Y9 Core KO (Knowledge Organisers) – Learning this information will be so valuable! - PowerPoint Presentation

Slide1

Y9 Core KO (Knowledge Organisers) – Learning this information will be so valuable!

Fiction Reading (Language Paper 1)

Narrative Writing (Language Paper 1)

Anthology – War Poetry (Literature Paper 1)

Non-Fiction Writing (Language Paper 2)

Romeo and Juliet (Literature Paper 1) Slide2

ROALD DAHL READING CORE KNOWLEDGE

Terminology

Definition

Explicitobvious or easy to select as the meaningImplicit inferred - it is suggested, but not actually said, the reader reads between the linesEffect cause (something) to happen; bring about: Tension state of mental or emotional strain or suspense in the storyImpression an idea, feeling, or opinion about something or someoneEvaluateform an idea of the amount, number, or value of; assessEvidence To use a quotation from a text (short and snappy is best) Vocabulary Definition MacabreDisturbing because it is concerned with death.Sinister Evil and dangerous Psychopathic– Having a serious mental illness that leads to violent behaviourStereotypeAn oversimplified idea of the typical characteristics of someone/somethingSubverting damage or weaken an established system Naive Lacking experience, wisdom or judgementVulnerable Exposed to harm in some way Menace Associated with a sense of threat or dangerCompulsion an irresistible urge to do something / forced to do somethingTranquil Calm, free from disturbanceAnimalisticDisplaying similar behaviour to that of an animal

SKILLSComprehension: Ability to select short, phrases or words that give exact responses to the question.Bullet point style answers, which are concise and to the point. Analysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) Explain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting ideaEvaluation PointsEvaluation Points: Link to the question Give a quote which links to your ideaExplain briefly what the quote meansExplain your own opinion in relation to the question Explain what other reader suggest or predict what other readers might contradict your opinion or point with.

Exam Question Requirements

A1

One question with five points

Selecting evidence or own words,

Bullet point list,

No analysis

A2

One Language Analysis question

Link to question,

Link to technique – language,

Quotation – 4 – 5,

Explore hidden & obvious meaning & Effect,

Link to writer’s intentions

A3

One Language Analysis question

Link to question,

Link to technique – language ,

Quotation – 7 – 8,

Explore hidden & obvious meaning & Effect,

Link to writer’s intentions

A4

One Language/Structure Analysis question

Link to question,

Link to technique – language and structure/tension/drama,

Quotations – 7 – 8,

Explore hidden & obvious meaning & Effect,

Link to writers’ intentions

A5

One persuasive evaluation question

Link to question,

Give own opinion,

Quotations – 7 – 8, Evaluate the writers’ viewpoint and own response to thisSlide3

NARRATIVE

WRITING CORE KO

Narrative Writing Terminology

Definition Freytag’s narrative structure Exposition, Rising Action, Falling Action, Climax, Resolution Narrative HookThe start of a story that grabs the reader’s attention in some wayExposition Background information about characters, time, location Rising Action is a series of relevant incidents that create suspense, interest and tension in a narrativeDramatic Peak/Climax the most intense, exciting, or important point of the storyFalling ActionWhat occurs directly after the climaxResolution the action of solving a problem or contentious matterCliff-hanger A tense line or moment that creates suspense or intrigueWithholding information Holding back information from the reader for effectAsidesWhere a character talks to the reader, often in bracketsPlotthe main events of a play, novel, film, or similar work, presented by the writer in a related sequence.Characterthe mental and moral qualities distinctive to an individual in a storySetting the place or type of surroundings where something is positioned or where an event takes placeThe Senses Sight, Sound, Touch, Taste, Feel – embedding these elements into a storyPathetic Fallacy ascribing human conduct and feelings to natureSymbolism the use of symbols to represent ideas or qualitiesSKILLS

Writing: SPAG – Applying Spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, ellipsis Sentence structures – applying a variety for effect – simple, compound and complex. PANIC sentence openers & being able to apply these. Paragraphing – TIPTOP –Time, Person, Topic, PlaceExam Question RequirementsWrite a clear, believable and engaging short story which has a start, middle and end and which follows a clear plot line. Organisation and Communication must be well structured and clear. SPAG & vocabulary must be accurate and effective.Vocabulary to create emotions

