9th grade essay on romeo and juliet

Exemplar Essay: Fate

How does Shakespeare present the theme of fate?

Read this extract from Act 5 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play the Friar John has returned unsuccessfully from trying to deliver Friar Laurence’s letter to Romeo.

Going to find a bare-foot brother out

One of our order, to associate me,

Here in this city visiting the sick,

And finding him, the searchers of the town,

Suspecting that we both were in a house

Where the infectious pestilence did reign,

Seal'd up the doors, and would not let us forth;

So that my speed to Mantua there was stay'd.

FRIAR LAURENCE

Who bare my letter, then, to Romeo?

I could not send it,--here it is again,--

Nor get a messenger to bring it thee,

So fearful were they of infection.

Unhappy fortune! by my brotherhood,

The letter was not nice but full of charge

Of dear import, and the neglecting it

May do much danger. Friar John, go hence;

Get me an iron crow, and bring it straight

Unto my cell.

Starting with this extract, explore how Shakespeare presents fate as a force that controls the characters.

Write about:

• how Shakespeare presents fate in this extract.

• how Shakespeare presents fate in the play as a whole.

AO4 [4 marks]

Romeo and Juliet is about how strong emotions have tragic consequences. Through the theme of fate, Shakespeare invites his audience to question how far the characters’ tragic deaths were predetermined and how far they were decided by Romeo and Juliet’s impulsive actions. He also invites the audience to consider how far their future is decided by societal norms - not fate.

In the extract, Shakespeare implies that fate has prevented the letter from reaching Friar John. In lines 5-8, Shakespeare has Friar John state that he was unable to deliver the letter due to an ‘infectious pestilence’, which resulted in the doors of Mantua being ‘sealed’. While Shakespeare does not state explicitly that it is fate that has caused the plague to hit Mantua at the very moment that Friar John needs to deliver an important letter to Romeo, his Elizabethan audience, strong believers in the power of the stars and planets to predetermine our futures, would have seen this as more than an unhappy coincidence. It does therefore seem that fate is working against Romeo and Juliet.

In the extract, Shakespeare also suggests that Friar Laurence blames fate for this unfortunate event. In line 14, Shakespeare has Friar Laurence cry ‘unhappy fortune!’. In other words, Friar Laurence is stating that it is terribly bad luck that the letter has not reached Romeo. Shakespeare’s use of the word ‘fortune’ implies that Friar Laurence blames a higher power for this coincidence. Friar Laurence’s words could echo the Elizabethan audience’s fears that fate has already decided Romeo and Juliet are doomed. Shakespeare’s choice for the letter to be undelivered creates tension for the audience, as they begin to wonder if Romeo and Juliet are drawing ever-closer to their tragic deaths.

In the prologue, Shakespeare makes clear that Romeo and Juliet are doomed to die. The first time the audience is introduced to Romeo and Juliet, Shakespeare describes their love as ‘death-marked’, which immediately tells the audience that the lovers will die tragically. An Elizabethan audience, who believed in fate, would have believed it possible for Romeo and Juliet’s fate to be decided from birth. By introducing Romeo and Juliet to the audience in this way, perhaps Shakespeare invites the audience to closely scrutinise the actions taken by all of the characters and decide for themselves how far fate is to blame for the tragic deaths.

However, in the play as a whole, Romeo acts impulsively, which contributes to his tragic downfall. The moment he meets Juliet, Romeo forgets Rosaline, his previous love, and asks ‘did my heart love till now?’. This surprising and impulsive change of mind is a stark example of the tragic flaw that leads Romeo towards his death, and is just the first of many similar actions: Romeo marries Juliet the day after meeting her; he murders Tybalt without thinking of the consequence threatened by Prince Escalus; he rushes to Verona with poison and takes it before Juliet wakes. Shakespeare’s presentation of Romeo in this way indicates that Romeo’s depth of passion and emotion are partly to blame for the speed at which he and Juliet are catapulted towards their deaths. If Romeo had been able to think more clearly and rationally rather than rushing to action before considering the consequences, perhaps some of the tragedy could have been avoided.

