. a surprise ending that contradicts the reader’s expectations
2. Which of the following is the setting for Ovid’s “Pyramus and Thisbe”?
A. ancient Rome
B. medieval Italy
C. ancient Babylon
D. ancient Troy
3. In Ovid’s “Pyramus and Thisbe,” what is the Tomb of Ninus?
A. It is the grave of Pyramus’ grandfather.
B. It is the place where Pyramus and Thisbe agree to meet.
C. It is the place where Pyramus and Thisbe are buried.
D. It is located very close to the houses of Pyramus and Thisbe.
4. In Ovid’s “Pyramus and Thisbe,” why are the jaws of the lioness bloody?
A. She has been attacked and wounded by the townspeople.
B. She has just made a kill.
C. She has attacked and wounded Pyramus.
D. She has attacked and wounded Thisbe.
5. Which of the following does Ovid’s tale “Pyramus and Thisbe” have in common
with Shakespeare’s play Romeo and Juliet?
A. a fierce wild beast
B. lovers who are secretly married
C. a crucial misunderstanding that leads to tragedy
D. a young woman who dies from poison

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6. Which of the following is the archetypal theme in the three selections in this
group?
A. the quest of a hero
B. the hero as outcast
C. ill-fated love
D. the tragedy of warfare
7. In both “Pyramus and Thisbe” and Romeo and Juliet, which element most
clearly helps express the archetypal theme of the work?
A. the Tomb of Ninus
B. the dangers of natural forces, such as illness or wild beasts
C. families who oppose the relationship between two lovers
D. the difference between daytime and nighttime events
8. In A Midsummer Night’s Dream, who is the queen of the fairies?
A. Thisbe
B. Flute
C. Titania
D. Robin
9. In A Midsummer Night’s Dream, which character or element does Shakespeare
take from Ovid’s tale?
A. Bottom
B. Titania
C. a wall
D. the ass’s head
10. Read the following excerpt from A Midsummer Night’s Dream:
BOTTOM. (as Pyramus)
Thisbe, the flowers of odious savors sweet—
QUINCE. Odors, odors!
BOTTOM. (as Pyramus)
. . . odors savors sweet.
What does this passage show about Bottom?
A. He is a fine actor with a good understanding of the character he is playing.
B. He is nervous or silly enough to make mistakes in reading his lines.
C. He dislikes the smell of flowers, which he thinks are odious.
D. He enjoys making sly jokes to see if his fellow actors will get them.

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11. In the scene from A Midsummer Night’s Dream, which of the following charac-
ters undergoes a physical change?
A. Titania C. Cobweb
B. Starveling D. Bottom
Vocabulary
12. Which of the following is the best synonym for lament?

A. estimate
B. mourn
C. compensate
D. rejoice
13. What might cause you to be enthralled?
A. a fascinating movie
B. a boring television show
C. a long nap
D. an earthquake on your street
14. If a situation is inevitable, which word best describes it?
A. sad
B. unavoidable
C. puzzling
D. threatening
Essay
15. In an essay, explain which aspects or elements of Ovid’s story “Pyramus and
Thisbe” reappear in Shakespeare’s The Tragedy of Romeo and Juliet. Support your
ideas with specific references to both works.
16. The scene from Shakespeare’s A Midsummer Night’s Dream in this selection is
divided into two parts: the craftsmen’s rehearsal for their play and Titania’s falling
in love with Bottom. In an essay, explain how Shakespeare uses humor in each part
of the scene. What does the humor in the scene show about each of the characters?
17. Thinking About the Big Question: Do our differences define us? In the scene
from Shakespeare’s A Midsummer Night’s Dream, the local craftsmen are different
from the fairies. How do the differences make Titania’s interest in Bottom humor-
ous? Discuss your ideas in a brief essay. Support your ideas with at least one or two
details from the play.

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Selection Test B
the question.
1. Which of the following assertions about love is contradicted by the tale of Pyramus
and Thisbe?
A. Love cannot be forbidden.
B. Love can always find a way.
C. Love is always ill-fated.
D. Love is like a flame that burns hot.
2. In Ovid’s tale, how do Pyramus and Thisbe communicate?
A. by sending notes with messengers
B. by meeting secretly on the roof
C. by whispering through a chink in the wall
D. by sending messages via their parents
3. Which of the following is an important plot detail in Ovid’s tale “Pyramus and Thisbe”?
A. Thisbe is killed by a lioness.
B. Pyramus is forced to go into exile.
C. Thisbe drops her cloak.
D. Pyramus drinks poison.
4. In Ovid’s “Pyramus and Thisbe,” who or what undergoes a transformation?
A. the lioness
B. the tomb of Ninus
C. Pyramus
D. a mulberry tree
5. Which of the following is the best definition of an archetypal theme?
A. a central message that explores basic ideas found in literature of all times
B. the central insight embodied in many layers of symbolism
C. a plot whose outcome is strongly foreshadowed early in the story
D. a tale in which the central conflict is not resolved
6. Which of the following is not a point of similarity between Ovid’s “Pyramus and Thisbe”
and Shakespeare’s Romeo and Juliet?
A. The lovers face serious obstacles because of their families.
B. The young woman commits suicide by stabbing herself.
C. There is a crucial misunderstanding by one of the lovers.
D. The lovers decide to tell their parents about their love.
7. Which of the following is present in Ovid’s tale but absent from Shakespeare’s play?
A. the setting of a tomb
B. a lioness
C. the suicides of both sets of lovers
D. the parents’ eventual sorrow and pity for the lovers

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8. In the scene from Shakespeare’s A Midsummer Night’s Dream, which group of people
prepare to act out the story of Pyramus and Thisbe?
A. a company of professional actors
B. a group of fairy spirits
C. a group of craftsmen
D. a group of the duke’s courtiers
9. In A Midsummer Night’s Dream, which of the following is Bottom to play in the
performance?
A. Starveling
B. Moonshine
C. Wall
D. Pyramus
10. In the excerpt from A Midsummer Night’s Dream, Robin is which of the following?
A. a plumber
B. a carpenter
C. the fairy king’s jester
D. the author of the play
11. In which of the following does the author treat the archetypal theme of ill-fated love
humorously?
A. Ovid’s “Pyramus and Thisbe”
B. Shakespeare’s Romeo and Juliet
C. the excerpt from A Midsummer Night’s Dream
D. in all three of these works
12. Which of the following is the best interpretation of the scene from A Midsummer
Night’s Dream?
A. Shakespeare gently pokes fun at the archetypal theme of ill-fated love.
B. Shakespeare seriously questions the archetypal theme of ill-fated love.
C. Shakespeare humorously contrasts the wisdom of the fairies with the ignorance of
the craftsmen.
D. Shakespeare satirizes the pretensions of the nobility.
13. Read the following passage from A Midsummer Night’s Dream:
TITANIA. . . . So is mine eye enthralled to thy shape,
And thy fair virtue’s force perforce doth move me
On the first view to say, to swear, I love thee.
BOTTOM. Methinks, mistress, you should have little reason for that. And yet, to say the truth,
reason and love keep little company together nowadays. The more the pity that some hon-
est neighbors will not make them friends. Nay, I can gleek upon occasion.
TITANIA. Thou art as wise as thou art beautiful.
Which of the following contributes to the humor of this passage?
A. Titania does not seem to realize that Bottom is not really virtuous.
B. Titania does not seem to realize that Bottom is a lowly mortal with an ass’s head.
C. Bottom does not seem to realize the truth in his own words.
D. Bottom does not seem to realize that Titania has no reason to love him.

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14. In the scene from A Midsummer Night’s Dream, how does Bottom propose to deal with
the fear of the ladies about the lion and the use of the sword?
A. He suggests excluding the ladies from the performance altogether.
B. He suggests that prologues be written to calm the ladies’ fears.
C. He suggests that the episode of the lion be omitted.
D. He recommends that the actors emphasize the comic tone of the performance.
Vocabulary
15. At which of the following would people most likely lament?
A. a funeral
B. a graduation ceremony
C. a holiday parade
D. a visit to the beach on a sunny afternoon
16. Which of the following words is most nearly opposite in meaning to inevitable?
A. melancholy C. avoidable
B. pragmatic D. comprehensive
17. If you are enamored, which of the following best describes you?
A. apprehensive about the future
B. filled with love and desire
C. reluctant to take action
D. irritable and easily upset
18. Who is most likely to be enthralled by a child’s performance in a play?
A. critics
B. the director
C. the child himself or herself
D. the child’s parents
Essay
19. How does Shakespeare use Ovid’s “Pyramus and Thisbe” in his play The Tragedy of Romeo
and Juliet? In an essay, discuss the similarities and differences between the two works.
Consider the following elements of the works: plot, characterization, setting, and the mood
of the ending.
20. Dramatic irony occurs when the audience or reader is aware of something of which one or
more characters onstage are ignorant. Playwrights often use dramatic irony in comedy. In
an essay, discuss Shakespeare’s use of dramatic irony for comic effect in the two parts of
the scene you have read from A Midsummer Night’s Dream: the rehearsal for the play perfor-
mance and the passionate love of Titania for Bottom.
21. Thinking About the Big Question: Do our differences define us? In Ovid’s “Pyramus and
Thisbe,” the young lovers are sharply separated from their parents. In the scene from A Mid-
summer Night’s Dream, the craftspeople are contrasted with the fairies. Which work con-
tains the more effective commentary on the differences between generations or social
classes? Discuss your ideas in a brief essay, supporting your position with at least one or
two details from each work.

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Writing Workshop
Exposition: How-to Essay
Prewriting: Gathering Details
Use the following chart to list the materials needed, the steps involved, and the basic rules of
behavior for the process you plan to describe.
Make a list of items needed.
Note all of the steps in the order in which they

occur.
Identify basic rules of behavior concerning

such things as safety, care of equipment, and
working with others.
Drafting: Organizing Information

After you have all the information you want to include in your draft, organize your information
into chronological, or step-by-step, order using the following graphic organizer.
What is the activity or process you are describing?
What is step 1?
What is step 2?
What is step 3?
What is step 4?

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Writing Workshop—Unit 5, Part 1

How-to Essay: Integrating Grammar Skills
Revising to Combine Sentences with Phrases
A series of short sentences can sound unclear, choppy, and repetitious. To solve these problems,
you can often combine related sentences by turning one into a phrase. A prepositional phrase
modifies a word in the other sentence.
Choppy: Mix the ingredients. Use a big bowl.
Combined with Prepositional Phrase: Mix the ingredients in a big bowl.
A verbal phrase uses a verb form but serves as another part of speech. For example, a
participial phrase is a verbal phrase that begins with a present (-ing) or past (-ed or irregular)
participle but is used as an adjective.
Combined with Participial Phrase: Using a ladle, Lou served the soup.
A gerund phrase is a verbal phrase that uses the -ing form of the verb but serves as a noun.
An infinitive phrase is a verbal phrase that begins with to and the base form of the verb but
serves as an adjective, an adverb, or a noun. An appositive phrase is a group of words that
clarifies the meaning of a noun or pronoun.
Combined with Appositive Phrase: Lou was born in Paris, the capital of France.
Identifying Verbal and Appositive Phrases
A. DIRECTIONS: On the line before each item, identify the italic phrase as participial, gerund,
infinitive, or appositive.
1. Do you know how to play baseball?
2. Baseball, a popular American sport, has four bases.
3. A batter, after hitting the ball successfully, runs the bases.
4. Arranged in a diamond, the four bases are equidistant.
Fixing Choppy Sentences by Using Phrases
B. DIRECTIONS: For each item, combine the two choppy sentences by turning one of them into a
prepositional, a verbal, or an appositive phrase. Use a different type of phrase in each sentence.
1. Pablo plays baseball. It is his favorite activity.
2. Pablo is a skillful pitcher. He plays on a local baseball team.
3. Pablo throws a mean curveball. This often gets the batter out.
4. Pablo has a plan. He will pitch in the major leagues.

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Unit 5: Drama
Benchmark Test 9
Literary Analysis: Dialogue and Stage Directions Read the selection. Then, answer the
questions that follow.
HERMAN [Loud crash. HERMAN and VIVIAN freeze.] There! That’s the sound I was telling you about!
[VIVIAN, her head swiveling in the direction of the sound, jumps. HERMAN and VIVIAN scream, join hands,
and run off stage left.]
[Enter OGRE and HIS WIFE. OGRE is shouting and pounding his chest.]
OGRE Ho! Ho! Humans were here. I can smell their warm blood! [He rubs his hands together hungrily.]
1. How many characters have lines of dialogue in the selection?

A. one
B. two
C. three
D. four
2. What can you conclude about the Ogre from the stage directions?
A. He is trying to make friends with Vivian and Herman.
B. He knew Vivian and Herman previously.
C. He would like to eat Vivian and Herman.
D. He is trying to trick Vivian and Herman to come out from hiding.
3. What information do stage directions often provide?
A. characters’ spoken words
B. the playwright’s name
C. act and scene numbers
D. sound effects and character descriptions
Literary Analysis: Drama

4. Which of these lines is the best illustration of iambic pentameter?
A. I am so vexed that every part about me quivers.
B. The lady doth protest too much, methinks.
C. I wandered lonely as a cloud.
D. I guess they are waiting for the Mayor or somebody important.
5. What is the difference between a soliloquy and a monologue?
A. A soliloquy is longer than a monologue.
B. A soliloquy is written in blank verse, and a monologue usually has a definite rhyme
scheme.
C. A soliloquy is formal and lengthy, and a monologue is informal and brief.
D. A soliloquy is unheard by other characters, and a monologue is addressed to others.

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6. In what way are a soliloquy and an aside similar?

A. Both are stage directions.
B. Both have rhyme and meter.
C. Both are unheard by other characters.
D. Both are found in every play.
7. In which form of dramatic speech is a character likely to reveal the most about his or her
true feelings?
A. soliloquy
B. aside
C. monologue
D. allusion
8. What is blank verse?
A. rhymed couplets in iambic pentameter
B. any lines of poetry that do not rhyme
C. unrhymed lines of iambic pentameter
D. any lines of a play's dialogue that sound poetic
9. Which of the following is an archetype?
A. a hero
B. fire as a symbol of power
C. a quest, or a search
D. all of the above
10. What must be true of a theme in order for it to qualify as archetypal?
A. It must be specific to a time and place.
B. It must explore a fundamental or universal idea.
C. It must be about right and wrong.
D. It must be found in the classical literature of ancient Greece.
11. Which of the following best represents an example of dramatic irony?
A. Stella sells her hair for money and then receives a gift of hair combs.
B. Paul wants a baseball glove and works hard to buy it.
C. Harry cannot find the book that he lost so he buys another one.
D. Jim is afraid to lose his watch, so he does not wear it.
12. Which element might a playwright use to lighten the mood of a play?
A. dramatic irony
B. archetypal themes
C. tragedy
D. puns
13. What usually brings about the downfall of tragic heroes?
A. character flaws rather than fate
B. fate rather than character flaws
C. character flaws, fate, or both
D. neither character flaws nor fate
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Reading Skill: Summarizing
Choose the letter of the response that best answers each question.
14. Which of these statements about summarizing is correct?

A. Summarizing produces a longer, more detailed version than the original selection.
B. Summarizing is briefly stating the main points in a selection.
C. Summarizing is restating a selection in your own words.
D. Summarizing is explaining the confusing parts of a selection.
15. What is the difference between a paraphrase and a summary?
A. A paraphrase is a restatement in your own words, and a summary is a restatement
that uses the author’s words.
B. A paraphrase includes all the author’s words, and a summary includes just some of
them.
C. A paraphrase is a restatement in your own words, and a summary is a restatement
that only includes the main points.
D. A paraphrase sums up a paragraph, and a summary sums up the entire selection.
Read this passage from a play. Then, answer the questions that follow.
HAMLET
O, that this too too solid flesh would melt,
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix’d
His canon1’gainst self-slaughter! O God! God! 1. canon: holy law
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
—from Hamlet by William Shakespeare
16. Which sentence best summarizes the passage from Hamlet?

A. Everything seems so hopeless that I would end my life if God did not forbid it.
B. Everything is so boring that I would rather melt.
C. Everything about the world and myself seems dull and useless.
D. I am not making money in this world, so I am angry at God.
17. Which of these strategies can help you understand and summarize the passage?
A. looking up unfamiliar words in a dictionary
B. using text features such as the marginal note
C. reading in sentences instead of stopping at the end of each line
D. all of the above

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Reading Skill: Analyze Text Information

18. What is the main purpose of analyzing text information?
A. to understand a text’s logic and increase understanding
B. to identify difficult terms and improve vocabulary
C. to get a broad overview of a particular place
D. to find causes and effects
19. What is the main way in which headings and subheadings help convey information?
A. They define unfamiliar terms.
B. They provide an organization and guide readers.
C. They provide details to support main ideas.
D. They provide interesting visual elements.
Vocabulary: Prefixes and Word Roots

20. The prefix ambi- means "both." Using that knowledge, what can you conclude about an
ambidextrous person?
A. The person is right-handed.
B. The person is left-handed.
C. The person can easily use either hand.
D. The person is uncoordinated.
21. The words transplant, transport, and transfer all share the prefix trans-. Using this knowl-
edge, what can you conclude is one meaning of the prefix trans-?
A. without C. the opposite of
B. in front of D. across
22. The prefix pro- means "before." Using that knowledge, where can you conclude a prologue
in a drama is located?
A. at the opening C. at the end
B. in the middle D. between scenes
23. The prefix en- means "in," "into," or "within." Using this knowledge, choose the answer that
best defines the word entrap.
A. punish
B. catch in
C. leave out
D. contain
24. The Latin root -loque- means "talk" or "say." In the following sentence, what does the word
eloquence mean?
The speaker's eloquence held our attention for hours.
A. important message
B. fluent or persuasive speech
C. celebrity and popularity
D. wisdom and intelligence
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Grammar
25. Which of the following is a present participle?
A. rest
B. will rest
C. rested
D. resting
26. What do participles modify?
A. nouns only
B. pronouns only
C. nouns or pronouns
D. verbs
27. What is the participial phrase in this sentence?
The star, waiting for applause, fiddled with his hair and then stepped toward the microphone.
A. The star
B. waiting for applause
C. fiddled with his hair
D. stepped toward the microphone
28. Which word in the following sentence is a gerund?
Speaking a foreign language is a wonderful skill to possess.
A. Speaking
B. language
C. wonderful
D. possess
29. What is the gerund phrase in this sentence?
Almost anyone would dislike his incessant gossiping.
A. Almost anyone
B. would dislike
C. his incessant gossiping
D. would dislike his incessant gossiping
30. What is the function of the gerund in the following sentence?
Leah’s favorite workout is running.
A. subject
B. object of a preposition
C. direct object
D. predicate noun

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31. Which type of phrase is used to combine the original sentences?

Original: Ella moved to the net. She hit back the tennis ball.
Combined: Moving to the net, Ella hit back the tennis ball.
A. appositive phrase
B. gerund phrase
C. participial phrase
D. verbal phrase
32. Which type of phrase is used to combine the original sentences?
Original: Dr. Miro is a pioneer in laser surgery. He spoke to our biology class.
Combined: Dr. Miro, a pioneer in laser surgery, spoke to our biology class.
A. verbal phrase
B. appositive phrase
C. gerund phrase
D. participial phrase
WRITING
33. Everyone can use a bit of advice from time to time. Think of a character in a novel or play
who had a serious problem. As that character, write a letter to an advice columnist asking
for help to solve the problem.
34. Write an editorial in which you take a position on an issue of debate in your community or
classroom. Use emotional appeals, but back them up with facts and reasoned arguments.
35. Have you ever followed directions and been frustrated to find that the writer had left out a
crucial detail? Write a how-to essay that gives step-by-step instructions for making or
doing something. Don’t leave out a critical detail that will frustrate readers! Anticipate
readers’ questions and make sure your instructions address those questions. Use exam-
ples and definitions to make your instructions clear.

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Unit 5: Drama Skills Concept Map—2

Do our differences define us? Words you can use
Literary Analysis: Reading Skills and Strategies: to discuss the
Drama Big Question
Drawing Conclusions
Comedy You can draw a

Basic Elements of Drama conclusion
Characters
Dialogue is a by
Acts
Stage Directions (demonstrated in this selection) using both dialogue and
form of drama
Literary Devices stage directions
Selection name:
Dramatic Speech that uses
Monologue and by
Soliloquy
Aside (demonstrated in this selection) considering both stated
dramatic irony
and implied information
Selection name:
142
Comparing Literary Works: (demonstrated in these selections) Informational Texts: (demonstrated in this selection)
Satire Analyze text information

Selection names: Selection name:

1.
developed through You can analyze text information
2.
by
paying attention to details

style and tone purpose and relating details to the
main subject
Student Log
Complete this chart to track your assignments.
Writing Extend Your Learning Writing Workshop Other Assignments
Study these words from “The Inspector-General.” Then, apply your knowledge to the activities
that follow.
Word List A
conversation [kahn vuhr SAY shuhn] n. talk between two or more people
We had an interesting conversation about our summer plans.
creeps [KREEPS] v. moves quietly with the body held low so that no one will notice
Sometimes, the dog creeps into my room late at night.
express [ek SPRES] adj. direct and rapid; not making many stops
We rode the express elevator straight to the top floor of the skyscraper.
gestures [JES chuhrz] v. moves a hand, an arm, or the head to communicate
Cross the street when the police officer gestures toward you.
pounces [POWNS ez] v. jumps suddenly on someone or something
The lion pounces on the fleeing antelope.
stamps [STAMPS] v. brings a foot down hard
To get attention, my baby brother pounds his fists and stamps his feet.
swig [SWIG] n. large amount drunk in one gulp
If you are thirsty, have a swig of juice.
wheezes [WEEZ ez] v. breathes with difficulty, making a whistling sound in the chest
Because of her chest cold, she wheezes when she runs.
Word List B
carriage [KA rij] n. four-wheeled, horse-drawn vehicle for carrying passengers
They enjoyed the ride through the park in the black-and-gold carriage.
cunning [KUHN ing] adj. smart in a dishonest or clever way
The jewel thieves devised a cunning plan to break into the museum.
discreetly [di SKREET lee] adv. in a way that is not noticeable
When the bullies arrived at the playground, I left discreetly.
hastening [HAYS uhn ing] v. moving or acting quickly
The general and his troops were hastening toward the battle.
housekeeper [HOWS keep uhr] n. someone hired to do chores in a house or hotel
The housekeeper at the hotel brought us fresh towels each morning.
offended [uh FEND id] adj. hurt or angry because of rudeness or an insult
The offended man demanded an apology.
storyteller [STAWR ee tel uhr] n. one who tells stories (sometimes a character in a story)
Many children came to hear the storyteller at the library.
urban [UR buhn] adj. relating to a city
They sold the farm and moved to an urban community.
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There is never a dull moment when Uncle Alfred and his family come to visit. Everyone
talks at the same time and the [1] _____________________ never lets up. My Uncle Alfred
[2] _____________________ wildly with both hands as he speaks, pausing only long
enough to take a [3] _____________________ of iced tea. Meanwhile, my cousins dash
around the house like a couple of [4] _____________________ trains while their baby
brother [5] _____________________ under the table to hide. If Uncle Alfred thinks people
are not listening to him, he [6] _____________________ his feet to get their attention.
Then, he starts to laugh and [7] _____________________ noisily as he tries to catch his
breath. If I hide in my room, one of my cousins suddenly flings open the door
and [8] _____________________ on me. I really love these people, but their visits are
exhausting!
Exercise B Answer the questions with complete explanations.
1. In modern times, would you expect to see a horse-drawn carriage on a busy

city street?
2. Would a foolish person come up with a cunning plan?
3. If you wanted to tell your friend something discreetly, would you shout or whisper?
4. If you were hastening to a meeting on the other side of town, would you walk slowly
or ride a bicycle at top speed?
5. What sort of things might a housekeeper be expected to do?
6. If you were offended by someone, would you thank that person?
7. What qualities should a good storyteller have?
8. How is an urban area different from the country?

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Reading Warm-up A
In the days before automobiles, Mikhail Belinsky drove 1. Underline the words that
a horse-drawn taxi through the streets of St. Petersburg. describe the taxi’s express
He followed an express route between the railroad station route. What does express
mean?
and the city’s busy theater district. Entertaining his
wealthy passengers with pleasant conversation, Mikhail 2. Underline the words that tell
could often earn himself a generous tip. whom Mikhail engaged in
One evening, a poorly dressed young man entered pleasant conversation. What
Mikhail’s cab. He took a long swig of water from the flask topics do you think might
have been included in his
he carried and demanded to be taken to the railroad sta- conversation?
tion. Mikhail sensed that the young man planned to flee
into the crowded station without paying his fare. He 3. Underline the words that tell
decided to tell the young man a story. where the swig was taken
from. Name three things that
“Recently,” he began, “I drove a young man much like
a person might swig.
yourself to the station. As my old horse trots slowly along,
the man tells me how poor and ill he is. He stamps his feet 4. Underline the words that tell
to emphasize the poor condition of his boots. He wheezes why the man stamps his feet.
loudly to demonstrate his ill health. Am I sympathetic? Of Describe the sound you hear
course! I am a man of compassion. when someone stamps.
“When we arrive at the railroad station, my passenger 5. Underline the words that tell
gestures helplessly to indicate that he is unable to pay for why Mikhail says the man
the ride. I smile sympathetically and then summon the wheezes. Specifically, what
nearest policeman. As my passenger creeps away from might be wrong with some-
the taxi, the officer promptly pounces on him. Holding one who wheezes?
onto him tightly, the policeman hauls him off to jail. Of 6. Circle the word that tells how
course, I am never paid for the ride. Still, the rascal the passenger gestures.
learned what happens to those who cheat an honest Explain what specific move-
businessman.” ment he is probably making
Just then, the taxi arrived at its destination. The poor when he gestures.
young man looked longingly at the station and then at 7. Underline the words that tell
his silent driver. Sighing deeply, the man took a few coins who creeps. Write a sentence
from his pocket. He handed them to Mikhail with a ques- about something that creeps.
tioning look. Mikhail nodded, and the man promptly
exited the cab. Yes, the passenger paid considerably less 8. Circle the words in the next
sentence that give a clue to
than the regular fare, but Mikhail Belinsky truly was a
the meaning of pounces.
man of compassion. What does pounces mean?

