Act 1 Go-16
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Questions: You should know the answers to these questions, and use examples directly from the play to support your point. You are not required to write down the answers, but you might find it useful. Comprehension can be assessed by class discussion, oral quiz, or written quiz. Always pre-read on your own before we read in class. Act I Questions (in the order of the action) Scene i: 1. Note: the first scene of every Shakespearean tragedy is concerned with the exposition, but moreover, with getting the attention of the groundlings. What character, setting and plot information comes across in the first scene? Why might this scene have appealed to the groundlings? 2. Tybalt’s name comes from a word that means “bold.” Benvolio has Latin derivatives. Do their names seem appropriate to their characters? Why or why not? 3. How often has fighting broken out in the streets of Verona? According to the Price, what started these fights, and what penalty will he enact if another brawl erupts? 4. How is Benvolio related to Romeo? 5. Describe Romeo’s disposition in this scene. 6. Who is Rosaline? What is Romeo’s problem with her? 7. What advice does Benvolio give to Romeo, and what is Romeo’s response? Scene ii: 1. What does Paris want? 2. How old is Juliet? 3. What is Lord Capulet’s response? Be specific. 4. The scene with the Capulet servant is supposed to be funny. Is it? Why/why not? 5. What does Romeo decide after he speaks to the servant? Scene iii: 1. What kind of relationship does Juliet appear to have with her mother? Her nurse? Use specific textual examples to draw your conclusions. 2. What kind of daughter is Juliet? Use specific textual examples to draw your conclusions. 3. What is ‘all that’ about Paris, according to Lady C? Scene iv: 1. Who is Mercutio in relation to Romeo? To the Prince? 2. Mercutio comes from the word ‘mercury’ – what kind of character traits might he exhibit over the course of the play? 3. How does Romeo feel about going to the party? 4. What is Mercutio’s response? (We will work on paraphrasing the Queen Mab speech together.) 5. Paraphrase lines 105-112. Scene v: 1. What is Romeo’s reaction to seeing Juliet? What images does he associate her with? Be specific. 2. What is Tybalt’s reaction? Capulet’s reaction to Tybalt? 3. Point out the religious imagery in Romeo and Juliet’s meeting. What might Shakespeare be trying to say about their love? 4. It is said that men fall in love with their eyes, and women fall in love with their ears. Do you see any support for that in scene five? 5. What do Romeo and Juliet discover at the end of this scene? What is their response to their discoveries?
Critical Concepts (possible essay topics): A) B) C) D) E) F)
Romeo’s rash behavior Romeo’s attitude towards the Fates or the Heavens (it changes) Instances of foreshadowing Romeo and Juliet’s attitudes toward or understanding of love Other characters’ attitudes toward love or marriage Juliet’s growth as a character
Make a quotation sandwich that has to do with any of the critical concepts. Try to have one for each scene; if you don’t see one, double up from another scene. 1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
Romeo’s attitude or understanding of love 1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary)
5.
Commentary: the meaning and significance of the evidence.
1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
Questions: You should know the answers to these questions, and use examples directly from the play to support your point. You are not required to write down the answers, but you might find it useful. Comprehension can be assessed by class discussion, oral quiz, or written quiz. Always pre-read on your own before we read in class. Act I Questions (in the order of the action) Scene i: 1. Note: the first scene of every Shakespearean tragedy is concerned with the exposition, but moreover, with getting the attention of the groundlings. What character, setting and plot information comes across in the first scene? Why might this scene have appealed to the groundlings? 2. Tybalt’s name comes from a word that means “bold.” Benvolio has Latin derivatives. Do their names seem appropriate to their characters? Why or why not? 3. How often has fighting broken out in the streets of Verona? According to the Price, what started these fights, and what penalty will he enact if another brawl erupts? 4. How is Benvolio related to Romeo? 5. Describe Romeo’s disposition in this scene. 6. Who is Rosaline? What is Romeo’s problem with her? 7. What advice does Benvolio give to Romeo, and what is Romeo’s response? Scene ii: 1. What does Paris want? 2. How old is Juliet? 3. What is Lord Capulet’s response? Be specific. 4. The scene with the Capulet servant is supposed to be funny. Is it? Why/why not? 5. What does Romeo decide after he speaks to the servant? Scene iii: 1. What kind of relationship does Juliet appear to have with her mother? Her nurse? Use specific textual examples to draw your conclusions. 2. What kind of daughter is Juliet? Use specific textual examples to draw your conclusions. 3. What is ‘all that’ about Paris, according to Lady C? Scene iv: 1. Who is Mercutio in relation to Romeo? To the Prince? 2. Mercutio comes from the word ‘mercury’ – what kind of character traits might he exhibit over the course of the play? 3. How does Romeo feel about going to the party? 4. What is Mercutio’s response? (We will work on paraphrasing the Queen Mab speech together.) 5. Paraphrase lines 105-112. Scene v: 1. What is Romeo’s reaction to seeing Juliet? What images does he associate her with? Be specific. 2. What is Tybalt’s reaction? Capulet’s reaction to Tybalt? 3. Point out the religious imagery in Romeo and Juliet’s meeting. What might Shakespeare be trying to say about their love? 4. It is said that men fall in love with their eyes, and women fall in love with their ears. Do you see any support for that in scene five? 5. What do Romeo and Juliet discover at the end of this scene? What is their response to their discoveries?
Critical Concepts (possible essay topics): A) B) C) D) E) F)
Romeo’s rash behavior Romeo’s attitude towards the Fates or the Heavens (it changes) Instances of foreshadowing Romeo and Juliet’s attitudes toward or understanding of love Other characters’ attitudes toward love or marriage Juliet’s growth as a character
Make a quotation sandwich that has to do with any of the critical concepts. Try to have one for each scene; if you don’t see one, double up from another scene. 1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
Romeo’s attitude or understanding of love 1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary)
5.
Commentary: the meaning and significance of the evidence.
1. Take a stand statement. 2. The situation, who says it, and to whom
3.
Quotation (with citation) 4. Paraphrase (if necessary) 5. Commentary: the meaning and significance of the evidence.
