RoMeO & JuLiEt E: ThInGs To ThInK AbOuT
}Tis scene is known as the Balcony Scene. }Romeo uses metaphor (a comparison that does not use ‘like’ or ‘as’) as he compares Juliet to the sun: ‘What light through yonder window breaks? / It is the east, and Juliet is the sun.’ Just like when he first saw her at the party, Romeo sees Juliet as a source of dazzling light: ‘Te brightness of her cheek would shame those stars / As daylight doth a lamp’.
}Te danger of Romeo and Juliet’s love is stressed throughout the scene as Juliet reminds Romeo that her family would kill him if he was found in their orchard. So passionate is Romeo, that he disregards this danger.
F: PoRtFoLiO
Go to p.28 of your Portfolio to deepen your understanding of this key scene. • Film Versions of Romeo’s Soliloquy: compare two very different versions of this soliloquy. A: Romeo’s Soliloquy, Film Versions, p.28.
• Te Language of Romeo’s Soliloquy: explore how Romeo expresses his love for Juliet by teasing out the meaning of his soliloquy. B: Te Language of Romeo’s Soliloquy, p.30.
• Stage Design: imagine how you would design the stage set for this scene. C: Stage Design, p.32.
• Reading Journal: write the third of six entries in your Reading Journal. Tis will help you to learn more about the play’s key scenes, p.96.
• Timeline: add to your Timeline to help you keep an overview of the plot, p.90. • Character Log: add to your Character Log for Romeo, p.104 and Juliet, p.106.
76
PoRtFoLiO
RoMeO JuLiEt &
Junior Cycle English
RoMeO JuLiEt
William Shakespeare’s &
T is Portfolio book is a companion text to Mentor’s Romeo and Juliet.
T e rich array of activities off ers students a variety of ways to discover and explore Shakespeare’s timeless classic. T ese activities have been designed to facilitate alignment with the new Junior Cycle English Specifi cation.
• A wealth of interesting activities that facilitate students’ exploration of the play • Activities that have been tailored to meet the demands of the new Junior Cycle English Specifi cation • All activities have been cross-referenced with Mentor’s edition of the play for ease of use • Sample examination questions for the Final Assessment • Links to valuable video material which may be accessed through Mentor’s website:
www.mentorbooks.ie
Hugh Holmes is the author of the Mentor Shakespeare Series (Macbeth, Othello, King Lear, Hamlet and Romeo & Juliet). He is also author and co-author of a number of CSPE and English textbooks for Junior Cycle, Senior Cycle and Transition Year. Hugh is an experienced teacher of English, CSPE, Politics & Society and Philosophy. He is also an experienced examiner for the State Examinations Commission.
Junior Cycle English
Mentor Digital Resources Romeo & Juliet
Teacher Resources
• Overview of assessment of English in the Junior Cycle programme
• A complete list of the Learning Outcomes for Junior Cycle English and how they can be met through the use of this edition of Romeo and Juliet
• Links to videos to enhance understanding and enjoyment of the play
Student Resources
www.mentorbooks.ie
Printed in the EU 1 3 5 7 9 10 8 6 4 2
• Interactive activities • Videos of selected scenes • Sample answers to exam questions
See
mentorbooks.ie/resources
NAME: _____________________________________________________ CLASS: ____________________________________________________ SCHOOL: ___________________________________________________
HuGh HoLmEs MENTOR
William Shakespeare’s RoMeO & JuLiEt
PORTFOLIO
HuGh HoLmEs
MENTOR
PoRtFoLiO
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224
