English Notebook

Dialogue

Dialogue

Tip 1: watch your dialogue tags Ex : Tip 2: realistic doesn’t mean real Tip 3: give characters distinct speech patterns Tip 4: get in late, leave early Tip 5: punctuate dialogue correctly Tip 6: in a novel, dialogue should do one, if not all of the following

A dialogue tag is the bit you put before or after the dialogue He said, she asked, I replied When writing dialogue, eliminate the “ums”, hesitations and repetitions Age Gender Social background Education level Geographical area Particular catchphrases Verbosity You don’t have to begin the conversation with the first word or end at the last Begin on new line for each new speaker Have double or single quotation marks around the words (be consistent with which you use- as a rule of thumb, the US standard is double, UK is single) Have punctuation inside the quotations End the dialogue line with a comma if you’re adding a dialogue tag, but with a full stop if you’re adding an action. Reveal the characters’ relationships with one another Move the story forward Increase the tension Develop underlying emotion of a character and their character traits

To Kill a Mockingbird

As we have been reading To Kill a Mockingbird, we were instructed to annotate, taking note of things that seem important to the plot. I utilized this tool to take note of questions I had, character development, plot development, words I didn't know, important themes, and much more.

Questions:

1. In chapter 9, we are introduced to the controversial case Atticus has been given. Who is he representing? What has this person been charged with? How does the town feel about Atticus taking this case? What does this reveal about the time period?
2. What is the significance of the scene with the dog? What does this scene reveal about Atticus and how the kids view their father?
3. Atticus is the character that introduces the title explaining that his father told him it was “a sin to kill a mockingbird.” What do you think this means? Why might Harper Lee use this for her title?
4. How have the kids’ perception of Boo Radley changed?

The discussion question that stuck out to me the most was the first one. This question involves the case that is highly controversial. It is based around the very touchy topic of rape, which I think is a good topic to bring up in a book, such as Harper Lee has.

1. Why does Jem have to read to Mrs. Dubose? What is actually happening as he reads? Why does Atticus say Mrs. Dubose has “real courage”?
2. There are clear gender roles during this time period. How are girls and boys supposed to act? How to these expectations complicate Scout’s life?
3. Why doesn’t Dill visit in the summer?
4. Discuss the kids’ trip to church with Calpurnia? What do they notice about Calpurnia during this adventure? How are the kids treated at the African American church? What do they find out about Tom Robinson while they are there?

I think one of the more important points we talked about was the gender roles that are taking place in this time and how they complicate scout's life. She definitely gets frequent comments about her choice of attire, which often includes overalls. She gets told often that she needs to 'act more like a lady'. Also, we discussed how seeing Calpurnia at church was a bit of an odd setting for Scout and Jem.

1. Why does Miss Maudie refuse to go to the courtroom?

She thinks going to court for someoneś trial for their life is like going to a Roman carnival.

2. What does Scout mean when she refers to  “mulatto children”? What do they reveal about the town? What is their status in Maycomb?

She means mixed children. They say that the mixed kids do not belong.

3. How do the kids sneak into the courtroom? Who do they sit? Where are they in the courtroom? Why is the location of their seats important?

They stay in the balcony with Reverend Sykes. This is important because it is saved for the black people to see the trial.

4. What is revealed by Heck Tate’s testimony? How does Heck Tate recount the events?

He reveals that once he was contacted by Bob Ewell, he went to them and found Mayella mostly beaten on the right side of her face.

5. Why is it important that no doctor was called to check on Mayella? What does this leave unconfirmed?

This demonstrates Bob Ewellś lack of concern for the well-being of his daughter.

6. Describe what we learn about Bob Ewell from his testimony. What questions do you have about him as a witness? What is revealed by his testimony that is key to the case?

We learn that Bob Ewell claims that Tom did not only rape, but also beat and choked Mayella. In terms of him as a witness, I am still questioning whether or not we can trust him.

1. Thinking back on Erikson’s Stages of Development (hopefully you have notes in your digital notebook), the theory behind the stages is that you have to complete one stage in order to start the next. What stage do you believe Mayella Ewell is at? What stage should she be at? What textual evidence can you provide that supports your claim?

• young adulthood is what she should be at, more so at latency

2. How do the themes race, education and wealth surface during the court scene? Find textual evidence to support your claimed theme. Do you think the court scene would have been different is Mr. Ewell was wealthy or educated? If so, what does that say about our justice system? Are there prejudices in the justice system?

• there definitely are evident prejudices in their court system. The themes race, education and wealth are essentially what they bring everything back to. They do this because Tom is not wealthy nor educated, and he is a man of color.

3. Is Mayella Ewell like her father or different from him? In what ways?

• they have definite similarities but they are very different. Bob is more mean spirited, whereas Mayella is more incompetent and naive.

4. How does Atticus use Mr. Ewell’s literacy to build his case?

• He uses this to prove he is left-handed. Also, he does it to prove the Ewellś socio-economical background.

5. How does Dill react to Mr. Gilmer’s questioning of Mr. Robinson? What about Dill’s character could have triggered his response? (Think about all the places he has lived, his unknown family history, etc).

• He runs out of the courtroom due to Mr.Glimerś brutality towards Tom Robinson. We do not know much about Dillś background. However, we know he left home because he was not getting a lot of attention. We can infer that maybe is father was physically and/or verbally abusive.

6. How does Mr. Gilmer try to prove that Tom is guilty? What key question does he ask? And why did Tom’s answer cause the courthouse to react?

