Act 4 Analysis

Act Three Essay Section Take Home Test (100 points)

You will have class time on Friday and Monday to work on these questions.  They are due on Monday, 4/4 at soon as you walk into the room.  

There will be a short matching quiz on Monday, 4/4/2016.

  Remember, you must complete a total of two projects throughout all five acts of the play.  Please look over project choices for Acts 4 and 5.


1. Who said these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - E  do not have to be answered in three paragraphs).

A. “Happily met, my lady and my wife!

B. “What must be shall be.”

C. “Love give me strength, and strength will help me through.  Goodbye, dear father.”\

D. “O, look!  Methinks I see my cousin’s ghost seeking out Romeo that did spit his body upon a rapier’s point.  Stay, Tybalt, stay!  Romeo, I come!  This do I drink to thee.”

E. “Alas!  Help!  Help!  My lady’s dead!” 

ESSAYS: 
Today: We are going to reflect on Act 4.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

These essays are due on Monday, 4/4/2016

They must be turned in to www.turnitn.com

2. We see a side of Juliet that we have not seen before. Describe what her actions reveal about the growth of her character. Make at least two references to details in the play to support your ideas.

 3. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion. Identify FOUR people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.

4. What do you think of Friar Lawrence's plan? What are its strong points and drawbacks?

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://resources.mhs.vic.edu.au/romeojuliet/essay.htm

http://www.bard.org/study-guides/high-school-discussion-questions-romeo-and-juliet

http://www.krollpatrol.com/uploads/4/7/6/0/4760591/answers-to-acts-1-to-3.pdf

Act 4

Act 3 projects must be turned in on Tuesday, 3/22

Act 4

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Tuesday:  Continue to add characters to your DIVISION LIST

Wednesday: Write three main points to Act 4 Scene 1

Thursday:  List two mistakes R and J made in this act

Friday:  Are R and J making a mistake?

 Tuesday:  Plot Structure

- Students will complete a formal plot structure to review the events of Acts 1,2, and 3.

- Homework:   Read and take notes up to and including Act 4 scene 3.

Wednesday- Friday-  Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 4 Scenes 1 and 2

2. Students will read and discuss Act 4 Scene 1 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Friday: 

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

Practice exercises

1. Complete Study Island exercises for Acts 1, 2, and 3.  You must answer 15 questions from each and receive a 70% to get credit for the exercises.

2. Read Act 4 scenes 1 and 2 in the translated version for Tuesday, 3/29
Turn in Act 3 projects Tuesday, 3/29

3. Have a wonderful vacation

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Act Three Essay Section Take Home Test (100 points)

You will have class time on Friday and Monday to work on these questions.  They are due on Tuesday at soon as you walk into the room. 

There will be a short matching quiz on Tuesday, 3/22.

For those of you doing the Act 3 Projects, they are due upon return from Easter Vacation. 3/29.  Remember, you must complete a total of two projects throughout all five acts of the play.  If you are not selecting a project from Act 3, please look over project choices for Acts 4 and 5.
 

1. Who saud these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - I  do not have to be answered in three paragraphs).

a) Tybalt, the reason that I have to love thee
Doth much excuse the appertaining rage
To such a greeting. Villain am I none.
Therefore farewell. I see thou knowest me not.

b) I am hurt. A plague a both houses! I am sped.
No, ’tis not so deep as a well, nor so wide as a church door; but ’tis enough, ’twill serve.
Ask for me tomorrow, and you shall find me a grave man.

c) Thy beauty hath made me effeminate
And in my temper soften’d valour’s steel!
d) O, I am fortune’s fool!

e) He is a kinsman to the Montague;
Affection makes him false; he speaks not true:
Some twenty of them fought in this black strife,
And all those twenty could but kill one life.
I beg for justice, which thou, prince, must give;
Romeo slew Tybalt, Romeo must not live.