Also in the play as whole, Shakespeare explores how the restrictions of arranged marriage force Juliet closer to her tragic death. Unlike Romeo, whose impulsive actions are within his control as a man in the Elizabethan era, Juliet’s future is out of her hands. Before the audience meets Juliet in person, we witness a discussion about her between Lord Capulet and Paris. Although Lord Capulet is protective over Juliet, urging Paris to wait for two more years as Juliet is still a ‘stranger in the world’, he does consent to Paris wooing Juliet before asking Juliet’s views. It is clear, therefore, that Juliet has limited say in her future. The audience cannot help but wonder how the marriage between Romeo and Juliet can end happily, given that she has chosen her own suitor and has gone as far as to choose the son of her father’s arch-enemy. Later in the play, when Lord Capulet decides to speed up the marriage, Juliet is pressured to take action. Knowing that she will ‘hang, beg, starve, die in the streets’ if she refuses to marry Paris, Juliet feels she has no option but to consent, and plan an escape. Perhaps if Lord Capulet had not chosen to bring the marriage forward by two years, Juliet may have had an opportunity to be reunited with Romeo. Shakespeare could therefore be challenging traditional patriarchal attitudes to marriage, in which the daughter has limited say over her husband, because this is arguably a contributing factor in Juliet’s death.

In conclusion, it is clear that there are many references to fate within the play that indicate a higher power could be dictating Romeo and Juliet’s future but Shakespeare’s presentation of Romeo’s tragic flaw and arranged marriage certainly invite the audience to consider how far events may have played out differently if the characters had made different decisions.

In the extract, Shakespeare suggests that fate has prevented the letter from reaching Friar John. In lines 5-8, Shakespeare has Friar John state ‘Where the infectious pestilence did reign, Seal'd up the doors’. In other words, Friar John is saying that he couldn’t deliver the letter because he wasn’t allowed into Mantua dye to the plague. Although Shakespeare does not state that fate has stopped Friar John from delivering the letter, it is hinted at. His Elizabethan audience, who believed that the stars and planets could decide their futures, would have believed that fate stopped Friar John from delivering the letter. Therefore it does seem that fate is working against Romeo and Juliet.

In the extract, Shakespeare also suggests that Friar Laurence blames fate. In line 14, Shakespeare has Friar Laurence cry ‘unhappy fortune!’. In other words, Friar Laurence is stating that it is very bad luck that the letter has not reached Romeo. Shakespeare’s use of the word ‘fortune’ implies that Friar Laurence blames a higher power for this. The Elizabethan audience would have understood why Friar Laurence blames a higher power because they believed in fate. Shakespeare’s choice for the letter to be undelivered creates tension for the audience because they begin to wonder if Romeo and Juliet will soon die.

In the prologue, Shakespeare makes clear that Romeo and Juliet are doomed to die. The first time the audience is introduced to Romeo and Juliet, Shakespeare describes their love as ‘death-marked’, which immediately tells the audience that the lovers will not lead long and happy lives. An Elizabethan audience, who believed in fate, would have believed it was possible for Romeo and Juliet’s fate to be decided from birth. Shakespeare could have described Romeo and Juliet as ‘death-marked’ because he wanted his audience to think very carefully about the actions the characters take and decide if it was fate or their own choices that caused them to die.

However, in the play as a whole, Romeo acts impulsively, which contributes to his death. When Romeo sees Juliet at the Capulet ball, Shakespeare has him ask ‘did my heart love till now?’. This question is very surprising because moments earlier Romeo was claiming to be madly in love with Rosaline. This reveals that Romeo is impulsive and quickly changes his mind. We also see that Romeo is impulsive when he kills Tybalt and when he takes the poison at Juliet’s tomb. Shakespeare presents Romeo as impulsive because he wants to show how dangerous it can be when you act quickly on your feelings without thinking about the consequences. It could be argued that Romeo’s impulsive actions are the cause of his death rather than fate.