• He tried to prove Tom is guilty by how he did not make Mayella pay him for the jobs he did for her, especially because he had his own chores to do. He responds by admitting he felt sorry for her. This creates an enormous uproar with the audience. This happens because he is from the lowest class, and people of the lower classes are not supposed to feel sorry for the people above them.

1. Why does Scout free shame during the pageant? What happened?
She felt shame because she had fallen asleep back stage, so when Mrs. Merryweather called her name, she went up late.

2. How does Harper Lee build suspense as the kids walk home? What writing techniques does she use in this chapter to create suspense?

She utilizes the fact that it's Halloween. She emphasizes the darkness surrounding the kids. She uses the 5 senses, or there lack of, to make it seem real.

3. In the struggle, there are small clues about who attacked the kids? What clues does Harper Lee give the reader about their attacker before his identity is confirmed?

One clue was that Scout said she could smell whiskey and the attacker had stubble on his face. Also, in the book they said they could hear cotton pants.

4. What happened to Jem in the struggle? What happened to Scout? What happened to their attacker?

Jem gets grabbed and taken away from Scout. He got knocked out. Scout had started to get strangled. We find out later that their attacker died.

5. Who saved the kids? Why is this ironic?

Aunt Alexandra helps save the kids. This is ironic because she is normally not affectionate towards them.

Rubric for Lab Write ups/ Skills acquired

During this activity, my mental health group and I discussed common errors that we came across in our lab reports. We wrote them down on Neto's beloved easels, while further discussing other issues. These are the mistakes we talked about during the discussion.

For this half of the assignment, we were instructed to discuss what skills we acquired from writing our recent research papers, which can be found in the science section of this blog. We were supposed to apply these skills we got from this paper, and attempt to apply it to our next lab report. I think the most important one is the formal language because the lab reports are supposed to be formal.

The Sixth Extinction by Elizabeth Kolbert

Notes on prologue-

• -new species?
• no name for species
• not large population
• located in eastern Africa
• not strong, but resourceful
• hunt mammals and starfish
• how are they more powerful?
• populations continue to double
• change in atmosphere impacts climate and oceans
• less diversity
• "big five" - "sixth extinction"
• extinction = morbid?
Annotations

Fahrenheit 451 By Ray Bradbury

Day 1

Pgs 1-19

Characters-

Clarisse is different because questions how the world has changed. She questions why things are the way they are.

evidence: “Do you ever read the books you burn?” (Bradbury 8).

“Strange. I heard once that a long time ago houses use to burn by accident and they needed firemen to stop the flame” (Bradbury 8).

“He drove 40 miles per hour on the highway and got jailed for two days. Isn’t that funny, and sad, too?” (Bradbury 8).

Guy Montag changes his moral perspectives due to Clarisse's influence on him. He starts the novel off seemingly confident in himself, but after he meets Clarisse it's almost as if it faulters.
Evidence: “Of course I'm happy. What does she think? I'm not? he asked the quiet rooms” (Bradbury 6).

Setting-

It takes place in a futuristic setting, where free thought is merely unheard of and people are kept from learning about the past. His lack of knowledge of the dew on the grass made it seem unheard of, but to us it is common.

Evidence: “‘Bet I know something else you don’t. There’s dew  on the grass in the morning.’ He suddenly couldn’t remember if he had known this or not, and it made him quite irritable.”

Figurative Language-

In the novel, Ray Bradbury utilizes figurative language to give parts of the animalistic traits. He does tis to put things in perspective and imply certain things. For example, in the first example, he compares a brass nozzle to a python spitting venom, but in our world, pythons aren't venomous. This is implying a dystopian community.

Evidence: “with its great python spitting its venomous kerosene” (Bradbury, 3).

“flapping pigeon-winged books died” (Bradbury, 3).


Day 2 Pgs 20-39

Motifs-
Claim- there seems to be a motif in the comparison of books to pigeons.
Evidence- The comparison between the two reoccurs in the novel, as in the phrase, “...a book alighted, almost obediently, like a white pigeon, in his hands, wings fluttering” (Bradbury 27).
Reasoning- it shows the delicacy of books and their pages.

Claim- Contains a motif around observation
Evidence- ‘I like to watch people. Sometimes I ride the subway all day and look at them and listen to them. I just want to figure out who they are and what they want and where they're going’ “ (Bradbury 21).
Reasoning- Clarisse is lively, which is what Montag is slowly turning into. He used to be incredibly negative, but he is getting slightly less negative as the novel progresses.

Claim- The hound symbolizes their society
Evidence- “‘It has a trajectory we decide on for it. It follows through. It targets itself, homes itself, and cuts off. It’s only copper wire, storage batteries, and electricity’” (Bradbury 26).
Reasoning- it, like the people, cannot think properly. It is told what to do, and it does it. It is programmed to do things a certain way.

Role of technology in society-

There are those two machines the replace your blood and pumps your stomach.  

Claim: In their futuristic society, they are technologically advanced.

Evidence: “Toast popped out of the silver toaster, was seized by a spidery metal hand that drenched it with melted butter.”(Bradbury 18)

“This machine pumped all of the blood from the body and replaced it with fresh blood and serum” (Bradbury 15).

“The animals were turned loose. Three seconds later the game was done, the rat, cat or chicken caught half across the area-way, gripped by gentling paws while a four-inch hollow steel needle plunged down from the proboscis of the Hound to inject massive jolts of morphine or procaine.” (Bradbury 25)

“How long you figure before we save up and get the fourth wall torn out and a fourth wall-TV put in” (bradbury 20).