( f) Not Romeo, prince, he was Mercutio’s friend;
His fault concludes but what the law should end,
The life of Tybalt.

g)There is no world without Verona walls,
But purgatory, torture, hell itself.
Hence banished is banished from the world,
And world’s exile is death.

h) O, tell me, friar, tell me,
In what vile part of this anatomy
Doth my name lodge? Tell me, that I may sack
The hateful mansion.

h) Thy tears are womanish; thy wild acts denote
The unreasonable fury of a beast:
Unseemly woman in a seeming man!

i) Go get thee to thy love, as was decreed,
Ascend her chamber, hence and comfort her.
But look thou stay not till the watch be set,
For then thou canst not pass to Mantua.

j) Wilt thou be gone? It is not yet near day.
It was a nightingale, and not the lark,
That pierced the fearful hollow of thine ear.
Nightly she sings on yond pomegranate tree.
Believe me, love, it was the nightingale.

k) Hang thee, young baggage! Disobedient wretch!
I tell thee what–get thee to church a Thursday
Or never after look me in the face.

l) Go in; and tell my lady I am gone,
Having displeased my father, to Lawrence’ cell,
To make confession and to be absolved.

ESSAYS:
Today: We are going to reflect on Act 3.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

These essays are due on Tuesday, 3/22/16

They must be turned in to www.turnitn.com

2.Compare and contrast Romeo's reaction to the news of his banishment with Juliet's reaction.  Discuss their reactions, their attitudes and their responses to the situation.  How do they handle the situation differently?  How do they handle the situation in a similar manner>

3. Why is this act considered to be the Climax? 


CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://resources.mhs.vic.edu.au/romeojuliet/essay.htm

http://www.bard.org/study-guides/high-school-discussion-questions-romeo-and-juliet

http://www.krollpatrol.com/uploads/4/7/6/0/4760591/answers-to-acts-1-to-3.pdf

Act 3

Act 3

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 3 Scenes 2 and 3

Wednesday:  Summarize scene 4

Thursday:  What are your thoughts on Romeo and Juliet's judgement?

 

Monday- Thursday: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 3 Scenes 3 and 4

2. Students will read and discuss Act 3 Scene 3 through scene 5

** Students should complete their work packets/ questions

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 5 by Tuesday in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Wednesday:

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

Closure: (Each day)

Give your thoughts about the daily readings

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

Act 3

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 3 Scene 1

Wednesday:  List two mistakes R and J made in this act

Thursday:  Are R and J making a mistake?

 

Monday- Thursday: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 3 Scenes 1 and 2

2. Students will read and discuss Act 3 Scene 2 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Wednesday:

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

****Act 2 projects are due Friday, 3/11

****Act 2 Essays are due on Friday, 3/11 - www.turnitin.com (You will not have class time to work on the take home test)

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

Reflections Act 2

Today: We are going to reflect on Act 2.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

These essays are due on Friday, 3/11/16 

1. Write a character description of either Friar Lawrence or the Nurse.  What kind of person are they?  What role do they have in the plot of Romeo and Juliet?  Do you approve of their actions in helping Romeo and Juliet? Use quotations from the play to support your answer.

2 .Both Juliet and Mercutio claim to know the “real” Romeo. How does each of them regard Romeo? How would Mercutio react if he heard Romeo talking to Juliet in the garden?

3. Can you think of any recurring images or ideas from Act I of Romeo and Juliet that show up again in Act II? What is this literary device called?

4. Romeo or Juliet- Which character is more practical in Act 2?. Give evidence to support this statement

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://resources.mhs.vic.edu.au/romeojuliet/essay.htm

http://www.bard.org/study-guides/high-school-discussion-questions-romeo-and-juliet

http://www.krollpatrol.com/uploads/4/7/6/0/4760591/answers-to-acts-1-to-3.pdf

Act 2

R and J

Act 1 projects are due on Thursday, 3/3

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday-Wednesday:  Continue to add characters to your DIVISION LIST

Wednesday: Write three main points to Act 2 Scene 2

Thursday:  List two mistakes R and J made in this act

Friday:  Are R and J making a mistake?