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Reading Warm-up B
For almost 400 years, powerful emperors called czars 1. Circle the word that gives a
ruled the Russian people. The czars and a few noble fami- hint to the meaning of urban.
lies of Russia enjoyed many luxuries. In 1703, Czar Peter What urban area do you live
in or nearest?
the Great moved Russia’s capital from urban Moscow to
another city, the newly founded St. Petersburg. There, the 2. Circle the name of a great
Russian nobility was introduced to Western-style clothing, storyteller. What storyteller
schools, and culture. do you enjoy listening to or
Most Russians, however, were poor peasants who reading?
barely made a living tilling the soil for rich landowners. 3. Circle the words that tell
Some educated nobles, such as the great storyteller and what someone would do in
novelist Leo Tolstoy, celebrated the simplicity and virtue a carriage. Describe a fine
of the peasant life. Yet a peasant often had to struggle carriage.
just to make ends meet. Meanwhile, the wealthy land-
4. Underline the words that tell
owner he worked for would ride around in a fine carriage
what a housekeeper would
and employ a housekeeper and other servants to run his do for a landowner. Why
household. Because the peasants were offended by this would a peasant be unlikely
injustice, they often rose up against their landlords. The to have a housekeeper?
czar’s powerful army crushed these uprisings.
Meanwhile, members of the upper class had begun to
what offended the peasants.
resent the czar’s great power. In 1812, a cunning group of Explain what offended
young noblemen met secretly to overthrow the govern- means.
ment. They, too, were easily defeated by the czar’s supe-
rior forces. The czar then removed many nobles from 6. Underline the words that tell
government office. His power was now greater than ever. what the cunning noblemen
did. Which detail in the pas-
Life improved for the Russian people under Czar sage suggests they were
Alexander II, who began his rule in 1855. By reforming cunning?
Russian banks, courts, and schools, Alexander II was
hastening the entry of his nation into the modern world. 7. Underline the words that
Following his death in 1881, however, Alexander III tell how Alexander II was
hastening the modernization
wasted no time in discreetly undoing many of the of his nation. Rewrite the sen-
reforms put in place by his father. tence, substituting a word or
Finally, in 1917, armed peasants and workers joined phrase for hastening.
together to overthrow the government. This time, they
were successful. The Russian Revolution finally brought
what Alexander III did
an end to the long rule of the czars. discreetly. Why would he act
discreetly in this matter?

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1. In the late nineteenth century, reformers decided that American Indians should be
rather than being put on reservations.
2. As a result, native children were sent to boarding schools where they were forced to
abandon their .
3. The experience was traumatic for the children since they were losing a sense of
their .
4. The reformers did not realize how important our are to our
identity.

1. In two sentences, give two important aspects of your culture that help you define
yourself.
2. Write two sentences explaining how you would feel if the preceding aspects were
taken from you. Use at least two of the Big Question vocabulary words.
C. In The Inspector-General, the Inspector-General dresses in disguise so people will not

know he is on official business. He is different from those around him, though, and the
truth is hard to conceal. Complete the sentence below. Then, write a short paragraph in
which you connect this idea to the Big Question.
No matter how hard someone tries, his or her background .

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Literary Analysis: Comedy
Comedy is a form of drama that ends happily, and aims primarily to amuse. The humor in
comic plays may arise from one or more of the following elements: funny names, witty dialogue,
and comic situations, such as deception by a character, misunderstandings, or mistaken
identities.
The humor of comic situations often relies on dramatic irony, which is a contradiction
between what a character thinks and says and what the audience knows is true. In comedies,
the audience often knows the truth about a situation while the characters remain unaware. As
a result, the characters’ statements and behavior may seem funny to the audience.
DIRECTIONS: Read each passage. Then, briefly explain why it is humorous or comic.
1. STORYTELLER. And when he’d thought to himself for long enough, he fell into conversation
with the driver of the cart. What did he talk about? About himself, of course. [Exit the
STORYTELLER.]
TRAVELER. I gather you’ve got a new Inspector-General in these parts.
2. DRIVER. Oh, no, the new one goes everywhere on the quiet, like. Creeps around like a cat.
Don’t want no one to see him, don’t want no one to know who he is.
3. DRIVER. He hops on a train just like anyone else, just like you or me. Then when he gets off,
he don’t go jumping into a cab or nothing fancy. Oh, no. He wraps himself up from head to
toe so you can’t see his face, and he wheezes away like an old dog so no one can recognize
his voice.
TRAVELER. Wheezes? That’s not wheezing! That’s the way he talks! So I gather.
4. DRIVER. Fixed himself up a tube behind his desk, he has. Leans down, takes a pull on it, no
one the wiser.
TRAVELER [offended]. How do you know all this, may I ask?

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Reading: Drawing Conclusions
A conclusion is a decision or an opinion that you reach based on details in a text. In drawing
conclusions, you consider both stated and implied information. To draw conclusions about
characters in a play, use both dialogue and stage directions to find meaningful information.
• Consider what characters’ words suggest about their personalities and circumstances.
• Read stage directions closely for details about the scene, characters’ appearances, and
characters’ behavior. Take note of other information that could prove essential to the plot
or ideas expressed in the play.
DIRECTIONS: As you read The Inspector-General, use the following chart to gather information
and draw conclusions about the traveler’s identity. Then, use the evidence you have gathered to
answer the questions that follow the chart.
Evidence of the Traveler’s Appearance Conclusions From the Evidence:

and of What He Says and Does:
Example: The Traveler wears dark glasses and He is traveling incognito and does not want
a long overcoat with its collar turned up. his identity to be known.
1. 1.
2. 2.
3. 3.
4. 4.
5. Who is the traveler?

6. What is his reason for traveling incognito?
7. What conclusion can you draw about the traveler’s attitude toward his work?
8. What does the evidence suggest about the traveler’s expectations?
9. What conclusions can you draw about the traveler’s character?

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Vocabulary Builder
Word List
anonymous cunning discreetly incognito telegraph trundle
1. Why might a famous person travel incognito?
2. Which would be more likely to trundle, a cart or a horse? Why?
3. Is it easy or difficult to reply directly to the writer of an anonymous letter? Why?
4. If you perform a task discreetly, do you usually attract the notice of other people? Why or
why not?
5. Is a cunning person likely to be candid or deceptive?
6. If you send a message via telegraph, how are you sending it?
B. WORD STUDY: The Latin root -nym- or -nom- means “name.” Answer each of the following
questions using one of these words containing -nym- or -nom- : anonymous, antonym,
misnomer, nominal, pseudonym.
1. What is an antonym for the word fortunate?
2. Why is it impossible to know who wrote an anonymous poem?
3. Who was one author who used a pseudonym, and what was it?
4. Why is “fish” a misnomer for a whale?
5. Why would a king who is a nominal ruler not have much power ?

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Enrichment: Local Government Services
In Chekhov’s play, the inspector-general is charged with making sure that local schools,
courts, hospitals, and other local offices and organizations function in a certain way. In our own
communities, local government and civic organizations provide services that people need. What
are those needs? Every day, we depend upon safe drinking water, functioning traffic lights,
garbage collection, and so on. Who provides these services? Where do people go with questions
or complaints about the various services?
DIRECTIONS: Answer each of the following questions to discover what your community services
are and who provides them. To answer the questions, you will need the business and government
listings of your local phone directory. List both the name and the address of organizations in your
answers.
1. What organization would you contact if your drinking water had a strange taste?
2. Where does your drinking water actually come from?
3. Your garbage has not been picked up for two weeks. Whom would you contact?
4. Whom would you call to find out how you need to separate or sort your plastic, glass, and
paper recyclables?
5. Whom would you call if there were a large pothole in the middle of your street?
6. You feel strongly that an intersection near your home needs to have a stop sign or traffic
signal installed. Whom would you contact?
7. On the way home from school, you notice that the red light of the traffic signal at the end of
the street is not working. Whom would you call to report the problem?
8. A storm has blown down several trees in a city park. Who will clean them up?
9. Whom would you call if you were a college graduate who wants to get a teaching job in the
high school in your community?
10. A family of raccoons has taken up residence under your front porch. Whom will you con-
tact for help in removing them?

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Integrated Language Skills: Grammar
Main and Subordinate Clauses
A clause is a group of words with a subject and a verb. A main, or independent, clause is a
complete sentence. A subordinate clause has a subject and a verb but is not a complete
thought.
A clause, a group of words that contains a subject and a verb, can be a main (independent)
clause or a subordinate (dependent) clause. If the group of words needs additional information
to make sense, it is a subordinate clause. Subordinate clauses can function as noun, adjective,
or adverbial clauses. In the following examples, the main clause is underlined and the
subordinate clause is italicized.
Main Clause: The Internet is expanding.
Main Clause, Subordinate Clause: It offers more and more as time passes.
Subordinate Clause, Main Clause: If we let it, the Internet can change our lives.
A. DIRECTIONS: Identify the subordinate clause in each sentence. Then, tell whether the
subordinate clause functions as an adjective clause, an adverb clause, or a noun clause.
1. Anton Chekhov began to write humorous sketches and short stories while he was studying
medicine in Moscow.
2. His best-known plays, which include The Seagull and The Cherry Orchard, are notable for
their wistful, bittersweet irony.
3. That Chekhov regarded others with tenderness and compassion is clearly evident in his
stories and plays.
4. In The Inspector-General, much of the humor springs from the traveler’s ignorance that he
has already been recognized.
B. Writing Application: Write a paragraph describing why you might like to undertake a
journey incognito. Use at least three subordinate clauses in your writing, and underline each
subordinate clause you use. Be prepared to tell whether each clause functions as an adjective,
as an adverb, or as a noun.

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Support for Writing a Play
As you prepare to write a play about students outwitting a bully, think about how you can
make the school setting seem real. Make sure that the dialogue sounds like words and phrases
that could be used by actual students.
In your play, use dramatic irony—that is, include information that is clear to the audience
but not known by the character of the bully. Make your play entertaining and educational.
Teach the lesson that it is always important to be kind, even to a bully. Use the chart below to
help you organize your ideas.
Setting of the play:
Major characters (describe the main traits of each):
Basic plot of the play:

How the bully behaves toward others:
How other students plan to outwit the bully:
Dramatic irony (what the audience knows that is not known to the bully):
How the problem is resolved:
What you want the audience to learn from your play:
Use additional sheets of paper to write the first scene of your play. Remember that you
should include exciting action and dialogue that could be performed on stage.

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Support for Extend Your Learning
Research and Technology
Use a chart like the one shown to record notes for your informational chart about life in Russia
during the rule of the czars.
Facts About Peasant Life:
Facts About the Nobility:
Facts About Inspectors-General:
My Sources of Information:

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Open-Book Test
1. What is the true identity of the traveler in “The Inspector-General”?
2. What is the subject of the conversation between the Driver and the Traveler in “The
Inspector-General”? How is this conversation dramatically ironic?
3. Irony of situation comes from a pointed contrast between what is expected to

happen and what actually happens. Explain why the Driver’s comments in “The
Inspector-General” are ironic.
DRIVER. Oh, no. The new one goes everywhere on the quiet, like. Creeps around like a cat. Don’t
want no one to see him, don’t want no one to know who he is.
4. Reread the Driver’s lines in “The Inspector-General” where he says in response to

the Traveler’s question, “But the new one’s not like that?” What evidence in this
passage suggests that from the beginning the Driver is aware of the Traveler’s
identity?
5. Reread the middle of the speech of the Driver in which he says, “Well, now, he
creeps out of his office, . . .” What is dramatically ironic about the Driver’s
description of the new Inspector-General?

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6. What is the purpose of the Traveler’s questions about the new Inspector-General?
Draw a conclusion based on the dialogue and the stage directions in “The
Inspector-General.”
7. Reread the last line of “The Inspector-General.” What is ironic about the Driver’s
closing remark?
8. Explain why the new Inspector-General could be described as ineffective.
9. From the dialogue and the stage directions at the end of “The Inspector-General,”
draw a conclusion about the Traveler’s change of course.
10. How might a good disguise help the Inspector-General move discreetly about town?
Base your answer on the meaning of discreetly.
Essay
11. In “The Inspector-General,” Chekhov withholds the Traveler’s identity but gives key
details that allow you to draw a conclusion about his identity. Write an essay listing
the details that reveal the Traveler’s identity and explain why they reveal it.

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12. Write an essay discussing how the old and the new Inspectors-General are alike.
Cite evidence from “The Inspector-General” to support your answer.
13. In “The Inspector-General,” Chekhov creates dramatic irony. In an essay, provide
an example of irony found in the play and explain why Chekhov might have
included ironic situations.
14. Thinking About the Big Question: Do our differences define us? Consider the
many details Chekhov includes about the methods and functions of the
Inspector-General and his relationship to daily life in a Russian village. How
might the old and the new Inspectors-General symbolize the role of government in
village life? How do the villagers regard and respond to the presence of a powerful
official from the outside? In an essay, answer these questions and support your
thinking with examples from “The Inspector-General.”
Oral Response
15. Go back to question 1, 2, 9, or to the question that your teacher assigns to you.
Take a few minutes to expand your answer to prepare for an oral response. Find
additional details in “The Inspector-General” that will support your points. If

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Selection Test A
1. Which of the following countries is the setting for “The Inspector-General”?
A. France
B. Russia
C. Japan
D. Italy
2. In Chekhov’s play, the Inspector-General is which of the following?
A. a high-ranking military officer
B. the village mayor
C. a government bureaucrat
D. a railway official
3. You might find all of the following elements in a comedy except which one?
A. funny names
B. witty dialogue
C. a sad ending
D. dramatic irony
4. In Chekhov’s play, how is the Inspector-General traveling?
A. with a sizable number of staff members
B. with his boss
C. incognito
D. by motor coach
5. Read the following passage:
DRIVER. He drinks, mind!
TRAVELER [startled]. Drinks?
DRIVER. Oh, like a hole in the ground. Famous for it.
From the stage direction, what conclusion can you draw about the traveler?
A. He is genuinely shocked.
B. Up to now, he has believed that he has successfully kept his drinking a secret.
C. He is surprised that the driver would bring up the subject of drinking.
D. He suspects that the driver has been drinking.

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6. During the conversation between the driver and the traveler, we read the
following stage direction:
[The TRAVELER discreetly pushes the traveling bag out of the DRIVER’s sight.]
From clues in the dialogue in context, what conclusion can you draw about the
bag’s contents?
A. The Inspector-General’s official papers are in the bag.
B. There is a bottle of vodka in the bag.
C. The bag contains the traveler’s emergency medical equipment.
D. The bag is stuffed with cash given by villagers to bribe the Inspector-General.
A. deliberate exaggeration for effect
B. a play on a word that has multiple meanings
C. a contradiction between what a character thinks or says and what the
audience or reader knows to be true
D. a sudden flash of insight in the main character’s mind
8. Read the following passage:
DRIVER. And his housekeeper . . .
TRAVELER. What about her?
DRIVER. Runs circles around him, she does, like a fox round his tail. She’s the one who
wears the trousers. The people aren’t half so frightened of him as they are of her.
What does the driver mean by “She’s the one who wears the trousers”?
A. She is the one who dresses elaborately in fancy clothes.
B. She is the one who is really in charge.
C. She is the one who organizes the household efficiently.
D. She is the one who drinks even more than the Inspector-General does.
9. Which of the following best describes the playwright’s purpose in
“The Inspector-General”?
A. to narrate
B. to reflect
C. to amuse
D. to persuade
10. At the end of the play, why does the traveler shout at the driver to turn around?
A. He realizes that everyone in town knows that he is really the Inspector-General.
B. He realizes that he has left behind a second piece of luggage and wants to
retrieve it.
C. He is afraid that the driver will steal his bag.
D. He suddenly feels ill and wants to return to the buffet where he can rest.
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11. Which of the following might a cunning person be most likely to do?
A. outwit someone else
B. be taken in by a practical joke
C. deliver an eloquent speech
D. dress in a fancy manner
12. Which of the following best defines discreetly?
A. deceptively
B. conspicuously
C. without drawing attention
D. without obtaining permission
13. A subordinate clause can function as all of the following except which type
of clause?
A. noun clause C. adverb clause
B. adjective clause D. main clause
14. Read the following sentence:
The grandson of a former serf who had purchased his freedom, Anton Chekhov grew
up in a small Russian coastal town and later attended medical school in Moscow.
Which group of words in this sentence is an adjective clause?
A. The grandson of a former serf
B. who had purchased his freedom
C. Anton Chekhov grew up in a small Russian coastal town
D. and later attended medical school in Moscow
Essay
15. In what ways are the old and the new Inspector-General alike, and in what ways are
they different? In a brief essay, discuss the similarities and differences between the
two officials. Cite specific evidence from the play to support your answer.
16. In a brief essay, define dramatic irony. Then, explain how Chekhov uses this literary
element to create humor in “The Inspector-General.” Cite specific examples of
dramatic irony in the play that help to make it a comedy.
17. Thinking About the Big Question: Do our differences define us? In Chekhov’s
play, the Inspector-General travels incognito. Does his disguise define who he is? Or
does the Driver define who he is? Answer these questions in a brief essay. Support
your response with examples from The Inspector-General.

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Selection Test B
the question.
1. What is the true identity of the traveler in Chekhov’s play?
A. the new owner of the buffet in the station
B. a tourist visiting the little town of N
C. the new Inspector-General
D. the old Inspector-General
2. What is the subject of the conversation between the driver and the traveler?
A. the Inspector-General
B. problems with the local government
C. problems in the town of N
D. the accommodations available in town
3. Why does the Inspector-General disguise his identity?
A. He does not want the old inspector to know who he is.
B. He wants to surprise the townspeople with an unexpected inspection.
C. He is unsure of his welcome by the townspeople.
D. He is embarrassed to be seen in town.
A. the inclusion of funny names and witty dialogue in a play
B. plot events and dialogue that foreshadow the final outcome of the plot
C. the inclusion of asides, which reveal to the audience what a character is thinking or
feeling
D. a contradiction between what a character says and what the audience knows is true
5. How is information about the Inspector-General’s personal habits passed along to the
townspeople?
A. by anonymous letters
B. through the post office
C. by telegraph
D. through gossip by the inspector’s servants
6. In this passage from Chekhov’s play, which of the following literary devices is used?
TRAVELER. So, what do you reckon? Any good, is he? [The DRIVER turns around.]
DRIVER. Oh yes, he’s a good one, this one.
A. personification
B. irony
C. flashback
D. metaphor

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7. From what you have observed in the play, which of the following words best describes
the character of the new Inspector-General?
A. sympathetic
B. ineffectual
C. irresponsible
D. candid
8. In the following passage, what is ironic about the driver’s description of the new
Inspector-General?
Well, now, he creeps out of his office, so none of them up there see him go. He hops on a
train just like anyone else, just like you or me. Then when he gets off, he don’t go jumping
into a cab or nothing fancy. Oh, no. He wraps himself up from head to toe so you can’t see
his face, and he wheezes away like an old dog so no one can recognize his voice.
A. The driver describes the Inspector-General as a cat.
B. The Inspector-General goes about his work quietly and anonymously.
C. Despite the Inspector-General’s efforts, everyone knows where and who he is.
D. The Inspector-General actually prefers traveling by train and cart.
9. In the following passage, why does the traveler add, “So I gather” to the end of his
comments?
TRAVELER. Wheezes? That’s not wheezing! That’s the way he talks! So I gather.
A. to act as if he knows nothing about the new Inspector-General
B. to try to cover up his verbal blunder about defending his own speaking voice
C. to defend the new Inspector-General from being insulted by the townspeople
D. to confuse the driver about what the traveler really knows and does not know
10. How are the old and the new Inspectors-General alike?
A. They are respected government officials.
B. They are very good at their jobs.
C. They enjoy their work.
D. They are ineffective at their jobs.
11. What evidence in the following passage allows you to draw the conclusion that, from
the very beginning of the play, the driver is aware of the traveler’s identity?
DRIVER. Oh, no, the new one goes everywhere on the quiet, like. Creeps around like a cat.
Don’t want no one to see him, don’t want no one to know who he is.
A. The driver says that the Inspector-General “creeps around like a cat.”
B. The driver correctly describes the methods of the Inspector, who is traveling incognito.
C. The driver knows that the new Inspector goes everywhere.
D. The driver is not afraid to describe the Inspector’s methods.
12. At the end of the play, why does the traveler order the driver to turn around?
A. He does not feel well and wants to return to his home.
B. His realizes that he has already inspected the little town of N.
C. He realizes that neither his identity nor his visit is a surprise.
D. He does not want to run into the Inspector-General.

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13. Why is the traveler so startled to hear the driver describe the inspector’s drinking habits?
A. The driver’s description is inaccurate.
B. The inspector has never tried to conceal his drinking habits.
C. The inspector thought that he had effectively concealed his drinking habits.
D. The inspector does not drink alcohol.
14. In the following passage, why is the driver’s closing remark ironic?
Though if I know the old devil, he’s like as not turned around and gone home again himself.
A. The driver incorrectly assumes that the Inspector has already returned home.
B. The driver knows that the Inspector must return home due to the unexpected failure
of his disguise.
C. The Inspector’s disguise has fooled everyone, including the driver.
D. The purpose of the Inspector’s visit has already been completed.
15. Which word is the best synonym for incognito in the following sentence: “Traveling
incognito, the new Inspector-General wears dark glasses and a long overcoat.”
A. infamously C. openly
B. nervously D. disguised
16. Which item correctly defines trundle as it is used in this sentence: “The cart begins to
trundle slowly away from us”?
A. to roll along
B. to travel
C. to wander
D. to zigzag
17. Which of the following statements about a subordinate clause is true?
A. A subordinate clause always acts as an adjective.
B. A subordinate clause may stand on its own as a sentence.
C. A subordinate clause may never act as an adverb.
D. A subordinate clause has a subject and a verb.
Essay
18. In “The Inspector-General,” Chekhov withholds the traveler’s identity but gives key details
that allow you to draw a conclusion about his identity. Write an essay in which you identify
the details that lead you to conclude who the traveler is. Explain why these details reveal
his identity.
19. What literary elements allow you to classify Chekhov’s “The Inspector-General” as a comedy?
In an essay, discuss the humorous aspects of the play that make it a comedy.
20. Thinking About the Big Question: Do our differences define us? Consider the many
details Chekhov includes about the methods and functions of the Inspector-General and his
relationship to daily life in a Russian village. How might the old and the new Inspectors-
General symbolize the role of government in village life? How do the villagers regard and
respond to the presence of a powerful official from the outside? In an essay, answer these
questions and support your thinking with examples from The Inspector-General.

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Study these words from the selections. Then, complete the activities.
Word List A
aristocracy [ar i STAH kruh see] n. people born as members of a powerful upper class
Most of the wealth of that country belongs to the aristocracy.
confidence [KAHN fuh duhns] n. feeling of trust in someone or something
The football team had great confidence in the quarterback.
opinion [uh PIN yuhn] n. belief or idea about a subject
Samantha’s opinion is that Roger is a great actor.
ordinary [AWR duh ner ee] adj. average or usual; not special
Rebecca wore an ordinary pair of shoes to the dance.
precise [pri SYS] adj. careful; correct in the details
Nicholas kept precise records of where his money went.
respectability [ri spek tuh BIL uh tee] n. quality of being proper in behavior
Many people think wearing a suit is a sign of respectability.
utmost [UHT mohst] adj. greatest amount possible
Blake treats his grandparents with the utmost respect.
vivacious [vy VAY shuhs] adj. full of life and energy
Sarita is so vivacious that she sometimes tires us out.
Word List B
achieve [uh CHEEV] v. get something you want through talent or hard work
Melanie will soon achieve her goal of passing her biology class.
available [uh VAYL uh buhl] adj. not busy; able to meet or work at a particular time
The coach was available on Tuesday afternoon to give me some extra tips on my game.
colleagues [KAHL eegz] n. fellow workers in a profession or an organization; co-workers
Emma and her colleagues worked on the project for six weeks.
eligible [EL i juh buhl] adj. having the qualities needed to be selected
Olivia is one of the eligible women on the list of presidential candidates.
guarantee [ger uhn TEE] n. sign or promise that something will be done or will happen
The company makes a guarantee that the watch will work underwater.
inquiries [IN kwuhr eez] n. questions asked as part of a search or an investigation
To find a job, Stephanie made inquiries at local stores.
interpretation [in ter pruh TAY shuhn] n. presentation or explanation of something
Jan’s interpretation of the character was more interesting than Jo’s.
recommended [rek uh MEND id] v. encouraged others to try or trust something
Jorge highly recommended the enchiladas at Pedro’s Restaurant.
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Do you think the average, [1] _____________________ person in the nineteenth century had
faith in the upper classes? After all, most members of the [2] _____________________ had
done little to give poor people better opportunities. It is not surprising that many in the
nineteenth century began losing [3] _____________________ in their leaders. I do not have
[4] _____________________ figures, but I would not be surprised if the majority of the
people of the time wanted a change. It is true that some members of the nobility
cared about more than their own [5] _____________________. For example, some lively,
[6] _____________________ ladies did much for charity. Often, their husbands gave them
the [7] _____________________ support in these projects. I think, though, that many others
lived wasteful lives. What is your [8] _____________________?
Exercise B Use each word in a sentence. Then, rewrite the sentence, replacing the word with
a synonym, or word with similar meaning. Make any other changes needed for sense.
Example: Vocabulary word: recommended Synonym: suggested

Sample sentence: Mrs. Tyler recommended / suggested Roberto for the lead role.
1. achieve
2. available
3. colleagues
4. eligible
5. guarantee
6. inquiries
7. interpretation

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Reading Warm-up A
Isabelle’s mother was expecting a baby. This child 1. Circle the words that suggest
would be the third in the family, and each member had the meaning of utmost. Write
particular views about a name. a sentence using utmost.
“A name is much more than slightly important. It is of 2. Underline the words that tell
the utmost importance,” said Jason, Isabelle’s brother. which qualities inspire
“You are absolutely right,” said Isabelle. “A good name confidence. What qualities
do leaders need to inspire
can inspire the confidence of others. Imagine having a
confidence?
strong name like Hunter. People would see him as strong
and capable.” 3. Circle the word that hints at
“No doubt,” said Jason. “What about a name like the meaning of aristocracy.
Grace for a girl? It sounds like a name that a member of What does aristocracy mean?
the aristocracy might give to a child. I imagine a girl 4. Underline the words that tell
named Grace would seem royal.” what Mr. Henderson usually
“I agree,” said Isabelle, “but what do you think, Dad?” does before giving an opinion.
Give your opinion about the
Mr. Henderson took a few moments to consider his
importance of a name.
answer, as he rarely gave an opinion without having con-
sidered all sides of an issue first. “I agree that we should 5. Underline the word that can
pay attention to the precise, exact significance of a name. be used to define precise.
Being a Henderson, this baby is no ordinary infant, so we Describe a situation in which
must find a special name. We want a name that suggests you must be precise.
respectability because the Henderson family has always 6. Circle the word that means the
acted in a proper, decent way. opposite of ordinary. Describe
“I am thinking of Victoria for a girl because the name an ordinary piece of clothing.
sounds like victory and suggests that the child will be a
7. Underline the words that give
winner. If it is a boy, then I suggest Victor for the same
reason.” Then, turning to his wife, he asked, “What do respectability. Name one
you think, Joy?” quality that gives a person
Mrs. Henderson, a vivacious woman whose liveliness respectability.
made her very popular with her friends, was quick with
8. Circle the word for a quality
her answer. “I think we should wait until the baby is a
that a vivacious person has.
few weeks old before deciding on a name. We can get an Use vivacious in a sentence.
idea about the baby’s personality. Then, we can find a
name that truly fits.”
“Good idea,” the other three Hendersons shouted.

