Bernadette St.Clair

Romeo and Juliet

Lesson Plans For English 9

Bernadette St.Clair Teacher Lesson 1 1. Secret Messages—Split class into two groups. Number the students in each group so that they can find a partner with the same number in the other group. Then give each student a secret message to communicate to their partner. They can use gestures, drawings, and sounds, but no written or spoken language. The messages will relate to the play. A class set of the messages can be found in the handout package. Just cut them into strips with one message each:

Group A

You are the most beautiful girl I have ever seen. We should get married. Then I will kill your cousin. Then maybe we can drink some poison.

Group B

Hi. I like your man tights. It’s too bad our families hate each other. Come to my balcony later and we can kiss like crazy birds.

2. Discuss the communication process

 What techniques did you rely on?

 Which parts of the messages were most difficult to communicate?

 How do you think this might relate to watching and/or studying Shakespearean play?

 If you are watching a play and you don’t understand all of the language being used, how do you decipher meaning? How do you read the emotions and thoughts of the characters?

3. Distribute Handout #1—Dramatic Terms and Devices

4. Punning—define “pun,” give some examples (bad jokes), and have them enter the definition and example for “pun” as written in your teacher copy of the handout.

5. Assign reading parts for Act 1 Scene 1. 6. Read scene one together. Stop often, almost after each thing that is said, to make sure the students get it. This is a great scene in which two guys are making dirty jokes. It starts off with some stuff about carrying coals etc. (just breeze through that cause it ain’t funny), but it quickly gets funny (especially for immature teenagers) when the jokes turn a little dirty. Stop reading after the Prince addresses the two families.

7. Watch Scene 1—remember, we are using the 1968 Zeferelli film version.

8. Discuss any observations the students have about the first scene. Ask them if the feud between the families could be compared to anything in modern society (ex. Gangs). Lesson 2

1. Distribute Handout #2—Character Chart.

2. Today we are going to start a character chart to keep a record of what each character is like. Just put them in the order in which they appear. Start with Benvolio and Tybalt we read and watched their parts yesterday.

3. Discuss Romeo as he appeared in the film version of Scene 1. Point out how brooking and emotional he is. Who is he in love with (it’s not Juliet)? Watch it again if the students need reminding.

4. Now enter Romeo into the character chart as well.

5. Arranged Marriage Pros and Cons—create a web with the words “Arranged Marriage” in the middle. List the pros on the left and the cons on the right. Have the students spend five minutes listing them individually before you discuss it as a group and fill in more. Push them to think of positives for arranged marriages. 6. Now read Scene 2 together. In this very short scene, Paris (a respected nobleman), is asking Capulet for his blessing for Paris to marry Juliet (who is only 13). Capulet tells Paris to be patient, to wait a bit for Juliet to grow up, and to win her heart. Paris isn’t concerned with Juliet’s age and points out that “Younger than she are happy mothers made.”

7. Discuss how things have changed in our society.

8. Add Paris to the Character Chart.

9. Opinion Essay—At what age are people ready for marriage. (opinions, reasons, examples, conclusion). Homework to be turned in the next day. (Five paragraphs —see attached handout).

10.Discuss opinions. Lesson 3

1. Watch Act 1, Scene 3.

2. Add Juliet’s Nurse to the Character Chart.

3. Distribute Handout #3—Important Quotes.

4. Enter first important quote—“I’ll look to like…”

5. Discuss what this scene tells us about Juliet as a character—not thinking about marriage, seems a bit more grounded than Romeo, wishes to please her mother, close to her nurse.

6. Watch Act 1, Scene 4.

7. Discuss Mercutio—what kind of guy is he? 8. Close reading of Mercutio’s Queen Mab speech—this is a good opportunity for students to practice deciphering Shakespeare by closely examining each line of text. Ask them to read through Mercutio’s description of Queen Mab (which begins on line 53).

Students must make a point form list of information about Queen Mab. (See handout).

Lesson 4

1. Queen Mab Drawing—to show that they can decipher the difficult language and pick out information, students must draw and label a simple picture of Queen Mab. Give them 20 minutes, and anyone who isn’t finished can complete it for homework.

2. When they are finished their Queen Mab Drawing, students are to write a brief statement explaining their thoughts on the following question:

Do you believe in love at first sight? Explain your answer. A minimum of five sentences is expected. 3. Discuss students’ thoughts about love at first sight. Ask them questions and try to get them to articulate why they think what they think.