Friday:  No Bell Ringer----TEST

Monday- ThursdayStudents will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 2 Scenes 1 and 2

2. Students will read and discuss Act 1 Scene 2 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

THURSDAY 

1,Go over packet questions

2. Test Review

Jeopardy

3. Read to Act 3 scene 2 for Monday.

-You should work on your projects and packet work

****Act 2 projects are due next Friday

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

ACT I Reflections

1. Your Act I Test will be on Monday, February, 28

*Please review the characters, their actions, their important quotes and be ready to evaluate the situations in the introductory act to answer the essay questions below
The second part of the test will be character identification.   

2.Today: We are going to reflect on Act I.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences

1. Discuss the sources of tension in the first ACT.  Why are these characters upset?
2. How does Romeo describe the women he loves in Act 1?  Refer to things like word choice, connotation, tone, figures of speech, and so on.
3. Describe the Lord Capulet, Lady Capulet and the Nurse.  Describe Their relationship with Juliet.
4. Refer to Mercutio’s lines in Act 1.  What kind of friend is he to Romeo?  Would you like to have him for a friend?  If so, why?  If not, why ?
5. Discuss the Prologue and what you already know about the play.  If you were Romeo and Juliet, would you follow love or stay loyal to your family and friends?  Explain your reasons.
6. Foreshadowing.  The Prologue states that this is the story of “star-crossed lovers.”  There are four strong examples of foreshadowing of evil in Act 1.  Identify at least two foreshadowing and explain their purpose. 
7. BONUS:   Using clues from the act, make two predictions for Act 2. 10 points bonus

These Questions will count as the essay section of your test.  Each questions will be worth 10 points.  These are due when you enter class on Monday.  Make sure they are turned  in at www.turnitin.com

(If you don't have access to the internet, please write our your answers and turn them in on Monday.)

3. Projects for Act I are due on Thursday, 3/3/2016

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

R and J

R and J

Thinking About Thinking: (Meta cognitive Thinking)

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

-Tuesday- Begin your list of Capulets and Montagues in the packet

Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 1 Scene 1

2. Students will read and discuss Act 1 sc 2

** Students should complete their work packets

3. Review packet

Monday

1. Students will read and discuss Act 1 scenes 3 and 4

2. Answer packet questions
3. Review vocab terms 1-10

4. Review project:for Romeo and Juliet:   PROJECT LINK

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Bell Ringer:

Wednesday -  Romeo pined for Ros. during the entire first act.  He walks into the ball, spots Juliet and fall in love.  Is this type of behavior common or uncommon for teenagers?  Explain

-Thursday - What was the key point to ACT 1

Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 1 Scenes 1, 2, 3, and 4

2. Students will read and discuss Act 1 scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to page 97 in the reading packet

-Read

-Highlight

-Take notes

**Finish entire scene

THURSDAY 

1,Quiz - If not taken on Wednesday

2. Students will begin Act 2

3. Students will read and discuss Act 2 scenes 1-3

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Renaissance History Test -
today

Homework that will be checked today- Read, highlight and notate scene 4

Intro to R and J

Monday, 2/8- Review The Globe Theater
-Review the info sheets:
*Conventions of Shakespeare's staging
*Shakespeare and His Theater

Tuesday, 2/9- Vocab 8 check with sentences
-Review the following info sheets:
*Marriage is a Serious Business
*An Introduction to R & J
*Introduction to Shakespeare's Language

Wendesday, 2/10- Review Vocab 8
(After the test, you will begin the homework)


Thursday: We will begin reading Act I, Scene i R & J

HOMEWORK:  Read the ENGLISH version and take margin notes on Act I scene I by Thursday, 2/11
Read the ENGLISH version and take margin notes on e Act I Scenes 2 and 3 by Wednesday, 2/17
**No School 2/12-2/15

***Students should read the translated version on their own

***Homework for Wednesday- Read the English translation from Prologue through and including the assigned pages
-You must highlight and take notes on this section.  It will be checked. 

