William Shakespeare (1564-1616)

William Shakespeare (1564-1616)

William Shakespeare (1564-1616) An Introduction to Romeo and Juliet Shakespeares Childhood Born on April 23, 1564 in the town of Stratford-on-Avon in England His family was middle-class (father later became mayor of the town, mothers ancestors had some social rank) Ironically both his parents were illiterate (but this was also very common for the day) He enjoyed a typical, but unremarkable education at the Stratford Grammar School, which focused on a classical education in history, reading, and Latin. More about his background At

age eighteen, he married Anne Hathaway who was twenty-six (eight years his seniorhow scandalous!) They had three children together Ten years later, in 1592, he left his family for London and begun his writing career By 1594, he was writing and performing with a group of actors known as Lord Chamberlains Men Very popular group, often performed for royalty and most London theatre-goers (remember this is before movies, so he was sort of famous guy) The Bard is born! He wrote Romeo and Juliet in 1594

Shakespeares version was based on another playwrights work, entitled The Tragicall Historye of Romeus and Juliet (1562) Interesting historical note: Since there were no copy-right laws at the time, writers were extremely competitive at the time (and it was common practice among writers to borrow ideas with or without the authors permission) Biographical Timeline 1594 Shakespeare becomes a shareholder in Lord Chamberlains Men 1599- Lord Chamberlains Co. built the Globe Theater (where most of Shakespeares plays were performed)

1603 James I becomes the King of England (after Queen Elizabeth dies) Renamed acting company Kings Men 1610 Shakespeare retired to Stratford-onAvon 1616 The famous playwright dies at age 52 Why is he still so famous? His plays feature universally identifiable characters and situations Such as love, marriage, death, grief, making difficult choices, separation, reunion and reconciliation These characters are fresh and can be adapted to any time and place and help us (the audience) understand what it is to be human and cope with the problems that plague the human spirit

Enduring Language Shakespeares characters used wonderfully colorful words and expressions He used over 20,000 words in his works The average writer uses only 7,500 whoa! Interesting fact the English Dictionary of his time only had 500 words Shakespeare is responsible for adding 3,000 words to the English Oxford Dictionary He

had an enormous influence on the development of modern English Hes credited with inventing some of the words we still use in our daily speech Such as Accommodation Amazement Assassination Bloody Countless

Critic Exposure Generous Gloomy Hurry Impartial Lonely Majestic Misplaced Obscene Premeditated Radiance

Reliance Road Submerge Suspicious among many others! Shakespeare wrote: Comedies Histories Tragedies The Theater in Shakespeares Day Plays produced for the general public Took place in an roofless / open air theatre (Thank goodness because public sanitation, hygiene and common decency were not as we expect them to be today!) Building

had three levels Stage: A large platform without a curtain Shakespeares Globe Theater Elements of a Drama These are the FIVE (5) parts that correspond to the five ACTS of plays Exposition (the introduction) Establishes the TONE, introduces the setting, the main characters, and the conflict It may also provide additional background info important to understanding the plot

In Romeo & Juliet, there was a Prologue to provide a comprehensive summary of the plot Rising Action Series of complications for the protagonist (main character) Flows from the main character Elements of a Drama (continued) Climax (or crisis) Turning point in the story The moment of choice (an important decision must be made) Forces of conflict come together

Falling Action Results of protagonists decision Maintains suspense Resolution Conclusion of the play Unraveling of the plot Typically, in a Shakespearean play, may include the characters death Shakespeares Types of Characters Static (or Flat characters) Characters

within a story who remain the same they DO NOT change their minds, opinions, or character Dynamic Possess (or Round characters) many character traits, like real people Dramatic Foil A character whose whole purpose is to show off another character Look for how Benvolio does this for Tybalts character in the story

In His Plays, Shakespeares Characters Use Dramatic Techniques on Stage for the Benefit of the Audience Soliloquy Medium to long speech one actor sharing his/ her thoughts aloud Spoken by one actor alone on stage (or not heard by other actors); not directed at the audience Spoken for the benefit of the audience to understand the characters thoughts, motives, Some additional dramatic techniques Monologue One person speaking for a longer period of time Is NOT a dialogue (which is an fair exchange of words between two or more characters)

Aside Direct Not address by actor to audience supposed to be overheard by other characters Shakespeares Poetic Use of Language Pun A play on words involving A word or words with more than one meaning, or Words with similar sound Not closing schools when it was negative 20 degrees out was a pretty cold gesture. The woman who owns the bakery is very sweet.

