H. English- Final Prep: Romeo and Juliet (Intro slides/Prezi, Timeline/Quote hunt reviews)

“Two households both alike in dignity (In fair Verona, where we lay our scene), From ancient grudge break to mutiny, Where civil blood makes civil hands unclean” SPEAKER: CONTEXT: Chorus, prologue to act I
“A plague o’ both your houses! They have made worms’ meat of me. I have it, and soundly, too Your houses!” SPEAKER: CONTEXT: Mercutio, Mercutio’s death
“And in this state she gallops night by night through lovers’ brains, and then they dream of love; on courtiers’ knees, that dream on cur’ sies straight . . . ” SPEAKER:CONTEXT: Mercutio, Queen Mab speech about dreams
“My poverty, but not my will, consents.” SPEAKER: CONTEXT: Apothecary, sells poison to Romeo
” Here’s much to do w/hate, but more w/love. Why then, O brawling love, O loving hate, O anything of nothing first create! O heavy lightness, serious vanity, misshapen chaos of well-seeming forms, feather of lead, bright smoke, cold fire, sick health, sleep-walking sleep that is not what it is.” SPEAKER:CONTEXT: Romeo, describing love for Rosaline
“Indeed, I never shall be satisfied w/Romeo till I behold him-dead- is my poor heart, so for a kinsmen vexed.” SPEAKER:CONTEXT: Juliet, after Tybalt was killed, pretending to parents to hate Romeo
“That book in many’s eyes doth share the glory that in gold clasps locks in the golden story. So shall you share all that he doth possess by having him, making yourself no less.” SPEAKER:CONTEXT: Lady Capulet, Paris=book for Juliet to examine; Does she love or not
“Beautiful tyrant, fiend angelical! Dove-feathered raven, wolvish-ravening lamb!” SPEAKER: CONTEXT: Juliet, having conflicted feelings after learning Romeo killed Tybalt
“The earth that’s nature’s mother is her tomb; what is her burying grave, that is her womb; And from her womb children of divers kind we sucking on her natural bosom find, many for many virtues excellent, none but for some, and yet all different.” SPEAKER:CONTEXT: Friar Lawrence, foreshadowing using plant symbolism
“O, calm dishonorable, vile submission!” SPEAKER:CONTEXT: Mercutio, fighting w/Tybalt; unwisely starts fight
“Now old desire doth in his deathbed lie, and young affection gapes to be his heir. That fair for which love groaned for and would die with tender Juliet matched, is now not fair” SPEAKER: CONTEXT: Chorus, prologue to Act II
“There she lies, flower as she was, deflowered by him. Death is my son-in-law; death is my heir. My daughter he hath wedded. I will die and leave him all.” SPEAKER:CONTEXT: Lord Capulet, finding Juliet dead
ACT I Sunday Morning: Fight between _______ and _________ __________ Evening: ________ and _________ ______ at the ______ Capulet, Montague servants; Romeo, Juliet meet, party
ACT II Monday Morning: _____ _________ agrees to ______ ___ and ___ Afternoon: – Romeo and Juliet’s wedding Friar Lawrence, marry R, J
ACT III – _____ ______; _______ and ________ die – ______ is banished Night: Romeo and Juliet’s honeymoon Tuesday Morning: _______ tells Juliet she must _______ Paris street fight, Mercutio, Tybalt; Romeo, Capulets, marry
ACT IV Afternoon: _______ goes to confession at _____ ___________’s cell; Given _______ Night: _______ takes potion Wednesday: Morning: -The _________ day of Paris/Juliet’s wedding – _______ is found dead – Juliet is _______ Juliet, Friar Lawrence, potion; Juliet, finalized, Juliet, buried
Thursday ACT V Morning/Afternoon: -The original day for ___ and ___’s wedding -__________ tells Romeo that _______ is dead – Romeo buys _________ Night:- _________ and _________ died P, J; Balthasar, Juliet, poison, Romeo, Juliet
Thursday/Friday Late Night/Early Morning: – ________ _________; families make ________ bodies found, peace
William Shakespeare was born in Stratford-upon ______ on April 23, ____ Avon, 1564
His father John, was a successful ______ ______________ (glove maker) and his mother, Mary was the daughter of a _____________ (middle class upbringing). Relatively prosperous and likely the family paid for his __________, although is no evidence he attended university. local businessman, landowner, education