Reasoning: Technology clearly plays a very important role in their society as being there to make things more convenient for the people. Technology is very robotic, with spidery limbs that do tasks that humans could easily do. While large wall-mounted TV’s are not uncommon today, back in the 60’s they were uncommon.

Themes-

Claim-A common theme is questioning reality, which happens after Clarisse asks if Montag is happy.

Evidence- Clarisse asks if Montag is happy and he says “Of course I'm happy. What does she think? I'm not?” (Bradbury, 6).

Analysis- He says he is happy, because he never gave it much thought. After he walked away, he began to question if he was telling the truth. He realized he might not be happy.

Day 3

Conformity or nonconformity?

Claim- Montag shows nonconformity when he goes to the home to burn the woman's book, but ends up illegally taking a book for himself.

Evidence: “Montag had done nothing. His hand had done it all, with a brain of its own, with a conscience and a curiosity in each trembling finger, had turned thief”(Bradbury 37).

Reasoning: His job is to burn the books, not to save them to read.

Characters-

Montag: Montag is beginning to recognize his emotions and is realizing that he is not happy with his life. He is realizing that is job is morally corrupt. He also realizes that his relationship with Mildred is strained and that Mildred and physically and mentally closing herself off from him.

When Montag is trying to sleep, he realizes how doomed his marriage is.“Well, wasn’t there a wall between him and Mildred, when you came down to it? Literally not just one wall, but, so far, three! And expensive, too! And the uncles, the aunts, the cousins, the nieces, the nephews, that lived in those walls…”(Bradbury 44)

Yet earlier Montag was defensive when Clarisse told him he wasn’t in love. ‘What a shame,’ she said. ‘You’re not in love with anyone.’ ‘Yes, I am!’ ‘It doesn’t show.’ ‘I am, very much in love!’ He tried to conjure up a face to fit the words, but there was no face. (Bradbury 22)

When Montag brings up that he wants to quit his job, Mildred is shocked and so is Montag at his revelation.“You want me to give up everything? After all these years of working, because, one night, some woman and her books-” “You should have seen her, Millie!” (Bradbury, 51)  

At the beginning of the book Montag takes great enjoyment in his job, though.“It was a pleasure to burn” (Bradbury 1)

After being introduced to Clarisse, Montag beings to not question how things are done, but why. Montag, after 10 years of putting up with Mildred he actually sits back and reflects on his relationship and realizes how unhappy he is and how disconnected Mildred is from reality. After the encounter with the old woman, Montag can’t contain his curiosity and takes a book from the house and ponders quitting his job after listening to Beatty’s speech.

Mildred: Mildred is a static, unchanging character, that is not fond of the idea of thinking and reflecting on the harsh flaws of her relationship. Mildred refuses to face reality.

Montag asked Mildred “ When did we meet ? And where?”(Bradbury 42)  Then Mildred replied “‘...I’m trying to think’.”She laughed an odd little laugh…” and then after realizing she was thinking for  the first time, she said, “‘it doesn’t matter’”(Bradbury 43) because the action of thinking made her uncomfortable.

Reasoning: During this conversation between Montag and Mildred, Montag begins to question his  relationship and asks her how they met. At first she begins to think but we can see by her “odd laugh” at the unknown action that is thinking causes her to feel uncomfortable. She just stops and says that it does not matter how they met. Her being unwilling to think shows that she reluctant to do anything new and overall grow as a person.

Futuristic/Dystopian Genre
Claim- set in dystopian and futuristic world where they are against self-thought and questioning

Evidence- The morning after MIldred took a lot of pills, Montag said, “ Don't you remember?” (Bradbury, 12). ” Maybe you took two pills and forgot and took two more, and forgot again and took two more, and were so dopy you kept right on until you had thirty or forty of them in you” (Bradbury, 12). Earliet the ‘doctor’ said, “We get these cases nine or ten a night. Got so many” (Bradbury, 10)

Reasoning- People are almost constantly attempting suicide because they're not given the right to use their brains

Day 4
Bradbury's use of suspenseful language-
claim- uses it to keep readers on the edge of their seats
evidence- While Beatty lectures, “Mildred's hand had frozen behind the pillow. Her fingers were tracing the book's outline and as the shape became familiar her face looked surprised and then stunned” (Bradbury 41).
Reasoning- he uses this language in situations when he wants the readers to feel what is happening in the story

Motifs-

Claim: Ray Bradbury uses nature imagery as a motif in Fahrenheit 451 to represent truth.  

Evidence: “The men above were hurling shovelfuls of magazines into the dusty air. They fell like slaughtered birds” (Bradbury 37).

“He lay far across the room from her, on a winter island separated by an empty sea.” (Bradbury 41).

Reasoning: Nature is often brought up as a metaphor, especially for books.

Books are often compared to pigeon’s wings or “dead birds” because of how fragile.

The nature metaphor is used to represent fragility, like the books and how fragile Montag’s relationship is with Mildred. They also use the nature metaphor of comparing the large space in between them as an empty sea as if Montag is sitting on an island.  This emphasizes the amount of space between Montag and Mildred and can not only be interpreted physically but also emotionally.  This quote hints towards a great space physically between them in the room but also in their relationship.  

Setting-
claim- book is set in november
evidence- The autumn leaves blew over the moonlit pavement in such a way as to make the girl who was moving there seem fixed to a sliding walk, letting the motion of the wind and the leaves carry her forward”(Bradbury 3).
reasoning- it is talking about the "fall leaves" and how they blew around and how it's windy and cold.