Metaphoric Language Comparison of unlike things Shall I compare thee to a summers day?... Alliteration A repetition of a consonant sound at the beginning of a word Example: She sells sea shells by the sea shore. Figurative Language: Oxymorons An oxymoron is a term that sounds logical (in the figurative sense), but contain words that with illogical literal meanings like plastic silverware. These terms have a contradictory meaning and serve to have a

specific effect on the audience. List 3 on your own right now: 1. ________________ 2. ________________ 3. ________________ Literary Device: Paradox: When the meaning is different from what is present, often interpreted as a contradiction. In this case, the true meaning is inferred from additional information, such as context. This concept is similar to verbal irony in which the speaker says one thing, but means another. Theme:

Dramatic Themes Central idea or insight about life featured in the plot Common Theme: Tragedy (Shakespearean) Drama where the central character/s suffer disaster or great misfortune In many tragedies, this downfall results from FATE CHARACTER FLAW / FATAL FLAW Or a combination of these two Comic Relief

Use of comedy or humor used to provide relief from the seriousness or sadness, or to relieve the tension of the situation You might not realize it, but your brain is a code-cracking machine. For emaxlpe, it desont mttaer in waht oredr the ltteers in a wrod aepapr, the olny iprmoatnt tihng is taht the frist and lsat ltteer are in the rghit pcale. The rset can be a toatl mses and you can sitll raed it wouthit pobelrm. S1M1L4RLY, Y0UR M1ND 15 R34D1NG 7H15 4U70M471C4LLY W17H0U7 3V3N 7H1NK1NG 4B0U7 17. Shakespeares Writing: Poetic Techniques Blank

Verse Unrhymed Iambic 5 iambic pentameter Pentameter units of rhythm per line A meter consists of five (5) pairs in a two (2) syllable stressed/unstressed pattern Follows pattern of unstressed syllable followed by a stressed syllable Primary

rhythm is iambic Unstressed/ /Unstressed Stressed / Unstressed/ Stressed Understanding Shakespeares Meter Foot/Feet: In Shakespeares poetry, it is the smallest unit of rhythm Iamb:

(more commonly referred to as a Meter) Meter is a measure of the time-pattern that is repeated A foot of two-syllables with unstressed syllable followed by the stressed syllable Iambic Pentameter 5 foot metrical line of weak followed by strong syllables Each line is 10 syllables long in Shakespeares sonnets Intended for actors to speak lines naturally when performing a play An Example of Shakespeares Iambic Pentameter But,| soft! |what | light | through | yon|der | win|dow | breaks? It | is | the | east, | and | Juli |et |is |the sun. iambic pentameter = 10 syllables per line,

or meter of text Act 2, Scene 2 Romeo & Juliet Poetic Techniques English Sonnet Fourteen line poem (Shakespeare wrote 154 of them!) Each line contains ten syllables and written in iambic pentameter Rhyme is scheme in a Shakespearean sonnet a-b-a-b, c-d-c-d, e-f-e-f, g-g* *The last two lines are a rhyming couplet

4th period Learning Groups Eveny Anthony Irving Kevin Juanye Jordan Diana

Syeda Nolan Matthew Krystal Longley Namik Yuribeth Saheed Richard

Maurico Maritza Bryan Cesar Aman Gavin Gerardo Francis Sarai 5th period Learning Groups Ryan

Andres Badar Alfredo Justin Dayanna Justalee

Jose A. Eduardo Karina S. Johan Jose T. Valentina Norberto Johneka Karina R. Ahsan Georgio Trinity

