A Comparison of Content Between West Side Story & Romeo and Juliet
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Collected Works of Ambrose Bierce
m ill iiiii;!: t!;:!iiii; PS Al V-ID BOUGHT WITH THE INCOME FROM THE SAGE ENDOWMENT FUND THE GIFT OF Henrg W, Sage 1891 B^^WiS _ i.i|j(i5 Cornell University Library PS 1097.A1 1909 V.10 The collected works of Ambrose Blerce. 3 1924 021 998 889 The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924021998889 THE COLLECTED WORKS OF AMBROSE BIERCE VOLUME X UIBI f\^^°\\\i COPYHIGHT, 1911, Br THE NEALE PUBLISHING COMPANY CONTENTS PAGE THE OPINIONATOR The Novel 17 On Literary Criticism 25 Stage Illusion 49 The Matter of Manner 57 On Reading New Books 65 Alphab£tes and Border Ruffians .... 69 To Train a Writer 75 As to Cartooning 79 The S. p. W 87 Portraits of Elderly Authors .... 95 Wit and Humor 98 Word Changes and Slang . ... 103 The Ravages of Shakspearitis .... 109 England's Laureate 113 Hall Caine on Hall Gaining . • "7 Visions of the Night . .... 132 THE REVIEWER Edwin Markham's Poems 137 "The Kreutzer Sonata" .... 149 Emma Frances Dawson 166 Marie Bashkirtseff 172 A Poet and His Poem 177 THE CONTROVERSIALIST An Insurrection of the Peasantry . 189 CONTENTS page Montagues and Capulets 209 A Dead Lion . 212 The Short Story 234 Who are Great? 249 Poetry and Verse 256 Thought and Feeling 274 THE' TIMOROUS REPORTER The Passing of Satire 2S1 Some Disadvantages of Genius 285 Our Sacrosanct Orthography . 299 The Author as an Opportunity 306 On Posthumous Renown . -
Breaking Away- Journey to Platinum Final Report (2011)
BREAKING AWAY: JOURNEY TO PLATINUM BLOOMINGTON PLATINUM BICYCLE TASK FORCE BLOOMINGTON, INDIANA FINAL REPORT: NOVEMBER 30, 2011 Page Intentionally Blank TABLE OF CONTENTS ACKNOWLEDGEMENTS .......................................................................... iii LITTLE 500: PROLOGUE........................................................................iv The Platinum Biking Task Force .......................................................................... v The Platinum Process.........................................................................................vi Report Organization..........................................................................................vii Bloomington’s Legacy ...................................................................................... viii QUALIFICATIONS: WHY PLATINUM? .................................................... 1−1 Why Platinum................................................................................................. 1-2 Quality of Life................................................................................................. 1-5 Health Promotion............................................................................................ 1-7 Environmental Harmony.................................................................................. 1-9 Economic Resiliency...................................................................................... 1-12 INDIVIDUAL TIME TRIALS: FIVE PRIORITIES.......................................... 2−1 The Five Es & Bloomington’s -
BENVOLIO but New Struck Nine. ROMEO Ay Me! Sad Hours Seem Long
BENVOLIO/ROMEO BENVOLIO Good-morrow, cousin. ROMEO Is the day so young? BENVOLIO But new struck nine. ROMEO Ay me! sad hours seem long. Was that my father that went hence so fast? BENVOLIO It was. What sadness lengthens Romeo's hours? ROMEO Not having that, which, having, makes them short. BENVOLIO In love? ROMEO Out-- BENVOLIO Of love? ROMEO Out of her favour, where I am in love. BENVOLIO Alas, that love, so gentle in his view, Should be so tyrannous and rough in proof! ROMEO Alas, that love, whose view is muffled still, Should, without eyes, see pathways to his will! BENVOLIO Tell me in sadness, who is that you love. ROMEO What, shall I groan and tell thee? BENVOLIO Groan! why, no. But sadly tell me who. ROMEO In sadness, cousin, I do love a woman. BENVOLIO I aim'd so near, when I supposed you loved. ROMEO/JULIET ROMEO [To JULIET] If I profane with my unworthiest hand This holy shrine, the gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss. JULIET Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims' hands do touch, And palm to palm is holy palmers' kiss. ROMEO Have not saints lips, and holy palmers too? JULIET Ay, pilgrim, lips that they must use in prayer. ROMEO O, then, dear saint, let lips do what hands do; They pray, grant thou, lest faith turn to despair. JULIET Saints do not move, though grant for prayers' sake. -
Romeo and Juliet I
