1. Prologue Quiz How many families are featured in the play?
What is their relationship with each other?
What happens to their kids? What effect does it have on the families?
What does the term “star-crossed” mean?
What type of poem is the prologue?

2. Tuesday, 13 November 2018Tuesday, 13 November 2018
Love & Hate in Verona
Act 1, Scene 1
To become familiar with Shakespearean insults and puns
To explore and analyse Romeo's character and his opinions on love

3. 1
Thou… 3 2

4. Act 1, Scene 1 Montagues Capulets Abram = Montague servant
Benvolio = Romeo’s cousin
Montague = Romeo’s father
Capulets
Sampson = Capulet servant
Gregory = Capulet servant
Tybalt = Juliet’s cousin
Capulet = Juliet’s father
Lady Capulet = Juliet’s mother

5. The Servants’ Exchange
Carry coals = not respond to insults
Colliers = a person dealing with coals, dirty
Choler = biological fluid that causes anger
…draw your neck out o' the collar. = avoid being in danger/being hung
Moved = to react to an insult/to be forced into a retreat.
Stand = to stand firm when attacked/to get an erection
…take the wall = be superior (wall was higher than sewer)/wall = the vagina
…women, being the weaker vessels, are ever thrust to the wall: therefore I will push Montague's men from the wall, and thrust his maids to the wall. = rape the Montague women
Maidenheads = virginity
Pretty piece of flash, tool, naked weapon = penis
…bite my thumb = a rude gesture, middle finger
…heartless hinds = cowardly low-lives

6. Escalus’s Remarks
Rebellious subjects, enemies to peace, Profaners of this neighbour-stained steel- Will they not hear? – What, ho! You men, you beasts, Throw your mistempered weapons to the ground, And hear the sentence of your movéd prince. Three civil brawls, bred of an airy word, By thee, Old Capulet, and Montague, Have thrice disturbed the quiet of our streets. If ever you disturb our streets again, Your lives shall pay the forfeit of the peace. Once more, on pain of death, all men depart.
What is revealed about the character who intervened? Why did he intervene?
How does he feel about the fighting?
What is the new law he has passed? Why has Shakespeare chosen this moment for Escalus to enter the play?

7. Meet Romeo Montague Benvolio Montague Lady Montague Romeo
How does Romeo feel, and why?
What advice does Benvolio give Romeo to stop him from feeling this way?
What does this reveal about Romeo’s Tragic Flaw?

8. Oxymoron & Antithesis Oxymoron
A combination of contradictory or opposing words next to each other.
Bittersweet
Antithesis
Putting two contrasting ideas together/next to each other.
Many are called, but few are chosen

9. How is language used to show Romeo’s thoughts and feelings about love?
Romeo’s Views on Love
Alas, that love, whose view is muffled still, Should, without eyes, see pathways to his will! Where shall we dine? O me! What fray was here? Yet tell me not, for I have heard it all. Here's much to do with hate, but more with love. Why, then, O brawling love! O loving hate! O any thing, of nothing first create! O heavy lightness! serious vanity! Mis-shapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. Dost thou not laugh? […]
Why, such is love's transgression. Griefs of mine own lie heavy in my breast, Which thou wilt propagate, to have it prest With more of thine: this love that thou hast shown Doth add more grief to too much of mine own. Love is a smoke raised with the fume of sighs; Being purged, a fire sparkling in lovers' eyes; Being vex'd a sea nourish'd with lovers' tears: What is it else? a madness most discreet, A choking gall and a preserving sweet. Farewell, my coz.
How is language used to show Romeo’s thoughts and feelings about love?
Mis-shapen = ugly
Well-seeming forms = pretty things in order
Transgression = crime
Wilt propagate = will spread
Prest = grow
Thine = yours
Fume = smoke
Purged = destroyed
Vex’d = saddened, angered
Nourish’d = fed
Discreet = quiet, unnoticeable
Gall = bitter growth
Preserving = protecting
Alas = sadly, unfortunately
Muffled = quiet
Will = desire
Fray = fight
Brawling = fighting
Vanity = self-importance, arrogance

10. Romeo’s Views on Love Find examples of oxymoron & antithesis
Why does Romeo use so many opposing images and ideas?
What does this suggest about his views on love?
What other language techniques are used?
Repetition
Semantic fields
Metaphors, similes, personification
Exclamatory sentences
Emotive language
So far in the play, how does Romeo fulfill the requirement for being a Tragic Hero?
What stage is he on in his downfall?
What is his Tragic Flaw?

11. Act 1, Scene 1 Quiz
What does a Capulet servant do to anger a Montague servant?
Who tries to stop the fighting?
Who appears and says he hates the “word peace?” What else does he hate, according to him?
What is Prince Escalus’ warning to the two families?
What does Romeo do every morning, according to his father?
Why is Romeo sad?
What is Benvolio’s advice?