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Reading Warm-up B
The life of an actor is not all glamour and excitement. 1. Underline the phrase that
On the contrary, those actors who achieve any kind of tells what actors must do to
success in their chosen profession must put in long achieve success. What is one
thing you hope to achieve?
hours and go through numerous hardships.
Successful actors must be able to imagine themselves 2. Underline the words that
living other lives. They must be able to take on the per- tell what actors use in an
sonalities of characters that are completely different from interpretation of a role. What
themselves. Actors must use body language and voice to would you do to give an
interpretation of a shy
express their interpretation of a role. person?
Acting classes are usually recommended for aspiring
actors. These sessions can be time consuming, and often 3. Circle the words that tell what
a young actor will also have to work at a regular job while are recommended. If you
recommended a restaurant,
attending classes part-time. Of course, success in a class
what might you say?
is no guarantee of future success on a professional level.
Finding roles is usually not easy. When directors 4. Circle the word that tells what
issue “casting calls,” mobs of actors line up to try out for does not have a guarantee.
only a few roles. Many of these actors will not be consid- Name one thing that might
come with a guarantee.
ered as eligible candidates for a particular role because of
personal appearance. For example, the director might be 5. Underline the words that
looking for someone of a certain height and weight. Con- explain why an actor might
sequently, to save time and avoid disappointment, it is not be eligible for a role. Use
always a good idea to make inquiries about the director’s eligible in a sentence.
requirements before showing up for a casting call.
6. Circle the words that tell
Once an actor lands a role, he or she must be available what kind of inquiries an
at odd times for filming. Suppose a scene needs to be shot actor should make. What
outdoors at night and the actor has a night job as a does inquiries mean?
waiter. That could be a problem unless the actor can get
time off. A determined actor will not let minor hardships
when an actor has to be
get in the way. available. Tell about a favor-
An acting career brings with it some rewards. One of the ite fruit and the time of year it
greatest is working with interesting colleagues—directors, is usually available.
producers, and fellow actors. Determination, mixed with a
8. Circle words that name exam-
little luck, can pay off, too. One “right” role just might turn
ples of colleagues. Who would
an unknown actor into a big Hollywood star. you like to have as colleagues?

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from “Big Kiss” by Henry Alford

1. Most people cannot between identical twins who dress alike.
2. My cousins are identical twins, but I can always which twin
is standing in front of me.
3. There are great in their personalities.
4. Each girl is in her own way.

1. In two sentences, tell two ways that you might be able to tell identical twins apart.
2. Write two sentences explaining how you imagine someone would be able to tell you
apart from an identical twin. Use at least two of the Big Question vocabulary words.
C. Both these selections use people’s differences to satirize an element of life or society.
Complete the sentence below. Then, write a short paragraph in which you connect this
idea to the big question.
In some situations, our differences can be used to

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Literary Analysis: Satire
Satire is writing that exposes and makes fun of the foolishness and faults of an individual,
an institution, a society, or a situation. Although a satire often makes readers laugh, it may also
aim to correct the flaws that it criticizes. Some satires address serious social problems, while
others address less important issues. Satirical writings vary in style and tone.
• A satire may be gentle and sympathetic or angry and bitter in tone. The tone will reflect the
writer’s attitude toward the subject.
• A satire may use sarcasm or irony—language that is “tongue-in-cheek” and means the
opposite of what it says on the surface.
• A satire may exaggerate faults in order to make them both funny and obvious.
In addition, some satirists write as outside onlookers, while others include themselves as
targets of the satire.
DIRECTIONS: The following passages are from The Importance of Being Earnest and Big Kiss.
Read each passage and think about it in the context of the selection as a whole. Then, write a brief
phrase or statement that explains what the target of satire is in the passage. Add a comment on
the satire’s tone, and indicate whether the author includes himself as an object of satire.
1. GWENDOLEN. We live, as I hope you know, Mr. Worthing, in an age of ideals. The fact is con-
stantly mentioned in the more expensive monthly magazines, and has reached the provincial
pulpits, I am told; and my ideal has always been to love someone of the name of Ernest.
There is something in that name that inspires absolute confidence. The moment Algernon
first mentioned to me that he had a friend called Ernest, I knew I was destined to love you.
(The Importance of Being Earnest)
2. But five minutes later an assistant director who had assembled about a hundred of us in
front of Federal Hall took away my camera.
“I based my character interpretation on that!” I exclaimed, hoping that this would trans-
late to him as “Serious actor. Could handle a line of dialogue.”
“I need it for up front,” he reported tersely, then walked to the front of the crowd.
One of my fellow colleagues . . . witnessed my loss of camera and counseled, “You were
probably overpropped anyway.”
“Yes,” I responded. “My work was getting proppy.” (Big Kiss)

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Vocabulary Builder
Word List
assiduous ignorance
A. DIRECTIONS: Revise each sentence so that the underlined vocabulary word is used logically.
Be sure not to change the vocabulary word.
1. Ignorance of addition is a requirement for taking algebra.
2. Teresa was so assiduous that she studied for about two minutes for the final exam.
B. DIRECTIONS: On the line, write the letter of the choice that is the best definition for each word.
___ 1. assiduous ___ 2. ignorance
A. transient A. lack of time
B. glossy B. lack of knowledge
C. diligent C. bad luck
D. slapdash D. hunger
C. DIRECTIONS: Choose the pair of words that expresses the same relationship as the pair in
capital letters. Write the letter of your choice on the line.
___ 1. IGNORANCE : INTELLIGENCE
A. squalor: luxury C. remainder: residue
B. insult: offense D. destiny: action
___ 2. HARD-WORKER : ASSIDUOUS

A. elaborate: simple C. hermit: sociable
B. slacker: lazy D. speech: noisy

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Support for Writing to Compare
Use a chart like the one shown to make prewriting notes for an essay discussing the effect of
point of view in each of the satires.
Writer’s Purpose and Perspective

Wilde, The Importance of Alford, Big Kiss
Being Earnest
Target of
Satire
Purpose of
Satire
Writer:
Participant/
Nonparticipant
Attitude
Toward
Characters
Ways in Which Writer’s Perspective Shapes the Satire

How does each writer create humor and present insights?
How does the writer’s participation or lack of participation in the action affect the
audience’s sympathy for characters?
My Evaluation of the Satires

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Open-Book Test
1. These excerpts from Oscar Wilde’s play The Importance of Being Earnest and Henry
Alford’s nonfiction narrative Big Kiss are grouped together because both illustrate
the literary element of satire. How is satire best defined?
2. What are two targets of satire in each of these works: Wilde’s The Importance of
Being Earnest and Alford’s Big Kiss? Record your answers on the chart shown
below. Then answer the question that follows.
Targets of Satire
Wilde’s Play Alford’s Narrative
1. 1.
2. 2.
In which selection is the target of satire more trivial? Explain.
3. Look back at the character portrayals of Lady Bracknell in Oscar Wilde’s The
Importance of Being Earnest and the assistant director in Henry Alford’s Big Kiss.
How do these portrayals contribute to the satire in the selections?
Lady Bracknell:
Assistant director:
4. Tone is the attitude a writer takes toward the subject matter, the characters, or the
audience. On the lines below, write two adjectives that could fairly describe the
tone of the satire in each selection.
The Importance of Being Earnest:
Big Kiss:

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5. The Importance of Being Earnest is set in Victorian England at a time when women
were expected to be flirtatious or shy. With this in mind, how does Gwendolen’s
manner of speaking in the scene between her and Jack contribute humor to
the play?
6. Which of the following best describes the personality of Lady Bracknell in Oscar
Wilde’s The Importance of Being Earnest: indecisive, shy, bossy, or caring?
7. In The Importance of Being Earnest, what do Lady Bracknell’s questions to Jack

suggest about her personality and values?
8. In the middle of Henry Alford’s Big Kiss, the narrator prepares for his role with the
camera prop and interacts with the assistant director and a fellow actor. What is
the target of the satire in this passage?
9. What conclusion can you most reasonably draw about acting from Alford’s Big
Kiss? Briefly explain your answer.
10. Was the narrator in Big Kiss assiduous in his preparation for his role as an extra in
a movie? Base your answer on the meaning of assiduous.

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Essay
11. Tone is a writer’s attitude toward the subject matter of a work, the characters, or
the audience. You have learned that the tone of satire can range from harsh and
angry to light and amusing. Write an essay in which you compare and contrast the
tone of these two satirical pieces: the excerpt from Oscar Wilde’s The Importance of
Being Earnest and the passage from Henry Alford’s Big Kiss. In your essay, support
your main ideas with specific references to the text of the selections.
12. Writers of satire may sometimes hope to reform or improve the parts of life that
they satirize. In an essay, discuss whether or not you think reform is part of the
purpose of either Oscar Wilde in The Importance of Being Earnest or of Henry Alford
in Big Kiss. Support your opinions with reasons, examples, or other evidence from
the selections.
13. The Importance of Being Earnest and Big Kiss are examples of two different literary
forms (drama and nonfiction narrative) and both contain satire. Write an essay in
which you compare the form and the tone of the satire in each work. For example,
consider which form allows a writer to share background information as well as his
or her own thoughts. Consider also which form brings the readers directly into the
moment and builds one surprise onto another. Support your points with specific
examples from the selections.
14. Thinking About the Big Question: Do our differences define us? In a brief
essay, select either Oscar Wilde’s The Importance of Being Earnest or Henry Alford’s
Big Kiss and discuss whether or not any of the characters believe that they are
special or set apart from the rest of society. Support your main ideas with specific
references to the selection of your choice.
Oral Response
details in The Importance of Being Earnest and/or Big Kiss that support your
points. If necessary, make notes to guide your oral response.

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Selection Test A
1. In the scene from Oscar Wilde’s The Importance of Being Earnest, what reason
does Gwendolen give for saying that she is in love with Jack?
A. He has a house in town.
B. He is extraordinarily handsome.
C. She is following Lady Bracknell’s wishes.
D. She believes his name is Ernest.
2. In The Importance of Being Earnest, which of the following does Gwendolen not
know?
A. Jack’s last name is Worthing.
B. Jack is in love with her.
C. Ernest’s real name is Jack.
D. Lady Bracknell is her real mother.
3. In The Importance of Being Earnest, what unexpected announcement does Jack
make to Lady Bracknell?
A. He and Gwendolen were secretly married last summer.
B. He was found as a baby and does not know who his parents are.
C. He knows the Duchess of Bolton very well.
D. He has never been to the town of Worthing.
4. In The Importance of Being Earnest, what is the relationship of Lady Bracknell
to Gwendolen?
A. grandmother
B. aunt
C. mother
D. sister
5. Which of the following is a main target of the satire in The Importance of Being
Earnest?
A. judging others based on their name or family background, not on who they
really are
B. giving people silly first names like Jack
C. trying hard to succeed in business but losing touch with real values
D. becoming a big star loved by millions but never really growing up

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6. Which of the following is a technique of satire used by Wilde in The Importance

of Being Earnest?
A. giving information about his characters in a direct, straightforward way
B. ridiculously exaggerating the importance people such as Gwendolen place on
a name
C. letting readers draw their own conclusions about the characters
D. praising the wisdom of people such as Lady Bracknell and the Duchess of
Bolton
7. What are the situation and setting in the excerpt from Henry Alford’s Big Kiss?
A. the narrator’s performance on Broadway in the role of Othello
B. the narrator’s work in lower Manhattan as an extra in the filming of Godzilla
C. the narrator’s accidental encounter in lower Manhattan with a film crew
D. the narrator’s discussion in a library with a classmate about various adven-
ture movies
8. Which of the following best describes the target of the author’s satire in Big Kiss?
A. the silliness and the self-importance of the movie industry
B. the film industry’s unfair treatment of extras
C. the shameless ways in which big-time actors show off
D. the ignorance of directors and assistant directors
9. Read the following passage from Big Kiss:
On the first few takes (by the end of the day we would do more than twenty) I would
yell, “There he is!” By the eighth take I was screaming, “Here comes trouble!”
In the passage, which of the following does the writer use the word take to
mean?
A. the theft of a prop
B. the filming of particular scene one time through
C. an extra’s role in a film
D. an amount paid to an extra
10. In Big Kiss, why did the narrator love his experience as an extra for Godzilla?
A. The experience was crazy and a lot of fun.
B. He was paid well.
C. The exposure he got won him a contract in Hollywood.
D. He met his future wife on the set.

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11. Which of the following is the best summary of the differences between Wilde’s
The Importance of Being Earnest and Alford’s Big Kiss?
A. Wilde’s work is comic, but Alford’s is tragic.
B. Both Wilde and Alford include themselves as targets of satire.
C. Wilde satirizes serious matters such as marriage, while Alford’s topic is less
serious.
D. Both Jack Worthing and Henry Alford are pretending to be something they
are not.
Vocabulary
12. Which of the following is most nearly opposite in meaning to ignorance?

A. indifference C. terror
B. knowledge D. confidence
13. Which of the following is the best synonym for assiduous?

A. lazy C. diligent
B. agile D. tentative
Essay
14. In an essay, define two characteristics of satire. Then, choose either The Importance
of Being Earnest or Big Kiss and discuss how these features of satire appear in the
work of your choice. Support your main ideas with specific references to the text.
15. Tone is a writer’s attitude toward the subject matter of a work, the characters, or
the audience. You have learned that the tone of satire can range from harsh and
angry to light and amusing. Write an essay in which you compare and contrast the
tone in these two satirical pieces: the scene from Oscar Wilde’s The Importance of
Being Earnest and the excerpt from Henry Alford’s Big Kiss. In your essay, support
your main ideas with specific references to the text of the selections.
16. Thinking About the Big Question: Do our differences define us? The characters
in Oscar Wilde’s The Importance of Being Earnest see themselves as different from
others. The actors in Henry Alford’s Big Kiss also see themselves as different from
others. Choose one of the selections and explain how and why the characters feel
they are special and set apart from others in society. Support your main ideas with
specific references to the selection you chose.

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Selection Test B
1. Which of the following statements is not true about satire?
A. It is always angry and bitter in tone.
B. It exposes the faults of an individual or institution.
C. It may aim to correct the flaws that it criticizes.
D. Some satires address serious social problems, but some do not.
2. Which of the following is the target of satire in Oscar Wilde’s play, The Importance of
Being Earnest?
A. the problems of urban housing in Victorian England
B. the foolishness and hypocrisy of upper-class English society in the 1890s
C. the unpredictable twists and turns of British politics in the late nineteenth century
D. the imperialist foreign policy of the British in the 1890s
3. In the scene between Gwendolen and Jack in Oscar Wilde’s play, which of the following
adds to the humor?
A. Gwendolen believes Jack loves her, although he really loves Lady Bracknell.
B. Jack believes Gwendolen loves him because he is named Jack, though in fact his
name is Ernest.
C. Gwendolen says exactly what she feels, although a woman was expected to be flirta-
tious or shy.
D. Jack and Gwendolen both have great difficulty expressing their feelings.
4. Which of the following best describes the personality of Lady Bracknell?
A. indecisive
B. shy
C. bossy
D. caring
5. Read the following passage from The Importance of Being Earnest:
LADY BRACKNELL. Fortunately in England, at any rate, education produces no effect
whatsoever. If it did, it would prove a serious danger to the upper classes, and probably lead
to acts of violence in Grosvenor Square.
Which of the following is the target of satire in this passage?
A. violence in Grosvenor Square brought about by education
B. the unfair power the upper class has over the lower class
C. the ignorance of the lower classes despite public education
D. the ignorance of the upper classes because of public education
6. In The Importance of Being Earnest, Lady Bracknell’s questions to Jack show which of
the following about her?
A. She values her daughter’s happiness.
B. She values her husband’s happiness.
C. She values money and social status.
D. She values true love.
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7. Why does Lady Bracknell abruptly end her interview with Jack?
A. She knows that Gwendolen is waiting in the carriage.
B. She realizes that the love between Jack and Gwendolen is just a passing infatuation.
C. She has just realized that Ernest and Jack are one and the same person.
D. She is shocked to learn that Jack does not know who his parents are.
8. Which of the following best describes the tone of the satire in The Importance of Being
Earnest?
A. sympathetic and gentle
B. angry and outraged
C. sharp and direct
D. mild and respectful
9. According to Henry Alford, what is every extra’s dream?
A. to dress up in fancy costumes
B. to be awarded a line of dialogue
C. to be made an assistant director
D. to play the hero in Shakespeare’s Othello
10. Read the following excerpt from Big Kiss:
During this time, small groups of us were presented to a young, unshaven man from Ward-
robe who was, by turns, exhausted and sniffy. He looked at the camouflage cap that the for-
tysomething gentleman ahead of me in line was wearing and said, “I don’t know anyone
who would wear that cap.”
What is the target of the satire in this passage?
A. the flaws of the Wardrobe department
B. the snobbery and haughtiness of some of the people who work in the film industry
C. the silliness of the plot line in the movie Godzilla
D. the unexpected twists and turns that may occur on a movie set
11. Which conclusion can you most reasonably draw from Alford’s Big Kiss?
A. Extras are overpaid, and the movie industry is wasteful.
B. Godzilla was the scariest movie of all time.
C. Acting as an extra in a movie can be great fun.
D. Becoming an actor involves great personal sacrifice.
12. Read the following excerpt from Big Kiss:
One of my fellow colleagues—a vivacious English as a Second Language tutor and some-
time actress in her early thirties with whom I had fallen into conversation back in the tent—
witnessed my loss of camera and counseled, “You were probably overpropped anyway.”
“Yes,” I responded, “my work was getting proppy.”
Which of the following best expresses the target of the satire in this passage?
A. the props used in the film industry
B. the excessive seriousness of the extras about their parts
C. the remark of the English as a Second Language tutor
D. the narrator’s own inability to handle props properly

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13. Which statement makes a valid contrast between Wilde’s play and Alford’s narrative?
A. Wilde uses dialogue to add humor, but Alford does not.
B. Wilde’s characters are defined by their social roles, while Alford’s try to make their
roles as extras mean more.
C. Wilde’s tone is angry, while Alford’s is gentle.
D. Alford believes that flawed social institutions can be reformed, but Wilde does not.
Vocabulary
14. Which of the following is the best definition of ignorance?
A. lack of attention C. lack of respect
B. lack of knowledge D. lack of distinction
15. Which of the following words is most nearly opposite in meaning to ignorance?
A. unfamiliarity C. intelligence
B. alert D. talent
16. Which of the following is the best definition of assiduous?
A. unconcerned C. careful
B. reckless D. consistent
17. Which of the following is most nearly the opposite of assiduous?
A. careless C. preparatory
B. cautious D. diligent
Essay
18. Write an essay in which you compare and contrast the satire in The Importance of Being
Earnest and Big Kiss. Be sure to define satire at the beginning of your essay. Then, provide
an overall description of the subject matter and tone in each work. Support your main ideas
with specific examples from the selections.
19. Writers may sometimes hope to reform, or improve, the parts of life that they satirize. In an
essay, discuss whether or not you think reform is part of the purpose of either Oscar Wilde
in The Importance of Being Earnest or of Henry Alford in Big Kiss. Support your opinions
with reasons, examples, or other evidence from the selections.
20. The excerpts from The Importance of Being Earnest and Big Kiss are examples of two differ-
ent literary genres, or forms (drama and narrative nonfiction), that both contain satire.
Write an essay in which you compare the effect of the form on the pace and tone of the sat-
ire in each work. For example, consider which form allows the writer to share background
information and his or her own thoughts. Consider also which form brings the reader
directly into the moment and builds one surprise onto another. Support your points with
specific examples from the selections.
21. Thinking About the Big Question: Do our differences define us? In a brief essay, select
either Oscar Wilde’s The Importance of Being Earnest or Henry Alford’s Big Kiss and discuss
whether or not any of the characters believe that they are special or set apart from the rest
of society. Support your main ideas with specific references to the selection of your choice.

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Writing Workshop
Exposition—Research Report
Prewriting: Narrowing Your Topic
Use the following chart to identify a research question and narrow your topic.
What is your topic?
What question could you ask about

this topic that you would like
answered?
What kinds of specific information and

details should you gather to answer
the question?
Drafting: Providing Elaboration

Make direct references to sources by using direct quotations, paraphrases, and summaries in
your research report. Use the following graphic organizer to list facts, examples, and quotations
you have found through research.
Write your thesis statement here:
Direct Quotations: Paraphrases: Summaries:

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Writing Workshop
Research Report: Integrating Grammar Skills
Combining Sentences with Adverb Clauses
You can sometimes combine related sentences by turning one into a subordinate clause. A clause
is a group of words with a subject and a verb. An independent clause expresses a complete
thought and can stand alone as a sentence. A subordinate clause does not express a complete
thought and must be linked to an independent clause to form a full sentence. An adverb clause
is a subordinate clause that begins with a subordinating conjunction and modifies a verb, an
adjective, or another adverb. Here are some common subordinating conjunctions.
Relationship Subordinating Conjunctions Example

time after, as, as soon as, before, since, Travel by boat becomes impossible
until, when, whenever after the waterways freeze.
space/position where, wherever Dogsleds travel where cars cannot go.
cause and as, because, in order that, so that, Because the days end early, people
effect since need artificial light.
condition if, unless, whether, whether or not If the streets are very icy, some
people use cross-country skis.
contrast although, even though, though, while Although winter is a dark time in Alaska,
summers have light almost all night.
comparison as if, as though People in winter walk carefully, as if
they are about to topple over.
Identifying Subordinating Conjunctions
A. DIRECTIONS: Circle the subordinating conjunction that combines the two sentences.
1. Wear layers of warm clothing (if, unless) the weather is cold.
2. Layers provide the best insulation (because, as if) heat is trapped between them.
3. Extremities like hands and ears can get frostbite (where, until) they are exposed.
4. It is important to keep your head and ears covered (when, so that) temperatures drop.
Fixing Choppy Sentences by Using Adverb Clauses
B. DIRECTIONS: For each item, combine the two choppy sentences into a single sentence that
shows the relationship in parentheses. Write your new sentence on the line provided.
1. You travel to a much higher altitude. Your body may take time to adjust. (time)
2. Your breath may be shorter. The air is thinner. (cause and effect)
3. Denver is a mile above sea level. Pike’s Peak is much higher. (contrast)

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Unit 5 Vocabulary Workshop—1

Borrowed Words
In English, many common words have been borrowed from French, German, Indian,
Spanish, and other languages.
DIRECTIONS: Match each of the borrowed words to its original language and meaning.
Then, write a short vacation postcard using at least five (5) of the words as they are used
in English today.
bistro boutique antique croissant

yoghurt ukulele siesta
1. Middle French: existing earlier; ancient

2. Turkish: to knead
3. Hawaiian: leaping flea
4. Old French: small shop
5. French slang: little wine shop or restaurant
6. Spanish: the sixth hour; midday
7. Latin and Old French: waxing moon; crescent-shaped object
stamp
Greetings from Sunny

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Unit 5 Vocabulary Workshop—2

Foreign Words
You have probably heard or read many Latin phrases without realizing they are not
English. Many are very commonly used in speaking and writing.
DIRECTIONS: Read the following letter. Then, use context to match each Latin phrase to its
meaning.
Dear Robin,
By now you have probably discovered

A. mea culpa the broken mirror in the bathroom. Let me
B. ex post facto just say—mea culpa. Yes, I know. This
C. ad nauseam apology ex post facto doesn’t do you much
D. persona non grata good. In fact, it seems that I do nothing but
E. bona fide
apologize lately, ad nauseam. I know I broke
your teapot and your beautiful crystal vase,
F. pro bono
too. I know I dented your car. But please do
G. a priori
not treat me like a persona non grata. Please
H. carpe diem give me another chance. This time I give you
my bona fide promise that I will change. I
1. ____ genuine will be careful with your things if you
continue to let me stay at your house pro
2. ____ person not welcome bono. Granted, you will have to accept my
3. ____ done or made afterward assurances a priori, as I have no proof that
4. ____ seize the day
I am capable of this change. But, I ask your
indulgence. Carpe diem! Let us go forward
5. ____ I am to blame and enjoy our time together. You will not
6. ____ without analysis regret it.
7. ____ to a sickening degree
Sincerely,
8. ____ without charge Lisa

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Communications Workshop
Multimedia Presentation of a Research Report
After choosing the topic for your research report, fill out the following chart. Use your notes
to plan and organize your presentation to the class.
Title of research report:
What is the main idea of the research report?
What supporting details do you plan to use?
What visual and sound aids do you plan to use?
How will the visual and sound aids make the presentation more effective?
What is your concluding statement?

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Unit 5: Drama
Benchmark Test 10
Literary Analysis: Comedy
1. What sort of ending does a comedy typically have?
A. sad
B. happy
C. dignified
D. angry
2. What is the main goal of most comedies?
A. to entertain
B. to inform
C. to persuade
D. to explain
3. Which of these situations is the most incongruous?
A. a group of commuters crowded onto a train platform
B. a teenaged lifeguard at a town pool
C. a student in sneakers walking in a school hallway
D. a clown in large shoes dancing in a formal ballet
4. Which term applies to a situation in which a character believes she is poor but the
audience knows she has just inherited a large sum of money?
A. tragedy
B. comedy
C. dramatic irony
D. flat characterization
Literary Analysis: Satire

5. What is the main goal of most satires?
A. to correct the flaws of society
B. to expose foolishness or faults
C. both A and B
D. neither A nor B

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6. Which of these devices is most characteristic of satire?

A. alliteration
B. flashback
C. meter
D. irony
7. In satire, what do you call the use of language that means the opposite of what it says?
A. hyperbole
B. exaggeration
C. sarcasm
D. puns
8. Which type of tone may be found in satire?
A. gentle
B. angry
C. bitter
D. all of the above
Reading Skill: Draw Conclusions

9. What should you do to help you draw conclusions about the characters in a play?
A. consider only the stage directions
B. consider only the dialogue
C. consider only information that is directly stated
D. consider both stated and implied information
10. In a scene from a play, Leo tells a joke to Lana. Lana says "That's not funny" but cannot
keep from laughing. From these details, what conclusion should you draw?
A. Lana finds the joke funny but does not want to admit it.
B. Lana does not find the joke funny.
C. The joke is not funny.
D. Leo and Lana are deeply in love.

