PPT

1. Act One Scene Five -
Romeo & Juliet
LO: To understand how Shakespeare uses literary devices to show
Romeo’s lust for Juliet
11/03/2016

2. What imagery techniques did we look at?
• Similes
• Metaphors
• Personification

3. Recap - imagery
• Similes are when one thing is like something else.
Key words like or as.
• Metaphor is when the writer says one thing is
something else
• Personification means describing a thing as if it
were a person

4. Romeo’s speech
• Lines 44 – 53
Imagery: Find and annotate the metaphors/similes.
Find the lines which compare her to light, jewellery
and an animal.
Try to explain what these images mean in your own
words

5. Think, Pair, Share
• Talk to the person with you to find out what they
have highlighted, and discuss what the images could
mean.

6. Imagery
ROMEO:
O, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear;
Beauty too rich for use, for earth too dear!
So shows a snowy dove trooping with crows,
As yonder lady o'er her fellows shows.
The measure done, I'll watch her place of stand,
And, touching hers, make blessed my rude hand.
Did my heart love till now? Forswear it, sight! –
For I ne’er saw true beauty till this night

7. Look at one of the paragraphs
Read through the paragraph and
• Identify the point, evidence and explanation
• Highlight the language terminology
• Why is explanation worthy of this level?

8. Level 6 paragraph
Romeo has just seen Juliet for the first time at the
Capulets’ ball and is enchanted by her beauty. This is evident
as Juliet ‘doth teach the torches to burn bright’. Here, the
declarative phrase compares Juliet to a glowing torch, and
that she is giving the torch human-like qualities. The word
‘bright’ has connotations of allure, and that we should all be
drawn to the light.

9. Level 7 paragraph
Romeo has just seen Juliet for the first time at the
Capulets’ ball and is enchanted by her beauty. This is evident
as he describes Juliet as someone who teaches ‘the torches
to burn bright’. Here, the declarative phrase compares Juliet
to a glowing torch; the personification suggests her beauty is
so powerful that it is not only bright, but ‘burns’ bright. The
verb ‘burns’ suggests how ferocious the light is, and that it
can be compared to fire, and the adjective has connotations
of allure, and that we should be drawn to the light.

10. Level 8 paragraph
Romeo has just seen Juliet for the first time at the
Capulets’ ball and is enchanted by her beauty. This is evident
as he describes Juliet as someone who teaches ‘the torches
to burn bright’. Here, the declarative phrase compares Juliet
to a glowing torch; the personification suggests her beauty is
so powerful that it is not only bright, but ‘burns’ bright. The
verb ‘burns’ suggests how ferocious the light is, and that it
can be compared to fire, and the adjective has connotations
of allure, and that we should be drawn to the light. In
addition, the bilabial ‘b’ sounds seem to mimic the lighting of
the fire, and the harshness suggests that Juliet has just
been thrusted into his vision.

11. Checklist for levels
Level 6 Level 7 Level 8

12. Pick out…
•Using the annotations that we have done
using Romeo’s speech, pick out one image
that you find particularly powerful…

13. P.E.E Paragraph
Using your chosen image, write a P.E.E paragraph
Starter sentence
In scene 4 Romeo, who is at the Capulet’s party, sees
Juliet for the first time. The phrase ……………..

14. Peer Assessment
• Swap books with your partner
Do they have…
 a point, evidence and explanation
 Embedded the quote
 language terminology (and word classes)
 spoken about a word or two in detail
 spoken about more than one suggestion