4. Watch Act 1, Scene 5—Capulet party where Romeo and Juliet first see each other.

5. Discuss the party scene—Was their love at first sight believable? What does it tell us about these two characters? Is this real love? What role does physical attraction play? What traits do we see more of from Tybalt? Do we learn anything about Lord Capulet?

Lesson 5

1. Act 1 Headlines—To review the major events of the play thus far, and to ensure students understand what is going on, students are to write headlines for each scene in Act 1.

Students can work with a partner or individually. No more than two to a group.

Students must write ONE headline for each scene. The headline must convey the important events of the scene.

Students should feel free to be creative and funny, just as long as they fulfill the requirements of the assignment—to show they know what happened in each scene.

Headline Example for Scene 1: Rumble in Verona—Rival Families Fight Over Thumb-Biting Incident

2. Have each group of students write one of their headlines on the board—there will be some duplicates, but that’s fine.

3. Read over the headlines together and discuss whether or not they convey the important information.

4. Discuss students’ impressions of the play so far.

5. Add “metaphor” and “simile” to the Dramatic Terms and Devices Handout.

Lesson 6

1. Assign reading parts for Act 2, Scene 2—pick strong readers for Romeo and Juliet.

2. Read 2.2—stop frequently to explain meaning and check for understanding.

3. Add important quotes from 2.1 to Important Quotes Handout. “It is the East, and Juliet is the sun!”

“Deny thy father and refuse thy name.”

“What’s in a name?”

“There lies more peril in thine eye than twenty of their swords.”

Focus on SIGNIFICANCE—explain that this is what is really important—that they can explain what each quote reveals about the characters. It’s not enough to simply paraphrase or explain meaning.

4. Add Juliet to the Character Chart.

5. Add “soliloquy” and “aside” to the Dramatic Terms and Devices Handout.

6. Watch 2.2.

Lesson 7

1. Romeo and Juliet Venn Diagram

Romeo Both Juliet

There is lots from 2.2 to show that while both teenagers are somewhat impulsive, Romeo is far more so and seems less mature than Juliet despite being three years older.

2. Comparison Paragraph—today’s assignment is to write a five paragraph essay comparing Romeo and Juliet. Use the following steps to make sure your essay has all the necessary component:

i) Thesis—this is your argument or opinion summarized in a single sentence including your opinions about the similarities and differences.

ii) Similarities—identify and discuss similarities between the two characters. Be specific and give examples.

iii) Differences—identify and discuss differences between the two characters. Again, be specific and give examples.

iv) Give your opinion about both characters.

v) Conclusion—based on the information discussed in your other paragraphs, state whether the two or more are more similar or different.

3. Distribute Handout #4—BEFORE THEY WRITE THEIR OWN PARAGRAPHS—Read together.

4. When finished the essay, students should reread and edit it. They should then exchange it with a classmate for editing. 5. Good copy—before handing in their essay, students should write or type a good copy with all editing completed. Remember, use the MLA format (double space), etc.

6. They may finish the essay for homework. However, students can now read 2.3 silently. Lesson 8

1. Watch 2.3.

2. Discuss Friar Lawrence as a role model and father figure—does he give good advice? Why do you think he agrees to marry the two young lovers secretly? Are his actions contrary to the advice he gives?

3. Watch 2.4, 2.5, 2.6.

4. Act 2 Headlines—same as was done for Act 1. Students write headlines, put one on the board, then read over them and discuss together.

5. Discussion—What are the potential positives and negatives of pride? How is it a good thing? When does it become a bad thing?

6. Create a web with the positive aspects of pride of the left and the negative aspects on the right. Lesson 9

1. Add “dramatic irony” to Dramatic Terms and Devices Handout.

2. Assign reading parts for 3.1—remind the students to try to read the punctuation and to read with emotion.

3. Read 3.1.

4. Important Quotes from 3.1—add to Important Quotes Handout:

“Romeo, the love I bear thee can afford no better term than this: thou art a villain.”(59)

“I do protest, I never injured thee, but love thee better than thou canst devise till thou…”(67)

“O calm, dishonourable, vile submission!” (72)

“A plague o’ both your houses!”(90)

“Ask for me tomorrow and you will find me a grave man.”(96)

“O, I am fortune’s fool!”(135)

5. Watch 3.1. 6. Opinion Paragraph—What role does pride play in the deaths of Mercutio and Tybalt?

7. Add “tragic hero” and “tragic flaw” to Dramatic Terms and Devices Handout.

8. Discuss what Romeo’s tragic flaw might be.

Lesson 10

1. Watch 3.2, 3.3, 3.4, and 3.5.

2. Act 3 Headlines—this time, have the students write headlines for three of the scenes from Act 3.

3. Device a Plan Assignment—students must imagine they are Friar Lawrence and device a plan to fix Romeo and Juliet’s problems. How can they be together? How can they beat the murder rap?