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Read this passage from a play. Then, answer the questions that follow.
ZEKE. Are you going to the picnic on Sunday?

MILA. [sadly] I want to, but I haven't found anyone to watch Beauregard.
ZEKE. Why don't you just bring him?
MILA. Yeah, right. Don't you remember the reunion last year? Beau got so excited he knocked over a
table. [sighs] And he hasn't calmed down at all since then.
ZEKE. [laughing] Don't forget he also ate an entire apple pie!
MILA. It was a disaster. Aunt Carla was not amused.
ZEKE. My mom has no sense of humor. I thought it was hilarious!
11. Based on the dialogue, which conclusion about Beauregard seems most likely to be true?
A. He is Mila's child.
B. He is Mila's dog.
C. He is Mila's husband.
D. He is Mila's uncle.
12. What conclusion can you draw about the relationship between Mila and Zeke?
A. They are co-workers.
B. They are roommates.
C. They are cousins.
D. They are best friends.
13. Based on the tone of this dialogue, what might you conclude about this play?
A. It is a comedy.
B. It is a tragedy.
C. It is a musical.
D. It is none of the above.
Reading Skill: Evaluate Sources

14. Which of the following would indicate that an author’s main idea is valid?
A. It is presented with headings and subheadings.
B. It is found in a source that is many years old.
C. It is fully supported with evidence.
D. It is presented with vivid language.
15. How is information presented in an objective source?
A. impartially
B. enthusiastically
C. with a bias
D. with loaded language

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16. Which answer choice provides the best definition of a verifiable fact?
A. Its accuracy can be checked in another source.
B. It appears on a Web site.
C. It is specific.
D. It contains information that is current.
Vocabulary: Roots
17. The Latin root -nym- means "name." Using this knowledge, choose the answer that best defines
the word anonymous in the following sentence.
The money came from an anonymous giver, so we did not know whom to thank.
A. filled with generosity
B. demonstrating shyness
C. without a known name
D. showing embarrassment
Grammar
18. Which of the following is a main clause?
A. wondering about the cause C. although soufflés are also a challenge
B. before the spring rains come D. the doctor cleared her schedule
19. What is the subordinate clause in the following sentence?
The river, when it rains, often floods.
A. The river C. The river, when it rains
B. when it rains D. often floods
20. What is the subordinating conjunction in this sentence?
We decided to study for the test although John and Lisa were throwing a party.
A. to C. although
B. for D. and
21. What is the main clause in the following sentence?
Although it was a difficult test, I did well.
A. Although it was C. it was a difficult test
B. Although it was a difficult test D. I did well

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22. Identify the subordinate clause in the following sentence:

Gina asked that she be excused.
A. Gina asked C. that she be excused
B. Gina asked that D. asked that she be excused.
23. What is the best way to combine these sentences to make the meaning clearer?
I joined the commission, albeit reluctantly. Jan pressured me ceaselessly to join.
A. I joined the commission, albeit reluctantly, even though Jan pressured me ceaselessly
to join.
B. I joined the commission, albeit reluctantly, because Jan pressured me ceaselessly
to join.
C. I joined the commission, albeit reluctantly, before Jan pressured me ceaselessly to
join.
D. I joined the commission, albeit reluctantly, so that Jan pressured me ceaselessly
to join.
24. Which answer choice uses an adverb clause in combining these two sentences?
We did not go to the concert. We had tickets for it.
A. We did not go to the concert even though we had tickets for it.
B. We did not go to the concert in spite of our having tickets for it.
C. We did not go to the concert, but we had tickets for it.
D. We did not go to the concert for which we had tickets.
25. What is the best way to combine these sentences without changing the meaning?
Two thirds of the class failed the science exam. So, the class will not go to the Science Museum.
A. The class will not go to the Science Museum, although two thirds of the class failed the
science exam.
B. Since the class will not go to the Science Museum, two thirds of the class failed the
science exam.
C. The class will not go to the Science Museum unless two thirds of the class failed the
science exam.
D. Because two thirds of the class failed the science exam, the class will not go to the
Science Museum.

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WRITING
26. Write a short one-act play that uses dramatic irony to develop its plot and theme. Create
the irony by including scenes in which the audience knows something that the main char-
acter does not know. The irony might lead to a theme about the deceit or false impressions;
for example, the main character may learn not to trust others, leading to a theme such as
"Things are not always what they seem" or "People are not always sincere."
27. Drama has had a long and illustrious history. Write a plan for a research report on the
history of comedy or tragedy. Write four research questions that you will answer in your
report, along with at least three sources you might consult to find the answers to your
questions.

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Vocabulary in Context 5—Part 1
Identify the answer choice that best completes the statement.
1. While you shop, keep your money and your credit card in your .
A. vault
B. manual
C. wallet
D. fund
2. If someone at the hotel helps you with your luggage, it is to leave a tip.
A. customary
B. privilege
C. occasionally
D. evident
3. The child smiled at me, but then he turned his face away because he was .
A. acute
B. intrigued
C. bashful
D. fearsome
4. Your views about life and our purpose in life are called your .
A. guidance
B. philosophy
C. narrative
D. virtue
5. After she received the award for winning the race, she lifted the up high.
A. trophy
B. lyre
C. competition
D. spectators
6. I was looking for a job, so I wrote to the company’s department.
A. humanity
B. tradesman
C. chairman
D. personnel
7. The scary tale about a wolf at the park was nothing but a .
A. hoax
B. chink
C. ruse
D. rogue

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8. She did such a good job on the last project that she a promotion.
A. animates
B. disperses
C. unfurls
D. merits
9. Will the plants in the garden be able to the frost tonight?
A. tolerably
B. refrain
C. insulate
D. withstand
10. Racing down the steep mountain on skis gave me a feeling of .
A. exhilaration
B. ultimate
C. excessive
D. abundance
11. I believe that I did not get the job because of my age, and that is .
A. racism
B. revelry
C. discrimination
D. imprisonment
12. A law was passed stating that the right of way in a cross walk would go to .
A. abbots
B. lawsuits
C. celebrants
D. pedestrians
13. A sign in the window indicates that an alarm system protects these .
A. sayings
B. premises
C. accomplishments
D. misgivings
14. Do you want to build a house outside the city in that new development?
A. suburban
B. enchantment
C. tranquility
D. uncoordinated

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15. The cellar of the old castle was dark and .

A. artful
B. typhoid
C. dank
D. discreet
16. The horse always walked with a peculiar .
A. rheumatism
B. havoc
C. gait
D. logic
17. Post the information about the job opening and let everyone know of the .
A. temporary
B. vacancy
C. resource
D. maintenance
18. Before I sign the contract, I will discuss this with my partners and with our lawyer.
A. retain
B. confer
C. refresh
D. communicative
19. You must be sixteen years old to be for this job.
A. eligible
B. recruiting
C. transformed
D. respectable
20. You can go far in this company if you work with intelligence and .
A. ruthless
B. pompous
C. diligence
D. oppression

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Diagnostic Tests and Vocabulary in Context

Use and Interpretation
The Diagnostic Tests and Vocabulary in Context were developed to assist teachers
in making the most appropriate assignment of Prentice Hall Literature program
selections to students. The purpose of these assessments is to indicate the degree
of difficulty that students are likely to have in reading/comprehending the
selections presented in the following unit of instruction. Tests are provided at six
separate times in each grade level—a Diagnostic Test (to be used prior to beginning
the year’s instruction) and a Vocabulary in Context, the final segment of the
Benchmark Test appearing at the end of each of the first five units of instruction.
Note that the tests are intended for use not as summative assessments for the
prior unit, but as guidance for assigning literature selections in the upcoming unit
of instruction.
The structure of all Diagnostic Tests and Vocabulary in Context in this series is
the same. All test items are four-option, multiple-choice items. The format is
established to assess a student’s ability to construct sufficient meaning from the
context sentence to choose the only provided word that fits both the semantics
(meaning) and syntax (structure) of the context sentence. All words in the context
sentences are chosen to be “below-level” words that students reading at this grade
level should know. All answer choices fit either the meaning or structure of the
context sentence, but only the correct choice fits both semantics and syntax. All
answer choices—both correct answers and incorrect options—are key words
chosen from specifically taught words that will occur in the subsequent unit of
program instruction. This careful restriction of the assessed words permits a
sound diagnosis of students’ current reading achievement and prediction of the
most appropriate level of readings to assign in the upcoming unit of instruction.
The assessment of vocabulary in context skill has consistently been shown in

reading research studies to correlate very highly with “reading comprehension.”
This is not surprising as the format essentially assesses comprehension, albeit in
sentence-length “chunks.” Decades of research demonstrate that vocabulary
assessment provides a strong, reliable prediction of comprehension achievement—
the purpose of these tests. Further, because this format demands very little testing
time, these diagnoses can be made efficiently, permitting teachers to move forward
with critical instructional tasks rather than devoting excessive time to assessment.
It is important to stress that while the Diagnostic Tests and Vocabulary in

Context were carefully developed and will yield sound assignment decisions, they
were designed to reinforce, not supplant, teacher judgment as to the most
appropriate instructional placement for individual students. Teacher judgment
should always prevail in making placement—or indeed other important
instructional—decisions concerning students.

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Diagnostic Tests and Vocabulary in Context

Branching Suggestions
These tests are designed to provide maximum flexibility for teachers. Your Unit Resources books
contain the 40-question Diagnostic Test and 20-question Vocabulary in Context tests. At
PHLitOnline, you can access the Diagnostic Test and complete 40-question Vocabulary in
Context tests. Procedures for administering the tests are described below. Choose the procedure
based on the time you wish to devote to the activity and your comfort with the assignment
decisions relative to the individual students. Remember that your judgment of a student’s
reading level should always take precedence over the results of a single written test.
Feel free to use different procedures at different times of the year. For example, for early
units, you may wish to be more confident in the assignments you make—thus, using the “two-
stage” process below. Later, you may choose the quicker diagnosis, confirming the results with
your observations of the students’ performance built up throughout the year.
The Diagnostic Test is composed of a single 40-item assessment. Based on the results of
this assessment, make the following assignment of students to the reading selections in Unit 1:
Diagnostic Test Score Selection to Use

If the student’s score is 0–25 more accessible
If the student’s score is 26–40 more challenging
Outlined below are the three basic options for administering Vocabulary in Context and
basing selection assignments on the results of these assessments.
1. For a one-stage, quicker diagnosis using the 20-item test in the Unit Resources:
Vocabulary in Context Test Score Selection to Use

2. If you wish to confirm your assignment decisions with a two-stage diagnosis:
Stage 1: Administer the 20-item test in the Unit Resources

If the student’s score is 10–15 (Go to Stage 2.)
Stage 2: Administer items 21–40 from PHLitOnline

3. If you base your assignment decisions on the full 40-item Vocabulary in Context from
PHLitOnline:

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Grade 9—Benchmark Test 9

Interpretation Guide
For remediation of specific skills, you may assign students the relevant Reading Kit Practice and
Assess pages indicated in the far-right column of this chart. You will find rubrics for evaluating
writing samples in the last section of your Professional Development Guidebook.
Number
Skill Objective Test Items Reading Kit
Correct
Literary Analysis
Dialogue and Stage Directions 1, 2, 3 pp. 202, 203
Blank Verse 4, 8 pp. 204, 205
Dramatic Speeches 5, 6, 7 pp. 206, 207
Archetypal Theme 9, 10 pp. 212, 213
Dramatic Irony 11 pp. 208, 209
Puns 12 n/a
Tragedy and Motive 13 pp. 210, 211
Reading Skill
Summarize 14, 15, 16, 17 pp. 214, 215
Analyze Text Information 18, 19 pp. 216, 217
Vocabulary
Roots and Prefixes ambi-, 20, 21, 22, 23, 24 pp. 218, 219
trans-, pro-, en-, -loque-
Grammar
Participles and Participial 25, 26, 27 pp. 220, 221
Phrases
Gerunds and Gerund Phrases 28, 29, 30 pp. 222, 223
Revising to Combine Sentences 31, 32 pp. 224, 225

With Phrases
Writing
Letter to an Advice Column 33 Use rubric pp. 226, 227
Editorial 34 Use rubric pp. 230, 231
How-to Essay 35 Use rubric pp. 236, 237

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Grade 9—Benchmark Test 10

Interpretation Guide
For remediation of specific skills, you may assign students the relevant Reading Kit Practice and
Assess pages indicated in the far-right column of this chart. You will find rubrics for evaluating
writing samples in the last section of your Professional Development Guidebook.
Number
Skill Objective Test Items Reading Kit
Correct
Literary Analysis
1, 2, 3, 4 pp. 238, 239
Comedy
Satire 5, 6, 7, 8 pp. 240, 241
Reading Skill
Drawing Conclusions 9, 10, 11, 12, 13, pp. 242, 243
Evaluate Sources 14, 15, 16 pp. 244, 245
Vocabulary
Roots -nym- 17 pp. 246, 247
Grammar
Main and Subordinate Clauses 18, 19, 20, 21, pp. 248, 249
22
Adverb Clauses 23, 24, 25 pp. 250, 251
Writing
One-Act Play 26 Use rubric pp. 254, 255
Plan for a Research Report 27 Use rubric pp. 256, 257

198
ANSWERS
Big Question Vocabulary—1, p. 1 7. I am proficient enough in skateboarding to give les-
sons to a younger person.
Sample Answers
8. A good system for organizing my music is to alpha-
Phoebe: I cannot believe you said that! I will defend
betize my CDs by the artist’s last name.
Nubia. She is just like the rest of us. Don’t discrimi-
nate.
Reading Warm-up A, p. 9
Janice: Yeah, I do not differentiate my lunch buddies
based on their clothing or their accent. It’s not right. Sample Answers
Darla: Besides, the right thing to do is accept and try to 1. (educated); Tired of being illiterate, Louise began taking
understand people who are different from us. reading lessons.
2. a fine house; A garret is a small room at the top of a
Big Question Vocabulary—2, p. 2 house.
Sample Answer 3. (money); A person who has invested in something might
My name is Izzy, and I am not unique in my own coun- expect money or a final product back.
try. My background is this: I was born in New Jersey. 4. critics; I was skeptical about my friend Jan’s chances of
I am 14 years old. The culture I come from values winning the contest because she was not the most agile
peace. Let us work together to determine our similari- cheerleader.
ties and differences. 5. Shakespeare and several of his fellow actors then built
another theater, the Globe.; Making a lot of money
Big Question Vocabulary—3, p. 3 would make the business profitable.
Sample Answers 6. (bought seats); The last time I made an unusual exertion
In order to help newcomers assimilate into our school, was when I took a long hike in the mountains.
we should observe the following guidelines: 7. rely on imagination; A meager meal might be a small
1. Respect differences and individuality. No two peo- amount of bread and a cup of soup.
ple are the same but at the core, we are all the same. 8. (a garden, a courtroom, a ship, or a ballroom); The
2. Do not expect conformity. People should be able to various types of shoes I might find in a store include
dress the way they like and eat whatever foods they tennis shoes, sandals, boots, dress shoes, and dancing
like. Similarity can get boring. Maybe we will all shoes.
learn something.
Reading Warm-up B, p. 10
from The Shakespeare Stealer Sample Answers
by Gary L. Blackwood 1. develop a system of shorthand to use in his own work;
My aunt has a great aptitude for designing and making
Vocabulary Warm-up Exercises, p. 8 clothes.
A. 1. exertion 2. (method); Angela’s study system includes reading her
2. garret notes, outlining the chapter, and discussing the subject
3. meager with a study partner.
4. invested 3. Clearly, this method was not completely reliable, but
Tiro continued to improve it.; Someone might say it is
5. various
obviously true that I like to dress in the latest fashions.
6. illiterate
4. (He gradually added symbols that could convey the
7. profitable meanings of common sentences and phrases.); A friend
8. skeptical might prove that he or she is reliable by helping me out
B. Sample Answers when I have a problem.
1. An attorney might want a transcription of some trial 5. the speeches of such important historical figures as
testimony. Cicero and Julius Caesar; Transcription means “a writ-
2. My friend Wendy proved that she was reliable when ten copy of spoken or written words.”
she met me on time at the movies. 6. (Rome became weaker and more disorganized); Mario
3. One activity I enjoy that I seldom get a chance to do seldom gets a chance to see his cousin Pilar.
is ice skating. 7. It fell out of favor, becoming a lost art; I was surprised
4. Getting sick might cause me to leave a party abruptly. one day in October when it abruptly started snowing.
5. A person who is obviously fond of dogs would pet the 8. (court reporters); I might ask a proficient athlete, “What
dog, take the dog out for a walk, and toss a ball for do you have to do to become so skilled at your sport?”
the dog to fetch.
6. The field of study in which I have the greatest
aptitude is mathematics.

199
Gary L. Blackwood 4. The entire fight is narrated through stage directions
that indicate the movements of Falconer and the
Listening and Viewing, p. 11 thieves.
5. The dialogue reveals that Bass plans to use Widge to
Sample Answers
secretly copy the text of Shakespeare’s new play, Hamlet.
Segment 1: Terra incognita means “unknown land.” Gary L. Bass hopes to then make a profit by staging the play in
Blackwood likes to set his stories in places and times that the Midlands.
are extraordinary to the reader in order to teach the reader
something. Students may suggest that they could learn
more about what it was like to live during a certain era or
Open-Book Test, p. 14
discover topics and ideas that they otherwise would not Short Answer
have learned. 1. These parts are stage directions. They give information
Segment 2: Gary L. Blackwood must remove the narrator, about the way the playwright wants the set to look and
add stage directions, and transform the exposition into dia- how the actors are to move, gesture, and deliver lines.
logue. Students may suggest that they enjoyed the narrative Difficulty: Easy Objective: Literary Analysis
passage better because it had more information and details, 2. Two forms of drama are tragedy and comedy. Tragedy
or they may answer that the dramatic passage is more explores the downfall of a tragic hero and emphasizes
engaging. human greatness. Comedy has a happy ending and
Segment 3: His acting experience allows Blackwood to stresses the weaknesses of ordinary people or society.
visualize the play onstage while writing and to know what Difficulty: Easy Objective: Literary Analysis
will work and what will not work; it also allows him to read
3. The speech is a monologue.
his work aloud as an actor while writing and revise
accordingly. Students may suggest that being an actor Difficulty: Average Objective: Literary Analysis
allows him to act out the scenes and then write about them 4. Actors may vary the way they deliver lines or move on
as accurately as if he were watching them occur. stage. Every audience provides a different level of
Segment 4: Blackwood writes about the futility of violence feedback in live performance, which influences the way
and war and the importance of preserving the world. the actors perform the play.
Students may want to call attention to social issues such as Difficulty: Challenging Objective: Literary Analysis
world peace, the environment, poverty, or crime. 5. The playwright uses amusing puns or plays on words,
such as “parson” and “parsimonious,” and “toll” and
Learning About Drama, p. 12 “tolled.”
1. C; 2. B; 3. C; 4. A; 5. C; 6. C Difficulty: Average Objective: Literary Analysis
6. Blackwood may be preparing the audience for the
revelation that the two characters are one and the same
from The Shakespeare Stealer person. Bass tells Widge that Falconer will be traveling
by Gary L. Blackwood with Widge to London to make sure that the boy carries
out his mission for Bass.
Model Selection: Drama, p. 13 Difficulty: Challenging Objective: Interpretation
Sample Answers 7. Conflicts include the clash between Widge and his first
1. The stage directions give a specific description of the set master, Dr. Bright; the conflict between Falconer and
and what it will be used to represent at various points in the thieves; and the conflict posed by Simon Bass, who
the play. The directions also specify the place and time wants an unwilling Widge to steal the words to
of the action. Finally, the directions describe the physi- Shakespeare’s play.
cal appearance and some of the personality traits of the Difficulty: Easy Objective: Literary Analysis
characters participating in the first scene: the appren- 8. Widge: male; 12–15; young, honest looking, small for
tice Widge and Dr. Timothy Bright. The director and his age
actors would find the stage directions helpful for plan- Bright: male; 40–60; large, with a loud, commanding
ning the sets, casting the parts, and understanding the voice
movements and actions at the start of the scene. Falconer/Bass: male; 30–40; tall, thin, stern,
2. The conflict involves Bright’s orders to his apprentice no-nonsense voice
Widge to use the charactery system of shorthand to steal Students’ choice of actor should be reasonable.
the text of other clergymen’s sermons. Widge has been Difficulty: Average Objective: Interpretation
caught doing so, and Bright feels embarrassed and angry.
9. Falconer uses his purse and a rapier to defend himself.
3. By referring to Falconer’s hooded cloak, grim appear-
Difficulty: Easy Objective: Literary Analysis
ance, rapier, dark beard, hooked nose, and nasty scar,
the stage directions hint at a menacing, ominous mood.

200
Essay 9. ANS: C DIF: Easy OBJ: Interpretation
10. Students may say, for example, that Widge is intelligent, 10. ANS: B DIF: Easy OBJ: Interpretation
eager to please, and not as unsophisticated as he might 11. ANS: C DIF: Easy OBJ: Comprehension
appear. He has learned swift-writing well; he
12. ANS: D DIF: Easy OBJ: Comprehension
demonstrates the system readily to Falconer and wants
to please his new master; his aside about the Devil and 13. ANS: B DIF: Easy OBJ: Interpretation
his comment on the plays he has seen show that he is 14. ANS: D DIF: Easy OBJ: Interpretation
unexpectedly worldly-wise. 15. ANS: A DIF: Easy OBJ: Interpretation
Difficulty: Easy Objective: Essay
11. Both Dr. Bright and Simon Bass assume that they have
Essay
great power over Widge. Their ownership of the boy
means that they can order him to do practically 16. Students should point out that stage directions play an
anything. Both masters, in fact, order him to steal, important role in establishing the setting, describing the
using the swift-writing system as a tool. Bright physical appearance of the characters, indicating the
contrasts with Bass, however, in the sense that Bright is actors’ movements on stage, and specifying the props
lazy and pompous, while Bass shows himself to be used by the actors. In some cases, such as the fight
practical, businesslike, and calculating. Bright is also between Falconer and the thieves, stage directions con-
far more emotional than Bass. vey the entire action of an episode. Evaluate students’
essays based on their clarity, coherence, and specific
Difficulty: Average Objective: Essay
reference to the text.
12. In the first scene, suspense builds because of the
conflict between Widge and Dr. Bright. In the second,
suspense surrounds the physical clash between 17. In their essays, students should state and support their
Falconer and the thieves. In the third scene, Bass’s evaluations. Students with a positive evaluation of the
description of Widge’s mission makes us wonder if the drama may mention such elements as realistic refer-
boy will succeed or be caught. ences to the setting, old-fashioned or archaic language,
the book of “charactery,” punning in the dialogue, and
Difficulty: Challenging Objective: Essay
the references to acting companies and to Hamlet. Stu-
13. Students may respond that the apprentice system is not dents with a negative evaluation should support their
likely to apply to life today, at least in many parts of the case with reasons and examples.
world. It is still true, though, that senior workers wield
power over junior ones. Speech variations still reflect
social class and background. Business competition still 18. Students should take a position on the ethical question
poses ethical questions, as is clear in the area of of stealing, pirating, or copying copyrighted intellectual
copyright violations and pirated music and videos. property such as text, music, or videos and compare it
to stealing a play in Shakespeare’s time.
Oral Response Selection Test B, p. 20
14. Oral responses should be clear, well organized, and well
supported by appropriate examples from the selection. Learning About Drama
Difficulty: Average Objective: Oral Interpretation 1. ANS: A DIF: Average OBJ: Literary Analysis
2. ANS: B DIF: Average OBJ: Literary Analysis
Selection Test A, p. 17 3. ANS: C DIF: Average OBJ: Literary Analysis
Learning About Drama 4. ANS: A DIF: Average OBJ: Literary Analysis
1. ANS: B DIF: Easy OBJ: Literary Analysis 5. ANS: B DIF: Challenging OBJ: Literary Analysis
2. ANS: D DIF: Easy OBJ: Literary Analysis 6. ANS: B DIF: Average OBJ: Literary Analysis
3. ANS: D DIF: Easy OBJ: Literary Analysis 7. ANS: A DIF: Average OBJ: Literary Analysis
4. ANS: B DIF: Easy OBJ: Literary Analysis
5. ANS: B DIF: Easy OBJ: Literary Analysis Critical Reading
6. ANS: C DIF: Easy OBJ: Literary Analysis 8. ANS: D DIF: Average OBJ: Comprehension
9. ANS: C DIF: Average OBJ: Comprehension
Critical Reading 10. ANS: B DIF: Average OBJ: Comprehension
7. ANS: C DIF: Easy OBJ: Comprehension

201
11. ANS: C DIF: Challenging OBJ: Interpretation B. Sample Answers
12. ANS: D DIF: Average OBJ: Comprehension 1. When I am concentrating, an intrusion is a distur-
13. ANS: B DIF: Average OBJ: Comprehension bance I do not need.
14. ANS: B DIF: Challenging OBJ: Interpretation 2. A rebellious child does things his or her parents do
not like.
15. ANS: C DIF: Average OBJ: Literary Analysis
3. To be virtuous is to act in a very noble way.
16. ANS: B DIF: Average OBJ: Comprehension
4. His fiery speech brought most of the audience to their
17. ANS: C DIF: Average OBJ: Interpretation feet, cheering with excitement.
18. ANS: B DIF: Challenging OBJ: Interpretation 5. Fluorescent lamps are an example of artificial lighting.
19. ANS: C DIF: Average OBJ: Interpretation 6. Her china plates and delicate cups made her table
look exquisite.
7. In a contest, you are sure to have an adversary to
Essay
compete against.
20. Students may point to such action scenes as the skirmish
onstage between Widge and Bright, Widge’s apprehension Reading Warm-up A, p. 25
as he and Falconer travel through the woods, and the
action-packed fight between Falconer and the thieves. Stu- Sample Answers
dents may also mention the use of props on stage and the 1. (very old); The pyramids of Egypt are ancient.
use of puns in the dialogue. In addition, the visual impact 2. (disastrous); (massive damage); Seriousness is a syn-
of sets, costumes, and makeup and the actors’ posture onym for severity.
and gestures would directly affect an audience at a perfor- 3. Much anger and sadness; (fought; for power)
mance of the play. All these elements might be considered
4. take their prized city; Jealous is a synonym for envious.
support for the thesis that there is no substitute for show-
ing “actual people doing actual things” in drama. 5. Those who felt harmed looked for their opportunity for
revenge; A good way to solve a conflict so that no one
holds a grudge is to make sure both sides have a chance
21. Students may mention such elements as costumes and to explain why they are upset and then to find a compro-
props (including the beaker, the ten gold sovereigns, and mise solution that both sides agree to and see as fair.
Falconer’s rapier); evidence of a different social structure;
6. opposite sides; Fight is a synonym for fray.
archaic diction such as “clod-pated drivel” and “halfwitted
7. (tired); The opposite of being weary is feeling full of
hoddypeak”; puns such as “parsimonious” and “parson”
or “toll” and “tolled”; and references to Shakespeare’s energy.
Hamlet. Students should state and support a position 8. (into the future); Casa di Guilietta (Juliet’s House),
about the success of the illusion. Tomba di Guilietta (Juliet’s Tomb)
22. Students may respond that the apprentice system is not
likely to apply to life today, at least in many parts of the Sample Answers
world. It is still true, though, that senior workers wield 1. (strong); Someone with a fiery temper would get very
power over junior ones. Speech variations still reflect mad and feel a great deal of anger.
social class and background. Business competition still 2. (noble); Honorable is a synonym for virtuous.
poses ethical questions, as is clear in the area of copyright 3. (unwelcome); Eros brought love, and the Greeks valued
violations and pirated music and video. a willing heart.
Difficulty: Average Objective: Essay 4. (loss); an unkind heart
5. (very lovely); (beauty); Beautiful is a synonym for exquisite.
The Tragedy of Romeo and Juliet, Act I 6. (opposing); Ally is an antonym for adversary.
by William Shakespeare 7. not real but false; Some people view the artificial ingre-
dients in food negatively because they think these ingre-
Vocabulary Warm-up Exercises, p. 24 dients are unhealthy.
A. 1. bitterly 8. (disobedient); great conflict
2. fray
3. severity
Writing About the Big Question, p. 27
4. grudge A. 1. differences
5. envious 2. background
6. weary 3. assimilated
7. ancient 4. culture
8. posterity