Jairo Jocelyn Abdul Mellisa Marvell Brandon Maurice Afeefah Alejandro 6th period Learning Groups

Isaac Jaylene Jennifer Tyler Isabella Sana Peter Lupe Enrique Dominic Alex C. Ramon Agustin Ricardo Alex

I. Kayla Roy Kat Monse Jose Brianne Laura Anthony Beginning Romeo & Juliet Based on the meaning of the stems, what can you infer the

purpose is of a prologue. pro=? logue? An Example of a Sonnet (from the prologue of Romeo & Juliet) Chorus 1 Two households, both alike in dignity, 2 In fair Verona, where we lay our scene, 3 From ancient grudge break to new mutiny, 4 Where civil blood makes civil hands unclean. 5 From forth the fatal loins of these two foes 6 A pair of star-cross'd lovers take their life; 7 Whose misadventured piteous overthrows 8 Do with their death bury their parents' strife. 9 The fearful passage of their death-mark'd love, 10 And the continuance of their parents' rage, 11 Which, but their children's end, nought could remove, 12 Is now the two hours' traffic of our stage; 13 The which if you with patient ears attend, 14 What here shall miss, our toil shall strive to mend. [Exit.] Relating to the Text

What sort of actions preclude a fight? AND Do you ever HAVE to fight? When is it acceptable to walk away? Examining Authors Purpose To emphasize the on-going conflict both on stage and in the real lives of his audience, Shakespeare throughout this formulaic plot, the characters struggle with some major themes which would have reflected some of the conflicts felt by his audience at the time. Major Themes in Romeo & Juliet

Loyalty vs. Dishonor Pride vs. Humility Hope vs. Despair Fate vs. Free-Will Light vs. Dark Passion vs. Reason Says-Means-Matters Authors often use words and images to act as symbols for what he or she really means. Create a chart with three columns Write what the text actually says, as the author wrote it, then Interpret what the passage means to say, in other words, what is being implied, and finally Analyze why this excerpt matters (how does it relate to one or more of the themes in the text)

Example: Practice: Learning Group Activities Step 1: Determining Roles 1 Facilitator Responsible for keeping the group on task and focused, ensures that all group members have had an opportunity to participate and that the group has met the goals of each activity in an assignment 1 Recorder/Reporter Keeps the records for the group, takes notes, keeps all handouts, etc. and functions as the spokesperson for the group 1-2 Research Guru(s)/ Literary Luminary (ies)

Responsible for ensuring that all responses to the text are supported with clear evidence from the text AND that the groups responses are enhanced with additional research (i.e. looks up unfamiliar words, concepts, etc. Step 2: Identifying Themes Take turns sharing what each member annotated from Act I, Scene 1 in Romeo & Juliet (pgs. 7-25). Identifying qualities or traits of major characters by his or her quotations Major and minor conflicts Major themes in R & J Reason / Impulse Loyalty / Independence Pride / Humility Hope / Despair Fate / Free-Will

Step 2.5: Sharing Your VIPs (Very Important Points) VIPs=Very Important Points These are the annotations that your group has determined to be the most insightful Each group will share with the class your THREE (3) VIPs best examples of your annotations Make sure you cite the page and line #s from the text, summarize or quote the text and fully explain your interpretation of its meaning For Example

Text Page 7 in the Prologue lines 3-4 from ancient grudge break to new mutiny Me The term mutiny refers to a riot, which means that the conflict between the Capulets and Montagues impacts everyone in the community and that impulsiveness overrules reason in Verona. I wonder if the Prince has personal, political motivations to solve the conflict Reflect on Your Own Experience with the Perfect Mate Activity

1. Compare and contrast your experiences with Romeos a. Based on what youve read so far, what does Romeo want in a relationship? b. Is this more like or unlike what the members of your group is looking for in a commitment? 2. Now compare and contrast your experiences with those of Juliet and her parents. a. How were your interactions similar?