Questions and Key Points Elizabethan Monarchy Queen Elizabeth l Monarchy Queen Elizabeth’s role Privy council Star Chamber Parliament New Monarchy

Class Notes “The Virgin Queen” 44 years on the throne, began at age 25 Mother was beheaded when she was two by her father Three levels of govt. Disobeying the queen was considered treason The divine right of kings gave the elizabethan monarch immense power and authority Made all major decisions Approve all laws Decide religion of England Decided war issues Food and clothes of people of England wealthy , powerful nobles >twenty people Economics Foreign policy Home policy Religion Security and military matters Purpose = hear cases involving political issues No witnesses Evidence was given in writing No right of appeal Had no jury Consisted of nobility and higher clergy House of commons consisted of common ppl Three main functions: legislation, advice and taxation King James didn’t support the middle class as much as Queen Elizabeth has King James had earls leading his government King James brought Scotland  and England Together

England’s Position on the world stage during queen Elizabeth’s era Ireland France Portugal Crime and punishment Jails   Common crimes Heretics Traitors Torture methods Common upper class crimes murder  punishment Greatest punishment Professions, Gender Roles, and Social Hierarchy The Plague and other illnesses How it spread Symptoms Treatments Connection to Shakespeare Clothing and hygiene Hygiene Connection to Romeo and Juliet Entertainment Acting and Theatre

1558 married future king francis ii She was raised as a catholic and was considered by many catholics to be the rightful Monarch of England. Her cousin was connected to many assassinations and jailed him. Elizabeth kept mary imprisoned for twenty years UK, Scotland, and Southern Ireland made up England. She thought ireland was an unwelcome inheritance Ireland was one of the most sensitive issues of Queen Queen Elizabeth (England) was protestant and Ireland was Catholic Constant pain through Elizabeth’s reign England had lost its last of its territory to France during mary’s reign France controlled the whole northern coastline They were under Spanish control from 1580- 1640 Portugal exploration led to the eastern spice trade that also led them to the New World The explorers motives were wealth, power, and more trade also spreading catholicism and expanding Spanish empire Held people awaiting punishment Detention periods = short Execution was very common Theft Begging Poaching Adultery Fraud Dice-cogging Burned to death at the stake In the late 1700s punishments became more humane Traitors were hanged and disemboweled Noble traitors Excruciatingly, painful and extreme Devices: The Rack, The Scavenger’s daughter, The Collar, The Iron Maiden, Branding Irons, The Wheel, Thumbscrews Greater crimes called for greater tortures and punishments Punishments varied on degree of class and nobility Common lower class crimes: adultery, begging, poaching, fraud, and theft. Common punishments: hanging, branding, burning, whipping, and starvation in public. Murder Witchcraft Treason Insulting Questioning beliefs Hanged alive in chains For treason: tear off limbs, disembowel, throw them in a fire engine monarch= highest class (Queen & King) nobility= under monarch, part of first class, had a lot of money Romeo and juliet’s families were part of the nobility Gentry = under nobility, part of government middle / lower class- wore basic clothes, could only buy milk and bread, common people Yeomen- had paying jobs, typically literate- farmers, craftsmen If women were single they were they were looked at as witches by society Women were not allowed to be educated, expected to obey the men at home Laborers were apprentices and did hard jobs on low pay and a lot were homeless 14th century in Europe Bubonic plague “black plague” Bubonic plague killed more than 10,000 people The death cart was the wagon used to collect the dead bodies There were many bodies and the cart was used to clean up the streets It started with fleas, then rats, then people, then death Less than 20% survived The rat flea gave the plague to the rats and the people that killed ⅓ of the population in western Europe. One in two-thirds of the population died from the plague The bodies would be burned, or buried in a mass grave The bodies would also be used as a weapon to take over neighboring cities Fever Chills Abdominal pain Bumps on the skin Fatigue Vomiting Get dysentery or typhoid caused by treatments Human waste White lillies Bathe in rose water or vinegar(killed the disease) Would drink urine 2x a day Herbs Friar Laurence did not give the letter to juliet because he died from the plague Killed three of his sisters and one brother His son died from the plague when he was eleven Monarchs: wore puffiest and brightest clothing Monarchs were the only ones who would wear collars Purple was the most expensive dye Nobility: romeo and juliet- under highest class- just above basic More clothing on Merchants: best and most colorful clothing they could afford Gentry: gentlemen and women, knights, esquires Wore nice jewels and gold trimmings Esquires and knights could wear armour Laborers: wool, sheepskin, linen, silk, velvet trimmings, grey, blue, orange, russet, green, yellow, brown, beige Bathed once a year No running water Queen elizabeth bathed once a week Used citrus leaves to brush their teeth Smelling herbs were used in the tub Nurse wouldn’t wear as fancy clothes Juliet and capulets would wear bright-ish clothing, not the brightest, trimmings and jewels Romeo would wear fancier clothing Bear batting- blood thirsty, people watched, dogs attacking a bear Fencing (upper class) Theatre (different classes), no actresses, extravagant costumes Festivals, involved the church, holiday festivals Cockfighting- expensive, only for wealthy people Horseracing, really competitive Children’s games- handy-dandy, hoodman-blind (similar to tag) Recreational Drugs, Mercutio was often drunk, most common drug in romeo and juliet Archery, 17-60 year olds must know how to play (no women) The lottery- most common people could not afford it Hawking (hunting), higher classes would hunt Tennis and football- for nobles, individuals playing against each other, football=reckless Chess and Checkers, really popular in Shakespeare’s time 1562-1642 The theatres would be located in Inns Social lives were based in theatres Higher class plays were more elegant Commoners went Based on common men The Inns provided warmth and a place to stay for the actors Low-end job Actors didn’t have much respect, although they were famous Women were not allowed to act Didn’t get a lot of money The Globe was the most popular theatre plays, poems and sonnets = most popular forms of literature Shakespeare, Marlowe, and Spenser were the most popular play writers Poems added credibility to authors Commoners were on the ground of theatre Upper class people were on higher levels in theatre Producing light was expensive and no roofs were required for lighting The stages had trap doors (symbolized Hell)