4. Invite students to share their plans. Discuss the merits of each.

5. Assign reading parts for 4.1. 6. Read 4.1 together, stopping frequently to explain meaning and check for understanding.

7. Discuss Friar Lawrence’s plan.

Lesson 11

1. Watch the rest of Act 4.

2. Close reading of Juliet’s Poison Soliloquy in 4.3—students are to read the soliloquy (starting on line 14) and write a point-form list of Juliet’s fears. (See Handout)

3. Discuss the lists. Go over the speech together to make sure they understand Juliet’s apprehension and specific fears. 4. Act 4 Statements Assignments—Students are to complete one of the following statements and provide an explanation of a minimum of five sentences:

 I believe that Juliet has/hasn’t changed significantly since the beginning of the play because….

 If I were Juliet, I would/wouldn’t consider going through with the plan because…

 This whole thing could have been avoided if only…

5. Students share their statements before handing them in.

Lesson 12

1. Assign reading parts for 5.1.

2. Read 5.1 together, stopping frequently to explain meaning and checking for understanding. 3. Important Quotes to be Added:

“Then I defy you, stars!” (24)

“Well, Juliet, I will lie with thee to-night!” (34)

Again, get the students to focus on significance. They should be able to identify and articulate how each quote is important to the play as a whole. For each quote, they should explain how it is important to character, theme, or plot.

4. Stop and Predict—students discuss with a partner what they think will happen.

5. Discuss predictions as a class.

6. Read 5.2.

7. What happened? How did the Friar’s plans go awry? What lesson can be learned? (don’t trust important packages to Monk and Donkey Express, lol)

Lesson 13 1. Dramatic Terms and Devices Review Crossword—students complete Handout #4 (give a prize for the student who finishes first).

2. Go over the answers to the crossword.

3. Distribute Handout #5—Romeo and Juliet Monologues/Scenes.

4. Tell the students they will presenting in three days.

5. Watch 5.3.

6. Important Quotes to be added:

“I dare no longer stay.” (159)

“All are punish’d.” (295)

“A glooming peace this morning with it brings.” (305)

7. Discussion Questions—Why are the two lovers dead, really? To what degree do you think the Friar is responsible? Would you charge Friar Lawrence with a crime? What is the silver lining in this tragedy? Lesson 14

1. Add “Pathos” to the Dramatic Terms and Devices Handout.

2. Graffiti—Each student must write something on the board about the play, Romeo and Juliet. It can be a comment, question, statement, or observation, whatever. Keep it clean. Have all the students come to the board at once to make it more fun for them.

3. Read over and discuss the graffiti together.

4. Theme Workshop—

a. Add “theme” to the Dramatic Terms and Devices Handout.

b. Tell the class that “theme” can be discovered using a formula just as you would use in math.

THEME = TOPIC + INSIGHT

c. Ask the students to list topics from Romeo and Juliet. Then make a master list on the board.

d. Now ask the students to add insight by suggesting what the play says about each topic. Students should phrase their theme statements in the following way: Shakespeare’s play Romeo and Juliet shows…(that passion can be dangerous; that hate leads to suffering, etc.) 5. Theme essay—Discuss a major theme from Shakespeare’s Romeo and Juliet.

Your theme essay should begin with a theme statement. Then provide an explanation and examples to support the theme statement. Answer the question, How does Shakespeare convey this theme?

Lesson 15

1. Begin Monologues/Scenes with a random draw or with a sign-up sheet.

Students receive two scores:

 100 marks for memory

 100 marks for delivery.

Memory is simply their accuracy when reciting their lines.

Delivery is their stage presence, voice, volume, confidence, etc. Lesson 16

1. Romeo and Juliet Jeopardy.

Write the categories and amounts on the board:

People Events Quotes Devices Random 100 100 100 100 100 200 200 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500 Split the class into three groups. Each group must come up with a name for their group and a buzzer sound they will use to buzz in. The sounds must be different enough for you to distinguish between them.