Also in the play as whole, Shakespeare presents Juliet’s arranged marriage as a cause of her death. Unlike Romeo, Juliet is not able to choose who she marries. When Juliet refuses to marry Paris, Shakespeare has Lord Capulet order her to ‘hang, beg, starve, die in the streets’. Shakespeare’s use of violent language demonstrates how trapped Juliet is because, if she chooses not to marry Paris, she will be thrown out and left to die. As a result of Lord Capulet rushing the marriage, Juliet asks for Friar Laurence’s help to fake her own death. Because of her faking her own death and the letter not reaching Romeo, he thinks she is actually dead and kills himself. Maybe if Juliet hadn’t been told she was going to marry Paris straight away, she might have had time to reunite with Romeo properly, which could have stopped her death. Shakespeare could therefore be suggesting that Juliet’s arranged marriage caused her death, rather than fate. Perhaps he wanted to challenge traditional views towards marriage in the Elizabethan era.

Romeo and Juliet

By william shakespeare, romeo and juliet essay questions.

In what way do Romeo and Juliet break gender conventions? How do these roles fluctuate throughout the play?

At the beginning of the play, the young lovers' behavior reverses common gender conventions – Romeo acts in a way that his friends call feminine, while Juliet exhibits masculine qualities. Romeo is by no means an archetypal Elizabethan man; he is disinterested in asserting his physical power like the other male characters in the play. Instead, Romeo chooses to stew in his pensive melancholy. On several instances, Romeo's companions suggest that his introspective behavior is effeminate. On the other hand, Juliet exhibits a more pronounced sense of agency than most female characters in Shakespeare's time. While the women around her, like her mother, blindly act in accordance with Lord Capulet's wishes, Juliet proudly expresses her opinion. Even when she has lost a battle (like when Lord Capulet insists she consider marrying Paris), she demonstrates a shrewd ability to deflect attention without committing to anything. In her relationship with Romeo, Juliet clearly takes the lead by insisting on marriage and proposing the plan to unite them. As the play progresses, Romeo starts to break out of his pensive inaction to the point that Mercutio notices this change. Romeo also makes a great shift from his cowardly attempt at suicide in Act III to his willful decision in Act V. Overall, Romeo and Juliet are arguably a good match because they are so distinct. Juliet is headstrong, while Romeo is passive until passion strikes and inspires him to action.

Contrast Romeo's attempted suicide in Act 3 with his actual suicide in Act 5. How do these two events reveal changes in his character and an evolving view of death?

Romeo considers suicide in both Act 3 and Act 5. In Act 3, Romeo's desire to take his own life is a cowardly response to his grief over killing Tybalt. He is afraid of the consequences of his actions and would rather escape the world entirely than face losing Juliet. Both Friar Laurence and the Nurse criticize Romeo for his weakness and lack of responsibility - taking the knife from his hands. In contrast, Romeo actually does commit suicide in Act V because he sees no other option. He plans for it, seeking out the Apothecary before leaving Mantua, and kills himself out of solidarity with Juliet, not because he is afraid. While suicide is hardly a defensible action, Romeo's dual attempts to take his life reveal his growing maturity and his strengthened moral resolve.

Several characters criticize Romeo for falling in love too quickly. Do you believe this is true? Does his tendency towards infatuation give the audience occasion to question Romeo's affection for Juliet?

This question obviously asks for a student opinion, but there is evidence to support both sides of the argument. In Act 2, Friar Laurence states his opinion that Romeo does indeed fall in love too quickly. Romeo is arguably in love with being in love more than he is in love with any particular woman. The speed with which his affections shift from Rosaline to Juliet – all before he ever exchanges a word with the latter – suggests that Romeo's feelings of 'love' are closer to lust than commitment. This interpretation is supported by the numerous sexual references in the play, which are even interwoven with religious imagery in Romeo and Juliet's first conversation. However, it also possible to argue that Romeo's lust does not invalidate the purity of his love. Romeo and Juliet celebrates young, passionate love, which includes physical lust. Furthermore, whereas Romeo was content to pine for Rosaline from afar, his love for Juliet forces him to spring into action. He is melancholy over Rosaline, but he is willing to die for Juliet. Therefore, a possible reading is that Romeo and Juliet's relationship might have been sparked by physical attraction, but it grew into a deep, spiritual connection.