Act I, Scene i

Romeo is very depressed at the beginning of the play. He starts out stating that he is in love with Rosaline who does not love him back. He cannot go on without her and cannot imagine loving another woman. He cannot sleep and wanders off. There is also a fight at the beginning of the scene which starts off as joking. The fight is then broken up and they are told that if they disturb the streets again, they will be killed.

Poetic Devices:

Alliteration

“Heartless hinds” (I.i.68).

Repeating “h” sound

Metaphor

“As I hate hell, all Montagues, and thee” (I.i.73).

Comparing his hate of hell to his hate of the Montagues

Couplet

“To know our farther pleasure in this case, / To old Freetown, our common judgment place” (I.i.109-110).

The ending words of these two lines rhyme

Personification

“Adding to clouds more clouds with his deep sighs; / But all so soon as the all-cheering sun / Should in the farthest East begin to draw / The shady curtains from Aurora’s bed” (I.i.141-144).

The sun cannot draw curtains from someone’s bed (no movement).

Metaphor

“Love is a smoke raised with the fume of sighs” (I.i.205).

Comparing love to smoke

Paradox

“Do I live dead that live to tell it now” (I.i.242).

It is impossible to live if you are dead

Couplet

“For beauty, starved with her severity, / Cuts beauty off from all posterity” (I.i.237-238).

The ending words of these two lines rhyme

Act I, Scene ii

Juliet's father does not want her to marry anyone yet, and to wait a couple more years. He then states that it is okay as long as she is truly in love. He hands a servant a guest list to his party. The servant takes it to Romeo to read for him because he cannot. Romeo then sees that the girl who he loved but rejected him, Rosaline, is going to be at the party. He then decides that he wants to go to the party.

Poetic Devices:

Couplet

“Let two more summers wither in their pride/Ere we may think her ripe to be a bride” (I.ii.10).

The ending words of these two lines rhyme

Alliteration

One more, most welcome, makes my number more (I.ii.23).

Repeating “m” sound

Paradox

Earth treading stars that make dark heaven light (I.ii.25).

Heaven is often viewed as a place that is light and not dark. Earth does not tread stars.

Alliteration

And she shall scant show well that now shows best (I.ii.106).

Repeating “sh” sound

Act I, Scene iv

Poetic Devices:

Metaphor

“I have a soul of lead” (I.iv.16).

Comparing a soul to lead, saying that his soul is heavy

Motif

“And more inconstant than the wind, who woos” (I.iv.109).

Wind

Metaphor

“Her chariot is an empty hazelnut” (I.iv.74).

Comparing her chariot to an empty hazelnut

Alliteration
“Wind, who woos” (I.iv.109).

Letter W three times in a row

Queen Mab is like the Sandman, she “brings” dreams

Act I, Scene V

Romeo started off in love with Rosaline. She does not return his feelings, and Romeo becomes depressed. Romeo’s cousin, Benvolio, takes him to a Capulet party where he falls in love with Juliet.

Poetic Devices:

Couplet

“The measure done, I’ll watch her place of stand / And, touching hers, make blessed my rude hand” (I.v.55-56).

The ending words of these two lines rhyme

Foreshadowing

“My grave is like to be my wedding bed” (I.v.151).

This is foreshadowing because at the end of the play Juliet dies on her wedding bed

Vocab:

“Go to, go to” - That’s enough, that’s enough

Act II, Scene i

Romeo leaves to find Juliet. Benvolio and Mercutio make fun of Romeo for first being in love with Rosaline and then with Juliet.

Poetic Devices:

Couplet

“By her fine foot, straight leg, and quivering thigh / And the demesnes that there adjacent lie” (II.i.21-22).

The ending words of these two lines rhyme

Imagery

“I conjure thee by Rosaline’s bright eyes, / By her high forehead and her scarlet lip” (II.i.19-20).

Using descriptive words to give the reader a picture of what Rosaline looks like

Allusion

Adam Cupid (II.i.15).

Adam was a famous archer, Cupid was a well-known symbol of love

Allusion

King Cophetua (II.i.16).

Character of a famous folklore tale

Vocab:

Conjure

(II.i.8)

Use magic to call him

Medlar

(II.i.36)

A fruit that looks like a small brown apple

Prorogue

(II.ii.78)

Postpone

Act II, Scene ii

Romeo finds Juliet and begins to talk to himself about how much he loves her and her beauty. He also wants to take her virginity “kill the envious moon” (II. ii. 4) - the goddess of the Moon is also the goddess of virginity. Juliet talks to herself and wishes that he had a different name so that they could be in love. Romeo reveals himself to Juliet and says that he will shed his title of a Montague. Juliet is afraid that her family will kill Romeo. He confesses his love to Juliet. She offers to send a messenger to Romeo if he intends to marry her. Juliet wants to call Romeo’s name loud because she loves him, but she can’t because of her parents. Romeo does not want to leave, and they both wish that they could be closer together.