Here are your questions:

People Events Quotes Devices Random 100 Which of Romeo’s Why is Tybalt so “A rose by any Thoughts briefly Name of friends is the angry at Romeo? other name.” spoken to the jeopardy host. peacemaker? audience. 200 Who wants to What does the “I hate the word, Comparison not Biggest lake in marry Juliet? Prince declare is as I hate hell…” using like or as. the world by the punishment for volume. fighting? 300 What is Tybalt’s Why doesn’t “I’ll look to like, if Audience knows County nickname? Romeo get the looking liking something a Haagendaze ice Friar’s message? move.” character cream is from. doesn’t. 400 Who tells Romeo How many people “Then I defy you Damning lack or 2nd Tallest that Juliet is die in Romeo and stars!” excess of a key mountain in the dead? Juliet? character trait. world. 500 Who is Romeo’s Where does “Ask for me Feeling of At least seven first love? Romeo hang while tomorrow and sympathy or digits of pi. being banished? you will find me a sadness. grave man.”

Jeopardy Answers:

People Events Quotes Devices Random 100 Benvolio Went to Capulet Juliet Aside Alex Trebek Party 200 Paris Death Tybalt Metaphor Baikal—in Siberia, Russia

300 Prince of Fear of plague/donkey Juliet Dramatic Irony USA Cats Express 400 Balthasar 6 Romeo Tragic Flaw K2

500 Rosaline Mantua Mercutio Pathos 3.14159265

 Groups buzz in for each question by making their noise. The teacher has to listen and determine which group makes their noise first.

 Be warned—it gets loud and competitive!

2. Give students time to study for their unit test. Romeo and Juliet Handouts

Teacher Copies Dramatic Terms and Devices Handout #1

Teacher Copy

TERM DEFINITION EXAMPLE/LOCATION PUN A pun is a play on words in which a “My naked weapon is out” word or phrase has a double (1.1, 32) meaning. SOLILOQUY A soliloquy occurs when a “But, soft! What light character speaks their thoughts in through yonder window an extended speech while alone on breaks…”(2.2, 2) stage. ASIDE An aside occurs when a character “Shall I hear more, or shall I briefly speaks their thoughts to the speak at this?” (2.2, 37) audience while there are other characters on stage. METAPHOR A metaphor is a direct comparison “It is the east, and Juliet is not using like or as the sun!”(2.2, 3) SIMILE A simile is a comparison using like “Thou art as glorious to this or as. night being o’er my head, as is a winged messenger of heaven” (2.2, 26) TRAGIC HERO The tragic hero is the protagonist Romeo who experiences a rise in fortune followed by a sudden downfall that results in death. TRAGIC FLAW A tragic flaw is the lack or excess of Romeo’s tragic flaw could a character trait that leads to the be his excess of passion, the protagonist’s downfall. fickle nature of his love, his rashness, etc. DRAMATIC IRONY Dramatic Irony occurs when the Tybalt and others do not audience knows something a know Romeo and Juliet are character does not. married. PATHOS Pathos is a feeling of sympathy or The tragic conclusion to sadness evoked by a play. Romeo and Juliet evokes pathos for the lovers and their families.

Character Chart Handout #2

Teacher Copy Character Description Quote/Location Benvolio  A Montague “Part, fools! Put up your  Romeo’s Cousin swords; you know not what  Peace maker you do” (1.1, 62 Tybalt  A Capulet “What, drawn, and talk of  Juliet’s cousin peace! I hate the word as I  Verona’s best swordsman hate hell, all Montagues,  Known as Prince of Cats and thee” (1.1, 68) Romeo  Montague’s only son “Tut, I have lost myself; I am  16 years old not here” (1.1, 194)  Falls in and out of love easily  Emotional Nurse  Juliet’s nurse “Thou was the prettiest  Adult who is closest to Juliet babe that eer I nursed”(1.3,  Mother figure for Juliet 61)  Quirky and eccentric Paris  Nobleman of Verona “Younger than she are  Handsome and respected happy mothers made”  Wants to marry Juliet (1.2, 12)  Not concerned with her age Mercutio  Friend of the Montagues “If love be rough with you,  Prince’s cousin be rough with love” (1.4, 27)  Funny and charismatic “Ask for me tomorrow, and  Joker—provides comic relief you will find me a grave man” (3.1, 96) Juliet  Capulet’s only daughter “That which we call a rose  13 years old by any other name would  Has more common sense smell as sweet” (2.2, 43) than Romeo Friar Lawrence  Adult closest to Romeo “Wisely and slow; they  Gives good advice but stumble that run fast” (2.3, doesn’t follow it himself 94)  Terrible schemer