Examine the contrast between order and disorder in Romeo and Juliet . How does Shakespeare express this dichotomy through symbols, and how do those motifs help to underline the other major themes in the play?

The contrast between order and disorder appears from the Prologue, where the Chorus tells a tragic story using the ordered sonnet form. From that point onwards, the separation between order and disorder is a common theme. Ironically, violence and disorder occurs in bright daylight, while the serenity of love emerges at night. The relationship between Romeo and Juliet is uncomplicated without the disorderly feud between their families, which has taken over the streets of Verona. The contrast between order and disorder underscores the way that Shakespeare presents love - a safe cocoon in which the lovers can separate themselves from the unpredictable world around them. At the end of the play, it becomes clear that a relationship based on pure love cannot co-exist with human weaknesses like greed and jealousy.

Many critics note a tonal inconsistency in Romeo and Juliet . Do you find the shift in tone that occurs after Mercutio's death to be problematic? Does this shift correspond to an established structural tradition or is it simply one of Shakespeare's whims?

After the Prologue until the point where Mercutio dies in Act III, Romeo and Juliet is mostly a comic romance. After Mercutio dies, the nature of the play suddenly shifts into tragedy. It is possible that this extreme shift is merely the product of Shakespeare's whims, especially because the play has many other asides that are uncharacteristic of either comedy or tragedy. For example, Mercutio's Queen Mab speech is dreamy and poetic, while the Nurse's colorful personality gives her more dimension than functional characters generally require. However, it is also possible to see the parallels between this tonal shift and the play's thematic contrast between order and disorder. Shakespeare frequently explored the human potential for both comedy and tragedy in his plays, and it is possible that in Romeo and Juliet , he wanted to explore the transition from youthful whimsy into the complications of adulthood. From this perspective, the play's unusual structure could represent a journey to maturity. Romeo grows from a petulant teenager who believes he can ignore the world around him to a man who accepts the fact that his actions have consequences.

Eminent literary critic Harold Bloom considers Mercutio to be one of Shakespeare's greatest inventions in Romeo and Juliet . Why do you agree or disagree with him? What sets Mercutio apart?

One of Shakespeare's great dramatic talents is his ability to portray functional characters as multi-faceted individuals. Mercutio, for example, could have served a simple dramatic function, helping the audience get to know Romeo in the early acts. Then, his death in Act 3 is a crucial plot point in the play, heightening the stakes and forcing Romeo to make a life-changing decision. Mercutio barely appears in Arthur Brooke's Romeus and Juliet , which Romeo and Juliet is based on. Therefore, Shakespeare made a point of fleshing out the character. In Mercutio's Queen Mab speech, Shakespeare has the opportunity to truly delve into the bizarre and often dangerous sexual nature of love. Further, Mercutio's insight as he dies truly expresses the horrors of revenge, as he declares a plague on both the Montague and Capulet families. He is the first casualty of their feud - and because he transcends functionality, the audience mourns his untimely death and can relate to Romeo's capricious revenge.

How does Shakespeare use symbols of gold and silver throughout the play? What does each element represent?

Shakespeare uses gold and silver as symbols to criticize human folly. He often invokes the image of silver to symbolize pure love and innocent beauty. On the other hand, he uses gold as a sign of greed or desire. For example, Shakespeare describes Rosaline as immune to showers of gold, an image that symbolizes the selfishness of bribery. Later, when Romeo is banished, he comments that banishment is a "golden axe," meaning that banishment is merely a shiny euphemism for death. Finally, the erection of the golden statues at the end of the play is a sign of the fact that neither Lord Capulet nor Lord Montague has really learned anything from the loss of their children. They are still competing to claim the higher level of grief. Romeo, however, recognizes the power of gold and rejects it - through him, Shakespeare suggests a distinction between a world governed by wealth and the cocoon of true love.

Do a character analysis of Friar Laurence. What motivates him? In what ways does this motivation complicate his character?

