1. Come, gentle night… Review of Formative Assessment: Passage-Based Question on Romeo & Juliet, Act 3 Scene 2

2. Tackling the Passage-Based Question Read the passage closely Establish the context: identify what is going on, when, where and with whom Read both questions and analyse them carefully, identifying exactly what they require Annotate with the questions in mind, jotting down and linking important ideas Plan your approach briefly for both questions, ensuring your response stays focused on the question Respond: refer closely to language; be methodical and clear in the flow of your ideas; always link your points directly to the question

3. Analysing the Question (i) How does Shakespeare make this scene so dramatically effective? Refer closely to this extract only for this question.

4. Analysing the Question (i) How does Shakespeare make this scene so dramatically effective? Refer closely to this extract only for this question. circle/highlight/underline key words/phrases in the question

5. Analysing the Question (i) How does Shakespeare make this scene so dramatically effective? Refer closely to this extract only for this question. this scene: establish the context of this scene – Romeo has been banished for killing Tybalt who slew Mercutio. The chaotic atmosphere of the previous scene contrasts greatly with this scene dramatically effective: in what ways does this scene move us? Does it make us feel sympathy, frustration, anxiety? Are we moved by the situation the character is facing? Are we touched by the love and devotion the character displays? How does dramatic irony affect us here? what has Shakespeare the playwright done to move us, the audience, in these ways? refer closely to the language of the scene

6. Analysing the Question (ii)How does Shakespeare evoke both pity and admiration for Juliet later in this scene?

7. Analysing the Question (ii)How does Shakespeare evoke both pity and admiration for Juliet later in this scene? circle/highlight/underline key words/phrases in the question

8. Analysing the Question (ii)How does Shakespeare evoke both pity and admiration for Juliet later in this scene? Recall: Later in this scene, the Nurse reveals what has really happened, but in such a confusing manner that Juliet is put through much emotional trauma. At first, she thinks Romeo is dead, then she finds out Tybalt is also dead, then she realizes Romeo is alive but he has slaughtered Tybalt. She is angry at Romeo but then relieved to know he is alive. She chides him but then defends him. She is distraught when the reality of Romeo’s banishment sinks in, and wants to kill herself. The Nurse tries to comfort her by telling her that she will find Romeo and bring him to Juliet. Juliet is comforted for now, but still upset, saying that this will be ‘his last farewell’. Apply: We have to use what we know of the scene to explain how we the audience might feel both pity and admiration for Juliet, based on what she says and does. Analyse: We have to explain clearly how what Shakespeare the playwright does affects us the audience, making us both admire and feel sorry for Juliet. We could offer insights into why Juliet is portrayed this way. What could Shakespeare be trying to convey?

9. What’s the plan? (i) this scene so dramatically effective(ii) later in this scene Juliet pity and admiration using what we discovered and discussed in class and what you’ve studied and from a fresh reading of the scene: -we are moved by Juliet’s passionate love and longing for Romeo, her natural sensuality, her modesty yet desire -we feel great sympathy, knowing that her happiness will be short-lived; the dramatic irony causes tension in the audience -it is tragic to see the lovers facing such a situation; Juliet is so young, a new bride, yet has to embrace the night to keep her love secret using what we discovered and discussed in class and what you’ve studied and what you recall of the scene: - we feel pity for Juliet as her happiness is cruelly snatched away. The manner in which she learns what has happened is very traumatic – she goes from shock and disbelief to sorrow and anger, then despair - we may admire her steadfast devotion to Romeo, choosing to side with him against her own family, her courage in considering death, although we may feel this is foolish and alarming. She is able to recover quite fast, thinking rationally at times, until the idea of Romeo’s banishment plunges her once more into despair - we may perhaps also add that although we may feel sorry for her and admire her, we cannot help but be alarmed at her utter devotion to Romeo

10. Now you’ve got a plan, respond! Try to have 3 major points per question Develop each point clearly, explaining and elaborating on your ideas Support each point with relevant evidence from the text. These can be in the form of quotes, even specific words and phrases rather than whole lines Ensure the flow and focus of your points, checking back with the question to make sure you are focused on answering the question Offer insightful observations when relevant (and when they come to mind!)