Students today began the final textual analysis of Romeo and Juliet, looking at Romeo’s final soliloquy:

In faith, I will. Let me peruse this face.
Mercutio’s kinsman, noble County Paris!
What said my man, when my betossed soul
Did not attend him as we rode? I think
He told me Paris should have married Juliet:
Said he not so? or did I dream it so?
Or am I mad, hearing him talk of Juliet,
To think it was so? O, give me thy hand,
One writ with me in sour misfortune’s book!
I’ll bury thee in a triumphant grave;
A grave? O no! a lantern, slaughter’d youth,
For here lies Juliet, and her beauty makes
This vault a feasting presence full of light.
Death, lie thou there, by a dead man interr’d.

Laying PARIS in the tomb

How oft when men are at the point of death
Have they been merry! which their keepers call
A lightning before death: O, how may I
Call this a lightning? O my love! my wife!
Death, that hath suck’d the honey of thy breath,
Hath had no power yet upon thy beauty:
Thou art not conquer’d; beauty’s ensign yet
Is crimson in thy lips and in thy cheeks,
And death’s pale flag is not advanced there.
Tybalt, liest thou there in thy bloody sheet?
O, what more favour can I do to thee,
Than with that hand that cut thy youth in twain
To sunder his that was thine enemy?
Forgive me, cousin! Ah, dear Juliet,
Why art thou yet so fair? shall I believe
That unsubstantial death is amorous,
And that the lean abhorred monster keeps
Thee here in dark to be his paramour?
For fear of that, I still will stay with thee;
And never from this palace of dim night
Depart again: here, here will I remain
With worms that are thy chamber-maids; O, here
Will I set up my everlasting rest,
And shake the yoke of inauspicious stars
From this world-wearied flesh. Eyes, look your last!
Arms, take your last embrace! and, lips, O you
The doors of breath, seal with a righteous kiss
A dateless bargain to engrossing death!
Come, bitter conduct, come, unsavoury guide!
Thou desperate pilot, now at once run on
The dashing rocks thy sea-sick weary bark!
Here’s to my love!

Drinks

O true apothecary!
Thy drugs are quick. Thus with a kiss I die.

Dies

Students used their understanding of inversions, elliptical constructions, figurative language, and all the other tricks Shakespeare uses to make his work a) difficult and b) packed with meaning.

In addition, they looked at a few possible patterns:

• Word Categories—Look for two or more words that relate to a category, such as plants, time, the heavens, etc.
• Repetition—Identify sounds or words that are repeated or that echo each other.
• Sentence Types—Find the number of times commands, questions, statements, and exclamations appear.
• Personal References—Find what Romeo says about himself.

The result:

kids discovered that now, after a few weeks of work with the Bard, they can pull some meaningful observations and analysis out of a passage with very little prompting from the teacher.

Homework

• English I Honors: 
  • work on phrase work (Moodle);
  • continue with the “Decoration Day” assessments (Moodle);
  • work on additional songs for Romeo and Juliet project.