English Literature Paper 1 Section A

Name: _______________________________

Y10 English Summer Term – Romeo and JulietYou are going to be studying William Shakespeare’s tragedy play, Romeo and Juliet. You will be following a series of ‘Episodes’ that will cover the whole play. Every two weeks a new episode will be released for you to work through. All resources have been hyperlinked in the table below. Alternatively, all resources can be found at: https://fazakerleyenglish.weebly.com/y10-romeo-and-juliet.htmlAn extra copy of the student workbook and PowerPoint will be placed in Pupil Resources.Learning Episodes:1. What is the context of the play? 4th May – 15th May

Subject Description of Work/Content Hyperlink Address/Location in Pupil Resources AssessmentLearningEpisode 1: What is the context of the play?

Student Workbook

Learning Episode 1 PPt

1. Who was William Shakespeare?a. Watch the video to find out facts about Shakespeare.b. Read the fact sheet – take notes as you read.c. Answer the comprehension questions.d. Check your answers.e. Complete the MCQ test and self-assess.

1. Who was William Shakespeare?a. https://youtu.be/geev441vbMI b. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/shakespeares_life_fact_sheet.pdf c https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/shakespeares_life_student_research_sheet.pdf d. Slide 5: .https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx e. Side 7 and 8: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx

MCQQuizlet Big Question Episode 1 Review – Slide 47 200 Word Challenge Knowledge Test 15.5.20

2. What was the theatre experience during Elizabethan times?a. Take a tour of the Globe theatre.b. Watch the video to find out about Greek tragedy.c. Read the fact sheet – take notes as you read.d. Answer the comprehension questions.e. Check your answers.f. Complete the MCQ test and self-assess.

2. What was the theatre experience during Elizabethan times?a.https://youtu.be/D1rbtHchv1g b.https://youtu.be/uoBAxTOUA7g c.https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/theatre_fact_sheet.pdf d.https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/religion_and_beliefs_student_research_sheet.pdf e. Slide 14: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx f. Slide 15 and 16: a. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx

3. What was society like at the time?a. Watch the video and read the information on Family and Hierarchical structures.b. Look at the information on the chain of being, the role of women and Italian society. Think about where you would be on that rank order and make a list for today’s society.c. Read the fact sheet on society - take notes as you read.d. Answer the comprehension questions. e. Check your answers.f. Complete the MCQ test and self-assess.

3. What was society like at the time?a. Slide 18: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx b. Slide 19-21 https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx c. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/society_fact_sheet.pdf d. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/society_student_research_sheet.pdf e. Slide 23:https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx f. Slide 24-25: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx

4. What were the religious beliefs of the people?a. Watch the video on religion from 1:11 to 2:19.b. Look at the information on Catholicism, the supernatural and the signs of the zodiac. Make sure you can explain what a macrocosm and a microcosm are.c. Read the fact sheet – take notes as you read.d. Answer the comprehension questions.e. Check your answers.f. Complete the MCQ test and self-assess.

4. What were the religious beliefs of the people?a.https://youtu.be/ROuDEg3HaiI b. Slide 28-30: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx c.https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/religion_and_beliefs_fact_sheet.pdf d.https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/religion_and_beliefs_student_research_sheet.pdf e. Slide 31: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx f. Slide 32-33: a. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx

5.What was happening with regards to science at this time?a. Watch the video on The Science of Shakespeare.b. Read the information on destiny, fate, the stars and superstition then the four humours..c. Read the fact sheet – take notes as you read.d. Answer the comprehension questions.e. Check your answers.f. Complete the MCQ test and self-assess.

5.What was happening with regards to science at this time?a.https://www.youtube.com/watch?v=ov3IpnCL8rM b. Slides 35-36: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx c.https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/science_and_progress_fact_sheet.pdf d. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/science_and_progress_student_research_sheet.pdf e. Slide 37: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx f. Slides 38-39: a. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx

6.Test your knowledgea. Watch the Course Hero video to recap.b. Complete all MCQ tests again.c. Complete the big question review and then compare your answers.d. Complete the final quiz on Microsoft Forms. YOU CAN ONLY TAKE THIS QUIZ ONCE – make sure you are prepared when you take it.

