1. JOURNAL PROMPT Hatherell painted twenty-two watercolors to illustrate an edition of Romeo and Juliet published by Hodder and Stoughton in 1912. In Act III, Scene iii, Romeo has just learned from the Friar that he is to be banished and falls weeping. The Nurse enters and asks, "Where's Romeo?“ Prompt: How does this painting contribute to your understanding of Romeo’s pain, or some other aspect of the play? William Hatherell. "Where's Romeo?", c. 1912.

2. ANALYTICAL PARAGRAPH  Writing form that is prompt-specific  Using one piece of evidence to write an in-depth analysis of text to prove a point/ answer a prompt  6 sentences long (exactly)  All advanced English classes at UCHS require mastery of this writing technique  Caveat: teachers are nit-picky  You have to pack a lot of information into each sentence, so good use of punctuation can help!

3. PROLOGUE PROMPT  Identify and explain a poetic technique used by Shakespeare in the prologue to Romeo and Juliet that gives the opening of the play a foreboding tone.

4. PARAGRAPH STRUCTURE  1. General answer to the prompt that makes a claim  2. Analytical statement that explains how/ why your evidence will prove the claim  3. Give the exact context that your evidence comes from by summarizing that part of the story  4. Give your evidence/ quote using an academic transition  5. Interpret the quote for your reader by explaining the connotation and/ or poetic techniques in the quote (re-quote a small chunk of the quote if necessary)  6. Conclude the paragraph with a “therefore” statement of some kind that restates the answer to the prompt in specific terms

5. AN EXAMPLE: 1. General answer to the prompt that makes a claim 2. Analytical statement that explains how/ why your evidence will prove the claim 3. Give the exact context that your evidence comes from by summarizing that part of the story 4. Give your evidence/ quote using an academic transition 5. Interpret the quote for your reader by explaining the connotation and/ or poetic techniques in the quote (re- quote a small chunk of the quote if necessary) 6. Conclude the paragraph with a “therefore” statement of some kind that restates the answer to the prompt in specific terms 1. In Shakespeare’s tragedy Romeo & Juliet, he creates a foreboding tone in the prologue by using alliteration. 2. The ominous fate of the two lovers is connected by the use of repeated sounds in associated words. 3. After explaining that two families have gone back to an old feud, he lays out the details of the forbidden, doomed, teenage love affair. 4. It warns the audience to expect that, “from forth the fatal loins of these two foes,/ a pair of star- crossed lovers take their life” (5-6). 5. The connotation of the repeated “f” sounds emphasizes the words “from forth,” “fatal,” and “foes,” connecting the eventual, untimely, destined deaths of the two lovers. 6. Therefore, the prologue has a foreboding tone resulting from this alliteration, in order to give the audience a good idea of the horrible events that will unravel as a product of this infamous relationship.

6. REVIEW THE STEPS TO CLOSE READINGS: 1. First read: 2. Second reading: 3. Writing prompt? 4. Response

7. In Shakespeare’s tragedy Romeo & Juliet, he creates a foreboding tone in the prologue by using alliteration. The ominous fate of the two lovers is connected by the use of repeated sounds in associated words. After explaining that two families have gone back to an old feud, he lays out the details of the forbidden, doomed, teenage love affair. It warns the audience to expect that, “from forth the fatal loins of these two foes,/ a pair of star-crossed lovers take their life” (5-6). The connotation of the repeated “f” sounds emphasizes the words “from forth,” “fatal,” and “foes,” connecting the eventual, untimely, destined deaths of the two lovers. Therefore, the prologue has a foreboding tone resulting from this alliteration, in order to give the audience a good idea of the horrible events that will unravel as a product of this infamous relationship.

8. In Shakespeare’s tragedy Romeo & Juliet, the prologue opens with a foreboding tone due to the author’s use of alliteration. He uses similar sounding words with dark, ominous connotations to emphasize some of the fatal elements of the play. The prologue introduces the feuding families as well as the doomed relationship between two of their progeny. This gloomy, dismal situation is fittingly delivered as, “from forth the fatal loins of these two foes,/ a pair of star-crossed lovers take their life” (5-6). The connotation of the repeated “f” sounds emphasizes the words “from forth,” “fatal,” and “foes,” connecting the eventual, untimely, destined deaths of the two lovers. Therefore, Shakespeare makes it clear that this couple cannot be together by relating their deadly fates to the enmity of the families using alliteration.

9. In Shakespeare’s tragedy Romeo and Juliet, the poetic technique of alliteration is used to create a foreboding tone. He uses similar sounding words with dark, ominous connotations to emphasize some of the serious elements of the play. After explaining that the feud of two families has once again boiled to its violent surface, he lays out the details of the forbidden, doomed, teenage love affair. This gloomy, dismal situation is fittingly delivered as, “from forth the fatal loins of these two foes,/ a pair of star- crossed lovers take their life” (5-6). The “f” sound is a harsh and morbid sound, which explains the sad origins of the conflict resulting from the “foes’” offspring falling into a “fatal,” or condemned relationship. Therefore, the prologue creates an apprehensive tone resulting from this alliteration, in order to give the audience a good idea of the horrible events that will unravel as a product of this infamous love between the two enemies.