Definition

Uplifting

Inspiring happiness or hope

Joyful

Expressing great pleasure or joyHopefulFeeling or inspiring optimism for the futureDespair Complete loss of all hope DistressExtreme anxiety, sorrow or pain Melancholy A feeling of pensive sadness with no obvious cause Optimistic Looking at the positive aspects of life Pessimistic Looking at the negative aspects of lifePensive Thoughtful mood FrustratedFeeling of annoyanceInferiorLower in rank status or quality Sentimental feelings of tenderness, sadness, or nostalgia Powerful Having great power or strength InsignificantToo small or unworthy to be considered important Nostalgia A longing for the past

Success

Criteria for a well thought out storyUnusual, intriguing descriptionBrief, realistic dialogueShowing not tellingLinking beginning to the end Pathetic fallacy AsidesParagraph Links / cliff hangersSensory DescriptionNot rushing the dramatic section Starting sentences in a variety of ways PANIC:With a preposition, adverb/adjective, noun, ‘ing’ word (verbs), connectives

Punctuation Rules

to Apply

Capital Letters

: For

Proper Nouns – Name of place/person & at the start of a sentence

Full Stops

:

end of a sentence that is not a question or statement

Comma

:

separates lists/phrases/words

& when using

sentence adverbs (‘however’, ‘moreover’ etc.) from the rest of the sentence,

& to indicate a sub-clause in a sentence

Apostrophe

:

~ to show that letters have been left out.

& to show possession.Slide4

WAR POETRY

ANTHOLOGY CORE KO

Terminology

Definition Imageryvisually descriptive or figurative languageSimilecomparison between two things using like or asMetaphorwhere one thing becomes another in a comparison Onomatopoeia words that sound like their meaningSymbolism the use of symbols to represent ideas or qualitiesNounthe name of something (Proper Noun: people, places, dates & months must have a capital letter at the start) Personificationgiving human qualities to inanimate objects, animals, or natural phenomenaAdjectivea word used to describe Verba word used to describe an actionAdverboften ly words which describes how things are doneJuxtaposition placing contrasting ideas close together in a textRepetition giving human qualities to inanimate objects, animals, or natural phenomenaEnjambmentincomplete sentences at the end of lines in poetry, where one line runs on to the next for effectCaesuraa break in the middle of a line of poem using punctuation (. , : ; ) Rhythm A recurring beat in the poem Stanzasa verse of poetry SKILLSAnalysis Points: Link to the question

Link to the terminology (Lang/Structure – evaluating choice) Short Quote(s) Explain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting ideaCOMPARISON SKILLS: Link to the question for both texts stating the similarity or difference, Give a quote which links to your idea from TEXT 1Explain briefly what the quote means Use comparative connectives in your answer to then explain a quote from TEXT 2 and HOW the quotes are different or the same and what they make you think EXAM REQUIREMENTSSINGLE POEM ESSAY – 20 mins (including planning time)Intro – link to question. Explain the overall meaning of the poem briefly. Mention time period/context. Throughout the essay – Choose relevant quotes and analyse the language, structure and effect of these quotes. Refer to the question and link to the context regularly. COMPARISON POEM ESSAY – 40 mins (including planning time)Intro – link to question. Explain the overall meaning of the poem briefly. Mention

time period/context.

Throughout the essay– Start with the 2

nd

poem, choose relevant quotes from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from poem 1. You must use connectives of comparison. Refer to the question and link to the context regularly.Comparison Connectives Tentative PhrasesSimilarlyIn contrast/Contrastingly CouldMaybeIn the same wayOn the other hand MightPossibly AlsoHoweverMay PerhapsThe Manhunt – by Simon Armitage (2007)The Soldier – by Rupert Brooke (1914)A soldier with physical and emotional pain. His wife supports him towards recoveryAn idealistic representation of fighting and dying for one’s country, written before the true horrors became apparent.Eddie Beddoes –peacekeeper in Bosnia, shot, PTSD. Rebuilding relationship with wife.Written before the war started.