6.Test your knowledgea.https://youtu.be/mrib1-6fbXY b. Slides 42-46: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx c. Slides 47-48: https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/y10_summer_term_learning_episode_1.pptx d.a. https://forms.office.com/Pages/ResponsePage.aspx?id=5WnUNGMyK0i8XU1lzNNXdr7vYi9Kk-

ROs_eqFdopG0tUQzNLQzFaMFFCWE0yWTU3M0lWUk1OQkZNMi4u

EXTRA CHALLENGE200 Word Challenge: Write a paragraph on the context of Romeo and Juliet. Use the checklist and success criteria to help you.Complete extra reading on the context. https://fazakerleyenglish.weebly.com/uploads/2/8/4/7/28474203/rj_stretch_and_challenge.pdf

ANTHOLOGY POETRY: Complete all of the tasks for A Poison Tree.

https://fazakerleyenglish.weebly.com/y10-anthology-poetry.html

BLOOD BROTHERS: Look at the context information and compare it with Romeo and Juliet.

https://fazakerleyenglish.weebly.com/modern-drama---blood-brothers.html

Learn your spellings using Quizlet. Complete the spelling test for week 1 on Quizlet.

Spellings are in the Student Workbook

Y10 Summer Term Weekly Spelling, Vocabulary, Quotation and Knowledge RecallWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

SpellingsAccommodationBeautifulBecause

IntensifiersAmazinglyAstoundinglyDreadfullyEspecially Exceptionally Extremely FrightfullyIncredibly InsanelyModerately

General vocabularyappease - to make someone feel less dissatisfiedassert - to state as trueattest - to vouch for the truth of a statement

Romeo vocabularyMelancholicQuixoticArdentR&J quotes: RomeoAct 1 Scene 5: Romeo, about Juliet: “she doth teach the torches to burn bright”Act 3 Scene 1: Romeo: “O, I am fortune’s fool!”Act 5 Scene : Romeo: “here lies Juliet, and her beauty makes/This vault a feasting presence full of light”

KNOWLEDGE: ROMEO

SpellingsBeginningBelieveBusiness

SuperlativesBitterest BloodiestBrightestColdestCruellestDarkestDeadliestFiercestGreatestLargest

General vocabularycollaborate - to work togethercomply (with) - to obey or follow a commandconvey - to communicate an idea

Benvolio vocabularyAppeasingSincereStalwart

R&J quotes: BenvolioAct 1 Scene 1: Benvolio: “ I do but keep the peace”Act 1 Scene 1: Tybalt, to Benvolio: “Turn thee, Benvolio, look upon thy death.”Act 3 Scene 1: Benvolio to Mercutio: “I pray thee, good Mercutio, let’s retire”

KNOWLEDGE: BENVOLIO

SpellingsCeilingDecidedDefinitely

Words to express angerInfuriatingIncensedExasperated ApoplecticGrosslyVulgarAtrociousDisgustingAbhorrentDispleasing

General vocabularydevise - to come up with a plandisastrous - having extremely unfortunate or dire consequencesethical - the right, moral thing to do

Mercutio vocabularyAnarchicImpulsivePrecocious

R&J quotes: Mercutio Act 1 Scene 4: Mercutio, to Romeo: “If love be rough with you, be rough with love.”Act 3 Scene 1: Mercutio: “a plague o’ both your houses”Act 3 Scene 1: Mercutio: “ask for me tomorrow, and you shall find me a grave man”

KNOWLEDGE: MERCUTIO

SpellingsDisappearDisappointedEmbarrass

Words to express sadnessTragicCatastropheUpsettingHeart-breakingHeart-rendingSaddeningTouchingDistressingSympathy Compassion

General vocabularyimpressive - causing admiration because of an object's importance, size, or qualityindignant - feeling or showing anger or annoyance at what is perceived as unfair treatment.Mundane - ordinary, common

Juliet vocabularyIdealisticIngenuousResoluteR&J quotes: JulietAct 1 Scene 5: Juliet, about Romeo: “if he be married,/My grave is like to be my wedding bed”Act 2 Scene 2: Juliet, about Romeo: “’Tis but thy name that is my enemy”Act 4 Scene 1: Juliet, to Friar Lawrence: “I long to die if what thou speak’st speak not of remedy”KNOWLEDGE: JULIET

SpellingsFriendImmediatelyMinute

Words to express happinessJoyful Ecstatic ThrillingRapturousDelightfulEnchantingWondrous ExtraordinaryAstonishingIncredible