202
B. Sample Answers 6. Such a person would feel burdened because oppres-
1. Immigrants might differ in the languages they speak. sion is a feeling of being weighted down, as with
They might also differ in the foods they eat. problems or worries.
2. There are foods that are unique to different immi- B. Sample Answers
grant groups. The differences in cuisine add to the 1. Tissue paper is translucent.
richness and variety of foods available in the United 2. People must make a transition when they move from
States. one place or one job to another.
C. Sample Answer 3. Two ways to transport goods are by train or truck.
When family differences stand between lovers, they 4. Someone who commits a transgression, or wrongdo-
must give each other up or fight to stay together. The ing, deserves punishment.
difference defines their relationship because it presents 5. You would be relieved, since your troubles would not
a conflict. If they give in to family pressure, they will lose last long.
the person most dear to them. On the other hand, if they
cling to each other, they come into conflict with their Enrichment: Elizabethan England, p. 31
families.
Sample Answers
Literary Analysis: Dialogue and Stage 1. Political stability allows people to spend time and money
on leisure pursuits.
Directions, p. 28
2. With a well-respected and loved Queen showing
Sample Answers approval of the theater, citizens of London were highly
1. He refers to the uninvited appearance by Romeo and the likely to favor the theater.
other Montagues at the Capulets’ feast. 3. Elizabeth had spent decades creating a stable environ-
2. The lines reveal that Tybalt is bitter, aggressive, and ment in England, in which citizens could afford to think
relentlessly hostile. about music and plays.
3. The speech foreshadows that Tybalt will try to take 4. In Scene i, Prince Escalus expresses his intolerance
revenge on the Montagues. for civil brawls in no uncertain terms. Shakespeare
might have included this speech because it reflects the
Reading: Using Text Aids to Summarize, p. 29 attitudes of the time in which he lived. Citizens, and the
Sample Answers Queen, abhorred the thought of civil war, which they
had experienced before Elizabeth came to the throne.
1. Two Verona families, both of high social rank, hold an
old grudge against each other. Violence has broken out
yet again as a result of this grudge. Some citizens (i.e., Open-Book Test, p. 32
members of the two families) have killed one another. Short Answer
2. Let us make sure the law is on our side. Let them (the 1. The feud is between the Capulets and the Montagues.
Montague servants) begin (the fight) so that they will be The Prince resolves the conflict for the time being by
responsible and we (Sampson and Gregory) will be the sending everyone away and saying that the penalty for
victims. the next public brawl between the families will be death.
3. I hope that by staying you are lucky enough to hear Difficulty: Easy Objective: Interpretation
Romeo tell or confess what is bothering him. 2. She says that her husband should be calling for a
4. Look over Paris’s face as if it were a book. See the hand- crutch, rather than a sword, thus implying that Capulet
someness there. Study every harmonious feature and is old and feeble.
see how one complements the other. What you cannot Difficulty: Average Objective: Literary Analysis
tell by his face alone, look for in his eyes, as if looking 3. Montague describes Romeo in lines 127–136 as being
for notes in the margin of a book. out early in the morning, sad and crying, then coming
back and closing his shades during the day. The father
Vocabulary Builder, p. 30 says Romeo will not tell him or anyone else what is
A. Sample Answers wrong.
1. No, because a pernicious action would typically Difficulty: Average Objective: Reading
cause harm or injury. 4. Benvolio suggests that Romeo should look for another
2. Yes, because a transgression involves wrongdoing. woman to love.
3. Such a person would likely seem sad, since a griev- Difficulty: Average Objective: Interpretation
ance involves injustice or complaint. 5. He doesn’t want Juliet to marry too young. He will
4. Since your employer is increasing your pay, you consent to the marriage with Paris if Juliet herself
would be likely to feel happy. wants to marry the Count.
5. No, because an adversary is an enemy. Difficulty: Challenging Objective: Literary Analysis

203
6. Lady Capulet wants to discuss Juliet’s possible 14. The speech of the Prologue refers to the “ancient
marriage to Paris. She asks the Nurse to return, grudge” between the families, and in Act I, Scene i, the
remembering that the Nurse has been with them since Prince speaks of public brawls between the two clans on
Juliet was a baby. three prior occasions. The feud also extends to the
Difficulty: Challenging Objective: Interpretation servants. Tybalt says he hates the word “peace.” He
7. Juliet says that she will try to like Paris, as long as her dashes into the fray in Scene i and is ready to kill
mother wants her to marry him. She is an obedient Romeo in Scene v, simply because Romeo is a
daughter. Montague. Both Romeo and Juliet are dismayed when
they learn that they have fallen in love as members of
enemy families. The feud may have been caused by
8. Romeo: romantic, wants to be in love, moody, sensitive social jealousy or possibly because of a dispute about
to the contradictions of love, appreciates Benvolio’s property, business, or marriage arrangements.
friendship.
Benvolio: tries to keep peace, has a “troubled mind,”
tries to help Romeo get over his love for Rosaline, makes
Oral Response
a plan to visit the Capulets’ party and dance.
Mercutio: loves jokes and elaborate wordplay, claims to 15. Oral responses should be clear, well organized, and well
have an ugly face, can extend a single subject such as supported by appropriate examples from the selection.
dreams into a long, imaginative speech. Difficulty: Average Objective: Oral Interpretation
Students should make a reasonable explanation for
their choice of character. Selection Test A, p. 35
Difficulty: Average Objective: Interpretation Critical Reading
9. Tybalt wants to fight and kill Romeo. He feels he is 1. ANS: B DIF: Easy OBJ: Interpretation
justified in the name of family and honor. Tybalt is always 2. ANS: C DIF: Easy OBJ: Comprehension
ready to fight. For example, he is eager to enter the fray in
3. ANS: A DIF: Easy OBJ: Literary Analysis
Act I, Scene i, saying that he hates the word “peace.”
Difficulty: Challenging Objective: Literary Analysis 4. ANS: C DIF: Easy OBJ: Comprehension
10. The word best fits Tybalt, who is violent and hostile in 5. ANS: D DIF: Easy OBJ: Interpretation
Act I of the play. 6. ANS: B DIF: Easy OBJ: Interpretation
Difficulty: Average Objective: Vocabulary 7. ANS: B DIF: Easy OBJ: Comprehension
8. ANS: D DIF: Easy OBJ: Interpretation
Essay 9. ANS: D DIF: Easy OBJ: Interpretation
11. The Nurse has very motherly memories of Juliet as a 10. ANS: A DIF: Easy OBJ: Comprehension
baby and is very excited at the thought of her marrying. 11. ANS: C DIF: Easy OBJ: Literary Analysis
The Nurse and Lady Capulet seem close because of
raising Juliet together, though the Nurse is “unrefined” 12. ANS: B DIF: Easy OBJ: Comprehension
and Lady Capulet is relatively formal. Juliet behaves
almost formally to her mother, giving the impression Vocabulary
that she feels closer to the Nurse. Students should cite
13. ANS: B DIF: Easy OBJ: Vocabulary
details from the scene to support their answers.
14. ANS: C DIF: Easy OBJ: Vocabulary
12. Romeo feels a foreboding in Act I, Scene iv, lines
106–113. In Scene v, both Romeo and Juliet react Essay
strongly to learning that they have fallen in love with a 15. The Nurse has very motherly memories of Juliet as a
member of their family’s enemy. Many students may be baby and is very excited at the thought of Juliet’s marry-
aware of the play’s tragic ending, and they should ing. The Nurse and Lady Capulet seem close because of
explain how this knowledge affects their feelings as they raising Juliet together, though the Nurse is “unrefined”
read. while the mother is formal. Juliet behaves almost for-
Difficulty: Average Objective: Essay mally toward her mother, as if she is closer to the Nurse.
13. Romeo suggests that Juliet’s hand is a “shrine,” and his Difficulty: Easy Objective: Essay
lips are “pilgrims,” meaning that he wants to kiss her 16. Romeo experiences foreboding in Scene iv, lines 106–113.
hand. They make a play of words on “palms” as hands Both Romeo and Juliet react strongly to learning they
and relating to palmers, or pilgrims, as well as using have fallen in love with a member of their family’s enemy.
lips to pray and to kiss. Romeo presents himself as an Many students may be aware of the tragic ending; they
admirer, placing Juliet above him. Juliet responds should explain how this knowledge affects their feelings as
modestly, but with encouragement. The overall effect of they read.
the images is to give the impression that their love is Difficulty: Easy Objective: Essay
holy and pure.

204
17. Students should recognize that the “ancient grudge” 22. The speech of the Prologue refers to the “ancient grudge”
between the families will keep Romeo and Juliet apart. between the families, and in Act I, Scene i, the Prince
Both Romeo and Juliet are dismayed when they learn that speaks of public brawls between the two clans on three
they have fallen in love as members of enemy families. prior occasions. The feud also extends to the servants.
Difficulty: Average Objective: Essay Tybalt says he hates the word “peace.” He dashes into the
fray in Scene i and is ready to kill Romeo in Scene v, sim-
Selection Test B, p. 38 ply because Romeo is a Montague. Both Romeo and Juliet
are dismayed when they learn that they have fallen in love
Critical Reading as members of enemy families. The feud may have been
1. ANS: A DIF: Average OBJ: Comprehension caused by social jealousy, or possibly because of a dispute
2. ANS: B DIF: Average OBJ: Comprehension about property, business, or marriage arrangements.
3. ANS: B DIF: Average OBJ: Interpretation

Difficulty: Average
Objective: Essay
4. ANS: D DIF: Average OBJ: Literary Analysis
5. ANS: D DIF: Average OBJ: Interpretation
The Tragedy of Romeo and Juliet, Act II
6. ANS: C DIF: Average OBJ: Literary Analysis by William Shakespeare
7. ANS: C DIF: Challenging OBJ: Interpretation
8. ANS: D DIF: Average OBJ: Reading Vocabulary Warm-up Exercises, p. 42
9. ANS: C DIF: Average OBJ: Interpretation A. 1. consent
10. ANS: C DIF: Average OBJ: Comprehension 2. perfection
11. ANS: B DIF: Average OBJ: Comprehension 3. peril
12. ANS: B DIF: Average OBJ: Interpretation 4. glorious
13. ANS: B DIF: Average OBJ: Reading

5. faithfully
6. incorporate
7. variable
15. ANS: A DIF: Average OBJ: Comprehension
8. satisfaction
B. Sample Answers
Vocabulary
1. Yes. An alliance involves more than one person or
16. ANS: B DIF: Challenging OBJ: Vocabulary country coming together and a triumph is a success,
17. ANS: A DIF: Average OBJ: Vocabulary so an alliance that produced a triumph would show
18. ANS: C DIF: Average OBJ: Vocabulary that people or countries cooperating is a good idea.
2. Courteous means “polite and respectful,” so I would
19. ANS: B DIF: Challenging OBJ: Vocabulary
expect patient and helpful service from a courteous
salesperson.
Essay 3. No. Merrily means “in a cheerful way,” and an angry
20. In their essays, students should identify three impor- response would be given in an opposite manner.
tant issues or events—for example, the feud between 4. Yes. An adjacent store would be located next to the
the Capulets and Montagues, the meeting of Romeo and building, so it should easily be within safe walking
Juliet, and the potential volatility of Tybalt’s personality. distance.
For each issue or event they mention, students should
5. No, it would not be possible to have boundless sun-
predict how the issue or event will turn out (favorably or
shine because boundless means “without limit or
unfavorably) and support their predictions with details
end” and the sunshine will naturally end when the
from Act I
sun sets.
Difficulty: Challenging
6. No, a problem that is predominant is the most notice-
Objective: Essay able and biggest problem, so it is one that most people
21. Students should clearly identify a passage of dialogue would know about.
from Act I. Students should situate the dialogue in con- 7. Yes. Sallow means “looking yellowish and unhealthy,”
text and show how the passage relates to the unfolding so a friend who looked sallow might be ill.
plot. Students should also discuss how the speakers are
characterized through their words and what the dia-
logue reveals about the relationships among speakers.
Difficulty: Challenging
Objective: Essay

205
Reading Warm-up A, p. 43 The Tragedy of Romeo and Juliet, Act II
Sample Answers by William Shakespeare
1. (memorable); Wonderful is a synonym for glorious.
Literary Analysis: Blank Verse, p. 46
2. (risk); falling and being injured
3. (including); they could allow people to enjoy better light
JULIET. The ´ struck
˘ clock ´ when
˘ nine ˘ Í did ´ ˘
˘ send ´
the nurse,
and fresh air
4. (changing); extremes of changing temperatures
5. (agreed); Refuse is an antonym for consent.
´ ˘
˘In half ´ she
an hour ´ ˘ ´to ˘return.
˘ promised ´
6. (happiness); Working hard to achieve a difficult goal and
then being successful gives me satisfaction. ˘ ´
Perchance ´ ˘ meet
˘ cannot
she ´ him. ´ not
˘ That’s ˘ ´so.
7. (flawless); Perfect is part of perfection.
8. (loyal); these traditions ˘ ´ ˘is lame!
O, she ´ Love’s
˘ ´heralds ´ ˘be thoughts,
˘ should ´
Reading Warm-up B, p. 44 ´ ´ ˘ glide
´ than
5 ˘
Which ˘ faster
ten times ˘ ´the sun’s
˘ ´ beams
Sample Answers
1. (powerful); Unimportant is an antonym for predominant.
´ ˘ back
Driving ´ ˘ óver
˘ shadows ˘ ´ ´
˘ hills.
low’ring
2. win top honors; Success is a synonym for triumph.
3. (limited); Boundless opportunities are endless chances to
do and achieve. ˘ ´ do
Therefore ´ ˘ ´ ˘ doves
˘ nimble-pinioned ´ draw ´
˘ Love,
4. (lively); (laughing); Someone laughing merrily would be
very happy and clearly having a very good time. ´ ˘ hath
˘ therefore
And ´ the ´
˘ wind-swift ´ ˘ wings.
˘ Cupid ´
5. (joined); A financial alliance would be a group of people
coming together for reasons of money, such as to make
an agreement and achieve a goal that involves money.
˘ ís the
Now ´ ˘upon
˘ sun ´ the ´ ˘ hill
˘ highmost ´
6. (next to); the Globe
7. (polite); They ate, drank, and verbally abused the actors 10 ´ day’s
˘ this
Of ˘ ´journey,
˘ and´ from ´ ˘till twelve
˘ nine ´
8. (pale); If the actor was poor and not eating well, his skin
might look pale and sallow. ˘ ´ long
Is three ˘ ´ ˘ yet
hours, ´ she
˘ ís not ´
˘ come.
Writing About the Big Question, p. 45 ˘ ´ affections

Had she ˘ ´ ˘ and ´ warm ´ ˘ blood,
˘ youthful ´
A. 1. unique
2. defend
˘ ˘ be
She would ´ as ´ ˘in motion
˘ swift ´ ˘ ás˘a ball;
´
3. differentiate and/or discriminate
4. individuality
˘ ´ would
My words ´ ˘ her
˘ bandy ´ ˘to ´ ˘ ´love,
my sweet
B. Sample Answers
1. I stood out from others in my school when I showed
concern about the growing number of overweight 15 And ´ to
˘ his ´
˘ me.
students. I became known to everyone as the “health
nut” after I started a petition to get more healthful But ´ folks,
˘ old ˘ ´ ´ ˘
˘ feign
many ´ were
as they ´
˘ dead—
food served in the cafeteria.
2. Starting the petition revealed that I am not happy to
sit back and accept things the way they are. When I ˘ ´ ˘ slow,
Unwieldy, ´ heavy
´ ˘ and ´ ˘
˘ pale as ´
lead.
determine that a cause is important, I will take
action. Notes to Teacher:
C. Sample Answer 1. In line 11, the word hours needs to be treated as a two-
It is important to embrace our differences because we syllable word.
can learn about ourselves and others. If we do not 2. Check marks should appear next to lines 6, 13, 15, and
embrace our differences, we will not understand others. 17. In lines 6 and 13, the first three syllables are not
This can lead to conflict. iambic. Line 15 has only two iambs instead of five. In
line 17, the words heavy and are not iambic.

206
Reading: Reading in Sentences Open-Book Test, p. 50
to Summarize, p. 47 Short Answer
1. lines 2, 5, 6, and 7 1. A young woman of high social rank in Verona would
2. lines 3, 4, and 8 probably not be allowed to go out in public by herself. In
addition, the two young lovers are from feuding families.
3. line 1
Difficulty: Average Objective: Interpretation
4. Two of the brightest stars in the sky asked her eyes to
take their places while they went to do some business. 2. He thinks Romeo wants to be part of the dark night
Her cheek was far brighter than the stars, while her because he is moody.
eyes, high in the sky, shone so brightly that birds Difficulty: Challenging Objective: Reading
thought it was daylight. 3. The stressed syllables are “take,” “at,” and “word.” The
quotation is not an example of iambic pentameter, since
Vocabulary Builder, p. 48 it consists of only three iambic feet, rather than five.
A. Sample Answers Difficulty: Average Objective: Literary Analysis
1. The burden would be difficult to carry because 4. I am not a sailor, but I would travel anywhere in the
unwieldy means “awkward” or “clumsy.” world to be near you, no matter how far.
2. You would feel sad. Difficulty: Average Objective: Reading
3. You would undertake intercession for the sake of 5. All the speeches consist of rhymed couplets. This
someone else. feature differentiates them from the blank verse, or
unrhymed iambic pentameter, used in earlier scenes.
4. There are many trees of that species.
5. The person might be feeling ill or upset.
6. With Benvolio, Romeo is open and a good friend. With
6. You can try to obtain film at a drugstore or a
Juliet, he is an admiring lover. With Friar Lawrence, he
supermarket.
is honest and asks for help and advice. With Mercutio,
B. Sample Answers he engages in wordplay.
1. Water would be difficult to procure, or obtain, in a Difficulty: Average Objective: Interpretation
desert. 7. Nurse and Mercutio exchange insults and make plays
2. To fix teeth that protrude, you could wear braces. on words. Both characters are humorous speakers, and
3. If you provoke someone, that person would be angry. Shakespeare may have created the scene for comic
4. The subject of a profound discussion might be world relief.
peace. Difficulty: Challenging Objective: Interpretation
5. A critic who is profuse in her praise of a movie liked 8. Characters who do not speak in verse are minor or
that movie very much. comic.
Enrichment: Film Adaptations, p. 49 9. The prediction in the Prologue to Act I and the general
Sample Answers background of the feuding Capulets and Montagues
hint that the outcome for the young lovers may be
Students may choose any time setting for their adaptation,
distressing and sad.
as long as the physical setting is in their community. Most
students will likely choose a modern time setting. If that is Difficulty: Average Objective: Vocabulary
the case, they should select modern costumes and props, 10. Order of events: Romeo and Juliet declare their love in
even if they choose to use Shakespeare’s dialogue. The point the orchard; Romeo consults with Friar Lawrence to
here is to avoid inclusion of conflicting elements. When stu- arrange the marriage; Romeo gives the Nurse his
dents consider costumes (assuming a modern setting), they message; the Nurse brings the message to Juliet; Romeo
need to distinguish between subtle (and not so subtle) dif- and Juliet are married in Friar Lawrence’s cell.
ferences in their own dress. Will Romeo and Juliet be Difficulty: Easy Objective: Reading
dressed like gang members? Like city kids? Like suburban-
ites? When choosing names, students may choose to retain
“Montague” and “Capulet,” though there should be a cre- Essay
ative reason for doing so, given the setting and style of the 11. Students may choose lines that refer to the deadly feud,
adaptation. You may need to caution students not to choose to Juliet’s feeling that their sudden love is rash, to Friar
names that perpetuate classroom or school rivalries or ste- Lawrence’s hopes and forebodings, to Romeo’s belief
reotypes. Homes as well as character descriptions should be that marrying Juliet is worth whatever sorrow that
in keeping with the time setting. comes from it. The effect of these lines is that their love

207
has an element of danger and sadness about it because meditate on the good and evil in all things. He is
of their circumstances. understanding of Romeo, but he also tries to guide him
Difficulty: Easy Objective: Essay to live moderately. Friar Larwence agrees to marry the
12. Friar Lawrence has a knowledge of herbs, and he uses lovers for their own sake, but also to try to end the feud
his knowledge to meditate on the good and evil in all between the Montagues and the Capulets.
things. He is understanding of Romeo, but also tries to Difficulty: Easy Objective: Essay
guide him to live moderately. The Friar wants to unite 16. Students’ versions should reflect that Juliet is impatient
the lovers for their sake, but also to try to end the feud. and the Nurse is slow to answer her questions. The
Difficulty: Average Objective: Essay Nurse teases the girl because she knows that the mes-
13. Juliet is impatient and the Nurse is slow to answer her sage will make Juliet happy. Juliet tries to be nice to
questions, teasing the girl since she knows the marriage the Nurse, but she desperately wants to know what
will make her happy. Juliet tries to be nice to the Nurse, happened.
but she desperately wants to know what has transpired. Difficulty: Easy Objective: Essay
Difficulty: Challenging Objective: Essay 17. Students should recognize that although Juliet loves
14. Students should recognize that although Juliet loves Romeo, she urges him to be less rash (line 118) and wait
Romeo, she urges him to wait until morning. Romeo until morning before sending his proposal of marriage
wishes for a vow of love that very night because he is (line 144). Romeo wishes for a vow of marriage that very
consumed by his love for Juliet and does not consider night (line 127) because he is consumed by his love for
the consequences of haste or of a union between a Juliet and does not consider the consequences of haste
Capulet and a Montague. Friar Lawrence bluntly or of a union between a Capulet and a Montague.
advises Romeo to use caution, once in Scene iii and Difficulty: Average Objective: Essay
again in Scene vi. The Friar’s view is that love that is in
such a hurry is sure to burn out. Selection Test B, p. 56
Difficulty: Average Objective: Essay Critical Reading
1. ANS: B DIF: Challenging OBJ: Interpretation
Oral Response 2. ANS: D DIF: Average OBJ: Literary Analysis
15. Oral responses should be clear, well organized, and well 3. ANS: A DIF: Average OBJ: Reading
supported by appropriate examples from the selection.
4. ANS: C DIF: Average OBJ: Interpretation
Difficulty: Average Objective: Oral Interpretation
5. ANS: A DIF: Average OBJ: Interpretation
Selection Test A, p. 53 6. ANS: D DIF: Average OBJ: Interpretation

Critical Reading
1. ANS: D DIF: Easy OBJ: Literary Analysis
9. ANS: A DIF: Average OBJ: Interpretation
10. ANS: C DIF: Challenging OBJ: Literary Analysis
3. ANS: B DIF: Easy OBJ: Reading
13. ANS: A DIF: Challenging OBJ: Interpretation
6. ANS: C DIF: Easy OBJ: Interpretation
7. ANS: C DIF: Easy OBJ: Literary Analysis
8. ANS: B DIF: Easy OBJ: Interpretation
9. ANS: B DIF: Easy OBJ: Reading Vocabulary and Grammar
10. ANS: D DIF: Easy OBJ: Comprehension 15. ANS: A DIF: Challenging OBJ: Vocabulary
11. ANS: A DIF: Easy OBJ: Literary Analysis 16. ANS: C DIF: Average OBJ: Vocabulary
12. ANS: A DIF: Easy OBJ: Reading 17. ANS: C DIF: Average OBJ: Vocabulary
18. ANS: B DIF: Average OBJ: Vocabulary

13. ANS: C DIF: Easy OBJ: Vocabulary Essay
14. ANS: B DIF: Easy OBJ: Vocabulary 19. In their essays, students should discuss the humor in
one particular scene and cite examples of dialogue. For
example, they may cite Scene iv, in which the Nurse
Essay banters with Peter and Romeo. Using colorful language,
15. Students should note that Friar Lawrence has a she boasts of her prowess against any who would speak
knowledge of herbs, and he uses this knowledge to
208
against her. Students may also point out that, later in 7. F; A disobedient dog is one that does not follow, or
the scene, the Nurse complains in an exaggerated obey, every command.
manner about her aches and pains, keeping Juliet in 8. T; A vile experience would be very bad or disgusting,
suspense about the results of her errand. so you would not want to go through it again.
20. Students should note that Friar Lawrence has a Reading Warm-up A, p. 61
knowledge of herbs, and he uses this knowledge to Sample Answers
meditate on the good and evil in all things. He is
1. brave, kind, and true; (women)
understanding of Romeo, but he also tries to guide him
2. (disagreement); (serious); Argument is a synonym for
to live moderately. Friar Lawrence agrees to marry the
quarrel.
lovers for their own sake, but also to try to end the
feud between the Montagues and the Capulets. 3. (violation); a duel
Difficulty: Easy Objective: Essay 4. (limits); The confines of a city are the boundaries that
mark the area that is occupied by the city and consid-
21. Students should recognize that although Juliet loves
ered part of it.
Romeo, she urges him to wait until morning. Romeo
wishes for a vow of marriage that very night because he 5. (eagerly); If you felt strongly that your honor had been
is consumed by his love for Juliet and does not consider offended, you would be impatient, or in a hurry, to
the consequences of haste or of a union between a defend your honor and have it restored.
Capulet and a Montague. Friar Lawrence bluntly 6. shocking disturbance of the public peace; A person
advises Romeo to use caution, once in Scene iii and might feel very angry and also shocked and confused
again in Scene vi. The Friar’s view is that love that is in over a terrible outrage.
such a hurry is sure to burn out. 7. (break bones); Smash means nearly the same as mangle.
Difficulty: Average Objective: Essay 8. cowardly; Many people would say that it is dishonorable
to break a promise.
The Tragedy of Romeo and Juliet, Act III
by William Shakespeare Reading Warm-up B, p. 62
Sample Answers
Vocabulary Warm-up Exercises, p. 60 1. torn between family or friends and the person they love;
A. 1. gallant (torn between)
2. outrage 2. Many happy couples all over the world meet and fall in
3. dishonorable love without a hitch.; Problems that affect the environ-
ment of Earth are universal because they affect everyone
4. offense
living on the planet in some way.
5. quarrel
3. (violent); Uncontrollable is a synonym for unruly.
6. confines
4. behavior tends to be; I tend to have a moody disposition.
7. impatient Some days I am very happy, but other days I feel sad.
8. mangle 5. brightly colored but crudely decorated; Gaudy is a syn-
B. Sample Answers onym for garish.
1. F; A predicament is a situation in which you do not 6. not following the rules; Rebellious is a synonym for
know what to do, but if you get a party invitation and disobedient.
have no other plans, your choice is clearly to go or 7. terrible and unexpected event; Disaster is a synonym for
not to go. calamity. It is a calamity when Tony kills his girlfriend’s
2. T; A person’s disposition is the way he or she usually brother.
acts, so someone who is usually cranky and hard to 8. (awful); Pleasant is an antonym for vile.
get along with would not attract a lot of friends.
3. T; Garish clothing is very colorful and flashy, and at a Writing About the Big Question, p. 63
solemn and serious occasion, darker colors and more A. 1. discriminate
conservative dress are usually more appropriate.
2. understanding
4. F; Universal issues affect everyone everywhere.
3. accept
5. F; A calamity is something disastrous that has
4. determine
occurred, so reading about it might make you frown
or even cry but not smile. B. Sample Answers
6. T; Unruly means “difficult to control,” and hair that 1. Differences can lead to discrimination because peo-
is wild, frizzy, and hard to comb is definitely hard to ple fear things they don’t know. When they determine
control. that someone is different, they make themselves feel
superior and safe by belittling that person.