Important Quotes Handout

Teacher Copy

QUOTE CIRCUMSTANCES SIGNIFICANCE “I’ll look to like, if looking liking Juliet is talking to her mother This quote shows that Juliet is move; but no more deep will I about checking out Paris. mature and respectful. She endart mine eye than your hasn’t really thought about consent gives strength to make it marriage, but she will do as her fly” (1.3) mother wishes and give Paris a look. “It is the East, and Juliet is the Romeo sees Juliet through a In this quote, Romeo is already sun!” (2.2, 4) window while he is creeping worshipping Juliet and placing around her yard. her on a pedestal. He constantly compares her to things in the sky or heavens, things above him. “Deny thy father and refuse thy Juliet is on her balcony speaking Juliet is wishing Romeo wasn’t name” (2.2, 34) her thoughts about Romeo while Montague. She suggests he he secretly listens below. should forfeit his name so they can be together. “What’s in a name?” (2.2, 43) Again, Juliet is on her balcony This quote shows Juliet is quite a speaking her thoughts about modern thinker for her time. Romeo while he secretly listens She is questioning the value of below. titles and names at a time when they meant everything. “There lies more peril in thine Romeo responds to Juliet’s This shows Romeo’s immaturity eye than twenty of their suggestion that he is in great and overblown romanticism. In swords”(2.2, 71) danger sneaking around her contrast, Juliet is far more yard. mature and rational. “Romeo, the love I bear thee can Tybalt challenges Romeo to a This shows Tybalt’s extreme afford no better term than this: duel for a perceived slight. sensitivity and excessive pride. thou art a villain” (3.1, 59) He is looking for a reason to fight. “I do protest, I never injured Romeo is telling Tybalt that he This is an example of dramatic thee, but love thee better than doesn’t want to fight him. irony, as Tybalt is unaware of the thou canst devise till thou…” marriage between Romeo and (3.1, 67) Juliet. “O calm, dishonouralbe, vile Mercutio can’t stand Romeo’s This shows Mercutio’s pride. His submission!”(3.1, 72) refusal to stand up for himself. inability to stand by ultimately kills him. “A plague o’ both your houses!” Mercutio curses both houses Mercutio lays equal blame on (3.1, 90) after he is stabbed by Tybalt. both families. He is a victim of their senseless feud.

Important Quotes Handout (Continued)

Teacher Copy

QUOTE CIRCUMSTANCES SIGNIFICANCE “Ask for me tomorrow and you Mercutio just before his death This shows Mercutio’s jocular will find me a grave man” (3.1, character. Even in death, he 96) jests. “O, I am fortune’s fool” (3.1, 135) Romeo has just killed Tybalt. Romeo repeatedly refers to the stars and other cosmic forces in the play. He believes in fate. “Then, I defy you, stars!” (5.1, Romeo has just learned Juliet is This again shows Romeo’s belief 24) dead. in fate, but Romeo is determined to buck it. “Well, Juliet, I will lie with thee Romeo is in the immediate grief Romeo intends to kill himself. to-night” (5.1, 34) of Juliet’s death. Again, he is impulsive, emotional, and extreme. “I dare no longer stay” (5.3) Friar Lawrence before he runs This shows Friar Lawrence is cowardly. “All are punish’d” (5.1, 295) The Prince addresses the families These two quotes effectively “A glooming peace this morning at the end of the play. summarize the new reality: both with it brings”(5.3, 5) families have lost their very best and suffer equally, but mutual loss has brought a new peace and the feud is over. Romeo and Juliet Handouts

Student Copies Dramatic Terms and Devices Handout #1 TERM DEFINITION EXAMPLE/LOCATION PUN

SOLILOQUY

METAPHOR

SIMILE

TRAGIC HERO

TRAGIC FLAW DRAMATIC IRONY

PATHOS

Character Chart Handout #2 Character Description Quote/Location Benvolio

Tybalt

Mercutio Juliet

Friar Lawrence

Important Quotes Handout #3 page one

QUOTE CIRCUMSTANCES SIGNIFICANCE Important Quotes Handout #3 page Two Important Quotes Handout #3 page Three Comparison Essay First Paragraph Sample Handout #4 Leal 1 Bernadette Leal English 9 First Period March 16, 2010 Mrs. B. St.Clair Although they are initially presented as character foils,