General vocabularyNegligible - of very little value, almost worthlessLudicrous - ridiculous, laughable, absurdPerspective - viewpoint, way of seeing things

Tybalt vocabularyVolatileTempestuousRighteousR&J quotes: TybaltAct 1 Scene 5: Tybalt, about Romeo: “To strike him dead I hold it not a sin”Act 3 Scene 1: Tybalt, to Romeo: “Boy, this shalt not excuse the injuries that thou hast done me.”Act 3 Scene 1: Tybalt, to Romeo: “thou art a villain”

KNOWLEDGE: TYBALT

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10SpellingsNecessaryNeighbourNervous

IntensifiersOutrageously RadicallyRemarkablySomewhatStrikingly Supremely TerrificallyUncommonlyUnusually

General vocabularyPertinent - on topicRational - logicalRepercussion - a consequence for a bad decision

Nurse vocabularyMaternalSubmissiveUncouth

R&J quotes: NurseAct 1 Scene 5: The Nurse, to Juliet, about Romeo: “The only son of your great enemy.”Act 3 Scene 5: The Nurse, to Lord Capulet: “You are to blame, mu lord, to rate her so …”Act 3 Scene 5: The Nurse, to Juliet, about Paris: “I think it best you married with the County”

KNOWLEDGE: NURSE

SpellingsOpportunityPersuadeQueue

SuperlativesLikeliest Saddest Smallest Sourest StrictestStrongest ToughestWeakest Worthiest

General vocabularyRigorous - severe, harsh, strict; thoroughly logicalAdequate - good enough, mediocreBeneficial - helpful, opposite of detrimental

Lord Capulet vocabularyDomineeringPatriarchalCommanding

Act 3 Scene 5: Lord Capulet, about Juliet: “I would the fool were married to her grave”Act 3 Scene 5: Lord Capulet, about Juliet: “Hang thee young baggage, disobedient wretch”Act 4 Scene 5: Lord Capulet: “with my child my joys are buried”

KNOWLEDGE: LORD CAPULET

SpellingsQueueingQuietQuite

Words for disgustingAppallingRepellentRepulsiveNauseatingRepugnantAbhorrentGrotesqueDiabolicalSickeningGhastly

General vocabularyDetrimental - hurtful, opposite of beneficialControversial - causing a great deal of disagreementDissuade - to convince someone not to do something or think something

Lady Capulet vocabularyVengefulDetachedCalculatingR&J quotes: Lady Capulet Act 3 Scene 5: Lady Capulet, about Juliet: “I would the fool were married to her grave”R&J quotes: ProloguePrologue: “Two households, both alike in dignity”Prologue: “Ancient grudge … new mutiny”Prologue: “A pair of star cross’d lovers” with a “death mark’d love”KNOWLEDGE: LADY CAPULET

SpellingsReceiveSeparateSincerely

Words for a lotAbundantCopiousProfusePlentifulAmpleGenerous BountifulNumerous FrequentSeveral

General vocabularyForemost - the most important, the most prominentIncentive - a reward for doing somethingMutual - involving both sides

Friar Lawrence vocabularyOptimisticPaternalConcernedR&J quotes: Friar LawrenceAct 2 Scene 3: Friar Lawrence: “This alliance may so happy prove to turn your household rancour to pure love”Act 2 Scene 6: Friar Lawrence: “These violent delights have violent ends”Act 5 Scene 3: Friar Lawrence: “Fear comes upon me: O, much I fear some ill unlucky thing.”KNOWLEDGE: FRIAR LAWRENCE

SpellingsSurprisedUntilConfidentially

Words for incorrect/silly ideasMisguidedIll-conceivedErroneousImprudentIll-advisedFlawedUnwiseMistakenInaccurateInjudicious

Paris vocabularyHonourableEgotisticalConventional

Prince Escalus vocabularySuperiorAuthoritativeCommanding

R&J quotes: Paris/Prince Act 1 Scene 2: Lord Capulet to Paris: “let two more summers with in their pride”

Act 5 Scene 3: Prince: “all are punish’d”Act 5 Scene 3: Capulet: “O brother Montague, give me thy hand”

KNOWLEDGE: PARIS/PRINCE

Big Question: Who was William Shakespeare?Red the information below. You can either reduce it in your own words or use the questions on the next page to focus you answers.