209
2. To fight discrimination, I could organize a class B. Sample Answers
debate on the subject to make people aware of the 1. A character in a play gives a soliloquy.
problem. I could also invite a speaker to a special
2. A ventriloquist usually converses with a dummy.
assembly to talk about the issues of discrimination.
3. It is appropriate to use colloquial language when you
C. Sample Answer
are talking to your friends.
Family differences are especially hard to overcome
4. If you are conversing with someone who is loqua-
because they build up over the years. After a long time,
cious, he or she might not stop talking long enough
people are not likely to change their opinions. Differ-
to let you have your say.
ences among families can last forever.
5. The eloquence of a speech might stir your feelings or
Literary Analysis: Dramatic Speeches, p. 64 make you think a certain way.
Sample Answers Enrichment: The Globe Theater, p. 67

1. Juliet’s aside takes the audience into her confidence
Sample Answers
about her secret. The audience needs only the one aside
to figure out what is happening. 1. The weather could affect, to some extent, the mood of a
play. Heavy rains could interrupt plays or at least make
2. Capulet’s speech is a monologue because it is a lengthy
them uncomfortable.
speech that is directed to other characters—most specif-
ically to Juliet. 2. Groundlings would have felt very close to the action,
though they were viewing it from slightly below stage
3. Juliet, Lady Capulet, and Nurse need to see the extent
level. Characters’ asides might have seemed as if they
of Capulet’s resolve on the issue of the match to Paris.
were aimed directly at individual groundlings.
The threat to disown Juliet is not a light one, as Capulet
emphasizes. 3. The new Globe allows people to experience the plays in
an atmosphere similar to what Shakespeare had in
4. The close of Scene v is a soliloquy because Juliet is alone
mind. This can only enhance a playgoer’s experience.
on stage and addresses her remarks to the audience.
4. The new Globe indicates that Shakespeare’s plays are
5. Juliet alludes to the Greek myth of Phoebus, the sun-
still viewed as important to us and to our society.
god, whose chariot is pulled across the sky each day by
fiery-footed horses. Juliet urges the horses to gallop fast
because she is eager for night to come, when Romeo will Open-Book Test, p. 68
join her. Short Answer
1. Mercutio says that Benvolio is as anxious to fight as any
Reading: Using Paraphrases to Summarize, p. 65 man in Italy, that he is easily angered and likes to get
into fights. However, Benvolio by nature is more likely to
Sample Answers
stop fights and make peace. Mercutio’s description does
1. Romeo, I have so little affection for you that I can only not seem to fit Benvolio.
say this: You are a villain.
Difficulty: Challenging Objective: Reading
2. Because of your fighting, my kinsman lies here
2. Romeo will not fight Tybalt because they are now related
wounded. But I will punish you with so strong a fine
by marriage. Since he loves Juliet, Romeo’s love extends
that you shall all regret my kinsman’s death.
to her cousin.
3. This day is so long and tiresome, just like the night
before a festival when an eager child has new clothes to
wear but must wait to put them on. 3. The speech is a soliloquy, a type of speech by a
character about his or her thoughts and feelings when
Vocabulary Builder, p. 66 no other characters are present.
A. Sample Answers
4. Fray means “brawl.” The Prince is upset because he has
1. They would be hostile; they would dislike each other
warned the feuding families about disturbing the peace
very much.
of Verona with their brawling and fighting. In addition,
2. No, because one or both partners behave changeably. with Tybalt’s violent death, the Prince has lost a
3. Martial music would evoke war because martial relative.
means “military.” Difficulty: Average Objective: Vocabulary
4. It would be a compliment because gallant means 5. The Prince orders Romeo to be exiled from Verona. He
“brave and noble.” chooses exile rather than death for Romeo because
5. A person in exile would be sad to be banished from Tybalt had killed Mercutio, which was a crime
his or her native land. punishable by death.
6. Yes, because the speech would be graceful and Difficulty: Challenging Objective: Interpretation
appealing.

210
6. Enter Juliet alone. The stage direction indicates that fights Tybalt to defend Romeo’s honor, and Romeo kills
Juliet delivers a soliloquy. Tybalt to avenge Mercutio’s death. The result is that two
Difficulty: Average Objective: Literary Analysis men are dead and another is banished.
7. The Nurse is so upset that her speech is like a storm; Difficulty: Average Objective: Essay
her statements do not make sense to Juliet.
Difficulty: Average Objective: Reading Oral Response
8. In lines 6–11, Romeo says the bird singing is a lark, 15. Oral responses should be clear, well organized, and well
“herald of the morn,” and light is streaking the sky in supported by appropriate examples from the selection.
the East. “I must be gone and live, or stay and die.”
Difficulty: Easy Objective: Interpretation
9. She is not pleased that her father has arranged the Selection Test A, p. 71
marriage, but she appreciates what he is doing for her.
Critical Reading
Difficulty: Easy Objective: Reading Skill
10. Romeo’s Problems: He does not want to fight Tybalt but
cannot explain his reasons; feels he must fight Tybalt 2. ANS: B DIF: Easy OBJ: Interpretation
after Mercutio is killed defending Romeo’s honor; must 3. ANS: B DIF: Easy OBJ: Comprehension
leave Verona or die, but he feels he cannot live without 4. ANS: D DIF: Easy OBJ: Literary Analysis
Juliet.
Juliet’s Problems: She is upset that Romeo has killed 5. ANS: D DIF: Easy OBJ: Interpretation
Tybalt but relieved that Tybalt did not kill Romeo; 6. ANS: A DIF: Easy OBJ: Reading
heartbroken because Romeo is banished and she can’t 7. ANS: C DIF: Easy OBJ: Interpretation
go with him; struggling with her parents’ demand that
she marry Paris; loves Romeo and does not want to
break her marriage vows. 9. ANS: C DIF: Easy OBJ: Literary Analysis
Shared Problem: Each loves and is secretly married to 10. ANS: D DIF: Easy OBJ: Comprehension
an enemy of the family. 11. ANS: C DIF: Easy OBJ: Reading
Vocabulary
Essay
11. Romeo tries to avoid trouble by not fighting Tybalt, but
13. ANS: A DIF: Easy OBJ: Vocabulary
he ends up killing him after Mercutio is killed. Romeo is
banished and must leave Juliet, to whom he is secretly
married. He is upset but regains hope, based on Friar Essay
Lawrence’s vision of the future. Juliet is expected to
14. Students’ essays should speculate about Capulet’s
marry another man and cannot tell her parents she is
reaction had Juliet told him about Romeo. Since he is
already married to a family enemy. She tries to convince
already angry and on the verge of disowning Juliet,
her parents to cancel or postpone her wedding, but they
students are likely to indicate that his initial reaction
refuse. Juliet resolves to die if Friar Lawrence cannot
would have been intensely negative. At heart, though,
help her.
Capulet does not actively pursue the rivalry between the
Difficulty: Easy Objective: Essay families. While at first he might have been deeply
12. You look like a man, but you cry as if you were a woman disappointed, perhaps in time he would have seen the
and you act like a wild beast. Your unnatural behavior union as an excuse to bring an end to the feud.
makes you lose your human nature and become a Difficulty: Easy Objective: Essay
monster. The Friar begins his monologue this way in
15. Paraphrase: You look like a man, but you cry as if you
order to shock Romeo back into acting like himself.
were a woman and you act as if you were a wild beast.
Difficulty: Average Objective: Essay Your unnatural behavior deprives you of your human
13. Juliet expresses her feelings about Romeo’s killing nature and transforms you into a monster. The Friar
Tybalt in Act III, Scene ii, lines 73–126. Here she begins his speech harshly in order to shock Romeo into
examines her contradictory feelings and realizes her acting like himself.
love for Romeo is stronger than any of her other Difficulty: Easy Objective: Essay
emotions. In Scene v, lines 81–103, she manipulates
16. Tybalt wants to fight Romeo because Romeo attended
language to keep her marriage secret while being
the Capulets’ party. Romeo does not want to fight
truthful as she discusses Romeo with her mother.
because he is related to Tybalt by marriage. Mercutio
Difficulty: Challenging Objective: Essay fights Tybalt to defend Romeo’s honor, and Romeo kills
14. Tybalt wants to fight Romeo because Romeo attended Tybalt to avenge Mercutio’s death.
the Capulets’ party. Romeo does not want to fight Difficulty: Average Objective: Essay
211
Selection Test B, p. 74 17. Tybalt wants to fight Romeo because Romeo attended
the Capulets’ party. Romeo does not want to fight
Critical Reading
1. ANS: A DIF: Average OBJ: Reading fights Tybalt to defend Romeo’s honor, and Romeo kills
2. ANS: C DIF: Average OBJ: Interpretation Tybalt to avenge Mercutio’s death. The result is that two
3. ANS: C DIF: Average OBJ: Comprehension men are dead and another is banished.
4. ANS: D DIF: Average OBJ: Comprehension
5. ANS: B DIF: Challenging OBJ: Reading
The Tragedy of Romeo and Juliet, Act IV
by William Shakespeare
8. ANS: D DIF: Challenging OBJ: Interpretation Vocabulary Warm-up Exercises, p. 78
9. ANS: C DIF: Average OBJ: Literary Analysis A. 1. prevent
10. ANS: D DIF: Average OBJ: Reading 2. Desperate
11. ANS: D DIF: Average OBJ: Literary Analysis 3. doubt
4. pitiful
Vocabulary 5. miserable
12. ANS: C DIF: Average OBJ: Vocabulary 6. lamentable
7. deny
8. remedy
14. ANS: C DIF: Average OBJ: Vocabulary
B. Sample Answers
1. worship; Logan enjoyed the time he spent at worship
Essay on the holiday.
15. In their essays, students should speculate about 2. so; Emma wanted a nicer room, so she bought new
Juliet’s motives for not telling her father she is married curtains.
to Romeo. Since Capulet is already angry and on the
3. free time; During his free time, Carter likes to read
verge of disowning Juliet, students are likely to say
science fiction.
that his initial reaction would have been intensely neg-
4. players; The players presented a program of beauti-
ative. Juliet does not want to be disowned in a society
ful music for three hours.
where young women cannot live independently—nor
does she want to inflame the feud between the families. 5. rich; Cody became rich when her novel became a
Some sudents may note, however, that Capulet does bestseller.
not actively pursue the rivalry between the families, as 6. plan; The plan Andrew made to solve his problem
his tolerance for Romeo’s presence at the feast in Act I was very reasonable.
has indicated. If Juliet had divulged her marriage, he 7. awaken; I was afraid that the loud music would
probably would have been furious, but perhaps in time awaken my parents, who were asleep upstairs.
he would have seen the union as a means to ending
the feud. Reading Warm-up A, p. 79
Sample Answers
16. Sample paraphrase: LADY CAPULET. He (Benvolio) is
1. The limited knowledge of the day usually meant a
related to Romeo. He is lying because of his close rela-
patient would get worse rather than better; No one can
tionship. Many men (Montagues) fought in this nasty
deny that the sun rises in the east.
fight, and still they could kill only one Capulet. I beg you
to bring justice, Prince. Romeo killed Tybalt, so Romeo 2. (lack of education); The lamentable lack of playgrounds
must die. PRINCE. Romeo killed Tybalt; Tybalt had killed in our community must be changed soon.
Mercutio. Who else must pay for these deaths with his 3. (treatments); Pitiful means “making one feel pity or
own blood? sympathy.”
Students should acknowledge that the Prince states 4. going to a physician was often the best option for a sick
unequivocally in Act I that he will not tolerate any more person; A truth that I do not doubt is that love makes
civil strife. He sees the feud as senseless because no life worthwhile.
amount of fighting or death can solve disagreements 5. find a type of doctor called a surgeon; A patient might be
between the families. The Prince’s “Who now . . . ?” desperate because he or she is in great pain, poor, and
question expresses the senselessness of the fighting. In close to giving up hope for a cure.
an attempt to stop the killing, he then goes on to banish 6. (infections); We prevent infections today by sterilizing
Romeo instead of having him put to death. equipment, washing hands, and using antibiotics.

212
7. with an infection that could not be treated; To make a 3. The “state tomorrow” that Juliet will be in and the nec-
patient less miserable, doctors would give him or her essaries culled are not those that Lady Capulet probably
painkillers and medicine to treat the problem. has in mind.
8. (treat pain or disease); The remedy I use to treat a cold
is vitamin C. Reading: Breaking Down Long Sentences
to Summarize, p. 83
Reading Warm-up B, p. 80 Sample Answers
Sample Answers 1. She cries all the time for Tybalt’s death. So I have not
1. to reform church music; Some people make a New mentioned love to her. Love does not flourish when
Year’s resolution to exercise more. someone is mourning.
2. (true religious); To show religious devotion, someone 2. This knife shall decide my life or death. You may find a
might attend a service, pray at home, or do good deeds. solution to my misfortunes. If not, I will die.
3. they turned to an Italian composer named Palestrina; I 3. Wait a minute, Juliet. I see some hope. It will be risky
practiced my dance for weeks; therefore, I should not though—just as risky as what we are trying to prevent.
make any mistakes during the performance.
4. (to accompany singers); Two of my favorite musical Vocabulary Builder, p. 84
instruments are the guitar and the flute.
A. Sample Answers
5. (worshiping); (working); When some people are at
1. No, because pensive means “deeply thoughtful.”
leisure, they like to read magazines.
2. You would probably be concerned at your friend’s
6. accompaniment; Two of my favorite musicians are the
willfulness or stubbornness.
Edge and Norah Jones.
3. You would probably not want to go there because the
7. (citizens); A prosperous person today might have a very
place was described as gloomy.
large house with a huge backyard and swimming pool.
4. It would be ordered.
8. music; Rouse means “wake someone up”
5. No, because the smell would be disgusting.
Writing About the Big Question, p. 81 6. A sick person would be more likely to carry a vial
because it is used to hold medicine.
A. 1. conformity
2. understanding
B. Sample Answers
3. defend and/or accept 1. You might be enjoined to be quiet in a library.
4. values 2. A person might enlarge a house.
B. Sample Answers 3. You might use food to entice your dog to do a trick.
4. A book might enlighten you about the subject of
1. When the topic of school uniforms came up, I thought
medicine.
it was a good idea. My classmates, however, were all
against it. 5. A strong riptide might endanger swimmers.
2. I believe that we can show our individuality in ways
other than our clothing. I can defend school Enrichment: Medicine, p. 85
uniforms because they would take the emphasis off A. Sample Answers
of fashion and put it back on education where it 1. pharmacology, psychiatry, chemotherapy
belongs.
2. Emergency: almost any depending on the illness or
C. Sample Answer trauma
Differences between families can result in tragedy if Ophthalmology: emergency, surgery
nobody is willing to try to bring the families together.
Orthopedics: radiology, emergency, surgery
Someone needs to do whatever it takes to get people to
Surgery: almost any depending on type of surgery
start talking about their differences and how these
differences can be settled.
Open-Book Test, p. 86
Literary Analysis: Dramatic Irony, p. 82 Short Answer
1. Paris believes that they are going to be married, while
Sample Answers
Juliet tries to respond without lying, but also without
1. Paris does indeed “disturb devotion”—that of Juliet to
giving herself away.
Romeo; and, as we learn later in the act, no one will
Difficulty: Average Objective: Literary Analysis
“rouse” Juliet on Thursday.
2. Pensive means “thinking deeply or seriously.” The Friar
2. The irony is that Juliet is not “reclaimed” to Capulet’s
calls Juliet pensive because he knows her problem and
wishes, even though she appears that way to him. His
she is supposedly coming to confession.
happiness is doomed.
Difficulty: Challenging Objective: Vocabulary

213
3. She hopes he can think of an honorable way for her to ingrained in the family that her parents would cast her
avoid marrying Paris. She feels she has no choice but to out for marrying Romeo.
kill herself if the Friar cannot help her. Difficulty: Average Objective: Essay
Difficulty: Average Objective: Interpretation 13. Capulet says, “Death is my son-in-law. . . . My daughter
4. In the first sentence, Juliet uses long to mean “a great he hath wedded.” He uses metaphors of death as her
amount of time.” In the second, she uses long to mean husband, since she was to be married but has died
“wish.” Juliet’s first usage of speak is in the sense of instead. His excited plans for the wedding are changed
“say” or “utter.” In the phrase “speak not of remedy,” to funeral preparations: “All things that we ordainèd
she uses the word to mean “signal” or “inform.” festival / Turn from their office to black funeral—.”
Difficulty: Challenging Objective: Literary Analysis Romeo was ready to die in Act III when he learned he
5. I am very happy. My stubborn daughter is obedient now. was banished. Juliet was ready to kill herself rather
Difficulty: Easy Objective: Reading than marry Paris. The images in Capulet’s speeches
reflect how the feelings of the lovers are so strong that
6. She fears the mixture will not have the intended effect
death and love are intertwined.
and she will have to kill herself with the dagger; the
mixture is a poison devised by the Friar to save his Difficulty: Challenging Objective: Essay
reputation; she will wake in the tomb alone and die of 14. Capulet is happy when Juliet pretends to obey him (Act
the unhealthy air or go insane; she sees the ghost of IV, Scene ii). He is so excited about the wedding that he
Tybalt. intends to stay up all night to prepare, although Lady
Difficulty: Average Objective: Interpretation Capulet would prefer to wait until Thursday for the
ceremony (Scene ii, lines 22–46). Lady Capulet tries to
7. Dismal means “causing gloom or misery.” Juliet
help Juliet prepare in Scene ii, but her daughter asks to
imagines seeing herself in the tomb, which is full of
be left alone. In Scene iv, Lady Capulet refers to
fears and unknown terrors.
Capulet’s history as a woman chaser and says that she
Difficulty: Average Objective: Vocabulary will watch him. He replies that she is jealous. Students
8. In contrast to Juliet’s “dismal scene,” the Capulets are may point out that the relationships are not truly
busy and cheerful as they work. The banter of Capulet, harmonious, since there is a lack of full communication
Lady Capulet, and Nurse provides touches of comic among family members.
relief. Shakespeare may have included the scene to Difficulty: Average Objective: Essay
lighten the mood or to provide contrast.
Oral Response
9. Juliet is not dead. However, the reader knows from the
Prologue in Act I that Juliet will die by the end of the
supported by appropriate examples from the selection.
play.
10. God is punishing you for your sins. Do not continue to Selection Test A, p. 89
disobey fate or the will of heaven.
Critical Reading
Difficulty: Average Objective: Reading
2. ANS: A DIF: Easy OBJ: Comprehension
Essay
11. Students should provide an explanation and a
prediction relating to a situation such as the following: 4. ANS: C DIF: Easy OBJ: Literary Analysis
Capulet’s desire to see Juliet married so that she can 5. ANS: C DIF: Easy OBJ: Comprehension
get over her sorrow for Tybalt’s death; the family’s belief 6. ANS: D DIF: Easy OBJ: Comprehension
that Juliet is repentant; the family’s belief that Juliet is
dead; Juliet’s simulation of her own death, which will
happen later in the play. 8. ANS: D DIF: Easy OBJ: Literary Analysis
Difficulty: Easy Objective: Essay 9. ANS: C DIF: Easy OBJ: Reading
12. The plan is for Juliet to drink the potion which will 10. ANS: B DIF: Easy OBJ: Literary Analysis
make her appear dead for 42 hours. She will be placed
in the family vault. Meanwhile, the Friar will contact
Romeo and together they will meet Juliet when she Vocabulary
wakes in the tomb. Romeo will take her with him to live 11. ANS: C DIF: Easy OBJ: Vocabulary
in Mantua. The Friar may have felt that Juliet’s family 12. ANS: D DIF: Easy OBJ: Vocabulary
was too angry with Romeo for killing Tybalt to listen to
the true story. He may have felt that the feud was so

214
Essay Lawrence is to send for Romeo; and Romeo, being aware
14. In their essays, students should analyze one example of of the plan, is to meet Lawrence and take Juliet to Man-
dramatic irony in Act IV. They may discuss, for exam- tua after the funeral. Students should recognize that
ple, Capulet’s assumptions about Juliet’s sorrow for the plan is likely to fail if the sequence or timing is
Tybalt’s death, the family’s assumption that Juliet is altered—even if they cannot yet predict exactly how.
repentant and reconciled to the marriage with Paris, Difficulty: Average Objective: Essay
Juliet’s faking of her death, or the family’s evident belief 19. In their essays, students should indicate that they
that she really is dead. Students should give a thorough understand Friar Lawrence as a round (complex) char-
explanation of the dramatically ironic situation along acter, not just as a stereotype of a cleric. He is Romeo’s
with a prediction of how the situation will turn out. friend and teacher, he consoled and counseled him, and
Difficulty: Easy Objective: Essay he performed the marriage of Romeo and Juliet. His
15. In their essays, students should do two things: accu- idea of the potion makes sense because of his expertise
rately summarize Friar Lawrence’s plan and then spec- with, and philosophical approach to, plants and herbs.
ulate on why Friar Lawrence and Juliet carry out that He combines his concern for Romeo and Juliet’s future
plan rather than reveal the truth of her marriage to with his interest and knowledge of medicine into a plan
Romeo. Evaluate students’ essays for clarity and that seems feasible. Evaluate students’ essays for clarity
coherence. and for specific references to the play.
Difficulty: Easy Objective: Essay Difficulty: Average Objective: Essay
16. Capulet is happy when Juliet pretends to obey him (Act 20. Capulet is happy when Juliet pretends to obey him (Act
IV, Scene ii). He is so excited about the wedding that he IV, Scene ii). He is so excited about the wedding that he
intends to stay up all night to prepare. Lady Capulet intends to stay up all night to prepare, although Lady
would prefer to wait until Thursday for the ceremony Capulet would prefer to wait until Thursday for the cer-
(Scene ii, lines 22–46). Lady Capulet tries to be helpful emony (Scene ii, lines 22–46). Lady Capulet tries to help
to Juliet in Scene iii, but her daughter asks to be left Juliet prepare in Scene ii, but her daughter asks to be
alone. left alone. In Scene iv, Lady Capulet refers to Capulet’s
history as a woman chaser and says that she will watch
him. He replies that she is jealous. Students may point
out that the relationships are not truly harmonious,
Selection Test B, p. 92
since there is a lack of full communication among family
Critical Reading members.
1. ANS: B DIF: Average OBJ: Interpretation Difficulty: Average Objective: Essay
3. ANS: C DIF: Average OBJ: Comprehension The Tragedy of Romeo and Juliet, Act V,
4. ANS: C DIF: Average OBJ: Interpretation by William Shakespeare
Vocabulary Warm-up Exercises, p. 96
A. 1. famine
2. suspicion
3. vengeance
9. ANS: C DIF: Average OBJ: Literary Analysis 4. contagion
10. ANS: A DIF: Challenging OBJ: Interpretation 5. infectious
11. ANS: C DIF: Challenging OBJ: Interpretation 6. pestilence
12. ANS: A DIF: Average OBJ: Literary Analysis 7. loathsome
13. ANS: A DIF: Average OBJ: Literary Analysis 8. dispose
B. Sample Answers
Vocabulary 1. F; An unsavory character is one who is morally bad
14. ANS: C DIF: Average OBJ: Vocabulary or unacceptable.
2. F; If you are unaccustomed to eating rich foods, you
15. ANS: D DIF: Average OBJ: Vocabulary
are not used to eating them.
16. ANS: C DIF: Challenging OBJ: Vocabulary
3. T; If you banished citizens from the country where
17. ANS: D DIF: Average OBJ: Vocabulary they were born or lived, they would be kept from liv-
ing in that country.
Essay 4. T; Depart means “to leave,” and return means “to
18. In their essays, students should indicate that they come back.”
understand that the success of the plan depends on 5. F; If my neighbor were in a fury, I would not ask for a
sequence and timing. Juliet is to take the poison; favor then because he or she would be in an angry
215
mood and would probably not want to be bothered B. Sample Answers
with my request. 1. First, I would like to be able to fly. The second power I
6. F; A person who is known for patience remains calm would want is to be able to travel through time.
and probably does not have temper tantrums. 2. I believe that being able to time travel is a unique
7. F; A gentle summer breeze would not have enough opportunity to see both history being made and the
force to make a flag wave violently. future awaiting us. It would give me an understanding
8. T; If you intend to do something, you plan to do it. of past and future events that nobody else could have.
C. Sample Answer
Reading Warm-up A, p. 97 One thing that we can learn from the differences we see
Sample Answers in others is that it is okay to be different. Not everyone
1. (food shortage); (starvation); Famine means “a wide- will see things the same way we do. It is important to
spread lack of food that causes many to starve or die.” accept and embrace differences.
2. killing; The awful pestilence spread throughout the
land, killing 10 percent of the population. Literary Analysis: Tragedy, p. 100
3. (the disease began to spread); If a contagion were affect- Sample Answers
ing my community, the best course of action for me to 1. Romeo fits the description of a tragic hero because he is
take would be to get advice from a doctor. basically good, and he is not a villain. He does not fit the
4. disease; An infectious disease that is common in child- description in the sense that he does not possess a great
hood is mumps. character flaw that causes his downfall. His behavior is
5. (horrifying); Being rude to people is loathsome. occasionally rash or impetuous, but that is not a seri-
6. crier; I would dispose of an empty soda can by having it ous flaw. What causes his downfall is a lot of bad timing
recycled. and rotten luck. The Prologue to Act I prepares us for
this outcome: Juliet and Romeo are “star-crossed”—
7. (that it was a punishment from God); A suspicion is a
that is, ill-fated.
feeling, not based on proof, that something is wrong;
knowledge is something proved. 2. In Romeo and Juliet, the whole tragic situation is not
recognized until it is too late. It is Capulet, and then
8. for humanity’s sins; If someone seeks vengeance, it could
Montague, who see it in all its awfulness. They recog-
lead to violence.
nize that it is their families’ feud that has caused the
tragedy.
Sample Answers Reading: Identifying Causes and Effects
1. leave; Most students go home after they depart from to Summarize, p. 101
school.
Scene i
2. (they always used cars at home); One type of travel to
Balthasar arrives in Mantua. →Romeo learns of Juliet’s
which I am unaccustomed is travel by taxi.
“death.” →Romeo buys poison.
3. to adjust their plans to fit the train schedules; One time
Scene ii
I had to show patience was the day that I had to wait at
the airport for three hours for a delayed flight. Friar Lawrence’s message has not been delivered. →Friar
Lawrence heads to the churchyard.
4. (Verona); Banished means “as punishment, made some-
one move from his or her home.” Scene iii (first half)
5. to attach their notes with chewing gum; Scarlett is so Paris arrives at the churchyard →Romeo arrives at the
polite that she has no unsavory habits. churchyard →Paris and Romeo fight. →Paris is killed. →
Romeo enters the tomb. →Romeo drinks the poison. →
6. (to go there before we visit the arena); I intend to clean
Romeo dies.
my room this weekend.
Scene iii (second half)
7. forced to fight each other; Someone in a fury might yell
loudly, move his or her body wildly, and say things that Friar Lawrence arrives at the churchyard. →Friar Lawrence
he or she does not really mean. sees Romeo and Paris. →Friar Lawrence tries to lead Juliet
away. →Juliet will not leave; she kills herself. →Montague
8. (fought); The two boxers violently punched each other in
and Capulet make peace.
the ring.
Writing About the Big Question, p. 99 Vocabulary Builder, p. 102

A. Sample Answers
A. 1. similarity
1. No, because penury means “extreme poverty.”
2. unique
2. No, you would not be clear about the statement’s
3. values
meaning, since ambiguities would inspire uncertainty
4. defend
or confusion.