Propaganda – originally entitled ‘The recruit’2 million men ended up dying in WW1‘Frozen river which ran through his face’‘Handle and hold’‘His grazed heart’‘Foetus of metal beneath his chest’‘Unexploded mine buried deep in

his mind’‘There’s some corner of a foreign field that is forever England’‘A dust whom England bore, shaped, made aware’‘All evil shed away’‘Gives somewhere back the thoughts by England given’‘At peace under and English heaven’Dulce et Decorum est –by Wilfred Owen (1917)Mametz Wood – by Owen Sheers(2005)Considers the horror and lies told about the glory of war and dying for one’s country, with an account of a gas attack.Explores the waste of life within a Welsh regiment sent to fight and die at Mametz Wood and never given credit. As the farmers find their bodies, their voices are heard again, and we remember them.Latin – ‘It is sweet and fitting to die for one’s country’ –Propaganda message of the time.Owen experienced WW1 first hand, and believed this to be a lie.Use of mustard gas was a chemical first used by German army in 1917 –led to agonising death.Part of Battle of the Somme – bloodiest battle of WW1. Mametz Wood – much bigger undertaking than Generals thought – 600 died, 4000 injured.Bravery not acknowledged at the time.Welsh poet fascinated by history/identity of the Welsh.‘Like old beggars under sacks, coughing like hags’ ‘Gas! Gas, quick boys!’‘He plunges at me, guttering, choking, drowning’‘His hanging face, like a devil’s sick of sin’‘My friend, you would not tell with such high zest’‘’For years afterwards, the farmers found them –the wasted young’‘The broken bird’s egg of a skull’

‘Twenty men buried in one long grave’

‘Their skeletons paused mid dance macabre’

‘absent tongues’

A Wife in London – by Thomas Hardy (1899)

A wife waits alone in the gloomy London fog,

She receives news of her husband’s death, by telegram, then the next day ironically receives a love letter from him.

About the Boer

War, and a soldier’s death. Communication channels bad in 19

th

century.

Poet separated from wife. Wife died. He still loved her though & read her letters after her death – links to voice from beyond the grave

‘She sits in the tawny vapour’

‘A messenger’s knock cracks smartly’

‘Flashed

news’

‘Shaped so shortly – He –has fallen-in the far South Land.’

‘His hand, whom the worm now knows’

‘Penned in highest feather – page full of his hoped return’Slide5

NON-FICTION WRITING CORE KO

Terminology

Definition

PAFTPurpose, audience, form and tonePurposeWhat a text trying to do. Is it informative, advisory or persuasiveAudienceWho a text is aimed atFormatThe type of text (eg: letter, speech, report etc)ToneThe way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing. HyperboleUse of exaggerated terms for emphasis. AnecdoteA short story often from one’s own experienceDirectivesUsing you, we or us. AsidesOffering a quick humorous comment to the reader, often in bracketsFacts/Statistics Facts and figuresPassive voiceWhen the subject of the sentence has an action done to it but something or someone else. E.g. the dog was being washed by the girl. Modal VerbA word that provides an option -Should, Could, MightRhetorical QuestionAsking a question as a way of asserting something. Asking a question, which already has the answer hidden in it.AnecdoteA short story, often from one’s own experienceGuilt tripMaking the reader feel guilty about somethingRepetitionWhere words or phrases are used more than once in a piece of writingSKILLSSPAG – Applying spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, hyphens.

Sentence structures – applying a variety for effect – simple, compound and complex. Using time and sequencing connectives. Paragraphing – TIPTOP rules & being able to apply these effectively. Persuasion – Using a range of techniques effectively and suitably (FATHORSE/HADAFOREST) Exam Question Requirements2 Tasks – 30 minutes each –Plan(2 mins/Write and Edit -28 mins)Writing for 2 different purpose, audience and formats with clear communication and technical accuracy. Write a report about…..for….Write a letter to…..about…SPAG & vocabulary must be accurate and effective.