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Here is a summary and overview of what life was like during Elizabethan times to help you to understand what Shakespeare was thinking about when he wrote the play.Romeo and Juliet Historical Context Summary

Although he was redefining the tragedy genre, he made sure the conventions

were still there. The characters may not

Shakespeare re-defined the genre of tragedy. Instead of kings, princes and powerful nobles, but Romeo and Juliet are very different: they are

Many aspects of Shakespeare’s plays would have been very familiar to Elizabethan audiences: street fights and brawls; violence and death; masked balls and dances; potions and medicines in apothecaries’ shops; strong male friendships. Patriarchal attitudes and authority; the roles and responsibilities of children and attitudes towards family; the plague, religion and attitudes towards death are all significant throughout the play.

The story contains a number of ‘stock characters’ or stereotypes which were common in literature: meddling friars; an argumentative old nurse; an angry and over-protective set of parents; young lovers; feuding young men; aggressive aristocrats.

Several sonnets are spoken in the play. Traditionally sonnets had love as their main theme and focus. Shakespeare’s audience would have been very familiar with the sound, language and rhythm of sonnets and would have appreciated his sonnet-writing skills. Shakespeare was a celebrated master of writing sonnets.

Many of Shakespeare’s plays deal with difficult family relationships, particularly fathers’ oppositions to their daughters’ desires to marry. Feuding families are also a common theme in Shakespeare’s

The play shows how extreme passion leads to disaster ‘violent delights have violent ends.’

Romeo and Juliet is part of an Elizabethan appetite for revenge tragedies which was a very popular form of entertainment at the time. Shakespeare included many conventional aspects of tragedy but expanded it further in this play. The young lovers are tragically separated and destroyed by powers outside of their control.

The story of Romeo and Juliet had existed in folk tale form for many years before Shakespeare wrote it into a play. The story of young lovers from opposing families who chose death rather than being separated is common in literature and other Shakespeare plays.

Here are some of Shakespeare’s intentions in writing the play Romeo and Juliet.As we continue to study the play, try to add some specific notes relating to the play, characters and events.

1. Pushing the boundaries of social expectations: What boundaries do you think he is pushing?

Although he was redefining the tragedy genre, he made sure the conventions

were still there. The characters may not

Shakespeare re-defined the genre of tragedy. Instead of kings, princes and powerful nobles, but Romeo and Juliet are very different: they are

2. Highlighting the extent of Elizabethan Society: What do think he wants to highlight about Elizabethan Society?

3. Emphasising the nature of Elizabethan Law and Monarchy: i.e. defying laws, social expectations results in death or punishment: What do you think is trying to get the audience to think about in relation to these ideas?

Big Question: What was the theatre experience during Elizabethan times?Red the information below. You can either reduce it in your own words or use the questions on the next page to focus you answers.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Big Question: What was society like during Elizabethan times?

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Big Question: What were the religious beliefs of the people?

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Big Question: What was happening, with regards to science, at this time?

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Multiple Choice QuestionsWho was William Shakespeare?

1. Who was William Shakespeare?a. A King during the Elizabethan era known for creating social division.b. A famous playwright who wrote over 40 plays and 154 sonnets.c. A character from the famous play Romeo and Juliet.

2. Why might Shakespeare’s views on love be dark?a. He had his heart broken when he was young and was scared to fall in love again.b. Society had made him think like this because of the strict moral values.c. He had married young and in haste and realised that he didn’t love his wife.

3. What do you think were Shakespeare’s intentions when writing his plays?a. He simply wanted to entertain the audience and make them laugh. He felt they deserved

to get value for money.b. He wanted to be controversial and create a revolution in society so they would start to

protest against everything that was wrong.c. He wanted to emphasis the nature of Elizabethan Law and the control that society and

the monarch had.

What was the theatre experience during Elizabethan times?

1. Which of these features would you expect to see in a tragedy?a. Groups of people against each other, a fool who acts as a jester and strong female

characters.b. Based on real life events, power struggles and contemporary issues.c. Protagonist with a fatal flaw, fate has a role in the unfortunate events and death at the

end of the play.

2. What was the purpose of the Chorus?a. To provide music and an opportunity for the audience to participate and sing along.b. To act as the voice of reason/justice, highlighting their social concerns and issues.c. To sum up the events and translate the events for the audience.

3. Due to the restrictions of the theatre, how would the audience be entertained?a. The actors would throw things at them in order to encourage audience participation.b. Fight scene to signal the start of the play: the loud sounds usually call attention to the

audiencec. Violence, blood, gore would be fascinating and also entertaining (though modern

audiences may not have the same response)

What was society like at the time?