b. How were they different? Making Meaning of the Text Act I, Scene 2, Lines 1-12 Interpretation What is said? Capulet Montague is subject to the same penalty But Montague is bound as well as I, (of death), and it shouldnt be so In penalty alike, and tis not hard, I think, unreasonable for mature men to keep the For men so old as we to keep the peace. peace. Paris Paris Of honorable reckoning are you both, Both of you are honorable men and its sad that youve fought for so long, but And pity tis you lived at odds so long. more importantly, what do you think But now, my lord, what say you to my about my proposal?

suit? Capulet Capulet Ive said this before, my child doesnt But saying oer what I have said before. have much life experience My child is yet a stranger in the world. Shes not even fourteen. She hath not seen the change of fourteen Lets let two more summers pass before years. we decide shes old enough to get married. Let two more summers wither in their Capulet pride Ere we may think her ripe to be a bride. What does it matter? Text Analysis

In Act I, Scene 2, Lines 1-13 we meet Lord Capulet (Juliets father) who has been approached by Count Paris for Juliets hand in marriage. When the scene opens, Capulet is reasoning that Montague and should be mature enough to know how to be civil and avoid the Princes harsh penalty. Paris agrees, but is more concerned about whether Capulet will accept his proposal for Juliets hand in marriage Consider why Count Paris would want to marry Juliet what does he stand to gain as a result? Consider why Capulet would want to postpone his daughters marriage (hint: theres probably more than one correct answer here) Learning Group Activity: Jig-Saw Text Interpretation Each

learning group will be responsible for reading and interpreting 10 lines of the text for the class. In your groups Take 5 minutes to read and deconstruct the lines with your group On your own Be sure to write down each groups interpretations as part your own INDIVIDUAL ANNOTATIONS (thats what makes the jig-saw interpretation so successful when everyone helps out, challenging texts are easy to understand!) 4th period Learning Groups

Eveny Anthony Irving Kevin Juanye Jordan Diana

Syeda Nolan Matthew Krystal Longley Namik Yuribeth Saheed Richard

Maurico Maritza Bryan Cesar Aman Gavin Gerardo Francis Sarai 5th period Learning Groups Ryan Andres

Badar Alfredo Justin Dayanna Justalee

Jose A. Eduardo Karina S. Johan Jose T. Valentina Norberto Johneka Karina R. Ahsan Georgio Trinity

Jairo Jocelyn Abdul Mellisa Marvell Brandon Maurice Afeefah Alejandro 6th period Learning Groups

Isaac Jaylene Jennifer Tyler Isabella Sana Peter Lupe Enrique Dominic Alex C. Ramon Agustin Ricardo Alex

I. Kayla Roy Kat Monse Jose Brianne Laura Anthony The Structure of a Shakespearean Tragedy Act I: The Exposition Introduction

to the plot of the play Setting Characters Major Some minor Conflict Complication THEME SAYS-MEANS-MATTERS As a learning group Determine (SAYS), who will read the true text who

will share your groups interpretation, (MEANS), and who will share your groups analysis of the significance with the class (MATTERS). On a sheet of paper, answer A & B: (this will NOT be shared with any of your peers in this class if you choose) ACT II: The Complication BellRinger A. Think about

someone you have dated, are currently dating or would like to date B. What is appealing about them? (Cite as many adjectives as possible) What did you say- or do- (or would say or do) to persuade them to get to know you better? Love: What is it?

Provide some clear explanation which explains what you believe love looks like, (i.e. an example, illustration, definition) Also consider citing what isnt love or even how do you know if and when youre loved? How or when does someone know theyre in love? Do you have to be loved in return in order to be in love? Take a few moments to brainstorm your ideas on a sheet of paper. What is Love? Being with someone Wherever you are as who you may not long as youre with that share many interests person, youre home. with, yet you still

Caring about someone enjoy the time you else more than yourself share together High level of affection Sharing a feeling for someone unlike any you have for someone other (parent to child) or something A sensational feeling Willingness to do anything to keep being around someone around longer someone What is love? Sticking by one another through thick and thin Putting your partners needs in front of your own Inner feelings- how

you feel when youre with them Loyalty Its not just attraction Love can be a solitary What is love? When you would give up something you love for someone elses happiness Sticking through it Not an emotion its a decision Act II: A Balancing Act Have you heard the saying, opposites attract? Answer the following on a sheet of paper.