Punctuation Rules

to Apply

Capital Letters: For

Proper Nouns – Name of place/person & at the start of a sentence

Full Stops:

end of a sentence that is not a question or statementComma: separates lists/phrases/words & when using sentence adverbs (‘however’, ‘moreover’ etc.) from the rest of the sentence, & to indicate a sub-clause in a sentenceColon: to introduce a list. Parenthesise: To include additional information. How to develop ANY non-fiction paragraph:Start in an interesting way –Use ‘Imagine…’ perhaps.Ask yourself why your idea is important.Give a specific example of how it might work. Consider what effect

it will have or why it might be different to the norm. Finish up with a persuasive technique. Slide6

ADVICE

PERSUADE

REVIEW

REPORT2nd person –‘You’ Modal phrases – should/could/perhapsRhetorical questions to strengthen adviceKeep it simple, uncomplicated2nd person – ‘You’ NOT 1st person ‘I’Informal, friendly toneReassuringGive choices/alternatives 1st person –‘I’ Rhetorical QuestionsFacts / StatisticsImageryShort SentenceFlatteryGuilt tripAnecdoteDirectivesRepetitionExaggeration/HyperboleEmotive Language1st person –‘I’ Strengths& WeaknessesHumourDescriptive techniques –adjectives, similesDirectives / AsidesExaggeration / Hyperbole

Informal friendly tone3rd person For each of the 3 sections, provide a problem, and recommended solutionFormal styleFactualCombines informative and advice writing Passive voiceArticleSpeech

Letter

Report

Title

Introduce who you are/speech topic

Grab audience’s attention to beginEnd with a powerful final messageYour address, date, Dear Sir/Madam/Mr SmithEnd with -Yours faithfully/sincerelyTitleSub-headingsStructure / Format RemindersFOR ANY TASK: Aim for a brief introduction, 3 detailed points/paragraphs, a brief conclusionSlide7

ROMEO & JULIET CORE KNOWLEDGE – Y11

Vocabulary

Definition

Unrequited loveLove which is felt by one person, but not returnedPatriarchy Society dominated by males who rule over females MasculinityTraits relating to being stereotypically maleImpulsive Acting/doing something without thinkingLoyalty Having a strong feeling of support or allegiance AudienceSpectators or listenersWisdomQuality of having good judgement/being wiseJusticeFair treatment or behaviour RebellionArmed resistance to a government or the lawsMarriageFormal union of two persons in the eyes of godAggressionAnger which results in aggressive behaviour MaternalFeelings which are related to being a mother Societal expectationSocial normalities relating to the time MorbidAn interest in death and diseaseFutilepointlessTerminologyDefinition TragedyForm of the play exploring tragic events & downfall of characterDramatic Irony where the audience are more aware of the action happening than the characters Soliloquyan individual character in a play speaking their thoughts out loud to the audience ProtagonistsThe main character who propels the action forwardCelestial Imagery Images relating to heaven

Oxymoronusing two opposing terms together, that normally contradict each otherJuxtaposition Placing contrasting ideas close together in a textForeshadowinga hint or suggestion of what might happen later in the story Emotive LanguageLanguage which creates an emotion in the readerConnotations/ Zooming in Implied or suggested meanings of a word or phrasesHyperboleuse of extremely exaggerated terms for emphasisPunsJoke exploiting the possible different meanings of a wordSKILLSAnalysis Points:

Link to the question

Link to the terminology (Lang/Structure – evaluating choice)

Short Quote(s)

Explain meaning and effect – both obvious and hidden (explicit and implicit)

Zoom in on words/explore connotations and effect

Suggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting idea EXAM REQUIREMENTSEXTRACT ONLY: Intro – link to the question with overview of meaning in the extract. Explain where the extract happens in the play, Start of extract – choose 2 – 3 quotes to explore, Middle of extract – choose 2 – 3 quotes to explore, End of the extract – choose 2 – 3 quotes to explore, Conclude – Short summary of pointsESSAY ON ROMEO & JULIET: Intro – link to the question with overview of meaning. Explain which 3 to 4 events in the play you will focus on. Idea 1 - choose a moment from the play to explore (quotes if remembered) Idea 2 - choose a 2nd moment from the play to explore (quotes if remembered) - Idea 3 - choose a moment from the play to explore (quotes if remembered) - Idea 4 – choose a moment to explore (quotes if remembered) Conclude – Short summary of points