In _____ at age 18, he married an older woman named _____ ___________. Soon after, had their first of 3 children, Susanna, then twins, Judith and Hamnet, who died at age 11. Was rumored that Shakespeare was a homosexual since many of his works contains this theme and many were addressed to same male patron, but is debatable whether actually lovers or he was the one paying Shakespeare. 1582, Anne Hathaway
It’s possible that Shakespeare _____ _______ for other writer’s _____. Shakespeare wrote many stories that were already famous, so not all of ideas were original even though writings may have been. took credit, work
There’s evidence Shakespeare was involved in the theatre, even as an actor or “_________” himself. From approx. 1594, onward, he was a ______ of “Lord Chamberlain’s Men” a troupe of theatrical players Player, member
By 1599, Shakespeare and his business partners built own _______ on south bank of Thames River, which they called ____ _________. (Commoners: front row/ground floor, Nobility: up above) Theater, The Globe
Categories of plays -tragedies –comedies. – Histories, romances
A Play in 5 Acts Act I: intro to characters/setting Act II: problems/conflict arise Act III: conflict reaches highest point of emotionAct IV: reversals and consequences of Act III occursAct V: Comedies end in marriage, tragedies end in death Exposition, Complication, Climax, Falling Action, Resolution
William Shakespeare died on ___ __________, April 23, 1616, though many now believe is a myth. _______ seems to have gone to wife, who he gave his “second-best bed” (could’ve had difficult marriage, but are no personal accounts to confirm theory) His birthday, little
The Tragedy of Romeo and Juliet was published in 1597, one of his earlier tragedies, although he was not ____________ of the story. Originally, an Italian legend, “The Tragical History of Romeus and Juliet” (1562) by Arthur Brooke. Today is inspiration for manly artistic/literary adaptation that focus on “____-_________ ______” : Westside Story and Twilight Originator, star-crossed lovers
the humorous use of a word/phrase that emphasizes/suggests its different meanings or applications or use of words that are/nearly alike in sound but different in meaning: a play on words Ex: He drove his expensive car into a tree and found it how the Mercedes Benz; To write w/a broken pencil is pointless (some of Shakespeare’s puns are very bawdy) Puns
(1558-1603) Named for reign of Queen Elizabeth I. Nobility often patronized the theatre (Lord Chamberlain’s Men, King’s Men). Theatre was enjoyed by nobility and wealthy, but also by poor, unwashed masses. “High Brow” had complex plots, intrigues, and witty language, where “Low Brow” had bawdy language and physical humor. Entertainment in Elizabethan Era
Blank Verse (unrhymed iambic pentameter), rhyming couplets, sonnet structure, prose (no meter) indicating class level (poor) or comic relief, soliloquy- character speaks to themself as type of internal dialogue (no other characters on stage, revelation of truth), aside- character speaks to audience/another character to reveal truth/secrets, and monologue- character’s speech to others Elements of Shakespearean Drama
Social Structure:-Royalty–wealthy middle class-middle class- Nobility, peasants
-agricultural laborers and worked land for nobleman-lived in small villages/on small farms owned by a local nobleman-had very little time for leisure, life/work was focused on survival -had hardly any money Peasants
-Artisans, Craftsmen, servants, and small merchants-had some leisure time-had more money to spend on clothes/entertainment Middle Class
-prosperous and highly skilled Artisans, craftsmen, servants, and small merchants-has a lot more leisure time and much more money to spend-very fashionable, but restricted by laws so they don’t dress above their station(rank) -greatest ambition was to “climb the social ladder” and improve their status Wealthy middle class
-high status— Knights, Earls, Countesses, etc. (“High society”)-Often in attendance of King and Queen at “Court” -clothing reflected wealth, status, and respect for King/Queen (usually covered in decoration/jewels)-had no jobs— inherited money/property and lived off their land and investments Nobility
-highest social class (Ruling Class- their word was law)-best dressed: Outrageous styles represented them as beyond human or “divine” Royalty
-Formal schooling wasn’t encouraged-“Education” included the promoting of chastity/virtue and skills in housewifery-Skills in housewifery: learning to govern a household and how to conduct self in social class Women