Friar Laurence is yet another character who transcends his functional purpose. When Romeo first approaches the Friar to plan his marriage to Juliet, the older man questions the young man's sincerity, since Romeo openly pined for Rosaline only a few days before. However, the Friar shows a willingness to compromise by agreeing to marry the young lovers nevertheless. What ultimately motivates Friar Laurence is his desire to end the feud between the Capulets and the Montagues, and he sees Romeo and Juliet's marriage as a means to that end. While his peaceful intentions are admirable, his devious actions to achieve them – conducting a marriage that he explicitly questions – suggests he is more driven by politics than by an internal moral compass. The fact that a religious figure would compromise one of the Church's sacraments (marriage) further suggests that the Friar wants his power to extend beyond the confines of his Chapel. He also displays his hubris by helping Juliet to fake her death, rather than simply helping her get to Mantua to be with Romeo. While Friar Laurence is not an explicit villain, his internal contradictions speak to Shakespeare's ability to create multi-faceted characters.

Should Romeo and Juliet be considered a classical tragedy (in which fate destroys individuals)? Or is it more a tragedy of circumstance and personality? Moreover, could the tragic ending of Romeo and Juliet have been avoided?

In classical tragedy, an individual is defeated by Fate, despite his or her best efforts to change a pre-determined course of events. A classical tragedy both celebrates an individual's willpower while lamenting the fact that the universe cannot be bested by mankind. The tragic elements in Romeo and Juliet are undeniable - two young lovers want nothing more than to be together and fall victim to an ancient feud and rigid societal conventions. However, while Romeo and Juliet's deaths result from human folly, the immovable power of fate also has a hand in sealing their destinies. For instance, Romeo and Juliet had many opportunities to simply run away together instead of being separated after Romeo is banished from Verona. Furthermore, many of the tragic occurrences are contingent on antagonistic characters running into one another, and then choosing to pursue vengeance rather than simply walk away. Based on this evidence, it is possible to read Shakespeare's intent as suggesting that behavioral adjustment can often prevent tragic events.

How is Romeo and Juliet a criticism of organized religion? Examine the play's secularism to develop your answer.

While Romeo and Juliet does not present explicit attacks against religion, Shakespeare reveals his skepticism of Christianity in subtle ways. In many ways, Romeo and Juliet must reject the tenets of Christianity in order to be together. In their first meeting, they banter, using religious imagery to share their sexual feelings. In this exchange, the lovers acknowledge the omnipresence of Christianity, but cheekily use religious images in an unexpected context. Further, Christian tradition would have required Juliet to submit to her father's desire, but instead, she manipulates his expectations to distract him from her real agenda. Even Friar Laurence, an explicitly religious figure, uses Christianity as a tool towards his own ends. In this way, the play implicitly suggests that the rigid rules of religion often work in opposition to the desires of the heart - and to pursue true happiness, one must throw off the shackles of organized faith.

Romeo and Juliet Questions and Answers

The Question and Answer section for Romeo and Juliet is a great resource to ask questions, find answers, and discuss the novel.

Can you find verbal irony in the play? Where?

One example of verbal irony would be Romeo's reference to the poison he has purchased as a "sweet medicine". A cordial is a sweet liquor or medicine.

Come, cordial and not poison, go with me To Juliet's grave; for there must I use thee.

What do we learn about Mercutio in queen man speech?

The whole speech is based on pagan Celtic mythology. Mercutio’s speech is laced with sexual innuendo. The words “queen” and “mab” refer to whores in Elizabethan England. As his speech goes on we notice the subtext get increasingly sexual...

What does Romeo fear as he approaches Capulet house? What literary device would this be an example of?

Romeo feels something bad is going to happen.

I fear too early, for my mind misgives Some consequence yet hanging in the stars

Looks like foreshadowing to me!

Study Guide for Romeo and Juliet

Romeo and Juliet study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Romeo and Juliet
• Romeo and Juliet Summary
• Romeo and Juliet Video
• Character List

Essays for Romeo and Juliet

Romeo and Juliet essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Romeo and Juliet by William Shakespeare.