1.What does it mean (provide an example if you can)? If youre unfamiliar with this idea, what do you think it means? Define in your own words 2.Do you agree with this concept? Why or why not? Explain 3.Finally, cite as many examples of opposites as you can in Romeo & Juliet. Bonus: What is an example of oxymoron? SAYS-MEANS-MATTERS Review Friar Laurences soliloquy that opens Act II, Scene 3 Lines 1-30 Choose 1. WRITE any couplet (two lines) what they SAY 2. INTERPRET what they MEAN

3. ANALYZE why these lines matter to understanding the themes (of which opposition is one) of the play Exit Reflection: Is it possible that there is good and evil within everyone? Explain your reasoning for this paradox. SAYS-MEANS-MATTERS Read the last FIVE (5) lines of Act II, Scene 3: Friar Laurence: In one respect Ill thy assistant be; For this alliance may so happy prove To turn your households rancor to pure love. Romeo: Oh, let us hence! I stand on sudden haste. Friar Laurence: Wisely and slow. They stumble that run fast. SAYS-MEANS-MATTERS 1.Interpret what these lines mean 2.ANAYZE the implications of why this passage matters

Be prepared to share! A Secret Wedding: Come, come with me, and we will make short work. For, by your leaves, you shall not stay alone/ Till Holy Church incorporate two in one. (II, 6, 34-36). These lines spoken by Friar Lawrence end Act II. Why do you suppose Shakespeare opted to leave out the wedding scene (especially after all of their passionate exchanges shared at the beginning of this Act) Your assignment: Write the marriage vows of either Romeo or Juliet in iambic pentameter form (10 syllables per line of text) Extra credit: Write two lines and use endrhymes to create a rhyming couplet! cordially invited.. Activity Guidelines

to create the wedding of Romeo and Juliet! In your Learning Groups, determine who will play the role of Romeo, Juliet, Friar Laurence (and if needed, the Nurse) What would they say to one another to pledge their undying love to one another? For this activity, you may Presentation Grading Rubric 20 Points awarded to each member of the group if all participants stay in character, demonstrate professionalism, show creativity, yet

remaining faithful to the plot of R&J are respectful and attentive during the presentations all groups EXTRA CREDIT: USES OLD ENGLISH Themes Major Overarching Themes Passion (violence vs. love) Additional Themes Opposition/Opposing Forces these are only a

few examples of this theme: Montague vs. Capulet Light vs. Dark Day vs. Night Comedy vs. Tragedy Fate vs. Free-Will Reason vs. Impulse Pride vs. Humility Annotating the Text for a Purpose Annotations should be made for a purpose. In other words, why annotate?

Therefore, your annotations will be focused on identifying and selecting the best examples of the major themes appearing in Shakespeares Romeo & Juliet Exit Reflection Review the action of Act III, scene 1 What was the most important part of that scene? (Summarize and explain) Cite line numbers to strengthen your claim Identify which of the major themes is

illustrated by the lines you selected. BRIEFLY EXPLAIN WHY THIS IS Identifying Your VIPs (Very Important Points) Review the action in each of the three acts weve studied of the play What were the THREE (3) most important annotations you needed to make for EACH of the Acts? With the members of your group, share your annotations, determine which THREE were the most relevant to understanding the plot and the authors motivations Be prepared to share your three VIPs with the room SAYS MEANS - MATTERS For

each of your VIPs, follow the says-meansmatters strategy Says: Document the lines your group selected (either summarize the scene or provide a direct quote regardless, you must CITE the text) Means: Interpret the text; what does it say? Matters: Analyze the significance of the text why does this portion of the text matter to understand the plot and authors motives? Tableau: Instragram Like frozen statues, arrange yourself to show the snapshot within the scene your group has determined is the most important. This activity is demonstrated for Romeo and Juliet, Act 3, scene 1. Answer on the back CERA Please provide a claim-evidence paragraph answering the following prompt: 7.Based on this reading, what could you

