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Act III Romeo and Juliet.

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Presentation on theme: "Act III Romeo and Juliet."— Presentation transcript:

1 Act III Romeo and Juliet

2 Agenda Bell Ringer Flashback: Plot and Character Motivation
Skill Review: Internal/External Conflict Reading: Act III Scenes i-ii pages Video analysis Exit Slip Learning Target: I can explain how the use of characterization and conflict is used to develop the plot of a text. 2

3 Bell Ringer Identify the EIGHT parts of speech.
Read the following passage and find ONE example of EACH part of speech. Our class is currently reading Romeo and Juliet. It is about two kids who fall in love despite the feud occurring between their families. Wow! I had no idea that Juliet was only thirteen years old. I can’t wait to see how the play ends.

4 Unit skills Make sure you KNOW these . . .
Act I Paraphrasing Characterization (inferences and motivation) Dramatic Elements Act II – Figurative Language Simile Metaphor Personification Hyperbole Oxymoron Allusion Imagery Act III Foil Characters Plot Review Character Motivation Conflict External Person vs. person Person vs. society Person vs. fate/nature Internal Person vs. self

5 Basic Plot Review 1. Exposition: the characters and setting are introduced. 2. Rising Action: introduces conflict, and develops suspense. 3. Climax: highest point of interest; the story’s turning point. 4. Falling Action: 5. Resolution:

6 Character Motivation Motivation is what drives a character’s actions. It explains behavior and reveals personality. Think back to The Pact and what motivated George to keep working at his goals. Think back to LOTF when the boys are motivated to reenact the hunt. Writers rarely make direct statements about a character’s motivation. Instead they plant clues and rely on readers to make inferences from those clues.

Intrinsic Motivation comes from INSIDE an INDIVIDUAL rather than outside. Extrinsic Motivation is when a person is motivated by some outside force. For example, your parents might EXTRINSICALLY motivate you to improve your grades by rewarding you with a later curfew, a new iPhone, or other privileges.

8 “It’s All About Color” clips/freedom-writers/all-about-color Laura is going to try and find this on Youtube, but so far, no luck. (Laura will you let us know if you find this.)

9 Reflection Answer the following questions separately or in ONE cohesive PARAGRAPH. What CONFLICT do you identify? a. Is this INTERNAL or EXTERNAL? b. What type of conflict is it? (man vs. man; man vs. society; man vs. self; etc.) What CHARACTER MOTIVATION do you see from the students and Mrs. Gruwell? Identify a THEMATIC STATEMENT for the video.

10 SKILL FOCUS: CONFLICT Directions: Identify which quote is external or internal conflict, then explain what type of conflict each is (person vs. person, person vs. nature, etc.) Be ready to JUSTIFY your answers. “I will bite my thumb at them, which is a disgrace to them if they bear it.” – Sampson, I:i “Uncle this is a Montague, our foe, A villain, that is hither come in spite . . .” – Tybalt, I:v “My only love, sprung from my only hate I must love a loathed enemy.” – Juliet, I:v “Shall I hear more, or shall I speak at this?” – Romeo, II:ii “Tybalt, the kinsman of old Capulet, Hath sent a letter to his father’s house.” – Benvolio, II:iv 10

11 Reading: Act III scene i-ii

Montagues: Benvolio: Lord Montague: Romeo: Capulet: Tybalt: Lady Capulet: Juliet: Nurse: Other: Mercutio: Prince: Citizen: 12

13 Reading Questions: Act III scene i
Describe what motivates Benvolio’s fear at the beginning of this scene? What have you learned about his character? Which characters want to fight? What motivates each of these characters? What reason does Romeo give for not fighting Tybalt? How does Mercutio react to his injury? How does Romeo seek revenge on Tybalt? How is Romeo “fortune’s fool”? Who recounts what happened at the fight? How is this similar to the play’s beginning? What does Lady Capulet want as justice? What does Lord Montague see as justice? What punishment does Romeo receive? Application: Provide at least TWO examples of internal conflicts from this scene. General

14 Reading Questions: Act III scene i
Describe the motivations of each of the following characters. Give a specific example from the text as support: a. Benvolio b. Romeo c. Tybalt d. Mercutio How is Romeo “fortune’s fool”? Who recounts what happened at the fight? How is this similar to the play’s beginning? Describe what Lady Capulet and Lord Montague see as justice. How are they similar? Different? What can we infer about each family based on their requests? What punishment does Romeo receive? Application: Provide at least TWO examples of internal conflicts from this scene. PreAP

15 Summarizing scene ii Juliet waits alone in her bedroom for Romeo to return when the Nurse enters crying over “his” death. Thinking immediately of Romeo, Juliet fears that her husband is dead only for the Nurse to reveal that it is Tybalt that is dead… at the hands of Romeo. Juliet feels guilty for her wave of emotions. She is sad over her cousin’s death yet relieved that Romeo’s life is spared. Learning that Romeo is banished, Juliet fears that she may never see her husband again and begs the Nurse to fin him and bring him to her. Application: What type of CONFLICT best describes these scene? What motivates Juliet to act in this scene? Make an inference as to what will happen next in the play.

16 Video Analysis As we watch both versions of this scene, please fill out your worksheet.

17 Exit Slip Read Prince Escalus’ final decree regarding Romeo’s punishment on page 966, lines Identify Romeo’s punishment? Describe the Prince’s MOTIVATION for this punishment? Would this be INTRINSIC or EXTRINSIC? Why? Explain why this scene serves as the play’s CLIMAX or TURNING POINT? What is the main CONFLICT in this scene? What TYPE of conflict is it?

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