1. What is the patriarchal structure?a. Men were dominant and had more rights over women, which in turn extended to family

households as well as roles in society.b. Everyone in society was equal and had equal opportunities and rights.c. Men were able to make more decisions than women.

2. What was the role of women during Elizabethan times?

a. They were expected to defend their families and do anything to protect them ,including fighting and revenge.

b. They were expected to be entertainers and many of them performed on the stage.c. They were expected to be polite, quiet and obedient and to follow the wishes of their

fathers until they were married, when they would obey their husband’s orders instead.

3. Why did Shakespeare set the play in Italy?a. He didn’t want any connection to be made with Elizabethan society.b. Nobody wanted to watch a play that was set in England.c. The Elizabethans knew of the violence and fighting so they would be intrigued and

entertained by this.

What were the religious beliefs of the people?

1. Who had changed the main religion in England?Henry VHenry VIIHenry VIII

2. How were Catholics viewed by Elizabethan society?As traitors, promoting or practicing the Catholic faith would result in punishment and unavoidable death.Their views on God were celebrated and encouraged as part of the Christian faith.People ignored them but allowed them to practice in private.

3. What religion were the majority of people in England at this time?a. Buddhistb. Protestantc. Catholic

What was happening, with regards to science, at this time?

1. What happened during the English Renaissance?a. People were terrified at the idea that the earth was flat.b. A number of developments in science and the arts such as the discovery that the world

revolved around the sun.c. Artists were painting scenes of life in rural England.

2. Who did William Gilbert discover?a. The earth was a giant magnet with two poles that cause it to spin on an axis.b. The sun revolved around the earth.c. That there was another planet earth.

3. What were the medical beliefs during this time?a. There was no remedy to cure anything so you just had to tolerate the pain.b. Only the aristocracy could be treated.c. People believed they were controlled by humours – 4 liquids in your body that

determined your mood and health.d. Big Question: Why did Shakespeare choose Italy as the setting?

Shakespeare and Italy by John Mullanhttps://www.bl.uk/shakespeare/articles/shakespeare-and-italy So frequent and thorough is Shakespeare’s engagement with Italy in his plays that it has been suggested that he travelled to Italy some time between the mid-1580s and the early 1590s – the so-called ‘lost years’ when we have no reliable information about his whereabouts. There is no evidence to support this claim, but it is clear that Italy was his primary land of the imagination. Unlike other countries – such as France, Austria or Denmark – in which he set particular plays, his representations of Italy are diverse and usually precise. Different cities in Italy are chosen for different plays and given distinct qualities and associations.

When he so often chose Italian settings for his plays, Shakespeare was exploiting his contemporaries’ lively interest in the country. It was the destination of many Elizabethan travellers and the subject of many travel writings. (In As You Like It, when Jaques tells Rosalind that he has the ‘humorous sadness’ of a ‘traveller’, she naturally assumes ‘you have swam in a gundello [i.e. gondola]’ (4.1.19–21). Any serious traveller would have been to Venice.) If Shakespeare did not know Italian, many of his educated contemporaries did. It is likely that he encountered educated Italians in London – he might well have known leading humanist scholar John Florio, an Italian who was tutor to his patron, the Earl of Southampton.

Italy had a special hold on poets. The very forms of Elizabethan verse and the terminology of its patterns (stanza, sestina) often came from Italy. The sonnet (from the Italian sonneto) was introduced to English in the 1550s in explicit imitation of Italian models, and especially of the Italian poet Petrarch. In Romeo and Juliet, a play whose very prologue is a sonnet, Mercutio, mocking Romeo for his lovelorn posturing, tells Benvolio to expect from him the poetry of unrequited passion: ‘Now is he for the numbers that Petrarch flow’d in’ (2.4.38–39). The 14th-century Italian poet Francesco Petrarca (known as ‘Petrarch’ in English) was greatly admired in England, especially for his sonnets, which elaborately expressed his hopeless love for the nearly divine ‘Laura’.