216
3. The sight of a scourge would inspire fear. Open-Book Test, p. 108
4. It experiences winds after the storm because Short Answer
remnants means “remainders.”
1. The Friar’s plan of informing Romeo of Juliet’s faked
5. Since haughty means “arrogant,” you would probably death seems to have gone awry.
criticize the person.
Difficulty: Easy Objective: Interpretation
6. They are going, because disperse means “breaking
2. Romeo means that fate has caused Juliet’s death. He
up and scattering.”
does not want to submit to the fate of being left alive if
B. Sample Answers she is dead, so he intends to kill himself.
1. You would have trouble understanding a speech that Difficulty: Average Objective: Interpretation
is full of ambiguities because many parts would have
3. Since there is no scenery, Romeo’s monologue is used to
more than one meaning.
describe how poor the apothecary is. This description
2. The lighting and decor help set the ambiance of a reveals why the apothecary is willing to sell Romeo
restaurant. poison, although to do so is punishable by death.
3. Someone who is ambidextrous can use the left hand Difficulty: Challenging Objective: Interpretation
and the right hand equally well.
4. Health inspectors detained him because of risk of
4. You might be ambivalent about taking a course infection by the plague.
because you fear the subject is too difficult but you
Difficulty: Average Objective: Reading
really like the teacher.
5. The audience knows, although Paris does not know,
5. A room with ambient lighting would have the light
that Romeo is Juliet’s true husband and will arrive to
coming from all around the room.
mourn and join her in death.
Enrichment: Communication, p. 103
6. Romeo appears to be a tragic hero who destroys himself
Sample Answers through a flaw in his character—the violence of his
1. the Montague-Capulet rivalry; the haste with which emotion.
decisions are made and actions carried out, particularly Difficulty: Challenging Objective: Literary Analysis
by Romeo and Juliet; the acceptance of hatred and vio-
7. Romeo fights Paris because Paris tries to stop him from
lence as a fact of life
entering the vault. Paris is killed.
2. Any member of either family could have initiated a
Difficulty: Easy Objective: Reading
“cease-fire,” with the help of a community intervention
specialist, preventing all of the tragedies. Romeo and 8. She kisses Romeo’s lips to try to get some poison from
Juliet could have called a hotline to say, “I’ve fallen in them.
love with someone, but our families hate each other. Difficulty: Easy Objective: Interpretation
What can I do?” Such intervention may have led to less 9. The Prince blames Capulet and Montague for
haste and more communication on Romeo’s and Juliet’s continuing to feud. He also blames himself for not being
parts. strict enough to stop the feud.
3. We should try to lessen the divisions by being tolerant of Difficulty: Average Objective: Literary Analysis
people’s political, religious, cultural, or personal differ- 10. The feud between the Capulets and the Montagues has
ences. We should use communication and problem- been a scourge, or an instrument for inflicting
solving skills to foster good relations among community punishment, that led to the deaths of the young lovers.
and family members. Difficulty: Average Objective: Vocabulary
4. You are not alone with your problem: Help is available.
Essay
Integrated Language Skills: Grammar, p. 104
11. Any change might cause the outcome to be different. If
A. 1. Frightened by the prospect of a brawl; Benvolio
Balthasar had not known of Juliet’s death, for example,
2. Trying to protect Mercutio; Romeo Romeo would not have taken the action he did. If the
3. feuding: families letter had arrived, the original plan might have worked.
B. 1. Rehearsing weekly; subject If Friar Lawrence had reached the churchyard before
2. presenting a special Thanksgiving concert; object of Romeo, he could have explained the situation. If the
the preposition Friar had not exited for a short time, he might have
3. playing the piano for several hours each day; direct been able to prevent Juliet from killing herself. If Juliet
object had awakened earlier, Romeo would not have taken the
poison and Juliet would not have killed herself.

217
12. Juliet tries to obey her parents, follow her religious Essay
beliefs, and be true to her love for Romeo. These 15. Romeo imagines Death in love with Juliet, so the young
objectives come into conflict when she falls in love with man will kill himself there and stay beside Juliet
her family’s enemy and when her father forces her to always, to protect her. He views the poison as a guide
marry Paris, an act which would cause her to break her that shows him the way to destroy his sailing vessel
holy vow. She is courageous when she drinks the poison (bark), or his body.
to fake death, but she is most courageous when she
wakes in the tomb, finds Romeo dead, and kills herself
rather than escape to safety. 16. In their essays, students should address the three ques-
tions: conflicting rules, evidence of Juliet’s courage, and
evidence of her extreme bravery. Juliet tries to obey her
13. Romeo feels a premonition of a fated “untimely death” parents, follow her religious beliefs, and be true to her
before entering the Capulets’ party. Juliet has a love to Romeo. These goals come in conflict when she
premonition of waking in the tomb alone with the dead falls in love with her family’s enemy and when her father
just before she drinks the Friar’s potion. Juliet forces her to marry Paris. She is courageous when she
recognizes the danger of their falling in love so quickly drinks the potion to fake her death, but she is most
by saying “It is too rash, too unadvised, too sudden” (Act courageous when she wakes in the tomb, finds Romeo
II, Scene ii, line 118). Romeo’s behavior in Friar dead, and kills herself rather than escape to safety.
Lawrence’s cell after he kills Tybalt reveals his extremity
of emotion and his tendency toward violence. Students
may say a combination of fate and character flaws leads 17. Students should note that Shakespeare pulls the audi-
to the deaths of Romeo and Juliet. ence away from the grief and inspires some hope about
human nature. There is hope at the end in the reconcil-
iation of the feuding families.
14. Students should review the definition and discussion of
tragedy presented in the text. In tragedy, the central
character meets disaster or great misfortune, and the
misfortune may seem worse than what the character— Selection Test B, p. 114
or anyone else in the play—deserves. Thus, the deaths Critical Reading
of Paris and Lady Montague complete the tragedy. 1. ANS: B DIF: Average OBJ: Reading
Shakespeare pulls the audience away from the grief in
2. ANS: A DIF: Average OBJ: Literary Analysis
the reconciliation of the feuding families.
Difficulty: Average Objective: Essay 3. ANS: D DIF: Average OBJ: Reading
Oral Response 5. ANS: B DIF: Challenging OBJ: Reading
15. Oral responses should be clear, well organized, and well 6. ANS: A DIF: Average OBJ: Literary Analysis
supported by appropriate examples from the selection. 7. ANS: A DIF: Average OBJ: Interpretation
Difficulty: Average Objective: Oral Interpretation 8. ANS: D DIF: Challenging OBJ: Comprehension
9. ANS: A DIF: Challenging OBJ: Interpretation
Selection Test A, p. 111
10. ANS: A DIF: Challenging OBJ: Literary Analysis
Critical Reading
12. ANS: C DIF: Average OBJ: Literary Analysis
2. ANS: B DIF: Easy OBJ: Comprehension
3. ANS: C DIF: Easy OBJ: Reading
4. ANS: B DIF: Easy OBJ: Literary Analysis

6. ANS: C DIF: Easy OBJ: Literary Analysis Vocabulary and Grammar
7. ANS: B DIF: Easy OBJ: Interpretation 15. ANS: B DIF: Average OBJ: Vocabulary
8. ANS: D DIF: Easy OBJ: Reading 16. ANS: C DIF: Average OBJ: Vocabulary
9. ANS: A DIF: Easy OBJ: Reading 17. ANS: D DIF: Average OBJ: Grammar
10. ANS: C DIF: Easy OBJ: Literary Analysis 18. ANS: A DIF: Challenging OBJ: Grammar
12. ANS: A DIF: Easy OBJ: Interpretation Essay
19. In their essays, students should conclude that timing is
Vocabulary and Grammar the critical factor in the failed plans of Romeo, Juliet,
and Friar Lawrence. Students may cite the
14. ANS: C DIF: Easy OBJ: Grammar
218
circumstances leading up to the wedding date and the Reading Warm-up A, p. 119
messages delivered too late or not at all.
Sample Answers
1. Some other power determines whether they live happily
20. In their essays, students should address the three ever after—or not.; Fate means “a power said to control
questions: conflicting rules, evidence of Juliet’s courage, what happens in people’s lives.”
and evidence of her extreme bravery. Juliet tries to obey
2. (typical); Big, shady trees dropping their flowers on the
her parents, follow her religious beliefs, and be true to
sidewalk are characteristic of my neighborhood in the
her love for Romeo. These goals come in conflict when
summertime.
she falls in love with her family’s enemy and when her
father forces her to marry Paris. She is courageous 3. Eros could be lighthearted, but he could also be
when she drinks the potion to fake her death, but she is unkind.; (Many myths)
most courageous when she wakes in the tomb, finds 4. (flaw); A crack in a bowl is an example of a defect.
Romeo dead, and kills herself rather than escape to 5. (fully); A person who heartily disagreed about something
safety. might raise his or her voice and get angry.
Difficulty: Easy Objective: Essay 6. who did not appreciate his loving attention; Appreciative
21. Students should review the definition and discussion of is an antonym for ungrateful.
tragedy presented in the text. In tragedy, the central 7. (river); Peneus is a river god, so it makes sense that he
character meets disaster or great misfortune, and the lives in a river, which is a watery, or full of water, home.
misfortune may seem worse than what the character–or 8. not allowing; Apollo cannot possibly get Daphne to love
anyone else in the play–deserves. Thus, the deaths of him since she is now a tree. In this way, his love for
Paris and Lady Montague complete the tragedy. Daphne is not allowed, or is forbidden, forever.
Shakespeare pulls the audience away from the grief in
the reconciliation of the feuding families.
Sample Answers
1. (not just bad but disgusting); I think bullying is odious
“Pyramus and Thisbe” by Ovid because it is disgusting when kids pick on someone
from A Midsummer Night’s Dream weaker to make themselves feel stronger.
by William Shakespeare 2. (useful); adapting or reworking a known story
3. (promise); Guarantee is a synonym for assurance.
Vocabulary Warm-up Exercises, p. 118 4. (captivating); (grabs the attention); Fascinated is a syn-
A. 1. characteristic onym for enthralled.
2. forbidden 5. (hidden); Secret looks like secrecy and means something
3. conclusion that is not meant to be shared.
4. ungrateful 6. (represent); To signify a friendship, friends might wear
friendship bracelets or have a special greeting between
5. fate
them.
6. watery
7. bound to be; The passage says that it was inevitable
7. heartily
that with so many plays, one of Shakespeare’s works
8. defect would be original and not from another source.
B. Sample Answers 8. (afraid); Brave means the opposite of cowardly.
1. Shopping by catalog is convenient because you do
not have to go to a store. Writing About the Big Question, p. 121
2. An inevitable meeting happens between people who A. 1. determine
were just meant to meet. 2. accept
3. The visitors, enthralled by the city, were thrilled by 3. conformity
its pace.
4. understanding
4. The party was planned in secrecy to keep it a surprise.
B. Sample Answers
5. It is cowardly to volunteer for a dangerous mission
1. Sometimes you know something is right, but the
and then refuse to go.
group does not agree. In this case, doing the right
6. An odious person is someone whose behavior is thing will not be popular.
disgusting.
2. The word courage suggests having strength to do
7. Wedding rings are used to signify a couple’s what is right. When you determine that a cause is
marriage. just and defend it in spite of opposition, you are doing
something courageous.

219
C. Sample Answer Open-Book Test, p. 125
When people have major differences, love has a difficult Short Answer
time surviving. Differences are part of who we are and 1. The tale explains the red color of the berries of the
are not easily changed. If there are enough of these in a mulberry tree.
relationship, conflict can result. It is very difficult to Difficulty: Easy Objective: Interpretation
maintain great affection for someone if the two of you are
2. They mourn the fact that their parents have forbidden
constantly in conflict.
them to marry.
Literary Analysis: Archetypal Theme—Ill-fated Difficulty: Average Objective: Vocabulary
Love, p. 122 3. In her hurry to run from a lioness, Thisbe drops her
cloak, which is then torn and bloodied by the animal.
Sample Answers The sight of the cloak leads Pyramus to conclude,
1. Romeo and Juliet’s relationship is ill-fated in the first falsely, that Thisbe has been killed.
place because their families are feuding. Then, they
have a tragic misunderstanding that leads them to kill
4. Bottom is to play Pyramus.
themselves. Pyramus and Thisbe are ill-fated lovers
because their parents will not let them marry. Then, a Difficulty: Easy Objective: Interpretation
tragic misunderstanding leads them, too, to kill 5. Both parts of the scene deal with the theme of ill-fated
themselves. Titania and Bottom’s relationship is ill- love. The second half does so in a fantastic, humorous
fated because it is based on illusion and cannot last. way by showing Titania’s obsession with Bottom and his
Robin has deceived Titania, the Queen of the Fairies, ass’s ears.
into falling in love with a lowly worker with a donkey’s Difficulty: Challenging Objective: Interpretation
head. 6. Shakespeare pokes fun at the archetypal theme
2. Shakespeare probably had Romeo and Juliet marry of ill-fated love, as shown in the comic situation of
because the audience of his day took marriage very seri- Titania’s attraction to the transformed mortal, Bottom,
ously. The fact that they marry showed this audience who has the head of an ass.
how real their love is and added to the tragedy. Difficulty: Average Objective: Interpretation
3. Titania’s love for Bottom shows that love can be based 7. The two works share the archetypal theme of ill-fated
on illusions. People who are in love may not see each love.
other’s faults or true character, just as Titania does not
really see that Bottom has a ridiculous donkey’s head.
8. In “Pyramus and Thisbe,” Thisbe is an archetypal
4. I think Romeo and Juliet best shows the truth about
ill-fated lover whose life ends in tragedy because of her
love. It shows how far people who are truly in love will
own fatal action, the dropping of the cloak. In A
go for each other. Unlike Titania and Bottom’s love in A
Midsummer Night’s Dream, Bottom is an archetypal
Midsummer Night’s Dream, Romeo and Juliet’s love is
clown, taking himself seriously while others are
true and lasting. I think this type of love is possible and
astounded at his beastly appearance.
is more important than love based on illusions. Romeo
and Juliet is more realistic than “Pyramus and Thisbe.” Difficulty: Challenging Objective: Literary Analysis
In Ovid’s story, Pyramus overreacts to the bloody cloak. 9. Both pairs of lovers are separated by a wall.
In Romeo and Juliet, though, Romeo believes that Juliet Difficulty: Easy Objective: Literary Analysis
is dead because he actually sees her body in the tomb. 10. Both: stories of ill-fated lovers, separated by a wall
“Pyramus and Thisbe”: serious and sad tale ending in
Vocabulary Builder, p. 123 death of the lovers
Sample Answers A Midsummer Night’s Dream: comic rehearsal of
craftsmen / actors who do not want to offend or frighten
A. 1. We heard the mourners’ lament and saw the tears in
their audience
their eyes.
Shakespeare assumes the audience already knows the
2. Since the defeat of our team in the big game was story of “Pyramus and Thisbe.”
inevitable, we prepared ourselves for disappointment.
3. Mr. Schuyler shook his head in disagreement and
said he was not enamored of our plan.
Essay
4. We sat enthralled as the lecturer gave us an exciting
11. Common elements include the unhappy separation of
overview of his pioneering research.
the lovers, the wall, the lion, the meeting by moonlight,
B. 1. C; 2. D; 3. A; 4. B and the lovers’ tragic fate.
C. 1. D; 2. B Difficulty: Easy Objective: Essay

220
12. Possible answers: Similarities in characterization: archetypal theme of ill-fated love, the families’ conflict or
passion of the lovers and courage that both Juliet and opposition to the lovers’ relationship, the intense pas-
Thisbe find through love. Differences in sion of the young lovers, their decision to meet in secret,
characterization: the greater depth that Shakespeare and a critical misunderstanding that causes the tragic
gives his characters. Setting: The writings differ in time deaths of both sets of lovers.
and place between ancient Babylon and Renaissance Difficulty: Easy Objective: Essay
Verona. Mood: Romeo and Juliet becomes intensely 16. In their essays, students should point out that the
tragic in the final act, while “Pyramus and Thisbe” is humor of the play rehearsal comes from the clumsiness
less intense, and its ending is a gentler sorrow and and literal interpretation of the love story by the players.
regret. Author’s attitude: Both authors take a serious Thus, they decide they need actors to portray parts of
attitude toward human tragedy and ill-fated love. the setting (Moonshine and Wall), and they add special
Difficulty: Average Objective: Essay prologues so that the ladies in their audience will not be
13. Students should point out that the dramatic irony in offended or frightened. Humor also arises from mispro-
the first part of the scene stems from the craftspeople’s nunciations or the wrong choice of words. In the second
bumbling approach and their crude understanding of part of the scene, Titania, under the influence of Robin’s
theater. In the second part of the scene, the irony spell, falls in love with Bottom. The humor of this part
concerns Bottom’s ignorance that he has been comes from the ridiculousness of Titania’s love for
transformed and Titania’s unawareness that she is Bottom. The humor in the first part of the scene shows
under a spell. that Bottom and his fellow craftsmen are serious about
Difficulty: Challenging Objective: Essay their performance but are not well-educated enough to
14. Students should support their main ideas with reasons, do a good job. The humor in the second part of the
examples, and references to the text. Evaluate essays on scene shows that Bottom is able to adapt to a surprising
clarity, coherence, and specific support. new situation. It also shows that Titania, queen though
she is, can act foolishly.
17. Students should note that the craftsmen are portrayed
Oral Response as clowns, bumbling and not very bright. In contrast,
15. Oral responses should be clear, well organized, and well the fairies are royalty, powerful with their magic, and
supported by appropriate examples from the selections. gracious (“Be kind and courteous to this gentleman”).
Difficulty: Average Objective: Oral Interpretation Titania and Bottom are so different in social class and
in appearance that her attraction for the changed Bot-
Selection Test A, p. 128 tom is unlikely and amazing.
Critical Reading
1. ANS: A DIF: Easy OBJ: Literary Analysis Selection Test B, p. 131
Critical Reading
Vocabulary 11. ANS: C DIF: Average OBJ: Literary Analysis
12. ANS: B DIF: Easy OBJ: Vocabulary 12. ANS: A DIF: Challenging OBJ: Literary Analysis
13. ANS: A DIF: Easy OBJ: Vocabulary 13. ANS: B DIF: Challenging OBJ: Interpretation
14. ANS: B DIF: Easy OBJ: Vocabulary 14. ANS: B DIF: Average OBJ: Comprehension
Essay Vocabulary
15. Students should point out that Shakespeare’s Romeo 15. ANS: A DIF: Average OBJ: Vocabulary
and Juliet contains a number of elements adapted from
Ovid’s story of Pyramus and Thisbe: for example, the
221
17. ANS: B DIF: Average OBJ: Vocabulary 9. ANS: D
18. ANS: D DIF: Challenging OBJ: Vocabulary 10. ANS: B
11. ANS: A
Essay 12. ANS: D
19. In their essays, students should discuss both similari- 13. ANS: C
ties and differences between the works and should com- 14. ANS: B
ment on the elements of plot, characterization, setting,
15. ANS: C
and mood. Similarities in characterization include the
passion of the lovers and the courage that both Juliet 16. ANS: A
and Thisbe find through love. Differences in character- 17. ANS: D
ization include the greater depth that Shakespeare gives
18. ANS: A
his characters. The settings differ in time and place
(ancient Babylon and Renaissance Verona). The mood of 19. ANS: B
Romeo and Juliet becomes intensely tragic in the final 20. ANS: C
act. The mood of “Pyramus and Thisbe” is less intense. 21. ANS: D
Its ending is characterized by a gentler sorrow and
22. ANS: A
regret.
23. ANS: B
20. In their essays, students should point out that the dra- 24. ANS: B
matic irony in the first part of the scene stems from the 25. ANS: D
craftspeople’s bumbling approach and their crude 26. ANS: C
understanding of theater. In the second part of the
27. ANS: B
scene, the irony concerns Bottom’s ignorance of his
being transformed and Titania’s not realizing that she is 28. ANS: A
under a spell. 29. ANS: C
Difficulty: Challenging Objective: Essay 30. ANS: D
21. Students should support their main ideas with reasons, 31. ANS: C
examples, and references to the text. Evaluate essays on
32. ANS: B
clarity, coherence, and specific support.
WRITING
Writing Workshop 33. Students’ letters should show that they understand
their adopted character and the problem that they are
Writer’s Toolbox, p. 135 trying to solve.
A. 1. infinitive phrase; 2. appositive phrase; 3. gerund 34. Editorials should be logically organized, use persuasive
phrase; 4. participial phrase devices, and include evidence in support of ideas.
B. Sample Answers 35. Instructions should be clear and easy to follow. All
important steps should be included in an order that
1. Playing baseball is Pablo’s favorite activity.
makes sense.
2. Pablo, a skillful pitcher, plays on a local baseball team.
3. Throwing a mean curveball, Pablo often gets the
batter out. “The Inspector-General” by Anton Chekhov
4. Pablo plans to pitch in the major leagues.
Vocabulary Warm-up Exercises, p. 144
Benchmark Test 9, p. 136 A. 1. conversation
MULTIPLE CHOICE 2. gestures
1. ANS: B 3. swig
2. ANS: C 4. express
5. creeps
3. ANS: D
6. stamps
4. ANS: B
5. ANS: D
6. ANS: C
7. ANS: A
8. ANS: C