Act & ThemeKey Moments

Prologue: Love, Civil War, Fate ConflictExposition of feud between Montagues and Capulets. Love story & deaths of Romeo & Juliet revealed . Act 1: Civil War, Conflict Law, Fate, Patriarchy Family RelationshipServants of both houses fight in the street. Prince breaks it up. Paris asks to marry Juliet. Nurse reveals this to Juliet & we see their close bond. Romeo argues against going to the ball. R&J meet & fall in love at the Capulet Ball. Tybalt recognises Romeo & wants to fight. Lord Capulet stops him. Act 2: Civil War, Conflict Law , Fate, Patriarchy, Family RelationshipChorus inform of the futile love. Romeo abandons his friends & jumps into Capulet’s orchard. Balcony scene – they confess their love & arrange to marry. Friar Laurence agrees to marry R&J. Tybalt challenges Romeo. Nurse acts as messenger regarding the wedding. They marry in secret. Act 3: Civil war, Cnflict, Death, Love, Religion, Law, Fate, Patriarchy, Family RelationshipMercutio & Tybalt fight. Tybalt kills Mercutio. In anger Romeo kills Tybalt. Prince banishes Romeo to Mantua. First the lovers spend the night together. Juliet is distraught about Romeo being banished. Capulet agrees to Paris & Juliet marrying. Juliet refuses to marry him. The nurse says she should. Act 4: Fate, Love, Death, Patriarchy, Family RelationshipFriar plans to give Juliet sleeping drug. Juliet agrees to marry Paris. Takes the drug. Everyone thinks she is dead (Nurse finds her). Act 5: Death, Fate, Conflict, Family Relationships, Love, Law, Religion, Patriarchy, Romeo doesn’t receive a letter about the Friar’s plan. He hears

she is dead. Buys poison. Friar Laurence sends another letter. Romeo arrives at the tomb. Kills Paris. Drinks poison. Juliet awakes to find Romeo dead. Juliet stabs herself. The families are brought together in grief.Slide8

Character

Quotes & Technique & Brief Analysis

ROMEO

– Main Protagonist“In sadness, cousin, I do love a women” Act1:1 – juxtaposition Romeo swooning and pining for Rosaline. “Arise fair sun and kill the envious moon,” Act 2 Metaphor to show his rejection of Rosaline in favour of Juliet. “With love’s light wings did I o’erperch these walls,” Act 2:2” Celestial Imagery to show he is linked to God and the heavens. “O I am Fortune’s fool” Act 3:1 –Metaphor/ Alliteration. Cursing fate after he has killed Tybalt. “Death hath had no power yet upon thy beauty.” Act 5:3 Imagery to show that death hasn’t changed Juliet’s appearance yet – Shakespeare is playing with the audience here. ”Thus with a kiss I die” Act 5:3 statement first person – he dies JULIET – Main Protagonist “You kiss by the book” Act 1:5 – metaphor – falling in love with Romeo. “My only love sprung from my only hate” Act 1:5 – juxtaposition/Oxymoron – Realising Romeo’s family.  “What’s in a name? That which we call any rose would smell as sweet.” Act 2:2 –metaphor –Juliet questioning Romeo’s family names importance.  “Methinks I see thee now, thou art so low, as are dead in the bottom of the tomb” Act 3:5 –Juliet has a vision of Romeo lying dead. “Proud I can never be of what I hate” Act 3:5 – Juliet saying to her father that she cannot be proud of being paired with Paris. “O happy dagger –let me die!”Act 5:3–Personification – Juliet before she kills herself.TYBALT – Cousin to Juliet - Antagonist“What, drawn, and talk of peace! I hate the word, as I hate hell, all Montagues, and thee” –Act 1:1 –Repetition – Tybalt showing his primary character trait of loving fighting.“This, by his voice, should be a Montague.— Fetch me my rapier, boy.” Act 1:5 Tybalt recognises Romeo who has gatecrashed the party and wants to attack him.  “Boy, this shall not excuse the injuries that thou hast done me. Therefore turn and draw.” Act 3:5 – Metaphor – Tybalt emphasising how he feels damaged by Romeo’s behaviour, and is determined to fight. LORD CAPULET – Juliet’s father“What noise is this? Give me my long sword, ho!” Act 1:1 – Capulet keen to join in the fighting “And, to say truth, Verona brags of him to be a virtuous and well-governed youth.” – Act 1:5 –Adjectives - At Capulet’s party, he admits that Romeo is an honourable, young man. “hang thee, young baggage.”