infer were the motivating factors influencing Shakespeares writing of Romeo & Juliet? In other words, what do you suppose was the authors purpose for writing? Based on your understanding of the reading, do you suppose he was successful in this endeavor? Explain why or why not supporting your claim with evidence from the text. Summarizing the Action in ACT III (The Climax) Directions: Summarize each of the FIVE (5) scenes in this act in a concise sentence Aim for 5-10 words, not counting

prepositions and/or articles Think of writing it like a headline or a Twitter post ACT III Scene 1: Plot turns from comedy to tragedy with the violent deaths of Mercutio (accidental--fate), and Tybalt (murder free-will) Scene 2: ______________________ _______________________________ Scene 3: ______________________ _______________________________ Scene 4: ______________________ _______________________________ Scene 5: ______________________ Applying Terms Explain how this concept is an

oxymoron: CIVIL WAR How does this apply to the tragic end of the play? HINT: Consider what could have been some of Shakespeares ulterior motives for this play. How could this play still have meaning for us today? What are some modern examples of civil wars? Whos (who is) to Blame? At the end of the play, the Prince says: Go hence to have more talk of these sad things. Some shall be pardoned, and some punished. For never was there a story of more woe than this of Juliet and her Romeo (V,iii, 303-309).

What does this mean? What do you suppose took place in the weeks and months following the tragic end of the play? You Be the Judge! Punished: Who do you believe should be punished for his/her role in the tragic end of Romeo & Juliet? Pardoned: Likewise then, who do you believe should be excused for his/her role? Because while he or she may have been somewhat responsible, ultimately he or she was not intentionally trying to harm anyone. A Note Regarding Your Explanations: Explain

your reasoning using your understanding of the plot. 2-3 sentences for EACH category is recommended to sufficiently support your claims. Preparing for Your Final Exam: Supporting Claims with Evidence Which of the themes addressed in class was Which of the themes addressed in class was the most affective in the enduring popularity understanding of Romeo & Juliet? Be prepared to write a SEEA paragraph in which you state a clear claim, use evidence from the text, provide an elaborate and detailed explanation interpreting the significance of textual evidence, and finally analyze the lasting effect the theme you selected for your focus has on the audience. VIP Annotations

SAYS MEANS -MATTERS Find your BEST annotations for EACH of the major themes from the play. You will have ONE for EACH of the major themes (6 total) - Pride vs. Humility - Virtue vs. Vice - Fate vs. Free-Will- Passion vs. Patience - Reason vs. Impulse - Light vs. Dark - feel free to create your own here List them on a sheet of paper. SAYS- MEANS-MATTERS Directions for EACH of the SIX (6) THEMES 1. SAYS: (1-2 sentences) a.) Cite the text using Act, scene, line #s b.) Either provide a direct quote of 2-6 lines of dialogue

2. MEANS: (2-3 sentences) Interpret what the text says 3. MATTERS: (3-4 sentences) This is the most important part a.) Why does this annotation matter to understanding the plot? b.) Why is this the best example for each theme? SAYS-MEANS-MATTERS Thematic Example: Light vs. Dark Says: , or if love be blind, it best agrees with night. Come, civil night, Thou sober-suited matron, all in black. And learn me how to win a losing match (Act III, Scene 2, lines 912). Means: Shes eagerly waiting for her husband to arrive on their wedding night; however, she uses dark imagery to express her impatience for his arrival. Matters: She compares night to a sober-suited matron, all in black inferring mourning. Perhaps this foreshadows her brief period as a widow or even to her cousin Tybalts murder (although unknown to her at this moment). It also demonstrates a contrast of conflicting emotions for here she should be happy and joyful, but instead uses dark imagery to illustrate

an important shift in the plot from hope to tragedy as the audience experiences the dramatic climax. The last line also could refer to the theme of Fate vs. Free-Will because despite their efforts to thwart (or trick) fate, their relationship is ultimately doomed. The City of Verona vs. Montague & Capulet: Trial Project Role Application For which role you are applying? Briefly prepared to explain why you are the best candidate for the position for which you are applying. Judge(2) Defense Attorney(3) Prosecuting Attorney(3) Jury(6-8) Bailiff (1) Court Reporter (1) Character Witnesses (7-11)