Poetic Devices:

Personification

“This bud of love, by summer’s ripening breath” (II.ii.132).

This line gives the ability of being able to breathe to a season (an inanimate object).

Metaphor

“It is the East, and Juliet is the sun!” (II.ii.2).

Comparing Juliet to the sun.

Hyperbole

“A thousand times good night!” (II.ii.171).

Exaggeration

Simile

“Love goes toward love as schoolboys from their books” (II.ii.173).

Comparing how love attracts to how books repel schoolboys

Paradox

“Good night, good night! Parting is such sweet sorrow” (II.ii.204-205).

Sweet and sorrow are opposites

Act II, Scene iii

Friar Laurence begins the scene by comparing herbs to man. Romeo comes and talk with the friar, and talks about how much he loves Juliet. Friar Laurence asks Romeo how he got over Rosaline so quickly, and asks him to consider if he is really is in love with Juliet.

Poetic Devices:

Couplet

“So soon forsaken, Young men’s love then lies / Not truly in their hearts, but in their eyes” (II.iii.73-74).

The ending words of these two lines rhyme

Act II, Scene iv

Romeo and his friends are bantering about Romeo’s late night with Juliet. The Nurse arrives to find out where Juliet should meet Romeo, and he reveals that they are going to get married. The Nurse begins gushing about how amazing Juliet is and how lucky Romeo is to have a girl like her.

Poetic Devices:

Alliteration

“Blind bow-boy’s butt shaft” (II.iv.87).

Repeating “b” sound

Hyperbole

“Ay, a thousand times” (II.iv.218).

Exaggeration

Act II, Scene v

Juliet is worried because the Nurse has not returned. When the Nurse does return, she keeps making excuses so she does not tell Juliet what Romeo said. Juliet eventually convinces the Nurse to reveal the truth. Juliet finds out that Romeo does intend to marry her, and prepares to travel to Friar Laurence’s cell in the monastery to be married.

Poetic Devices:

Simile

“She would be as swift in motion as a ball” (II.v.13).

Comparing her motion to a ball, which rolls quickly

Anaphora

“Sweet, sweet, sweet nurse” (II.v.58).

Complimenting the nurse with intense emotion

Couplet

“I am the drudge, and toil in your delight ; / But you shall bear the burden soon at night” (II.v.80-81).

The ending words of these two lines rhyme

Vocab:

Heralds

(II.v.4)

Messengers that announce news

Court cupboard

(II.v.7)

A sideboard with three open tiers similar to a desk or dresser

Bandy

(II.v.14)

Wideset feet; bowlegged

Unwieldy

(II.v.17)

Difficult to carry or move due to weight or size

Jaunce

(II.v.27)

Dance or frolic

Act II, Scene vi

Friar Laurence blesses Romeo and Juliet’s marriage. Romeo says that nothing can take away the joy he has when he is with Juliet. The friar says that Romeo and Juliet need to love each other in moderation. He is afraid that they are moving too fast in their relationship.

Poetic Devices:

Personification

“Then love-devouring death do what he dare” (II.vi.7).

Love can’t devour death. Shakespeare used this to emphasize Romeo’s love for Juliet

Vocab:

Chide

(II.vi.7)

To scold

Gossamer

(II.vi.19)

Something light, thin, and delicate

Act III, Scene i

Benvolio and Mercutio talk about how much Mercutio loves fighting. Tybalt comes along and wants to talk to them about Romeo, however Romeo shows right after Tybalt begins to talk to Benvolio and Mercutio. Romeo stays calm while Tybalt insults him, and Mercutio pulls out his rapier (sword) to fight Tybalt. Romeo tries to break up the fight, but Tybalt fatally stabs Mercutio. Romeo then kills Tybalt. Benvolio tells Romeo to flee before the Prince, Capulets, and other citizens arrive. Benvolio describes the fights to the audience, but Lady Capulet does not believe him. The Prince is exiled from Verona and if he is found there he will be killed.

Poetic Devices:

Simile

“The head is as full of quarrels as an egg is full of / meat” (III.i.23-25).

Comparing the amount of quarrels in Mercutio’s head to how a yolk fills an egg

Anaphora

“Ay, ay, a scratch, a scratch” ((III.i.98).

Repeating “Ay” and “A” sounds

Simile

“No, ‘tis not so deep as a well, nor so wide as / a church door; but ‘tis enough, ‘twill serve” (III.i.102).

Saying that Mercutio’s cut is not very deep or wide but it is enough to kill him

Anaphora

“O my brother’s child! / O Prince! O cousin! O husband!” (III.i.157-158).

Repeating the “O” sound in multiple lines

Act III, Scene ii

In the beginning of this scene, the Nurse is so frantic that Juliet believes that Romeo is dead. A bit later, the Nurse begins talking about Tybalt, so Juliet thinks that both Romeo and Tybalt are dead. Eventually, she finds out that Romeo killed Tybalt. She is sorrowful that Romeo has been banished because she loves him.

Poetic Devices:

Couplet

“If he be slain, say ‘ay,’ or if not, ‘no.’ / Brief sounds determine of my weal or woe” (III.ii.51-52).

The ending words of these two lines rhyme

Paradox

“A damned saint, an honorable villain” (III.ii.85).

A saint is supposed to be perfect, not damned. A villain is thought to be evil, not honorable

Vocab:

Aqua vitae

(III.ii.95)

Brandy

Beguiled

(III.ii.144)

Cheated

Wot

(III.ii.151)

Know

Act III, Scene iii

This scene emphasizes how childish Romeo is acting because of his love of Juliet. Romeo almost commits suicide in this scene because he is so depressed that he is banished and cannot see Juliet.