15 Romeo And Juliet I Romeo And Juliet is one of the most famous love stories of all time. It takes Verona place in the city of Verona, Italy. Where is Verona? Verona is a rich and beautiful city in Italy. Map of Italy Copy A Family Feud In Romeo And Juliet, there are two wealthy families, the Capulets and the Montagues. The Capulets and the Montagues are not on good terms. If you are a Capulet, it is your duty to dislike Montagues. If you are a Montague, you will be a disgrace to your family if you are friends with a Capulet. Imagine meeting the person you dislike most! Sampson and Gregory work for the Capulets, while Abraham and Balthasar work for the Montagues. How do you think the men feel when they bump into each other on the streets of Verona? Well, Sampson decides to insult the Montagues. An insult is something rude that people do or say to others. In those days, it was very rude to bite your thumb at someone, and that is whatEvaluation Sampson did when he saw Abraham and Balthasar! 83 Romeo And Juliet I A Quarrel Read the following script aloud. Then act out the story. Characters Sampson Abraham (from the house of Capulet) (from the house of Capulet) Balthasar Gregory (from the house of Montague) (from the house of Montague) Benvolio (a Montague) Tybalt (a Capulet) Other members of the Citizens two families Setting Copy Verona SAMPSON I will bite my thumb at them. That’s a great insult! ABRAHAM (noticing SAMPSON) Do you bite your thumb at us, sir? SAMPSON I do bite my thumb, sir. -
Romeo & Juliet
Romeo and Juliet The Atlanta Shakespeare Company Staff Artistic Director Jeff Watkins Director of Education and Training Laura Cole Development Director Rivka Levin Education Staff Kati Grace Brown, Tony Brown, Andrew Houchins, Adam King, Amanda Lindsey, Samantha Smith Box Office Manager Becky Cormier Finch Art Manager Amee Vyas Marketing Manager Jeanette Meierhofer Company Manager Joe Rossidivito Unless otherwise noted, photos appearing in this study guide are courtesy of Jeff Watkins. Study guide by Samantha Smith The Atlanta Shakespeare Company 499 Peachtree St NE Atlanta GA 30308 404-874-5299 www.shakespearetavern.com Like the Atlanta Shakespeare Company on Facebook and follow ASC on Twitter at @shakespearetav. DIRECTOR'S NOTE ONe of the thiNgs I love most about Shakespeare is that his stories prejudices are too deep aNd too violeNt to be overcome carry differeNt meaNiNgs for me at differeNt poiNts iN my life. by youNg love; iNstead it takes the deaths of two What resoNates for me about the story of Romeo aNd Juliet right iNtelligeNt, kiNd, empathetic youNg people to make the Now is the impact aNd terrible cost of prejudice aNd hatred for the feudiNg Capulets aNd MoNtagues fiNally call each other people iN the play. The Capulets aNd MoNtagues are Not writteN "brother." Right Now, that's the part of this story that's as villaiNs. They are ordiNary people who go about their busiNess moviNg me the most: the warNiNg call to examiNe our aNd care for their owN. But they have beeN raised to hate each owN grudges aNd prejudices aNd thiNk about the other aNd are set iN their ways; they stubborNly adhere to their coNsequeNces of those prejudices for ourselves aNd geNeratioNs-old family feud, refusiNg to let their old grudges go others. -
9.1.3 Lesson 9
NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 9 9.1.3 Lesson 9 Introduction In this lesson, students read and analyze William Shakespeare's Romeo and Juliet, Act 3.1, lines 59–110 (from “Romeo, the love I bear thee can afford” to “I have it, and soundly too. Your houses!”). In this excerpt, a fight breaks out between Mercutio and Tybalt after Tybalt insults Romeo, and Mercutio is killed. Students work in pairs to explore how Shakespeare develops Romeo’s character through his interactions with Tybalt and Mercutio. Prior to reading, students view a clip of Baz Luhrmann’s Romeo + Juliet, depicting the marriage of Romeo and Juliet. Student learning is assessed via a Quick Write at the end of the lesson: How does Shakespeare develop Romeo’s character through his interactions with Tybalt and Mercutio? For homework, students continue their Accountable Independent Reading (AIR) and write a brief response to the question: “Who is responsible for Mercutio’s death?” Standards Assessed Standard(s) RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Addressed Standard(s) L.9-10.4.a, Determine or clarify the meaning of unknown and multiple-meaning words and b, c phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. -
Breaking Away: a Study of First Generation College Students and Their Af Milies Howard London Bridgewater State University, [email protected]