12. Perspectives & ContextL6
(26-30) L5
(21-25) L4
(16-20) L3
(11-15) L2
(6-10) L1
(1-5)
Type of Response
A conceptualised approach to the full task
A considered approach to the task
Clear, sustained and consistent
A structured focus on the task with a range of points
Relevant and supported by some explanation
Narrative and/or descriptive in approach
Type of Argument
Critical, exploratory, well-structured argument
Thoughtful, developed argument
A focused argument which demonstrates clear understanding
Explanatory in parts
Some focus on task with relevant comments
May include awareness of the task
Evidence
Judicious use of precise references
References integrated into interpretation
Effective use of references
Relevant references
Some supporting references
Reference to relevant detail(s)
Analysis
A fine-grained and insightful analysis of language and form and structure
A detailed examination of the effects of language and/or structure and/or form
Clear explanation of writer’s methods
Explained/relevant comments on writer’s methods
Identification of effects of deliberate choices made by writer
Simple identification of method
Effect on Reader
Exploration of effects
Examination of effects
Understanding of effects
Identification of effects of writer’s methods on reader
Perspectives & Context
Ideas,
Convincing exploration of one or more ideas/perspectives/contextual factors/
interpretations
Examination of ideas/perspectives/
contextual factors, possibly including alternative interpretations/deeper meanings
Clear understanding of ideas/perspectives/
contextual factors
Explanation of some relevant contextual factors
Awareness of some contextual factors
Simple comments/responses to context, usually explicit
Subject Terminology
Judicious use of subject terminology
Apt use of subject terminology
Appropriate use of relevant subject terminology
Some relevant terminology
Some reference to subject terminology
Possible reference to subject terminology

13. Level 4 = 16 – 20 marks = GCSE Grade 5/6 (C/B)
Type of Response
Clear, sustained and consistent →
2-3 points, all relating to the questions
Type of Argument
A focused argument which demonstrates clear understanding
Each point supports the main argument
Evidence
Effective use of references
2 quotes per paragraph, all proving the point
Analysis of Techniques
Clear explanation of writer’s methods
Understanding of effects
Identifying 2-3 techniques by name, and how they were used
Explaining the purpose of the techniques
Explaining what 2-3 of the keywords connote
Perspectives & Context
Ideas,
Clear understanding of ideas/perspectives/
contextual factors
Explaining Shakespeare’s influences, ideas & intentions
Explaining the influence of context on the text
Subject Terminology
Appropriate use of relevant subject terminology
Using correct theatrical terminology (play, playwright, act, scene)
Using correct language techniques
Using correct literary terminology

14. ShakesPEELAC 2 quotes per paragraph, all proving the point
In Act 1, Scene 1, Shakespeare uses antithesis and oxymoron to present Romeo’s opinion that love is chaotic and unexpected, as he claims that it is “Mis-shapen chaos of well-seeming forms!” and “A choking gall and a preserving sweet.” With these descriptions, Shakespeare presents love as contradictory to itself, proving to be both organised and messy, and both deathly and sweet. Romeo, who is in love with the idea of being in love, cannot understand why Rosaline, the woman he lusts, refuses to lose her virginity, and so both admires love for existing, but also hates it for the pain in causes him. In addition to using an exclamatory sentence to represent his passion and suffering, Romeo’s use of antithesis and oxymoron represents his conflicting opinions on love. He contrasts “mis-shaphen” with “well-seeming,” suggesting love is ugly and beautiful at the same time, while also contrasting “chaos” with “forms,” implying love can be predictable and unexpected. In addition, Romeo states that love is “choking,” connoting death, but also “preserving,” meaning protecting, suggesting it can have multiple effects on lovers. Moreover, he says it is a “gall,” connoting bitterness, and “sweet,” its exact opposite. It seems as if Romeo’s opinion of love depends on who he is currently in love with. An Elizabethan audience at the time might pity Romeo, as he is in love with a woman who is clearly religious, as she promises to never lose her virginity. The religious audience might appreciate her Christian vows, while viewing Romeo negatively, as all he cares about is physical and emotional satisfaction.
2 quotes per paragraph, all proving the point
Identifying 2-3 techniques by name, and how they were used
Explaining the purpose of the techniques
Explaining what 2-3 of the keywords connote
Explaining Shakespeare’s influences, ideas & intentions
Explaining the influence of context on the text
Using correct theatrical & literary terminology

15. Romeo’s Views on Love
How is language used to show Romeo’s thoughts and feelings about love? Answer in 1-2 ShakesPEELA paragraphs

16. Home Learning
Read the article about women in Elizabethan times, and highlight the answers to the following questions (can also be found at the end of the article):
What role were women expected to take at home?
What does “patriarchal” mean?
What kind of education were women allowed to have?
What professions were forbidden for women? What were allowed?
What was not allowed to be passed down to women? What was the exception?
What were husbands allowed to do to their wives?
Which women suffered the most during Elizabethan times? Why?