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New Windmills - Pearson

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Shakespeare Ages 14-16 UK Years 10-11 US Grades 9-10<br />

Longman School Shakespeare<br />

for GCSE<br />

GCSE success in Shakespeare<br />

Fully updated to meet the needs of the latest GCSE specifications.<br />

Exclusive awarding-body specific support to help students realise their full potential.<br />

The most accessible texts with supportive notes, activities and advice to engage students.<br />

Remains the best value for money available.<br />

ACT 1 SCENE 1<br />

ACT 1 SCENE 1<br />

In this scene ...<br />

A street fight breaks out between the Capulets and the Montagues.<br />

The Prince stops the riot and threatens the death penalty for anyone caught<br />

fighting in Verona’s streets again.<br />

Romeo’s parents ask Benvolio why Romeo has been behaving strangely.<br />

Romeo tells Benvolio that he is in love with a girl who refuses to be won<br />

over.<br />

Two Capulet servants, Sampson<br />

and Gregory, brag about<br />

their part in the feud with the<br />

Montagues.<br />

Themes and issues<br />

What are Sampson and<br />

Gregory boasting about<br />

(lines 1 to 27)? What does<br />

this reveal about the way<br />

they view their sense of<br />

family honour?<br />

Performance and staging<br />

Lines 1 to 4 contain<br />

wordplay: to ‘carry coals’<br />

is to be humiliated,<br />

‘colliers’ (coal-miners)<br />

were considered dirty<br />

and dishonest, ‘choler’<br />

(pronounced ‘collar’)<br />

means anger, and a ‘collar’<br />

was also a hangman’s<br />

noose. Why might some<br />

directors cut these jokes in<br />

a performance? Why might<br />

others decide to keep them?<br />

s.d. bucklers: small shields<br />

1 carry coals: i.e. do work that is below<br />

us<br />

2 colliers: coal-miners<br />

3 choler: anger<br />

draw: i.e. draw our swords<br />

4 draw … collar: i.e. avoid hanging<br />

5 moved: made angry<br />

8 stand: i.e. fight<br />

11 take the wall: walk where the road is<br />

cleanest, i.e. show my superiority<br />

12–13 goes to the wall: is defeated by the<br />

strong<br />

14–15 weaker vessels: ‘the weaker sex’<br />

19 ’Tis all one: It makes no difference<br />

23 maidenheads: virginities<br />

25 They must … it: The ones who sense it<br />

are the ones who feel it (i.e. the maids)<br />

Questions on every page help<br />

focus students’ learning on the<br />

GCSE assessment criteria.<br />

A street in Verona.<br />

Enter SAMPSON and GREGORY (servants of the house of Capulet),<br />

armed with swords and bucklers.<br />

SAMPSON S<br />

Gregory, on my word, we’ll not carry coals.<br />

GREGORY G<br />

No, for then we should be colliers.<br />

SAMPSON<br />

I mean, an we be in choler, we’ll draw.<br />

GREGORY G<br />

Ay, while you live, draw your neck out of collar.<br />

SAMPSON<br />

I strike quickly, being moved.<br />

5<br />

GREGORY G<br />

But thou art not quickly moved to strike.<br />

SAMPSON<br />

A dog of the house of Montague moves me.<br />

GREGORY G<br />

To move is to stir, and to be valiant is to stand: therefore,<br />

if thou art moved thou runn’st away.<br />

SAMPSON<br />

A dog of that house shall move me to stand. I will 10<br />

take the wall of any man or maid of Montague’s.<br />

GREGORY G<br />

That shows thee a weak slave, for the weakest goes to<br />

the wall.<br />

SAMPSON<br />

’Tis true, and therefore women, being the weaker<br />

vessels, are ever thrust to the wall: therefore I will 15<br />

push Montague’s men from the wall, and thrust his<br />

maids to the wall.<br />

GREGORY G<br />

The quarrel is between our masters, and us their men.<br />

SAMPSON<br />

’Tis all one. I will show myself a tyrant. When I<br />

have fought with the men, I will be civil with the 20<br />

maids: I will cut off their heads.<br />

GREGORY G<br />

The heads of the maids?<br />

SAMPSON Ay, the heads of the maids, or their maidenheads –<br />

take it in what sense thou wilt.<br />

GREGORY G<br />

They must take it in sense that feel it.<br />

25<br />

13<br />

Sample page from Longman Romeo and Juliet<br />

What’s online?<br />

Heinemann Shakespeare<br />

Updated editions in this trusted Shakespeare series<br />

Thoroughly updated to meet the needs of the Key Stage 3 and GCSE classrooms.<br />

Enhanced accessibility for all students with clear navigation through the texts, spacious page<br />

design and new activities.<br />

Brand-new support and activities to match<br />

the new GCSE English 2010 curriculum.<br />

Durable hardback editions for longevity.<br />

What’s online?<br />

49

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