Bridgewater State University Virtual Commons - Bridgewater State University Sociology Faculty Publications Sociology Department 1989 Breaking Away: A Study of First Generation College Students and Their aF milies Howard London Bridgewater State University, [email protected] Follow this and additional works at: http://vc.bridgew.edu/sociology_fac Part of the Higher Education Commons, and the Sociology Commons Virtual Commons Citation London, Howard (1989). Breaking Away: A Study of First Generation College Students and Their aF milies. In Sociology Faculty Publications. Paper 39. Available at: http://vc.bridgew.edu/sociology_fac/39 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. -r* - _P_ I --J.., II L I __ ? II __. _ Breaking Away: A Study of First- Generation College Students and Their Famiilies HOWARD B. LONDON Bridge-water State College Detailed family histories were taken of students who were the first in their families to go to college. This paper utilizes the psychoanalytic and family systems theory of Helm Stierlin and others to explore (1) how college matriculation for first-generation students is linked to multi- generational family dynamics, and (2) how these students reconcile (or do not reconcile) the often conflicting requirements of family membership and educational mobility. The same modernity that creates the possibility of opportunity for these students is seen also to create the potential for biographical and social dislocation. Introduction Several years ago the film Breaking Away was a box office success across America. On the surface it was the story of "town-gown" frictions between the "cuttters" of Bloomington, Indiana-so called because they were the children of the men who mined the local limestone qtuarries-atid the ostensibly more sophisticated but condescending students of Indiana University. -
Romeo & Juliet
ROMEO & JULIET Student’s Book A play and film study guide Educasia Education in Context Before You Start… 1. You are about to read and watch the story of Romeo and Juliet. Look at the two pictures below, and try to answer the following questions: Who are Romeo and Juliet? What is their relationship? How will their relationship change throughout the story? How will the film and play be different? 2. Read the following introduction to the play, and answer the questions. This is the most famous of all Shakespeare’s plays, first printed in 1597. Romeo and Juliet meet, fall in love, and promise to be faithful to each other forever. Love is strong, but not as strong as family tradition, or hate, or revenge. Like young people all over the world, Romeo and Juliet want the right to decide their future for themselves, but in the end, their families are too powerful for them. Romeo and Juliet cannot live without each other, and if they are not allowed to marry and live together, there is only one way out. According to the introduction, are the following sentences true (T), false (F) or doesn’t it say (DS)? a. Romeo and Juliet have been lovers since they were children. b. Romeo and Juliet’s families are enemies. c. Romeo and Juliet are married. d. Their families eventually allow them to be together. 1 Characters in the Play The Montague family Lord Montague Lady Montague Romeo, the Montagues’ son Nurse, from Benvolio, Romeo’s cousin the 1968 film The Capulet family Lord Capulet Lady Capulet Juliet, the Capulets’ daughter Romeo and Juliet, Tybalt, Juliet’s cousin from the 1916 film. -
Romeo and Juliet Study Guide Act
Romeo and Juliet Act Two Study Guide Act Two, Scene One 1. How would you restate what the Chorus explains here? (page 656 lines 13-14) 2. What is Mercutio’s attitude toward Romeo’s lovesickness? (page 657) Act Two, Scene Two 3. What “wound” does Romeo suggest that Mercutio has never felt? (page 658 line 1) 4. What figure of speech does Juliet use here? What words does Shakespeare use to suggest the strength of Juliet’s lov? (page 659 lines 58-59) 5. In the passage page 661 lines 105-106, what worries does Juliet express? 6. What does Juliet compare her and Romeo’s declarations of love to lightning in lines 119-120? What is the point of the metaphor in lines 121-122? (page 662) 7. What idea is communicated by the simile in lines 156-157? Restate it in your own words. (page 663) 8. In the extended metaphor, Juliet compares Romeo to a bird. What idea about her love is communicated by this comparison? (page 664 line 183) Act Two, Scene Three 9. In lines 7-30, how does the Friar describe herbs and their nature? How are people like herbs? (page 665) 10. What can you infer about Friar Lawrence’s character and his attitude toward Romeo from line 47? (page 666) 11. This section of the play permits that audience to hear an adult’s view of Romeo and his passions. How does this help to show Romeo in a new light? Explain (page 667, line 81) Act Two, Scene Four 12. -
West Side Story” (Original Cast Recording) (1957) Added to the National Registry: 2008 Essay by Robert L