• Unity in Shakespeare's Tragedies
• Fate in Romeo and Juliet
• Romeo and Juliet: Under the Guise of Love
• The Apothecary's Greater Significance in Romeo and Juliet
• Romeo and Juliet: Two Worlds

Lesson Plan for Romeo and Juliet

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Romeo and Juliet
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Romeo and Juliet Bibliography

E-Text of Romeo and Juliet

Romeo and Juliet e-text contains the full text of Romeo and Juliet by William Shakespeare.

• List of Characters

Wikipedia Entries for Romeo and Juliet

• Introduction
• Date and text

Romeo And Juliet Essay for Students and Children

500+ words essay on romeo and juliet.

Romeo and Juliet is the most famous love tragedy written by William Shakespeare. This is a story of love and fate. Furthermore, the basis of this tragic love story is the Old Italian tale translated into English in the sixteenth century. The story is about two young star-crossed lovers whose death results in reconcile between their feuding families. Moreover, Romeo and Juliet is among the most frequently performed plays by Shakespeare .

Lessons of Love from Romeo and Juliet

First of all, Romeo and Juliet teach us that love is blind. Romeo and Juliet belonged to two influential families. Furthermore, these two families were engaged in a big feud among themselves. However, against all odds, Romeo and Juliet find each other and fall in love. Most noteworthy, they are blind to the fact that they are from rival families. They strive to be together in spite of the threat of hate between their families.

Another important lesson is that love brings out the best in us. Most noteworthy, Romeo and Juliet were very different characters by the end of the story than in the beginning. Romeo was suffering from depression before he met Juliet. Furthermore, Juliet was an innocent timid girl. Juliet was forced into marriage against her will by her parents. After falling in love, the personalities of these characters changed in positive ways. Romeo becomes a deeply passionate lover and Juliet becomes a confident woman.

Life without love is certainly not worth living. Later in the story, Romeo learns that his beloved Juliet is dead. At this moment Romeo felt a heart-shattering moment. Romeo then gets extremely sad and drinks poison. However, Juliet was alive and wakes up to see Romeo dead. Juliet then immediately decides to kill herself due to this massive heartbreak. Hence, both lovers believed that life without love is not worth living.

Get the huge list of more than 500 Essay Topics and Ideas

Legacy of Romeo and Juliet

Romeo and Juliet is one of Shakespeare’s most popular plays. Furthermore, the play was very popular even in Shakespeare’s lifetime. Scholar Gary Taylor believes it as the sixth most popular of Shakespeare’s plays. Moreover, Sir William Davenant of the Duke’s Company staged Romeo and Juliet in 1662. The earliest production of Romeo and Juliet was in North America on 23 March 1730.

There were professional performances of Romeo and Juliet in the mid-19th century. In 19th century America, probably the most elaborate productions of Romeo and Juliet took place. The first professional performance of the play in Japan seems to be George Crichton Miln’s company’s production in 1890. In the 20th century, Romeo and Juliet became the second most popular play behind Hamlet.

There have been at least 24 operas based on Romeo and Juliet. The best-known ballet version of this play is Prokofiev’s Romeo and Juliet. Most noteworthy, Romeo and Juliet have a huge impact on literature. Romeo and Juliet made romance as a worthy topic for tragedy. Before Romeo and Juliet, romantic tragedy was certainly unthinkable.

Romeo and Juliet are probably the most popular romantic fictional characters. They have been an inspiration for lovers around the world for centuries. Most noteworthy, the story depicts the struggle of the couple against a patriarchal society. People will always consider Romeo and Juliet as archetypal young lovers.

Q1 State any one lesson of love from Romeo and Juliet?

A1 One lesson of love from Romeo and Juliet is that love brings out the best in us.

Q2 What makes Romeo and Juliet unique in literature?

A2 Romeo and Juliet made romance as a worthy topic for tragedy. This is what makes it unique.

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Curriculum  /  ELA  /  9th Grade  /  Unit 11: Romeo and Juliet  /  Lesson 1

Romeo and Juliet

Lesson 1 of 23

Readings and Materials

Target task, key questions.