Poetic Devices:

Personification

“Killing that love which thou hast vowed to cherish” (III.iii.147).

Love is not an animate object, and cannot be killed

Vocab:

Doom

(III.iii.5)

Sentence

Doomsday

(III.iii.11)

Death

Fond

(III.iii.55)

Foolish

Act III, Scene v

Romeo and Juliet and in Juliet’s bedroom. Romeo wants to leave, but Juliet wants him to stay. He is afraid of being captured, so he leaves. The Nurse tells Romeo to leave before Lady Capulet finds him. Lord Capulet comes in and yells at Juliet for not wanting to marry Paris. After the argument, Juliet talks with the Nurse about what she should do. After the Nurse leaves, Juliet expresses her anger at the Nurse for suggesting that she marry Paris.

Poetic Devices:

Paradox

“Yong light is not daylight; I know it, I” (III.v.12).

Juliet sees the sun rise but denies that it is daylight because she wants Romeo to stay

Anaphora

“More light and light-more dark and dark” (III.v.36).

There is repetition of the words “light” and “dark”

Personification

“Dry sorrow drinks our blood” (III.v.60).

Sorrow is an emotion and cannot drink blood, but Shakespeare uses this poetic device to convey the idea that Romeo and Juliet are losing their energy because of how sorrowful they are

Anaphora

“How, how, how, how, choplogic” (III.v.167)

Repetition for emphasis

Hyperbole

“Day, night, / late, early, / At home, abroad, alone, in company, / Waking or sleeping” (III.v.202-205).

These lines state that Capulet is angry every second of the day, which is an exaggeration

Vocab:

Jocund

(III.v.9)

Cheerful or lighthearted

Division

(III.v.29)

Melody

Discourses

(III.v.53)

Memories

Runagate

(III.v.101)

Runaway

Unaccustomed dram

(III.v.102)

Poison

Hilding

(III.v.189)

Good-for-nothing person

Smatter

(III.v.194)

Chatter

Act IV, Scene i

Friar Laurence and Paris discuss the future marriage of Juliet. She arrives on the scene and Paris immediately takes possession of her, calling her his wife and kissing her when he leaves. Juliet then takes out a knife and desperately asks the friar for a plan. Friar Laurence tells Juliet about a sleeping potion that will make her appear dead, and suggests that she drinks it the night before the marriage. He also promises to send a letter to Romeo so that he knows she is still alive.

Poetic Devices:

Anaphora

“Past hope, past cure, past help” (IV.i.51-52).

Used for dramatization

Hyperbole

“O, bid me leap, rather than marry Paris” (IV.i.85).

Dramatizes Juliet’s love for Romeo and how much she does not want to marry Paris

Metaphor

“The roses in thy lips and cheeks shall fade” (IV.i.109).

Comparing the color in Juliet’s cheeks and lips to roses - used to emphasize what the potion will do to Juliet

Alliteration

“Will watch thy waking” (IV.i.126).

Repeating “w” sound - melodic and better flow

Vocab:

Pensive

(IV.i.44)

Engaged in involving, or reflecting deep or serious thought

Inundation

(IV.i.12)

To flood or cover in large amount of water

Act IV, Scene ii

Capulet continues to make plans for the wedding even though Juliet had not accepted the proposal. Juliet arrives at the Capulet house and apologizes to her father about their previous argument. She also agrees to marry Paris. Lord Capulet moves the wedding to Wednesday (it was previously Thursday).

Vocab:

Gadding

(IV.ii.18)

To wander from one place to another in search of pleasure

Behests

(IV.ii.21)

A person’s order or command

Cockatrice

(IV.ii.52)

A two-legged dragon with a cock’s head

Act IV, Scene iii

Juliet spends the night alone and expresses her fears about what will happen after she drinks the potion. She worries that the vial may contain poison or that she may wake up in the family tomb with the rotting body of Tybalt. The whole scene is pretty much a giant panic attack on Juliet’s part.

Vocab:

Culled

(IV.iii.8)

Select from a large quantity

Behoveful

(IV.iii.9)

Useful; of benefit

Conceit

(IV.iii.38)

Vision

Receptacle

(IV.iii.39)

Storehouse

Act IV, Scene v

The Nurse tries to wake Juliet up, and believes that she is dead. Lady and Lord Capulet are not as sad about the tragic death of Juliet because they did not have a strong relationship. Friar Laurence tells Lord Capulet that he should love Juliet no matter her opinions and feelings. Peter tells the musicians to play a sad song, but they refuse.

Poetic Devices:

Irony

(IV.v.9).

The Nurse thinks that Juliet is asleep, then finds that she is “dead.” This is ironic because Juliet is actually sleeping.

Allegory

(IV.v.24).

Lady Capulet is saying that she will kill herself if Juliet is dead. However, a few lines ago, Lady Capulet did not care about Juliet’s feelings. The allegory in this line is to not take people in your life for granted.

Anaphora

(IV.v.96-99).

The word “our” is repeated at the beginning of these four lines. This is used for emphasis.

Vocab:

Beguiled

(IV.v.64)

Tricked

Slugabed

(IV.v.3).

A lazy person who stays in bed late and sleeps often

Deflowered

(IV.v.45).

To deprive a woman of her virginity

Act V, Scene i

Poetic Devices:

Paradox

(V.i.12).