Escalus, the Prince of Verona, Italy Lord Capulet Lady Capulet Lord Montague Benvolio Friar Laurence Nurse additional characters taking part in the fray Balthazar (Romeos servant) Abraham (Montague Servant) Sampson (Capulet Servant Peter (Capulet Servant attending The Nurse) The City of Verona vs. Montague & Capulet: 1st Period Trial Project Roles Judges (2) Amina & Jennifer Defense Attorneys (3) Krupa, Erica & Jocelin Character Witnesses (7-11)

Escalus, the Prince of Verona, Italy Alex Lord Capulet Mouchine Lady Capulet Harper Jury (6-8) Destiny, Nooha, Moises, Christopher, Pooja & Jonathan Lord Montague David Bailiff (1) Jazmyn Benvolio Court Reporter (1) Estefani

Friar Prosecuting Attorneys (3) Abby, Anthony & Roberto Israel Laurence Ivan Nurse Elainna The City of Verona vs. Montague & Capulet: 3rd Period Trial Project Roles Judges (2) Yusef & Ashra Character Witnesses (7-11) Escalus, Defense Attorneys (3) Isaiah R., David & Braijon Prosecuting Attorneys (3)

Mayra, Angelica & Jeffery Jury (6-8) Nghi, Armando, Racquel, Isiah G., Emmanuel, Andrea, Noel & Harold Bailiff (1) Bailey Court Reporter (1) the Prince of Verona, Italy Aman Lord Capulet Brian Lady Capulet Vanessa Lord Montague Lee Benvolio Jacob Friar Laurence Anthony Nurse Almedina additional characters taking part in the fray Balthazar (Romeos servant) Matthew Abraham (Montague Servant) Jesus Sampson (Capulet Servant) German Peter (Capulet Servant attending

The Nurse) Johnathen The City of Verona vs. Montague & Capulet: 4th Period Trial Project Roles Judges (2) Nathan T. & Alexis Character Witnesses (7-11) Escalus, Defense Attorneys (3) Bruk, Yan & Lupe Prosecuting Attorneys (3) Virgil, Louis & Caleb Jury (6-8) Litze, Jazmin, Ashley, Melissa, Modesty, Ana, Jennifer & Jasmine Bailiff (1) Angelo Court Reporter (1) Zoe the Prince of Verona, Italy Nataly or ?? Lord Capulet Nathan V. Lady Capulet Sulema Lord Montague Abdullah

Benvolio Erick Friar Laurence Carla Nurse Jahquann additional characters taking part in the fray Balthazar (Romeos servant) Andy Abraham (Montague Servant) Mirian Sampson (Capulet Servant) Alyssa Peter (Capulet Servant attending The Nurse) Andre The City of Verona vs. Montague & Capulet: Trial Project Role Application 8th period Judge(3):Edward, Arreana, Celeste Defense Attorney(4) Melissa, Lorenzo, Malorie, Yocelin Prosecuting Attorney(4) Ivan, Jasmine, Jake, Lily Jury(10-12)

Jazmine, Arnold, Robert, Tanner, Christian, Jose, Amy, Claudia, Emily, Johannsy Character Witness (7) Baliff (1) Michael Court Reporter (1) Andrew Lord Capulet (Jalen) Lady Capulet (Juliajoy) Lord Montague (Bryan) Benvolio (Jalen) Balthazar ( Friar Laurence (Bernardo) Michael Nurse (Juliajoy) Briefly prepared to explain why you are the best candidate for the position for which you are applying. The People of Verona, Italy vs. Montague & Capulet The Age-Old Battle of Fate vs. Free-Will: A Romeo &

Juliet Trial Project

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