Victor and Rick of Casablanca share similarities that are more important then their superficial differences. Victor Lazlo is a warm, selfless man. As leader of the French Resistance, Victor lives under constant threat of death. He is an obvious champion of good, a man who has survived a concentration camp and still continues to fight for his country. Victor Lazlo will sacrifice himself for the good of others. Rick is a less obvious hero. Long regarded as an icon of cool American

Leal 2 masculinity, Rick speaks smooth and acts cold. His icy demeanor can be summed up in one of his classic lines: “I stick my neck out for no one.” However, Rick is also willing to sacrifice his life for the greater good. Rick proves his moral worth when he orchestrates Victor and Illsa’s escape. He recognized that his life didn’t “add up to a hill of beans” compared to Victor’s resistance work. Despite Rick’s ice-cold image, he is not so different from Victor Lazlo. Vocabulary for Romeo and Juliet

Romeo + Juliet Vocabulary

An Introduction to Shakespeare’s Language Because Shakespeare wrote nearly four hundred years ago, some of the conventions that he uses in his plays present problems for modern readers. Most of Shakespeare’s lines are written in poetry. Although these lines don’t usually rhyme, they do have a set rhythm (called meter). To achieve the meter, Shakespeare arranges words so that the syllables, which are stressed or said more loudly than others, fall in a regular pattern: dah DUM dah DUM dah DUM dah DUM dah DUM. For Example, read the following lines from Romeo and Juliet aloud: Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this. (I,v) Because you are familiar with the words the Shakespeare uses here, you naturally stressed every second syllable: Good PIL’grim, YOU do WRONG’ your HAND’ too MUCH’, Which MAN’nerLY’ deVO’tion SHOWS’ in THIS’. The pattern of one unstressed syllable followed by a tressed one, dah DUM, is called an iamb. Each pattern is referred to as a foot. Shakespeare uses five iambic feet to a line. This pattern is known as iambic pentameter. In order for Shakespeare to maintain the set meter of most lines, he often structures the lines differently than normal English speech. He may change the normal order of words so that the stressed syllables fall in the appropriate place. For example, the following sentence has no set meter: This MORN’ing BRINGS’ WITH’ it a GLOOM’ing PEACE’. However, Shakespeare turns these words around a bit to maintain the meter in Romeo and Juliet: a GLOOM’ing PEACE’ this MORN’ing WITH’ it BRINGS’. He may also shorten words by omitting letters so that a two-syllable word is one syllable. as a result, over often appears as o'er and 'tis in place of it is. Shakespeare also uses forms of words that we rarely use today, four hundred years later. Among these are the personal pronouns thou (you), thine (your, yours), thee(you as in “to you”), and thyself (yourself). Often Shakespeare also uses verb endings that we no longer use. For example, hath is an old form of has and art is an older form of are. You’re also likely to encounter several words or phrases that we no longer use at all: anon instead of soon or shortly or prithee meaning I pray to thee (you).

Column A Column B

Act 1 adversaries enemies disposition temperment esteem high rank forfeit give us as punishment languish long or pine for nuptial wedding oppression heavy weight on mind pernicious deadly rapier long, slender sword transgression going beyond certain limits trespass enter without permission valiant brave augment to increase or intensify chaste virtuous, decent, pure in style or manner, virginal exquisite of special beauty or charm problem causing resentment or complaint; grounds for resentment or grievance complaint warrant to give adequate reasons for; to state with conviction purge cleanse, forgive, absolve solemnity being formal, dignified Act 2 conjure bring to mind idolatry worship invocation prayer perjury false testimony procure obtain variable changeable wanton reckless or sexual Act 3 banishment exile calamity disaster commend praise dexterity skill prevail triumph reconcile settle vile wicked Act 4 abate to reduce, make less array orderly display beguile to deceive or trick bier structure for coffin dirge funeral hymn distraught deeply worried, tense, or bewildered fester to develop pus, rot prostrate kneel or fall flat receptacle container shroud burial cloth Act 5 abhor hate, detest, loathe apothcary druggest amorous loving conspire to plan secretly with someone devise to plan, think up dispose kill, get rid of felon criminal inter bury paramour lover sepulcher tomb tedious boring unsavory offensive, unclean, morally bad