-“Womanly Accomplishments”: ability to read, write, keep account, manage household/estate, make salves, practice surgery and social skills (singing/dancing) -Before 16th century, noblewoman also treated to religious/classical training, but this waned in preference to focusing on lighter conversation material to make women better companions to husbands Education for women
-little/no choices for women -“Dame” Teacher: teaches children to read/write; girls to sew, Nurse or Midwife: trained in medicine &/or child birth, or Nun: gave some freedoms in career/education; could read, write books, music… -Future included: marriage, children, and household duties-Noblewomen didn’t need(or want) a career Careers for Women
-Every woman expected to be married and dependent on male relatives -legally allowed to marry at age 12 (generally didn’t until age 18) -In most instances, married much older men-were property of their husbands Married Women
-Enjoyed more independence-could own property (inherited from husband) -Entitled to at least 1/3 of husband’s estate (if heirs)- all if he doesn’t -Still considered good idea to re-marry to protect interests since woman’s word/signature not legally binding Widows
-only boys went to school-Children of noble birth has private tutors-Latin: most important subject to study-Careers: had freedom to be/do anything they wanted (as long as profession was socially acceptable w/in confines of station/rank) Men
-every man wants to be married… or know he must -If not of noble birth, must marry to be eligible to hold public, religious, or civic office-legally able to marry at age 14 (generally didn’t until 20-30 yrs. old) -Groom always much older than bride Men and Marriage
-act of promising to marry, joining of hands-man gives ring to woman which placed on right hand-sealed w/kiss-can be terminated by mutual consent/reasons to: infidelity, disfiguration, previously/still married, wickedness, drunkenness, or long separation Betrothal
-always religious ceremony andconidered lucky to be married before noon-Bride not expected to wear white- gown is new but not special and decorates herself w/ ribbons/flowers-“Banns” (public intention to marry): must be announced in Church 3 times prior to event for objections to be raised and if not, marriage is illegal-No invitation necessary; anyone can attend if room in Church-strict social order followed in guest seating (peasants stand in back) the Wedding
-more important than wedding itself, ensures financial security of couple-Dowry: land &/or money Bride brings to marriage-“Jointure” or settlement: land and money groom’s family guaranteed to bride upon his death-marrying for love=foolish, arranged by parents for political gain/strategy Marriage Contract
-everyone wanted (and expected) to have children-Children= continuation of family line/name -property of their parents-inheritance (and debt) passed to eldest son -“Bastard” children: born out of wedlock- illegitimate (couldn’t inherit) Children
-Husbands allowed to divorce for many reasons (most popular- adultery)-Women couldn’t divorce husband-In England, an Act of Parliament (public ruling) was needed for divorce to be final Divorce
embroider, go shopping, prepare a masque/presentation, visit tailor, gossip, attend theatre, hire a theatrical presentation, sing/play music, listen to musical performance, sit for a portrait, read, write letters/poetry Entertainment/Activities
-variety of private instruction by professionals available-fencing, dancing, music, languages, etc. Lessons
-“Gaming”: gambling-“Dicing” of dice games like craps-“Tables”: backgammon-variety of card games Games
-tennis (indoors), badminton -“Bowls” lawn bowling -wrestling-billiards (pool)-horseback riding-archery Sports
-aristocratic privilege-done as sport, exercise, social occasion and way to supply meat-all men/women of nobility can join in unless sick/old Hunting
-letting pack of dogs loose to attack a chained bear-spectators would watch beasts fight a-gamble on which would win Bear baiting
-criminals would be brought to justice in center of town for everyone to see-by far, most popular form of entertainment and was free public hangings

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