222
7. wheezes 7. By reforming Russian banks, courts, and schools; By
8. pounces reforming Russian banks, courts, and schools,
B. Sample Answers Alexander II was speeding up the entry of his nation into
the modern world.
1. In modern times, a horse-drawn carriage would
8. undoing many of the reforms put in place by his father;
probably be found in the country or in a large park
He would act discreetly because if the people who liked
rather than on a busy city street.
the reforms saw clearly what he was doing, they would
2. No, it would take a clever and smart person to think be angry and try to stop him.
of a cunning plan.
3. If I wanted to tell my friend something discreetly, I Writing About the Big Question, p. 147
would whisper so that no one else would hear me.
A. 1. assimilated
4. If I were hastening to get there, I would ride a bicycle.
2. culture and/or background
5. A housekeeper might cook, wash clothing, and dust
3. individuality
the furniture.
4. differences
6. If I were offended by someone, I would be angry or
hurt and would not thank him or her. B. Sample Answers
7. A good storyteller should have a lively imagination 1. As a Chinese American, I learned to speak some
and an expressive voice. Chinese and write Chinese characters. I also enjoy
making traditional Chinese meals for my family.
8. Urban areas generally have more people and taller
buildings than the country, which has fewer houses 2. I would be very upset if either of these aspects of my
and more open land. culture were taken from me. My background as a
Chinese American is an important part of who I am.
Reading Warm-up A, p. 145 C. Sample Answer
No matter how hard someone tries, his or her back-
Sample Answers
ground will always show itself in some way. Your identity
1. between the railroad station and the city’s busy theater
is made up of everything that makes you unique. An
district; Express means “direct and rapid; not making
important part of your identity is your background. You
many stops.”
might try to conceal your background, but ultimately it
2. wealthy passengers; Topics of conversation might have is impossible to hide who you are.
included the city, the weather, and the theater.
3. the flask he carried; A person might swig water, juice, or Literary Analysis: Comedy, p. 148
milk.
Sample Answers
4. to emphasize the poor condition of his boots; When
someone stamps, you hear a very loud sound like a 1. The passage is comic because the storyteller lightly pokes
thud. fun at the Inspector-General’s egotism and because it is
the inspector-general himself who initiates the discovery
5. to demonstrate his ill health; Someone who wheezes
that he has failed to disguise himself successfully.
may have a breathing problem like asthma.
2. The passage is humorous because the driver empha-
6. (helplessly); He is probably shaking his head or shrug-
sizes the secretive methods of the inspector-general, but
ging when he gestures.
it is evident that the official uses these methods in vain.
7. passenger; A caterpillar creeps down a tree trunk.
3. The passage is dramatically ironic because there is a
8. (Holding onto him tightly); Pounces means “jumps on direct contradiction between the inspector’s belief that
someone or something suddenly.” his identity is well-hidden and the reality that everyone
knows who he is.
Reading Warm-up B, p. 146 4. The passage is humorous because the inspector-general
Sample Answers discovers that even his elaborate attempt to conceal his
1. (city); I live near the urban area of Cleveland. drinking has failed to fool people.
2. (Leo Tolstoy); My favorite storyteller is Edgar Allan Poe.
3. (ride around); A fine carriage might be painted shiny black
Reading: Drawing Conclusions, p. 149
and gold. Beautiful white horses might be pulling it. Sample Answers
4. run his household; A peasant could not afford to hire a 1. Evidence: The traveler asks the driver, “Know anything
housekeeper. about him?” and “Any good, is he?” Conclusions: The
5. (injustice); Offended means “hurt or angry because of traveler is fishing for information, trying to find out how
rudeness or an insult.” much is known about the new inspector-general.
6. met secretly to overthrow the government; They were 2. Evidence: The driver describes the inspector’s way of
cunning enough to meet in secret so their plan had a talking as “wheezing,” to which the traveler responds,
better chance of succeeding. “That’s not wheezing! That’s the way he talks! So I
gather.” Conclusions: The traveler knows how the
223
inspector-general talks but is pretending that he knows 1. City Water Commission or Service
less than he does. 2. Name of local reservoir or water storage or purification
3. Evidence: Stage directions indicate that the traveler is facility
startled and offended by the driver’s description of the 3. Public Services Department, Solid Waste Division
inspector’s drinking habits. The traveler asks, “How do 4. Public Services Department, Solid Waste Division; or
you know all this, may I ask?” Conclusions: The traveler city recycling program
wants to know how information about the inspector’s
5. Public Services Department, Street Maintenance
personal habits is leaking out to the public.
6. Public Services Department, Public Safety Division; or
4. Evidence: The traveler says about the inspector, “Very
City Manager
cunning.” Conclusions: The traveler/inspector still
believes his methods are sly and undetected. 7. Public Services Department, Traffic Division; or police
station
5. The traveler is the new inspector-general.
8. City Parks and Recreation Department
6. He travels incognito because he wishes to “pounce”
upon the unsuspecting townspeople with a surprise 9. City Board of Education
inspection. 10. Community animal control, which may be operated by a
7. The traveler/inspector takes his work seriously. city Health Department or Public Safety Division
8. The traveler/inspector expects his disguise and surprise
inspection to be a success.
Integrated Language Skills: Grammar, p. 152
9. The traveler/inspector is an earnest man who has little A. 1. while he was studying medicine in Moscow; adverb
idea of how matters in his life really work, as is indi- clause
cated by the revelations concerning his valet and his 2. which include The Seagull and The Cherry Orchard;
housekeeper. adjective clause
3. That Chekhov regarded others with tenderness and
Vocabulary Builder, p. 150 compassion; noun clause
A. Sample Answers 4. that he has already been recognized; adjective clause
1. The person would not want to be bothered by people B. Examine students’ paragraphs for correct usage and
who recognized him or her. identification of subordinate clauses.
2. Because it has wheels, a cart would trundle, or roll
along; a horse would walk. Open-Book Test, p. 155
3. It is difficult to answer an anonymous letter directly Short Answer
because the sender is nameless. 1. Students should realize that the Traveler is really the
4. Because discreetly means “without drawing atten- new Inspector-General.
tion,” you would not be likely to attract other people’s Difficulty: Easy Objective: Reading
notice. 2. The subject is the identity of the new Inspector-General.
5. A cunning person (someone skilled in deception) is The dramatic irony is that the Traveler believes his
more likely to be deceptive than candid. identity is a secret, while the audience realizes that the
6. If you send a message via telegraph, you are sending Driver knows the Traveler’s true identity.
it by a code of electrical signals over a wire or by Difficulty: Average Objective: Literary Analysis
radio. 3. The passage is ironic because everyone knows exactly
B. Sample Answers who the Traveler is.
1. An antonym for fortunate is unlucky. Difficulty: Easy Objective: Interpretation
2. It is impossible to know who wrote an anonymous 4. Students should recognize that the Driver, when
poem because the author is unidentified. describing the Inspector-General, is also describing the
3. Author William Sydney Porter used the pseudonym Traveler exactly.
O. Henry. Difficulty: Challenging Objective: Literary Analysis
4. “Fish” is a misnomer, or wrong name, for a whale 5. Despite the Inspector-General’s best efforts, everyone
because a whale is a mammal. knows who and where he is. He is not accomplishing
5. A nominal ruler would be a ruler in name only, so the what he believes he is doing.
king would not really have much power. Difficulty: Easy Objective: Literary Analysis
6. Students should recognize that the purpose of the
Enrichment: Local Government Services, p. 151 questions is to find out how much is known about the
Sample Answers new Inspector-General and his visit.
Students’ responses should include both the name and the Difficulty: Average Objective: Reading
address of organizations.

224
7. The Driver knows that the new Inspector-General must diversion, much like a cat playing with an unwitting
return home due to the unexpected failure of his mouse.
disguise. Difficulty: Average Objective: Essay
8. The new Inspector-General is ineffective because, even
Oral Response
though he wants to surprise the villagers he goes to
inspect, he never surprises anyone because everyone 15. Oral responses should be clear, well organized, and well
knows who he is. supported by appropriate examples from the selection.
Difficulty: Average Objective: Interpretation Difficulty: Average Objective: Oral Interpretation
9. Students should recognize that the Traveler realizes

that his disguise has been ineffective and therefore Selection Test A, p. 158
decides to go home, terminating his visit. Critical Reading
Difficulty: Challenging Objective: Reading 1. ANS: B DIF: Easy OBJ: Comprehension
10. A good disguise would hide the Inspector-General’s 2. ANS: C DIF: Easy OBJ: Comprehension
identity so he could move about without drawing
attention to himself.
Difficulty: Average Objective: Vocabulary
Essay
11. Students might mention that it is the Traveler who first
brings up the subject of the new Inspector-General.
Students should note that the Traveler presses the 9. ANS: C DIF: Easy OBJ: Interpretation
Driver for information when he asks, “Know anything 10. ANS: A DIF: Easy OBJ: Interpretation
about him?” The dialogue raises the reader’s suspicions
about the Traveler’s true identity. Students may note
that as the Driver’s comments about the Inspector’s
attempts to disguise himself become more specific, the 11. ANS: A DIF: Easy OBJ: Vocabulary
Traveler’s responses become more defensive. The 12. ANS: C DIF: Easy OBJ: Vocabulary
Traveler’s meager attempts to cover up his blunders
13. ANS: D DIF: Easy OBJ: Grammar
help confirm that the Traveler is the Inspector-General.
14. ANS: B DIF: Easy OBJ: Grammar
12. Students should note that both the old and the new
Inspectors-General are ineffective, though for different Essay
reasons. Both of them are well-known to the people they 15. Students should note that both the old and the new
are supposed to be inspecting, and both are ridiculed by Inspectors-General are ineffective, though for different
those people. reasons. The old Inspector-General was lazy and glut-
Difficulty: Average Objective: Essay tonous, and he contented himself with shouting at
13. Examples of irony include the Traveler’s attempts to people and then moving on. The new Inspector-General
hide his identity and the situation in which the Traveler thinks he is clever but actually makes many mistakes.
thinks he is successfully traveling incognito, when in Both officials are well known to the people whom they
actuality the Driver and the reader know that he is the are supposed to be inspecting, and both are ridiculed by
Inspector-General. Students should explain that these people.
Chekhov’s use of irony creates humor and helps to Difficulty: Easy Objective: Essay
suggest that life for a new Inspector-General in a 16. Students should define dramatic irony as a contradic-
Russian village is more complicated than it appears tion or discrepancy between what a character thinks or
to be. says and what the audience or reader knows is true.
Difficulty: Challenging Objective: Essay Students should point out that the central dramatic
14. Students should explain that the presence of an irony in “The Inspector-General” involves the traveler’s
Inspector-General gives the appearance of the belief that he is successfully traveling incognito vs. the
government’s power and authority in the daily lives of driver’s and the audience’s knowledge that the traveler
the peasants. However, the peasants continue to live is really the Inspector-General.
their lives despite the corruption and ineffectual efforts Difficulty: Easy Objective: Essay
of government. Students may point out that peasants 17. Students should explain that the disguise does not fool
such as the Driver may see the inspectors, and hence the Driver, so the Inspector-General remains defined as
the role of government in their lives, as a humorous the government official.

225
Selection Test B, p. 161 diversion, much like a cat playing with an unwitting
mouse.
Critical Reading
from The Importance of Being Earnest
3. ANS: B DIF: Average OBJ: Comprehension by Oscar Wilde
4. ANS: D DIF: Average OBJ: Literary Analysis from Big Kiss by Henry Alford
6. ANS: B DIF: Challenging OBJ: Literary Analysis Vocabulary Warm-up Exercises, p. 165
7. ANS: B DIF: Average OBJ: Interpretation A. 1. ordinary
8. ANS: C DIF: Challenging OBJ: Literary Analysis 2. aristocracy
9. ANS: B DIF: Challenging OBJ: Reading 3. confidence
10. ANS: D DIF: Challenging OBJ: Interpretation 4. precise

5. respectability
11. ANS: B DIF: Challenging OBJ: Reading
6. vivacious
7. utmost
13. ANS: C DIF: Challenging OBJ: Interpretation
8. opinion
B. Sample Answers
1. Lily will soon achieve / accomplish every goal she set
Vocabulary and Grammar for the year.
15. ANS: D DIF: Average OBJ: Vocabulary 2. I will be available / free for a party on July 4.
16. ANS: A DIF: Average OBJ: Vocabulary 3. Patricia and her colleagues / co-workers sold all the
cookies in record time.
17. ANS: D DIF: Challenging OBJ: Grammar
4. Kevin was considered an eligible / suitable bachelor
in his social circle.
Essay 5. This certificate is your guarantee / promise that the
18. Students might mention the following details from the product will work.
play: It is the traveler who first brings up the subject of 6. Inquiries have been made about his past activities. /
the new Inspector-General, asking the driver what he Questions have been asked about his past activities.
knows about him. As the driver’s comments about the 7. The glee club’s interpretation / presentation of that
inspector’s attempts to disguise himself become more classic song was quite original.
specific, the traveler’s responses become more defen-
sive. The traveler’s attempts to cover up his blunders
with phrases like “from what I’ve heard” and “so I Reading Warm-up A, p. 166
gather” leads the reader to conclude that the traveler is Sample Answers
the Inspector-General. 1. (much more than slightly); Andrew gave his utmost
Difficulty: Average Objective: Essay effort to win the game.
19. Students should note that the play has a light tone, 2. strong and capable; To inspire confidence, leaders must
uses humorous dialogue, and contains a central dra- have intelligence, courage, and wisdom and be able to
matic irony: The traveler thinks he is successfully trav- make hard decisions when necessary.
eling incognito, whereas the driver and the reader know 3. (royal); Aristocracy means “people born as members of a
that the traveler is really the Inspector-General. Stu- powerful upper class.”
dents should also note that Chekhov’s main purpose in
4. considered all sides of an issue first; My opinion about a
the play is to amuse or entertain.
person’s first name is that it should be one that is not so
Difficulty: Average Objective: Essay weird or unusual that other children would make fun of
20. Students should explain that the presence of an it. I also think it is important that people like their
Inspector-General gives the appearance of the name.
government’s power and authority in the daily lives of 5. exact; I must be precise when I am giving change to cus-
the peasants. However, the peasants continue to live tomers at the bake sales.
their lives despite the corruption and ineffectual efforts
6. (special); An ordinary piece of clothing that I own is a
of government. Students may point out that peasants
pair of jeans.
such as the Driver may see the inspectors, and hence
the role of government in their lives, as a humorous

226
7. because the Henderson family has always acted in a The tone is light and amusing, even absurd. The writer
proper, decent way; One quality that I think gives a per- does not appear to be a target of the satire.
son respectability is honesty. 2. This passage satirizes the ridiculous seriousness of
8. (liveliness); Barry’s vivacious personality helped every- movie extras about their parts. The writer’s role is just
one get into a good mood. to be part of a crowd, yet he talks about his “character
interpretation” and his “work.” The tone is light and
Reading Warm-up B, p. 167 entertaining, especially because the writer can see how
silly he is being. The writer is a main target of the satire.
Sample Answers
1. put in long hours and go through numerous hardships;
Vocabulary Builder, p. 170
I hope to achieve excellence at playing the guitar.
2. body language and voice; If I gave a silent interpretation
A. Sample Answers
of a shy person, I would look down at the ground and 1. Ignorance of addition means you cannot take algebra.
cover my mouth with my hand. 2. Teresa was so assiduous that she stayed up late
3. (Acting classes); If I recommended a restaurant, I might studying for the final exam.
say that the food and the service were excellent. B. 1. C; 2. B
4. (future success on a professional level); A television set C. 1. A; 2. B
might come with a guarantee that it will work for a cer-
tain amount of time. Open-Book Test, p. 172
5. because of personal appearance; Thomas’s good grades Short Answer
made him an eligible candidate for a scholarship.
1. Satire is writing that exposes and makes fun of the
6. (about the director’s requirements); Inquiries means foolishness and faults of an individual, an institution, a
“questions asked as part of a search or investigation.” society, or a situation.
7. at odd times; Watermelon is usually available in the Difficulty: Easy Objective: Literary Analysis
summer.
2. Targets of Wilde’s satire include hypocrisy, materialism,
8. (directors, producers, and fellow actors); In my dream snobbery, and romantic love. Targets of Alford’s satire
job, my colleagues would be other dancers. include egotism, self-promotion, and self-importance.
Alford’s Big Kiss, with its focus on pop culture, may be
Writing About the Big Question, p. 168 considered more trivial. Wilde attacks the larger issue of
A. 1. differentiate hypocrisy in English society.
2. determine Difficulty: Average Objective: Literary Analysis
3. differences 3. Lady Bracknell: snobbish, materialistic, and
4. unique hypocritical
B. Sample Answers Assistant director: petty, self-important, and abrupt to
the point of rudeness
1. I might be able to tell identical twins apart if one was
more talkative than the other. Another way I could tell Difficulty: Challenging Objective: Literary Analysis
them apart is if one was more aggressive or passive 4. The Importance of Being Earnest: acerbic, pointed; Big
than the other. Kiss: humorous, sympathetic
2. Someone might be able to differentiate me from an Difficulty: Average Objective: Literary Analysis
identical twin by my unique interests. For example, I 5. Gwendolen says exactly what she feels, contrary to the
enjoy talking about the differences among various expectations of a woman’s behavior in late Victorian
species of insects, a topic that does not often come up England.
in casual conversation. Difficulty: Average Objective: Interpretation
C. Sample Answer 6. Lady Bracknell is best described as bossy.
In some situations, our differences can be used to show Difficulty: Easy Objective: Interpretation
us in a funny light. Being different defines us, and that 7. The questions reveal that she is overly concerned with
definition can sometimes be amusing. For example, a issues such as money and social status.
person overly concerned with cleanliness might wipe off
a chair before sitting down. Those observing such over-
the-top behavior might find it amusing. 8. Alford satirizes the excessive seriousness of the extras
or actors about their parts.
Literary Analysis: Satire, p. 169 Difficulty: Challenging Objective: Interpretation
Sample Answers
1. This passage satirizes the attitudes of young people
toward love, as well as the ideals of the time. Gwendolen’s
love and her ideals are based on a silly belief in a name.

227
9. Acting as an extra in a movie can be great fun. Alford 5. ANS: A DIF: Easy OBJ: Literary Analysis
loved his crazy experience as an extra in Godzilla. 6. ANS: B DIF: Easy OBJ: Literary Analysis
Difficulty: Average Objective: Interpretation 7. ANS: B DIF: Easy OBJ: Comprehension
10. Yes, the narrator was paying very careful attention to
8. ANS: A DIF: Easy OBJ: Literary Analysis
the details of his role.
Difficulty: Average Objective: Vocabulary
10. ANS: A DIF: Easy OBJ: Interpretation
Essay
11. In general, students should point out that Wilde’s tone
is light but very direct, as when he shows how snobbish Vocabulary
Lady Bracknell is. By contrast, Alford’s tone is milder. 12. ANS: B DIF: Easy OBJ: Vocabulary
Evaluate students’ writing for clarity, coherence, and
13. ANS: C DIF: Easy OBJ: Vocabulary
specific references to the selections.
12. In general, students will probably say that reform does Essay
not seem to be a high priority for either Wilde or Alford. 14. At the beginning of their essays, students should define
The witty dialogue in Wilde’s play and the amusing satire correctly and list two features of satire, such as
pretensions and confusions on a film set in Alford’s the use of humor and exaggeration. Students who
narrative are meant primarily to entertain. Evaluate choose The Importance of Being Earnest should give
students’ papers for clarity, coherence, and substantive examples of Wilde’s use of humor to satirize snobbery.
support from the text. If students choose Big Kiss, they should give examples
Difficulty: Average Objective: Essay of Alford’s use of humor and exaggeration to satirize the
13. Students should point out that Oscar Wilde’s choice of movie industry. Evaluate students’ essays for clarity,
the dramatic form gives him the chance to include coherence, and specific support.
numerous exchanges of witty dialogue, or repartee. Difficulty: Easy Objective: Essay
Wilde’s satire is sometimes pointed or sharp in tone. In 15. In general, students should point out that Wilde’s tone
contrast, Henry Alford’s choice of the narrative is light but very direct, as when he shows how snobbish
nonfiction form gives him greater flexibility. He can Lady Bracknell is. By contrast, Alford’s tone is milder.
include dialogue, descriptive passages, and personal Evaluate students’ writing for clarity, coherence, and
thoughts and reactions. Students should mention that, specific references to the selections.
on the whole, Alford’s tone is gentler and less pointed Difficulty: Easy Objective: Essay
than Wilde’s. 16. In general, students will point out that the characters in
Difficulty: Challenging Objective: Essay Wilde’s play, especially Lady Bracknell, believe them-
14. In general, students will point out that the characters in selves to be part of a privileged upper class set apart
Wilde’s play, especially Lady Bracknell, believe from the rest of society. In Alford’s narrative, people
themselves to be part of a privileged upper class set working in films believe that they are part of a special
apart from the rest of society. In Alford’s narrative, cadre of artistic, creative individuals who are entitled to
people working in films believe that they are part of a feel self-important and to promote their own egos.
special cadre of artistic, creative individuals who are Difficulty: Average Objective: Essay
entitled to feel self-important and to promote their own
egos. Selection Test B, p. 178
Critical Reading
Oral Response
supported by appropriate examples from the selections.
Difficulty: Average Objective: Oral Interpretation 4. ANS: C DIF: Average OBJ: Interpretation
5. ANS: B DIF: Challenging OBJ: Literary Analysis
Selection Test A, p. 175 6. ANS: C DIF: Average OBJ: Interpretation
Critical Reading 7. ANS: D DIF: Average OBJ: Comprehension
1. ANS: D DIF: Easy OBJ: Comprehension 8. ANS: C DIF: Challenging OBJ: Literary Analysis
2. ANS: C DIF: Easy OBJ: Comprehension 9. ANS: B DIF: Average OBJ: Comprehension
3. ANS: B DIF: Easy OBJ: Comprehension 10. ANS: B DIF: Average OBJ: Literary Analysis

228
11. ANS: C DIF: Average OBJ: Interpretation Writing Workshop
12. ANS: B DIF: Challenging OBJ: Literary Analysis
13. ANS: B DIF: Challenging OBJ: Interpretation Research Report—Integrating
Grammar Skills, p. 182
Vocabulary A. 1. if; 2. because; 3. where; 4. when
B. Sample Answers
1. When you travel to a much higher altitude, your body
may take time to adjust.
2. Your breath may be shorter because the air is thinner.
17. ANS: A DIF: Challenging OBJ: Vocabulary 3. Denver is a mile above sea level, while Pike’s Peak is
much higher.
Essay
18. Students should begin their essays with an accurate def-
Vocabulary Workshop 1, p. 183
inition of satire. Then, they should point out that Wilde’s 1. antique
targets for satire in The Importance of Being Earnest 2. yoghurt
involve a broad range: social snobbery, hypocrisy, mate- 3. ukulele
rialism, romantic love, and affectation. Gwendolen is por- 4. boutique
trayed as frothy and frivolous, Jack is portrayed as
5. bistro
romantic but clumsy and naive, and Lady Bracknell is
characterized as imperious, materialistic, and superficial. 6. siesta
Students should point out that, by contrast, the satire in 7. croissant
Big Kiss is lighthearted, and the target is relatively unim- Greetings from Sunny Paris!
portant: the pretensions and confusions to be found on a I am sitting in a small bistro eating a croissant and a bowl
film set. of yoghurt and listening to a man play his ukulele. There
Difficulty: Average Objective: Essay are antiques everywhere in Paris, so I am having a great
19. In general, students will probably say that reform does time shopping. I have also visited many fashionable
not seem to be a high priority for either author. The boutiques. I hope you are well. I cannot write more because
witty dialogue in Wilde’s play and the amusing preten- it is time for my siesta.
sions and confusions on a film set in Alford’s narrative From,
are meant primarily to entertain. Evaluate students’ Lulu
papers for clarity, coherence, and substantive support
from the texts.
Vocabulary Workshop 2, p. 184
1. E
20. In their essays, students should point out that Oscar
Wilde’s choice of the dramatic form gives him the 2. D
chance to include numerous examples of witty dialogue, 3. B
or repartee. Wilde’s satire is fast-paced and light but 4. H
sometimes pointed, or sharp, in tone. In contrast, Henry
5. A
Alford’s choice of the narrative nonfiction form gives
him greater flexibility. He can, for example, include dia- 6. G
logue, descriptive passages, and personal thoughts and 7. C
reactions. Students should mention that, on the whole, 8. F
the pace of the satire is more leisurely in Alford’s work
and that Alford’s tone is less pointed than Wilde’s.
Benchmark Test 10, p. 186
21. In general, students will point out that the characters in MULTIPLE CHOICE
Wilde’s play, especially Lady Bracknell, believe them- 1. ANS: B
selves to be part of a privileged upper class set apart 2. ANS: A
from the rest of society. In Alford’s narrative, people
3. ANS: D
working in films believe that they are part of a special
cadre of artistic, creative individuals who are entitled to 4. ANS: C
feel self-important and to promote their own egos. 5. ANS: C
Difficulty: Average Objective: Essay 6. ANS: D

229
7. ANS: C Vocabulary in Context 5, p. 192
8. ANS: D MULTIPLE CHOICE
9. ANS: D 1. ANS: C
10. ANS: A 2. ANS: A
11. ANS: B 3. ANS: C
12. ANS: C 4. ANS: B
14. ANS: C 6. ANS: D
16. ANS: A 8. ANS: D
17. ANS: C 9. ANS: D
18. ANS: D 10. ANS: A
19. ANS: B 11. ANS: C
20. ANS: C 12. ANS: D
21. ANS: D 13. ANS: B
22. ANS: C 14. ANS: A
23. ANS: B 15. ANS: C
24. ANS: A 16. ANS: C
25. ANS: D 17. ANS: B
18. ANS: B
WRITING 19. ANS: A
26. Students' one-act plays must include dramatic irony 20. ANS: C
that is central to the plot and helps convey the theme.
27. Students' plans for research papers must include a
statement of the topic, four answerable research
questions, and at least three suggested sources.

230

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Unit Five

Upper Saddle River, New Jersey

This work is protected by United States copyright laws and is

AIO/All-in-One Workbook; UR/Unit Resources AIO UR

from The Shakespeare Stealer by Gary L. Blackwood

The Tragedy of Romeo and Juliet, Act I, by William Shakespeare

The Tragedy of Romeo and Juliet, Act II, by William Shakespeare

Unit 5 Resources: Drama

The Tragedy of Romeo and Juliet, Act III, by William Shakespeare

The Tragedy of Romeo and Juliet, Act IV, by William Shakespeare

The Tragedy of Romeo and Juliet, Act V, by William Shakespeare

Unit 5 Resources: Drama

“Pyramus and Thisbe” by Ovid

Writing Workshop: Exposition—How-to Essay . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Writing Workshop: Revising to Combine Sentences with Phrases . . . . . . . . . 135

Benchmark Test 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Skills Concept Map 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

“The Inspector-General” by Anton Chekhov

Unit 5 Resources: Drama

from The Importance of Being Earnest by Oscar Wilde

Writing Workshop: Exposition—Research Report . . . . . . . . . . . . . . . . . . . . . . . . 181

Writing Workshop: Combining Sentences with Adverb Clauses . . . . . . . . . . . 182

Vocabulary Workshop: Borrowed Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Vocabulary Workshop: Foreign Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Communication Workshop: Multimedia Presentation . . . . . . . . . . . . . . . . . . . . 185

Benchmark Test 10 (with Vocabulary in Context—Diagnostic). . . . . . . . . . . . . 186

Diagnostic/Vocabulary in Context and Benchmark Test

Unit 5 Resources: Drama

Do Your Dance, performed by Hydra

Yeah, yeah, go ahead, do your dance now/

Yeah, yeah, go ahead, do your dance now/

By now I think we can determine / think we can decide/

Yeah, yeah, go ahead, do your dance now/

Song Title: Do Your Dance

Unit 5 Resources: BQ Tunes

DIRECTION: Use all the vocabulary words to fill in the callouts.

Unit 5 Resources: Drama

Unit 5 Resources: Drama

Guidelines for Students

Unit 5 Resources: Drama

The effect of the

Unit 5 Resources: Drama

Unit 5: Drama Skills Concept Map—1

Shakespearean Drama You can summarize

Unit 5 Resources: Drama

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reading carefully to determine

from The Shakespeare Stealer by Gary L. Blackwood

1. Who might want a typed copy of some trial testimony?

2. Describe a time a friend proved that he or she was dependable.

4. What might cause you to leave a party suddenly?

5. Describe the actions of a person who clearly is fond of dogs.

8. Describe a good way to organize your music collection.

Unit 5 Resources: Drama

from The Shakespeare Stealer by Gary L. Blackwood

Unit 5 Resources: Drama

from The Shakespeare Stealer by Gary L. Blackwood

Unit 5 Resources: Drama

Segment 3: The Writing Process

Segment 4: The Rewards of Writing

Unit 5 Resources: Drama

Unit 5 Resources: Drama

from The Shakespeare Stealer by Gary L. Blackwood