Explain the function of the prologue in Romeo and Juliet . 

Analyze the conflict in act 1, scene 1.

Play:  Romeo and Juliet by William Shakespeare  — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)

Movie: Romeo and Juliet (Directed by Baz Luhrmann, 1996)  — Prologue

Excerpt:  Street Love by Walter Dean Myers  — Prologue

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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Multiple Choice

The prologue develops the theme of fate by (select the best two):

What is the main effect of the filmmaker’s choice to use a news anchor to deliver the prologue?

Writing Prompt

How does Walter Dean Myers use his prologue to convey the theme of star-crossed love? In what ways is his prologue similar to and different from Shakespeare’s?

What are the most important things we learn about the conflict of the play in this first scene? Explain using evidence from the text.

Questions about the text that will help guide the students understanding

• What do we learn about the setting from the prologue? What is the significance of the play being set in Italy, not England?
• What do we learn about the plot? Themes? Conflict?
• Why does Shakespeare reveal so much about the play in just these few short lines? What might be his purpose in sharing so much from the very beginning?
• Who are Gregory and Sampson? Why does Sampson “bite his thumb” at Abram?
• What do we learn about the feud between the Montagues and Capulets through these characters and their interactions?
• What do we learn about masculine honor in Verona through the interactions of these characters?
• Who are Benvolio and Tybalt? What role do they play in the brawl?
• What does the prince proclaim? Why?
• Read “Harlem,” the prologue to Street Love . How does Myers use the prologue to establish the setting? The conflict? How is his prologue similar to Shakespeare’s? Different? How does he draw on Shakespeare here?

Suggestions for teachers to help them teach this lesson

• Elizabethan beliefs in astrology could help students understand the importance of the phrase “star-crossed lovers” on the plot of the play. Consider having students read an excerpt  as a Do Now.
• The setting of the play is Verona, Italy, likely in the 1300s, but lack of specifics about the actual setting make it possible for stage and film directors to be creative about the specific setting. The key detail being the presence of violence in the society in which it is set.
• Romeo and Juliet — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)
• Romeo and Juliet — Prologue
• Street Love — Prologue
• Romeo and Juliet — Act 1, Scene 1 (pp. 17–25)
• “If No Love Is, Oh God, What Fele I So”
• “Petrarch”

Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Analyze how Shakespeare continues to develop the theme of fate in act 1, scene 2.

Analyze Shakespeare’s characterization of the three female characters introduced in act 1, scene 3.

Analyze Shakespeare’s characterization of Mercutio and describe his relationship with Romeo. 

Analyze Shakespeare’s characterization of Romeo.

Explain in a well-crafted essay how Shakespeare and Luhrmann each create mood in act 1, scene 5.

Explain how the interactions between Romeo and Juliet develop the themes of the play.

Analyze how the interactions between Romeo and Friar Lawrence develop the conflict of the play.

Examine the differences between Romeo the lover and Romeo the friend.

Analyze how Shakespeare develops the theme of young love in act 2, scenes 5-6.

Identify instances of foreshadowing in act 2, scenes 5-6.

Analyze how the events of act 3, scene 1 further communicate the theme of fate.

Analyze the events of act 3, scene 2 and the impact they have on the plot development.

Compare Romeo’s and Juliet’s reactions to his banishment and analyze what these reactions reveal about character and theme.

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Analyze Juliet’s actions and motivations for her actions in act 4, scenes 1–3.

Analyze how Shakespeare develops the theme of young love in act 4, scenes 1-3.

Explain how Myers draws on and transforms ideas from Romeo and Juliet to develop the themes, characters, and/or conflict of Street Love .

Analyze the individual characters’ reactions to Juliet’s death.

Identify how the tone shifts in act 4, scene 5.

Analyze how Shakespeare uses the plot to develop the theme of fate in act 5, scenes 1–2.

Analyze the degree to which fate shaped the deaths of the protagonists.

Develop an opinion about the significance of the final scene and its relationship to earlier scenes.

Discussion & Writing

Discuss and debate the essential thematic questions of the unit.