Mercutio invokes the object of Petrarch’s adoration to make fun of Romeo’s idealisation of Rosaline. ‘Laura to his lady was a kitchen wench (marry, she had a better love to berhyme her)’ (2.4.39–41). Shakespeare expected his audience to get the joke and to know that Italians were specialists in the poetic language of love. When Romeo and Juliet first meet at the Capulets’ masked ball, they exchange rhyming lines that go together to make up a sonnet. In Much Ado about Nothing, also set in Italy, Benedick and Beatrice are finally revealed to be secretly in love with each other when each is discovered to have been writing ‘a halting sonnet’ to the other (5.4.87).

Shakespeare may or may not have been able to read Italian, but he was able to use Italian sources for many of his plays because they had often been translated. The narrative of Bianca and her suitors in The Taming of the Shrew, for instance, is taken from George Gascoigne’s translation of Ariosto’s I Suppositi. The main story of Romeo and Juliet can be traced back to Luigi da Proto’s Istoria … di due nobili Amanti (c. 1530), but Shakespeare took his details from Arthur Brooke’s narrative poem The Tragical History of Romeus and Juliet (1562). The source for Othello is a novella by the 16th-century Italian writer Giraldi Cinthio, which Shakespeare might have read in a French version. The very fact that we are unsure as to Shakespeare’s grasp of Italian is testimony to the currency of Italian literature in Renaissance England.

In Romeo and Juliet, Shakespeare returns to Verona for a tragedy of love. His picture of warring families has the sanction of stereotype but acquires an utterly credible texture and authority. The sense of a place with its own rules and rituals, liable always to descend into violent chaos, is vividly imagined. Many of those who watched at the Globe Theatre would have been familiar with urban violence, yet the blood feuds of Verona corresponded to nothing in Elizabethan London.

Shakespeare used the fact that different Italian cities, each with a different regime and ethos, were often within easy reach of each other. In Romeo and Juliet we go from Verona to Mantua; in Two Gentlemen of

Verona the main characters move between Verona and Milan. Different cities have different reputations. In Much Ado about Nothing, Claudio is made ‘a young Florentine’ (1.1.10–11), a man whose disastrous misinterpretations of what he sees and hears are the more likely because he comes from a different state. In Othello the fact that Cassio is a Florentine is constantly used by Iago to invite the suspicion or contempt of other characters.

What features of the play are influenced by Italian culture?

What is the purpose of Mercutio’s reference of Petrarch when speaking to Benvolio?

Where does Mullan suggest Shakespeare sources his ideas for the play from?

The Italian Renaissance is synonymous with the ‘rebirth’ of classical art, literature and ideas. To what extent is ‘Romeo and Juliet’ a Renaissance text?

In America; Romeo And Juliet In Bosnia

Notes:

‘Context’ is what was happening at the time something was written. The following things were important influences on the writing of Romeo and Juliet: Watch the Miss Dean video on YouTube ‘Social and Historical Context of Romeo and Juliet’. Answer the following questions to make sure that you understand what context is, and how the context of Romeo and Juliet affected the choices that Shakespeare made when he wrote this play.

1) Who was the Queen when Romeo and Juliet was written and performed? _____________________________________________________________________

2) What was missing from the Globe Theatre that theatres can use today? Name three things? _____________________________________________________________________

3) What is a patriarchal structure? _____________________________________________________________________

4) Who is the best example amongst the characters of an Elizabethan patriarch? _____________________________________________________________________

5) What practice was illegal for sorting out arguments between young men? _____________________________________________________________________

6) When in the play to we first hear about a family feud? _____________________________________________________________________

7) How do courtly lovers behave? _____________________________________________________________________

8) When does Romeo behave like a courtly lover? _____________________________________________________________________

9) Where do these ideas originally come from? _____________________________________________________________________

10) What kind of love does Juliet prefer, rather than ideal courtly love? _____________________________________________________________________

Big Question Review – Learning Episode 1

Who was William Shakespeare? What was the theatre experience during Elizabethan times?

What was society like at the time?

What were the religious beliefs of the people?

What was happening, with regards to science, at this time?

Why did Shakespeare use Italy as the setting?

200 Word Challenge: Context of Romeo and Juliet

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Success Criteria:

Accurate punctuation Accurate spelling Used and explained youth culture correctly Used and explained unemployment correctly Used at least one of the deliberate sentences Varied sentence openings Use the marking criteria on the next slide to think about a mark.

DIRT:Go back to the vocabulary list and checked you have used all of these terms correctly. If not, use them.Go back to the ingredients checklist and make sure all of these have been included in your work.Look at the sentence starters. Make sure you have used at least 3 of these.