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Romeo and Juliet
Transcript of Romeo and Juliet
Andrew Yarber, and Trenton Rhodes The Point is to Understand Romeo and
Juliet Hatfields and
McCoys Research Comparison Romeo Montague Character Analyzation In act 1 scene 4 Romeo’s actions and mood are very sorrowful and heartbroken. Romeo just wants to be alone and wants nothing to do with people or the dance happening at the Capulet’s home because of his sadness of Rosaline. For example, when Romeo says “Give me a torch. I am not for this ambling. Being but heavy, I will bear the light”(11-12). Romeo is devastated from Rosaline breaking his heart and it is making Romeo want to be alone and secluded from people.
Mercutio was a very motivational and stubborn person in this scene. When Romeo was sad, Mercutio was very encouraging, would not let him be alone, and said some motivational thing to make him not think about Rosaline. Mercutio said “You are a lover. Borrow Cupid’s wings And soar with them above a common bound.”17-18). Mercutio did whatever it took to make Romeo happier and to have a good time at the dance of the Capulet’s.
Benvolio was very quiet in this scene and just wanted Romeo to forget about it all and move on. Benvolio did not say much to Romeo about because he just wanted to go dancing. Benvolio showed his impatience when he said “Come, knock and enter. And no sooner in
But every man betake him to his legs”(33-34). Benvolio did not have much to say to Romeo and he just wanted to drop it. Research Comparison Act 1 Scene 4 Summary Romeo and the Montague's snuck into the Capulets party, which only Mercutio was on the list of guests. Luckily it was a costume party, so they were able to cover their face with masks. Mercutio picked on Romeo by pretty much saying “There are always more fish in the sea.” Romeo continues to whine about how much he misses Rosaline and he talks about how he dreamed about her the night before. Again, Mercutio cut off Romeo, with an even longer, crazy speech about a tiny fairy that visits people in there dreams. Romeo dismisses what Mercutio said and called it nonsense. Before entering the party, Romeo foreshadows the rest of the play by saying “fate” may have something in store for him. Hatfields and
McCoys Romeo and
Juliet Two Rival Families Weaponry Project Plan and Objectives The Hatfields and
McCoys use guns as
weapons. The Hatfields and
McCoys are rival
families. Romeo and Juliet
are from rival families,
the Capulet and the
Montague. Romeo and Juliet
use swords as
weapons. "Young Stayton
was shot dead
at one of the Pike
Country Creeks." Inspiration "Any fool can know. The point is to understand."
Albert Einstein Project Example "Teachers often overestimate how well their students understand basic concepts." (Principles). Meaning that students can memorize something, but they do not really learn. The best way to teach a concept is through taking one step at a time. When teaching a story start one section at a time and grow into the main idea. "Students learn to value what they know will be assessed" (Principles). Meaning that if your students know that they will have to present the material, they will study the material more. Romeo and Juliet The purpose of this project was to teach the students in a way that will allow them to learn. Project Reflection To allow students to understand their lessons, I recommend using our method. By using this method, we hope to enhance the learning experience. Romeo Montague "Then move not, while my
prayer’s effect I take." "Thus from my lips, by thine, my sin is purged." "You kiss by th' book." Alas, that love, whose view is muffled still,
Should, without eyes, see pathways to his will! What hath thyn great sword done. What good are thyn dreams if reality is in our midst. Analyze one step at a time, then grow into the main idea. RL.7 W.9 RL.9 RI.7 Analyze historical documents and how the author transforms material, including how they address related themes and concepts. Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. Draw evidence from literary texts to support analysis or reflection. Analyze the representation of a subject or a key scene in different mediums, including what is emphasized or absent in each treatment.