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Situational Irony in ‘Oedipus the King’

This essay about the role of situational incongruity in literature, exploring its use in narratives like “The Gift of the Magi” and “Romeo and Juliet,” as well as in contemporary cinema like “The Truman Show.” It illustrates how this literary device subverts expectations, deepening the audience’s engagement and prompting them to reevaluate assumptions. Situational incongruity enriches storytelling by introducing unforeseen twists that illuminate deeper truths about human motives and actions.

How it works

Situational incongruity, a pivotal literary instrument, thrives on the incongruity between anticipated repercussions and actual outcomes, captivating and frequently enlightening audiences with its unforeseen turns. This manifestation of incongruity arises when actions or incidents yield consequences that diverge from the intended, orchestrating a twist that is both startling and enlightening. Its potency lies in its capacity to overturn expectations, proffering a deeper comprehension of the personages or the thematic subtleties of the narrative.

To apprehend the intricacy of situational incongruity, contemplate the narrative of “The Gift of the Magi” by O.

Henry. This brief tale unfolds the unassuming lives of Jim and Della, a youthful couple grappling with financial straits. Despite their economic adversity, each aspires to procure a special Yuletide offering for the other. Della vends her exquisite, cascading locks to procure a platinum fob chain for Jim’s cherished timepiece, while Jim auctions his watch to secure sumptuous combs for Della’s tresses. The incongruity here is poignant and poignant—each relinquishes their paramount treasure to acquire a gift for the other, only to render the gifts futile. The denouement is antithetical to what Della and Jim intended, and through this twist, O. Henry underscores the profundity of their affection and the ethos of selflessness.

Another quintessential instance can be discerned in the tragic drama “Romeo and Juliet” by William Shakespeare. The situational incongruity in this opus manifests most memorably in its tragic denouement. Romeo, under the impression that Juliet is deceased, imbibes poison to reunite with her in death. However, Juliet is merely ensconced in a transient, death-like slumber devised to facilitate her escape to be with Romeo. Upon rousing to discover Romeo lifeless by her side, she avails herself of his dagger to precipitate her own demise. The tragic incongruity here is that the couple’s scheme to ultimately unite begets their everlasting parting through demise. This incongruity not only heightens the emotional resonance of the narrative but also underscores the motif of destiny and the perniciousness of feuding clans.

Situational incongruity also finds its niche in contemporary cinema and can be equally compelling in modern contexts. In the motion picture “The Truman Show,” Truman Burbank inhabits an idyllic suburban existence, oblivious to the fact that he is the protagonist of a televised spectacle watched by myriad spectators across the globe. The incongruity unfurls as viewers realize that Truman, the sole individual under the impression that he is leading an authentic existence, is, in actuality, leading the most regulated and contrived life imaginable. The zenith, where Truman departs from the set, stupefies both the in-film audience and the film’s viewership, subverting expectations and critiquing societal preoccupations with voyeurism and unscripted entertainment.

Through these illustrations, it becomes palpable that situational incongruity functions not solely as a narrative convolution but as a mechanism to deepen the reader’s or viewer’s immersion in the tale. By establishing an expectation and then subverting it, writers challenge their audience to reassess their presumptions and discern the underlying truths of the narrative more discerningly.

In summation, situational incongruity enriches narratives by introducing unforeseen reversals that deepen the emotional and thematic intricacies of a tale. It compels the audience to reevaluate their anticipations and furnishes a more immersive and thought-provoking encounter. Whether in the guise of a short story, a theatrical production, or a cinematic oeuvre, situational incongruity remains a captivating literary instrument that augments storytelling by illuminating the often unforeseen verities that underlie human motives and deeds.

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Grade 9 Romeo and Juliet essay: Conflict

Subject: English

Age range: 14-16

Resource type: Other

Last updated

26 November 2020

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Grade 9 essay exploring attitudes to conflict in Romeo & Juliet.

Ideal to be used as a model response for higher ability classes. The focus for my class was not relying on quotations for your analysis; instead, this showed them how to analyse wider methods.

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