“West Side Story” (Original cast recording) (1957) Added to the National Registry: 2008 Essay by Robert L. McLaughlin (guest essay)* Original “West Side Story” cast members at recording session (from left: Elizabeth Taylor, Carmen Gutierrez, Marilyn Cooper, Carol Lawrence) “West Side Story” is among the best and most important of Broadway musicals. It was both a culmination of the Rodgers and Hammerstein integrated musical, bringing together music, dance, language and design in service of a powerful narrative, and an arrow pointing toward the future, creating new possibilities for what a musical can be and how it can work. Its cast recording preserves its score and the original performances. “West Side Story’s” journey to theater immortality was not easy. The show’s origins came in the late 1940s when director/choreographer Jerome Robbins, composer Leonard Bernstein, and playwright Arthur Laurents imagined an updated retelling of “Romeo and Juliet,” with the star- crossed lovers thwarted by their contentious Catholic and Jewish families. After some work, the men decided that such a musical would evoke “Abie’s Irish Rose” more than Shakespeare and so they set the project aside. A few years later, however, Bernstein and Laurents were struck by news reports of gang violence in New York and, with Robbins, reconceived the piece as a story of two lovers set against Caucasian and Puerto Rican gang warfare. The musical’s “Prologue” establishes the rivalry between the Jets, a gang of white teens, children mostly of immigrant parents and claimants of a block of turf on New York City’s west side, and the Sharks, a gang of Puerto Rican teens, recently come to the city and, as the play begins, finally numerous enough to challenge the Jets’ dominion. -
Young Adult Realistic Fiction Book List
Young Adult Realistic Fiction Book List Denotes new titles recently added to the list while the severity of her older sister's injuries Abuse and the urging of her younger sister, their uncle, and a friend tempt her to testify against Anderson, Laurie Halse him, her mother and other well-meaning Speak adults persuade her to claim responsibility. A traumatic event in the (Mature) (2007) summer has a devastating effect on Melinda's freshman Flinn, Alexandra year of high school. (2002) Breathing Underwater Sent to counseling for hitting his Avasthi, Swati girlfriend, Caitlin, and ordered to Split keep a journal, A teenaged boy thrown out of his 16-year-old Nick examines his controlling house by his abusive father goes behavior and anger and describes living with to live with his older brother, his abusive father. (2001) who ran away from home years earlier under similar circumstances. (Summary McCormick, Patricia from Follett Destiny, November 2010). Sold Thirteen-year-old Lakshmi Draper, Sharon leaves her poor mountain Forged by Fire home in Nepal thinking that Teenaged Gerald, who has she is to work in the city as a spent years protecting his maid only to find that she has fragile half-sister from their been sold into the sex slave trade in India and abusive father, faces the that there is no hope of escape. (2006) prospect of one final confrontation before the problem can be solved. McMurchy-Barber, Gina Free as a Bird Erskine, Kathryn Eight-year-old Ruby Jean Sharp, Quaking born with Down syndrome, is In a Pennsylvania town where anti- placed in Woodlands School in war sentiments are treated with New Westminster, British contempt and violence, Matt, a Columbia, after the death of her grandmother fourteen-year-old girl living with a Quaker who took care of her, and she learns to family, deals with the demons of her past as survive every kind of abuse before she is she battles bullies of the present, eventually placed in a program designed to help her live learning to trust in others as well as her. -
Romeo and Juliet
Study Guide Romeo and Juliet A Tragedy has 4 Elements Tragic Hero Supernatural Element born Hero has a fatal FLAW Hero’s FATE leads to A mystical, mysterious, Hero is Noble born High downfall or death or unnatural element class occurs during the Influences society Tragic Hero’s life Guide Romeo and Juliet Romeo is a Tragic Hero Romeo Romeo’s FLAW Supernatural is Element Noble Born FATE causes Romeo to NEVER receive the note from Friar Laurence Potion born Romeo is Impulsive mysterious unnatural potion Romeo is born to a Romeo is impulsive … It is FATE that causes Juliet has taken a noble high class family this FLAW causes him to Romeo to NEVER mysterious potion that and is the hero of the make quick decisions receive the note from makes her look dead. play. without thinking. Friar Laurence telling Romeo kills himself him that Juliet plans to because he thinks Juliet FAKE her death. is dead, but she is FAKING death. J. Haugh 2014 X Drive/ English/ Romeo Juliet/ Study Guide Romeo and Juliet 1 Problems or Complications for Juliet Not a Problem of Complication for Juliet There is an ongoing feud between Juliet is NOT in love with Paris so this Capulet and Montague families is not a problem or complication Lady Capulet (Juliet’s mom) wants her to marry Paris Tybalt wants to fight Romeo to the death The feud between the Capulet and Montague Families Obstacles for Romeo Lady Capulet wants Juliet to marry Paris and Juliet Comic Relief happens when a writer puts humor into a serious situation to break the tension Juliet’s Nurse provides COMIC RELIEF in a serious situation J.