‘Romeo Juliet’

Revision and support booklet

Name: …………………………………
Class: …...

This booklet is a useful source of revision; it provides some

information, activities, exam questions, critical essays and
further revision sources. It is not exhaustive, but a starting
point and indicative of the work that you should be doing
independently to support your classwork and revision.
1
Contents

Page Topic
3-11 Characters

12-15 Themes and context

16 Language and Structural Features Revision

17 Exam question

Further Sources of Support and Useful Websites:

http://www.sparknotes.com/shakespeare/romeojuliet/
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramaromeojuliet
/
http://www.litcharts.com/lit/romeo-and-juliet/themes/
https://revisionworld.com/a2-level-level-revision/english-literature-gcse-
level/romeo-juliet-william-shakespeare
https://www.yorknotes.com/gcse/romeo-and-juliet/revision-cards/01_themes

2
Characters: Who is who and how are they related?
Label or colour code the characters for their family: Montague, Capulet or neither.

3
Character Development
1. Look up any words on this page that you don’t understand and write the
definitions in the box.
2. Use these words to help with the character revision profiles on the next
few pages

Dutiful Volitile Loyal Immature

Obedient Aggressive Passionate Superficial

Vengeful Misogynistic Passive Lustful

Determined Self-assured Reckess Arrogant

Courageous Obsessive Impulsive Fearless

Honour-driven Belligerent Hostile Erratic

Witty Fervent Bitter Defiant

Brutal Tyrannical Rebellious Powerful

Fraternal Proud Dominant Crude

Destructive Cynical Exciteable Naïve

4
 Juliet
Her character at the start of the play:

How she changes throughout the play:

Her purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

5
 Lady Capulet
Her character at the start of the play:

How she changes throughout the play:

Her purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

6
 The Nurse
Her character at the start of the play:

How she changes throughout the play:

Her purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

7
 Romeo
His character at the start of the play:

How he changes throughout the play:

His purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

8
 Mercutio
His character at the start of the play:

How he changes throughout the play:

His purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

9
 Tybalt
His character at the start of the play:

How he changes throughout the play:

His purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

10
 Lord Capulet
His character at the start of the play:

How he changes throughout the play:

His purpose in the play/Shakespeare’s intentions including her in the play:

Five quotes

11
What themes can you identify? Annotate each theme with at least five quotes.

12
13
Context
It is important to understand that Shakespeare was writing over 400 years ago
and this would have impacted on the way that Shakespeare’s audience reacted to
his plays.
Contextual How it can be Quote Shakespeare’s
information seen to impact on intention
the play
Duelling (two people
fighting) was
commonplace in the
Elizabethan era. If
someone insulted
your honour or name
then they would be
challenged to a duel.

Romantic love was

laughed at and
women only married
to help improve their
social status and for
money.

Lack of
understanding and a
fear of the unknown
lead Elizabethans to
believe in curses and
misfortune.

Some Elizabethans
were convinced that
if they could unlock
the meaning of
dreams, they could
know the future.

14
Elizabethan Women
were subservient to
men. They were
dependent on their
male relatives to
support them. They
were used to forge
alliances with other
powerful families
through arranged
marriages.

What else can you find out about Shakespeare’s time that links to the play?
Complete the empty boxes.

15
 Language and Structural Features

It is incredibly important that you are about to accurately identify and analyse
Shakespeare’s language. You should revise these techniques carefully. This is not
an exhaustive list- your teacher may have used others with you.

1. Look up any term that you are unsure of.

2. For every quote that you have included in this booklet, annotate it to
identify the technique, add the theme it links to and explain
Shakespeare’s intention.

Language Structure
Metaphor Aside

Symbolism Stage directions

Simile Scenes- how they end and begin

Light and dark imagery Repetition

Animal imagery Foreshadowing

Verbs Dramatic Irony

Nouns Sonnet

Adverbs Rhetorical questions

Adjectives Rhyming couplet

Personification Blank Verse

16
Example Exam Question
Romeo and Juliet
Extract: Act 1 Scene 4
Read the following extract from Act 1 Scene 4 of ‘Romeo and Juliet’ and then answer the
question that follows.
At this point in the play Benvolio is concerned they will be late for the Montague feast while
Romeo fears what the night’s party will bring.

BENVOLIO
This wind, you talk of, blows us from ourselves;
Supper is done, and we shall come too late.
ROMEO
I fear, too early: for my mind misgives
Some consequence yet hanging in the stars
Shall bitterly begin his fearful date
With this night's revels and expire the term
Of a despised life closed in my breast
By some vile forfeit of untimely death.
But He, that hath the steerage of my course,
Direct my sail! On, lusty gentlemen.
BENVOLIO
Strike, drum.

Exeunt

When a student watched the play, they made the following comment: “This reveals that the
theme fate and destiny makes the play a lot more tragic.” How do you respond to this point of
view?
Write about:
• how the theme of fate and destiny is presented in this extract.
• how the theme of fate and destiny is presented in the play as a whole.
[30 marks]
SPaG [4 marks]

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