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    Act II, Scene III Soliloquy Instructions:: Step Six

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    NATHAN D ANGELO
    (1) Friar Laurence observes the transition from night to morning, noting how darkness flees from the light of the rising sun and moon. (2) He must pick herbs and flowers for their medicinal properties before the sun rises fully. (3) The earth is both nature's mother and tomb, as it gives life but also receives bodies; from the earth's womb come diverse creatures that suckle from nature's bosom.

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    Act II, Scene III Soliloquy Instructions:: Step Six

    Uploaded by

    NATHAN D ANGELO
    59 views4 pages
    (1) Friar Laurence observes the transition from night to morning, noting how darkness flees from the light of the rising sun and moon. (2) He must pick herbs and flowers for their medicinal properties before the sun rises fully. (3) The earth is both nature's mother and tomb, as it gives life but also receives bodies; from the earth's womb come diverse creatures that suckle from nature's bosom.

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    Original Title

    Friar's Soliloquy Handout

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    (1) Friar Laurence observes the transition from night to morning, noting how darkness flees from the light of the rising sun and moon. (2) He must pick herbs and flowers for their medicinal properties before the sun rises fully. (3) The earth is both nature's mother and tomb, as it gives life but also receives bodies; from the earth's womb come diverse creatures that suckle from nature's bosom.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    59 views4 pages

    Act II, Scene III Soliloquy Instructions:: Step Six

    Uploaded by

    NATHAN D ANGELO
    (1) Friar Laurence observes the transition from night to morning, noting how darkness flees from the light of the rising sun and moon. (2) He must pick herbs and flowers for their medicinal properties before the sun rises fully. (3) The earth is both nature's mother and tomb, as it gives life but also receives bodies; from the earth's womb come diverse creatures that suckle from nature's bosom.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Act II, Scene iii Soliloquy

    Instructions: Closely read Friar Laurence’s soliloquy in Act II, scene iii. Using the steps below, determine how the language and the structure of Friar Laurence’s
    soliloquy reveal and develop a central idea of the play.

    ● Step One: Listen to a read aloud of the text.

    ● Step Two:Draw a box around any words that you do not know, and use context clues or a dictionary to identify a synonym for the boxed word. Write each
    synonym above the boxed words.

    ● Step Three:In the left column, write a summary of what the Friar is saying.

    ● Step Four: What seems to be some of the topics (use abstract nouns) that the Friar is discussing?

    List abstract nouns here:

    ● Step Five: Use the guided annotation questions in the right column to help in your understanding of the passage.

    ● Step Six: After you have completed steps one through five, write a thematic statement (central idea) using the frame below. The Friar believes

    ___________________________________________________________________________________________________ about

    _________________________________. The Friar’s lesson about ________________________________ is as follows: ______________________ [abstract noun
    from step four] [abstract noun from step four]

    _______________________________________________________________________________________________________________________. Gr
    Summary Text Guided Annotations

    (1) The greyey’d morn smiles on the frowning 1. Identify the following devices
    used in this soliloquy:
    night, Check’ring the Eastern clouds with streaks of personification, allusion. What are
    their effects?
    light, And fleckled darkness like a drunkard reels

    From forth day’s path and Titan’s fiery wheels.


    2. Now, look back at or add to your
    list of abstract nouns from step four.
    How do the ideas present in literary
    (5) Now ere the sun advance his burning eye,
    devices help you understand the big
    The day to cheer and night’s dank dew to ideas of
    the play?
    dry, I must upfill this osier cage of ours

    With baleful weeds and preciousjuiced

    flowers. The earth that’s nature’s mother is


    3. In this portion, note the patterns
    her tomb; of word choice or diction that you
    notice. What is the effect?

    (10) What is her burying grave, that is her

    womb; And from her womb children of divers

    kind

    We sucking on her natural bosom find:

    Many for many virtues excellent,


    None but for some, and yet all different. 4. What contrast in word choice or
    diction do you notice in this
    portion? What is the effect?

    (15) O, mickle is the powerful grace that lies In

    plants, herbs, stones, and their true qualities;

    For nought so vile that on the earth doth live

    But to the earth some special good doth give;

    Nor aught so good but, strain’d from that fair

    use,

    5. How does this particular


    portion relate to the ending of
    (20) Revolts from true birth, stumbling on the play?

    abuse. Virtue itself turns vice, being misapplied,

    And vice sometime by action dignified.

    Within the infant rind of this weak flower

    Poison hath residence and medicine power;

    (25) For this, being smelt, with that part cheers each

    part, Being tasted, stays all senses with the heart.


    Two such opposed kings encamp them still 6. What is the figurative meaning
    of this last portion?
    In man as well as herbs, grace and rude will;

    And where the worser is predominant,

    (30) Full soon the canker death eats up that plant.

    Grade 9: Romeo and Juliet

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