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

The Globe

Drama Terms, Renaissance History, and Vocab

Review Drama Terms - Test Wednesday

Dates to remember:

Tuesday, 2/2- Vocab 8 is due with sentences

Wendesday, 2/3- Drama Terms Test

Thursday, 2/4- Continue reviewing Renaissance History

Friday, 2/5- Vocab 8 Test

 

Monday, 2/1

RENAISSANCE HISTORY

Bell Ringer:

List 2 characteristics of a TRAGIC HERO

Connection:  The actual leaders of the Renaissance were TRAGIC HEROES

Renaissance History

England must always have a strong king:

1455-1475 - War of the Roses
Yorks -White Rose - Stuarts
Tudors- Red Rose - Lancasters
**Note secession of royal families below

1475- Printing Press - Gutenberg

1485- Henry VII- First Tudor King

1492- Columbus discovers America

1509- Henry VIII - 6 wives; Catholic Church; Father of next three rulers

1516 Utopia - Sir Thomas Moore

1534- Proclamation of the English Church

1547-53 - Edward II

1553-58- Mary

1558-1603- Elizabeth I - Universal order
**Discoveries; Arts; Music; Writing; Sculpture; Military and Science/ Medicine
1558- Sir Walter Raleigh to VA

1558-1616- Book of the Courtier

1564- 1616 - Wm. Shakespeare - April 23:  37 plays - Renaissance man

1588- Defeat of the Spanish Armada
1588- Sir Walter Raliegh to Virginia

1590- Faerie Queen
1603- Elizabeth dies - Stuarts take over

1603- 25- James I (king) - Union of England and Scotland
1616 - Death of Shakespeare

1640- Charles 1

1640- Civil War

1642- Theaters closed and Charles is beheaded  (Puritan beliefs)

1660- Charles II - Restoration of the monarchy

HOMEWORK:

COMPLETE THE WORKSHEETS IN YOUR PACKET: (DUE TUESDAY)

1. GETTING ACQUAINTED WITH SHAKESPEARE

2. ELIZABETHAN ERA

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.

Posted by journalism1 at 5:13 PM

V7 and Drama Terms

1. Take vocab 7 test on Skyward. 

2. Complete and review Drama Terms -There will be a graded check on Monday

3. Looking Ahead: 
2/1-2/5
Tuesday - Vocab 8 due - Lesson and 10 original sentences with context clues
Wednesday - drama terms test
Friday - Vocab 8 test

Drama Terms

Drama Terms

Drama Terms

Drama Terms

• What is drama?

1. Drama- a literary form that recreates human life and emotions; uses dialogue; a play.

• Writing the play:

2. Playwright- the author of a drama

3. Script- the play in written form

4. Blank verse- unrhymed line of iambic pentameter

5. Pun- a play on words that has more than one meaning, often has a serious meaning

6. Pathos- suffering or deep feeling; when an audience experiences sorrow or pity

7. epiphany- a spiritually uplifting time when a character recognizes his/her flaws

8. Catharsis- working through emotions

• The story the play tells:

8. Theme- main idea

9. Plot- series of events that support the theme

10. Protagonist- the main character; the hero

11. Antagonist- usually a bad person who opposes the main character

• The organization of a play:

12. Prologue- an introduction

13. Act-division of a play

14. Scene- division of an act

15. Stage directions- instructions on a script

16. Dialogue-the lines; what the characters say

17. Cue- a signal for an actor to speak

• The play on stage:

18. Actor- a person who plays a role in a drama

19. Character- a role played by an actor

20. Flat- forms a background for a play; backdrop; a piece of scenery or background

21. Props- anything used on the stage, except costumes and sets; stands for property

22. Set- flats, scenery, and props for a scene or act

23. Director- the person in charge of the performance

24. Green room- a place for the actors to relax

25. Motivation- whatever causes a person to act in a certain way.

• Dramatic conventions:

26. Aside- when a character speaks directly to the audience without being heard by the actors
27. Concealment- allows a character to be seen by the audience but remain hidden from the other actors
28. Soliloquy- when an actor speaks his/her thoughts aloud alone on stage (solo); a monologue
29. Monologue- A long, uninterrupted speech presented in front of other characters

• Types of  drama:

30. Comedy- a drama where the hero wins; funny; white flag

31. Tragedy-  a drama that lets the audience experience how the hero suffers but learns from his agony; a drama where the hero loses; sad; black flag

32. History- based on actual historical event or person; red flag

• Tragedy:

31. Tragic hero- a person born into nobility with the potential to be great, but the person has a tragic flaw which leads to making a serious error in judgment, resulting in the person’s death.

Examples: Tragic Flaw- 

32.  Classic tragedy-  had three elements that create unity: time, place, and action
33. Shakespearean Tragedy- always has five acts

• Literary devices used by Shakespeare and other dramatists:

34. personification
35. simile
36. metaphor

37. Hyperbole-deliberate exaggeration or overstatement.
38. Satire-literary work that ridicules the foolishness and faults of individuals, an institution, or society.
39. Imagery-descriptive language to create word pictures.
40. Foreshadowing-clues that suggest events that have yet to occur.
41. Flashback-means by which author presents material that occurred earlier. May be memories, dreams, accounts of past events.
42. Irony-the expected or seemingly evident does not happen or is not said; a contradiction between what is said and what is meant.
43.  Foil- a character who contrasts with another character, usually the protagonist, and, in so doing, highlights various facets of the main character's personality.
44.  Allusion-a passing or casual reference
45. Dramatic irony- when a character’s words or actions carry a deeper meaning that even he/she does not understand; when the audience knows something that the actor doesn’t

There are three stages of dramatic irony:

Installation – audience is informed of something the character does not know aboutExploitation – using this information to develop curiosity among the audienceResolution – what happens when the character finally finds out what is going on?

A special category of dramatic irony is tragic irony.

Tragic irony occurs when a character in a play does or says something that communicates a meaning unknown to her but recognized by the audience.

An example of tragic irony is when a character orders poisoned food that is supposed to kill him or her and the audience already knows that the character is destined to die from food poisoning.

Tragic irony was common in plays that depicted the lives of legends in ancient Greece.

 46. Verbal Irony- A contrast between what is said and what is meant; Verbal irony is the use of words to mean something different from what a person actually says.

Ex: “Thanks for the ticket officer you just made my day!”
“I can’t wait to read the seven hundred page report.”

There are two types of verbal irony:

Overstatement – when a person exaggerates the character of something.Understatement – when a person undermines the character of something.

 47.Situational Irony- A contrast between what is expected and what really happens

It involves a discrepancy between what is expected to happen and what actually happens.

Situation irony occurs when the exact opposite of what is meant to happen, happens.

An example would be when someone buys a gun to protect himself, but the same gun is used by another individual to injure him. One would expect that the gun would keep him safe, but it has actually caused him injury.

There is however a difference between situation irony and coincidence or bad luck.

When someone washes his car and it rains, that is just bad luck; nothing led him or her to think that it would not rain. However, when a TV weather presenter gets caught in an unexpected storm, it is ironic because he or she is expected to know the exact weather changes.

For situation irony to occur there has to be something that leads a person to think that a particular event or situation is unlikely happen.

 48. Epithet -A descriptive adjective or phrase used to characterize someone or something. (Peter the Great)

1. Example:  Romeo!  Humors! Madman!   Passion!   Lover!