The Balcony Scene Close Reading Part Two Form

The Balcony Scene Close Reading Part Two

� Form discussion groups of 2 -3 people. � These should be people the same people you worked with on Part One. � When your group has been organized, send one person up to get the materials necessary for this lesson. � In addition to the material I provide, your group will need a separate sheet of paper for its written responses. � Individuals will also need a sheet of paper.

� Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. g. , how the language evokes a sense of time and place; how it sets a formal or informal tone). � Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. � Analyze how complex characters (e. g. , those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop theme.

� Bescreened (adj. ) = hidden from sight � Counsel (n. ) = private thoughts � Thine (pron. ) = that which belongs to you � Enmity (n. ) = hatred � Compliment (n) = a formal act � Perjuries (n. ) = false vows � Fain (adv. ) = gladly � Peril (n. ) = danger

� Cunning (n. ) = skill, charm � Strange (adj. ) = reserved, distant � Light (adj. ) = of little weight, shallow, insubstantial

� Take a few moments to independently reread lines 1 -51 of “The Balcony Scene. ” � On your own paper, choose a specific line from both Romeo and Juliet that you feel demonstrates the emotion Shakespeare is crafting in this scene.

� On your own paper, jot down a response to the following question: � To what is Juliet responding in lines 52 -53 (below)? � “What man art thou that thus bescreen'd in night/So stumblest on my counsel? ”

� Follow along in your copy of the text while listening to the professional reading of Act II, scene ii, lines 52 -106.

� As a group, respond to the following questions on a separate sheet of paper. � Why doesn’t Romeo know how to tell Juliet who he is? � What relationship is Romeo establishing between his name and himself?

� According to Romeo, what power does love have? � Don’t just quote the line, explain what you think Romeo means by it. � What concern is Juliet expressing in line 70? � For Romeo, what is Juliet’s eye more perilous than twenty swords? What concern is Romeo expressing? � What imagery in line 72 can help you understand what peril means? � How does Romeo’s concern differ from Juliet’s? What might this comparison reveal about the personalities of these two characters?

� What does Romeo prefer to life without Juliet’s love? How does this support your previous judgments/understanding of what Romeo values? � What extended metaphor is Romeo constructing in lines 79 -84? What might this reveal about how Romeo understands his relationship to Juliet?

� Write down any words that repeat in these lines. � If fain means “gladly, ” what does the use of fain in these lines reveal about how Juliet is feeling? Why might she be feeling this way? � In this context, compliment means “formality. ” When Juliet says, “farewell, compliment, ” to what is she saying goodbye? What shift in Juliet’s attitude might this indicate?

� What concerns motivate Juliet’s requests? What might this reveal about how she understands her relationship to Romeo?

� What is the definition of light in line 99 and 105? How does this description inform your understanding of Juliet’s intentions towards Romeo?

� On one copy of the text, circle all the imagery found in Romeo’s lines. Then repeat the process by underlining all the imagery found in Juliet’s lines. � What do you notice about the use of imagery in Romeo’s lines versus Juliet’s?

� On the piece of paper you started with at the beginning of the hour, please respond to the following prompt using specific evidence from the text to support your thinking. PROMPT: � What can you infer about Romeo’s and Juliet’s personalities by comparing their use of language