Love’s shadows are described as being “rich in joy.” However, shadows are dark, and joy is typically thought of as being light and vibrant.

Vocab:

Bosom’s lord

(V.i.3).

Heart

Apothecary

(V.i.40).

Pharmacist

Presage

(V.i.2)

Predict

Took post

(V.i.21)

Rode fast

Act V, Scene ii

Friar Laurence discovers that his letter to Romeo never reached him. He rushes to the tomb to stop Romeo from doing something that he will regret (committing suicide)

Poetic Devices:

Paradox

(V.ii.18).

Fortune is usually happy

Vocab:

Writ

(V.ii.5)

One’s authority

Act V, Scene iii

Paris visits Juliet’s grave with flowers. Romeo then shows up, and Paris believes that Romeo is there to harm Juliet’s body. He then kills Paris and drinks the potion from the apothecary and dies (because he does not know that Juliet is still alive). Friar Laurence shows up right as Juliet wakes up, and he tries to get her to leave so that they are not framed. Juliet stays behind and stabs herself with Romeo’s dagger. The Prince and Watchmen frame Balthasar and Friar Laurence, but the friar explains what really happened. The Montagues and Capulets make up and promise to stop fighting from now on.

Poetic Devices:

Alliteration

(V.iii.40)

Used to make the line go by faster

Couplet

(V.iii.68-69)

Romeo is telling Paris that he shouldn’t try to provoke him because he came to kill himself, not another person.

Anaphora

(V.iii.240-244)

Repeating word “And,” used to make the lines go faster

Vocab:

Mattock

(V.iii.22)

Took used for loosening hard ground

Dateless

(V.iii.118)

Eternal, never-ending

Unthrifty

(V.iii.147)

Unlucky

Poetic and Literary Devices

Definition 1. Irony 2.Paradox 3.Symbolism 4.Motifs 5.Allusion 6.Tragedy 7.Simile 8.Metaphor 9.Hyperbole 10.Alliteration 11.Allegory *Similar to symbolism 12.Anaphora 13.Couplet 14.Imagery 15.Onomatopoeia 16. Personification

Vocab Notes Something that is opposite to what it seems to be. -Ex: ”I can resist anything but temptation.”-Oscar Wilde A statement or proposition that seems self-contradictory, but in reality expresses a possible truth. -Ex: “what a shame that the youth must be wasted on the young” When an inanimate object represents a larger idea. -Ex: “light represents hope” A repeating idea throughout the text. -Ex: The moral of the story A brief reference to a character, place, idea, etc. of significance. -Ex: sandman A literary work involving the theme of sorrow and suffering. -Ex : Romeo and Juliet A sentence that compares two things using words such as ‘like’ and ‘as’. -Ex: “He was as quiet as a mouse” A figure of speech for a comparison between two unrelated things made to sound to have common characteristics. -Ex: “His voice was music to her ears.” An exaggeration description used for emphasis. -Ex: “It’s the end of the world” A repetition of the same sound at the beginning of multiple words in a sequence. -Ex: ”Sally sells seashells by the sea shore” An entire piece of literature that has a deeper meaning that often involves real life issues. -Ex: “Tortoise and the Hare” Using a word or phrase multiple times in a sentence to convey emphasis. -Ex: “Every day, every night, in every way, I am getting better and better” Two lines of a verse joined by a rhyme to form a piece of literature. -Ex: “Twinkle, twinkle, little star, How I wonder where you are.” Visually descriptive language to portray a feeling or action. -Ex: “The ocean sparkled like a million diamonds.” A grouping of words used to express sounds. -Ex: “Buzz Buzz” The representation of an abstract quality in human form. -Ex: “The stars danced around the sky.” A grouping of words used to express sounds. -Ex: “Buzz Buzz” The representation of an abstract quality in human form. -Ex: “The stars danced around the sky.”

Romeo and Juliet

Act ii, Scene i and ii 

Vocabulary-

Literary Devices- 

Pg 79, line 172- hyperbole- "a thousand times this night"

Pg 79, line 171- similie- "love goes towards love as schoolboys go from their books"

Pg 81, lines 204-205- paradox- "sweet sorrow"

Shakespeare Act III

Literary devices- 

page 121, line 98- anaphora- "Ay, Ay, a scratch, a scratch..."  

line 9- personification- "by their own beauties; or, if love be blind"

line 85- paradox- a damned saint, an honorable villain!" 

Elizabethan Era Notes 

Taste Test 

Butter 1

• lighter in color 
• pale 
• more tangible and easier to manipulate with a knife 
• less sweet 
• bitter

Butter 2

• more yellow
• darker in color 
• harder than butter one 
• sweeter than butter 1 
  

Yogurt 1

•  cream colored 
• more chunky 
• smells bitter
• sour and bitter towards the end 

Yogurt 2

• more liquid, creamy
• smells bitter
• white in color 
• sour all the way through taste
  

Claim: 

Grass-fed is healthier and tastes better because it is naturally raised and is lacking certain risks of contamination.

Quotes: 

"There's yet another drawback with feeding grain to a ruminant- you increase the risk of E.coli infection" (americangrassfedbeef.com).

"For the most part, the term 'organic' is simply a guarantee of what the food does not contain" (northstarbison.com)

Works Cited:

"Grass Fed Better Than Organic." American Grass Fed Beef. N.p., n.d. Web. 11 Oct. 2016. 

Robinson, By Jo. "Why Grassfed Is Better Than Organic." NorthStarBison. N.p., n.d. Web. 11 Oct. 2016