R & J 2.3 to 2.6

Act 2 Scene 3 (page 83) Friar Lawrence will play a vital, but unfortunate, part in what happens to Romeo and Juliet. What is a friar? What can you tell about him from the pictures to the right? Read lines 1-31 by yourself, identify 10 examples of antithesis that the Friar uses. Why do you think the Friar Lawrence voices so many antitheses (mainly focused on good v bad) when he first appears in the play? What advice would you give Romeo if he came to you in love with a new girl after being so hung up on the old one?

Friar Lawrence: you can’t move from one love to another ‘Is Rosaline, that thou did love so dear, So soon forsaken?’ (2.3.70-1). Romeo: yOu Can”t MOv fr0m 1 luV 2 aNothER ‘Thou chid’st me oft for loving Rosaline’ (2.3.86).

Act 2 Scene 3

Act 2 Scene 3 Why does Friar Lawrence agree to marry Romeo and Juliet?

HW: read Act 2.4, 5, & 6 for an easy quiz 2.4 (91-103) <6 pages 2.5 (103-109) <3 pages 2.6 (109-11) <2 pages Create an ORIGINAL handwritten page for these scenes to use on your quiz.

Handout 8: Shakespeare’s Language Tricks Due: Thursday May 17th

HW: read Act 2.4, 5, & 6 for an easy quiz 2.4 (91-103) <6 pages 2.5 (103-109) <3 pages 2.6 (109-11) <2 pages Create an ORIGINAL handwritten page for these scenes to use on your quiz.

“If you should deal double” – More Language In a group of 2-3 people you will be assigned a scene, or part of a scene, from the remainder of Act 2 and create a poster with: Prepare a summary of your group’s lines. (PLOT) The most important lines that YOU share with the class to practice vocal delivery and basic acting. Why are these lines the most important? Identify three (2-3) different examples of language tricks from Handout 8, or oxymoron/antithesis, symbolism, motif, in your lines. Then answer: How do these language tricks create and effect or enhance the passage? Add something artistic to your poster! Visual of a language trick? Meme for learning purposes?

Groupings: combine 2. 5 into one for 2019. Also add 2 Groupings: combine 2.5 into one for 2019? Also add 2.3 as chunk for low group? Chunk Capulets: Montagues: 2.4.1-37 Raffay, Chloe Cameron G, Faris 2.4.38-103 Alyx, Amber, Andrew Lilika, Luping 2.4.164-219 Saya, Cameron Ava, Riley 2.5.1-55 Nate, Audrey Pedro, Cooper 2.5.56-83 Jackson, Aiden Kayla, Aurora 2.6 Emma, Maya Camden, Dragos

“If you should deal double” – More Language In a group of 2-3 people you will be assigned a scene, or part of a scene, from the remainder of Act 2 and create a poster with: Prepare a summary of your group’s lines. (PLOT) The most important lines that YOU share with the class to practice vocal delivery and basic acting. Why are these lines the most important? Identify three (2-3) different examples of language tricks from Handout 8, or oxymoron/antithesis, symbolism, motif, in your lines. Then answer: How do these language tricks create and effect or enhance the passage? Add something artistic to your poster! Visual of a language trick? Meme for learning purposes?

Divide into 2 large groups and present your information to a small group of peers in this order: Chunk 2.4.1-37 2.4.38-103 2.4.164-219 2.5.1-55 2.5.56-83 2.6 Fill out your beige chart for your notes!

Improv Acting Activity: with a small group (2-3), role-play two of the following scenarios:

Role-Playing Wrap-Up: Vocal Delivery and Dialogue Each of the scenarios you just practiced describes a situation similar to a scene from Act II. Oftentimes these scenes include interactions with a foil. Scenario 1: Act II, Scene 3: Romeo and Friar Lawrence Scenario 2: Act II, Scene 4: Mercutio, Benvolio, Romeo (until the Nurse enters) Scenario 3: Act II, Scene 5: Juliet and the Nurse Scenario 1: How did you convey the teacher as doubtful? How did you convey the student as madly in love? Scenario 2: How did you make the characters seem like friends? How would the audience have known you were just teasing? Scenario 3: Why did the friend avoid the conversation about the boy? How did you convey the girl’s frustration at the friend’s avoidance?

Act 2 Summary: Choose an Assignment Headlines From Act 2: Imagine you are a newspaper editor. Write a headline for each scene in Act 2 (6 total). Make your headlines as accurate as possible and use some of Shakespeare’s own words. Pick two of the Headlines and write a little article [with quotes?] to go with it. Gathering Momentum: Things happen quickly in Act 2. On the top side of your timeline: Flick through the act and create a detailed timeline showing how act 2 unfolds. On the bottom track: how Romeo and Juliet’s love develops and grows, including what they say and do.