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1. Write the actual lines from the play in the column labelled 'Lines'.
2. Draw some conclusions about the character's view, feelings toward or attitude about love, marriage or the fighting/hate between the characters in the play. Place the conclusion in the column marked 'Conclusions'. Some of the characters have been completed for you to provide an example of what is expected.
Love in Act 1
|Character |Lines |Conclusions |
|Romeo | | |
|(1.1.187-191) | | |
| | | |
|Benvolio |By giving liberty unto thine eyes; |Benvolio suggests that love does not last. He tells Romeo that if |
|(1.1.223-224) |Examine other beauties. |he were to look at other women, he would soon get over Rosaline. |
|Benvolio | | |
|(1.2.85-87) | | |
|Romeo | | |
|(1.2.92-93) | | |
|Lady Capulet |Well think of marriage now. |Women at this time were married very young. Juliet is not even |
|(1.3.69-72) |Younger than you, |fourteen yet some girls her age have children. |
| |Here in Verona, ladies of esteem, | |
| |Are made already mothers. | |
|Juliet | | |
|(1.3.98-100) | | |
|Romeo | | |
|(1.4.25-26) | | |
|Mercutio | | |
|(1.4.27-28) | | |
|Romeo | | |
|(1.5.51-52) | | |
Hate in Act 1
|Character |Lines |Conclusions |
|Sampson | | |
|(1.1.7) | | |
|Benvolio | | |
|(1.1.62-63) | | |
|Tybalt |What! Drawn and talk of peace? I hate the word, |Tybalt wants to fight and calls Benvolio a coward for trying to stop |
|(1.1.68-70) |As I hate hell, all Montagues, and thee. |the fighting. He is filled with hate for all Montagues and does not |
| |Have at thee coward. |care about peace or the civilians who might get hurt. |
|Prince | | |
|(1.1.87-95) | | |
| | | |
|Tybalt | | |
|(1.5.54-59) | | |
|Juliet | | |
|(1.5.138-141) | | |
Create similar charts for the themes of Love and Hate for Act 2. Use the same headings as Act 1: Character, Lines, and Conclusions.
Look for key lines in Act 2 that add something new or different to the themes. A character might change his/her mind or attitude about the theme. A character not included on the charts from Act 1 or a new character introduced in Act 2 may also need to be added.
Writing Assignment
Use the charts from Act 1 and Act 2 to complete the following writing assignment. You must incorporate, into your piece of writing, a minimum of three quotes from the play to support your opinion. You may use the character's lines from the chart as your quotes.
In a piece of writing approximately 250-300 words express your opinion about the following:
• Why would Shakespeare put such contrasting themes about marriage/ love and hate in one play?
• Predict some difficulties that Romeo and Juliet might face due to the different viewpoints of the characters.
• Which character's viewpoint on the theme of love or hate do you most agree with and with which character do you most disagree?
• Review the meaning of 'agape' that we learned in class. Based on this concept of love, what advice would you give one character in the play about love or hate?
These are not to be treated as questions to be answered but rather ideas/issues to be addressed in your piece of writing. Your piece of writing should contain at least three paragraphs. Edit and proofread your paper to ensure proper use of grammar, spelling, and sentence structure.
Deadlines
Rough draft due: _________________________________________
Final draft due: __________________________________________
*Remember to hand in a copy of the rubric with your assignment.
|Writing Assignment Rubric - The Theme of Love and Hate |
|Categories |Level 1 |Level 2 |Level 3 |Level 4 |
| |(50 - 59%) |(60 - 69%) |(70 - 79%) |(80 - 100%) |
|Knowledge and Understanding |shows limited knowledge of the |shows some knowledge of the |shows considerable knowledge of the |shows thorough knowledge of the |
| |relationship among facts, ideas, |relationship among facts, ideas, |relationship among facts, ideas, |relationship among facts, ideas, |
|Analyse the text to identify and explain the |concepts, and themes |concepts, and themes |concepts, and themes |concepts, and themes |
|ideas and inferences | | | | |
|Thinking |provides limited evidence to support |provides some specific and relevant |provides considerable specific and |provides thorough and convincing |
|Identify and organize evidence from the text |interpretations and analysis |evidence to support interpretations and|relevant evidence to support |evidence to support interpretations and|
|to support interpretation and analysis | |analysis |interpretations and analysis |analysis |
|Communication |communicates ideas and information with|communicates ideas and information with|communicates ideas and information with |communicates ideas and information with|
| |limited clarity |some clarity |considerable clarity |a high degree of clarity |
|Uses language and writing process to clearly | | | | |
|and accurately communicate ideas and | | | | |
|information | | | | |
|Application |uses language conventions with limited |uses language conventions with some |uses language conventions with |uses language conventions with a high |
|Uses language conventions and mechanics to |accuracy and effectiveness |accuracy and effectiveness |considerable accuracy and effectiveness |degree of accuracy and effectiveness |
|communicate with clarity and accuracy | | | | |
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/10
/10
/10
/10
Comments:
Name: ______________________________
Due Date: ___________________________
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