–Act 3:5 – adjectives - Capulet insulting Juliet.NURSE – Capulet household“What lamb? What Ladybird! God forbid, where’s this girl? What Juliet?” – Act 1: 3 – Rhetorical questions - nurse calling Juliet to speak to her mother. “I am so vexed that every part about me quivers.” – Act 2:4 adjectives hyperbole – the nurse is angry about the way Romeo and his friends are speaking to her. “She’s dead decease’d, she’s dead, she’s dead!” – Act 4:5 Repetition –alerts Lady Capulet to Juliet’s pretend deathFRIAR LAURENCE – unaffiliated “For this alliance may so happy prove/To turn your households rancour to pure love.” A2:3 poetic/hopeful tone – FL agrees to marry R&J hoping it stops the fighting . “O Juliet, I already know thy grief,” Act 4:1 – compassionate tone, connotations, showing FL is aware of how Juliet feels about marrying Paris and that he is complicit in her possible bigamy if she does marry Paris.  “Come, I’ll dispose of thee among a sisterhood of Nuns.” Act 5:3 Friar Laurence plotting even at the end to try and help Juliet escape the marriage to Paris, even when the sleeping drug plan goes wrong. LADY CAPULET – Juliet’s mum

“

Wll

think of marriage now; younger than you,”

Act 1:3 – cajoling tone – questioning – LC is trying to persuade Juliet to marry Paris.

“You are too hot.” – Act 3:5 short sentence - telling her husband not to be so angry with Juliet. “O woeful time!” Act 4:5 exclamation mark, adjective, despairing tone – LC just learnt of her daughter’s death.LORD MONTAGUE With tears augmenting the fresh morning dew” Act 1: 1 – metaphor to show he is worried about Romeo. “Who set this new quarrel abroach?” Act 1:1 – Rhetorical question to find out how the fight started. “For I will raise her statue in pure gold,” Act 5:3 hyperbole, persuasion – Montague assures Capulet he’ll erect a gold statue in her memoryMERCUTIO –Romeo’s friend Antagonist“Nay, gentle Romeo, we must have you dance” Act 1:4 Imperative ‘must’ persuading Romeo to go to the ball.“O calm, vile dishonourable submission” Act 3:1 – Adjectives – Mercutio not understanding why Romeo is cowardly and backing down from a fight with Tybalt. “A plague a’both your houses!” Act 3: 1 -Metaphor blaming both the Montagues and the Capulets and wishing them the most unpleasant death. Related to the Prince BENVOLIO – Romeo’s ousin“I do but keep the peace. Put up thy sword,” Appeasing tone. Short sentence – to show he doesn’t want to fight.  “I’ll pay that doctrine, or else die in debt.”

hyperbole/exaggeration, alliteration to show he is loyal to Romeo.  “Go then, for tis in vain/To seek him here” A2:2 – Imperative – leaving Romeo after ball in Juliet’s orchard

PARIS – unaffiliated – Love interest“Younger than she are happy mothers made” –Act 1:2 – Paris trying to persuade Capulet to allow him to take Juliet as his wife. “That ‘may be’ must be, love, on Thursday next.” – Act 4:1 –Modal into an Imperative. Paris speaking to Juliet about marrying her on Thursday. “O, I am slain! If thou be merciful, open the tomb, lay me with Juliet” –Act 5:3 Paris dying & hoping to be buried alongside Juliet. He isn’t.PRINCE – unaffiliated - Peacemaker“If ever you disturb our streets again, your lives shall pay the forfeit of the peace” –Act 1:1 – The Prince saying that execution will result for future fighting. “Let Romeo hence in haste, else when he is found, that hour is his last” Act 3:1 –Prince banishes Romeo. If he returns he will be executed. “Capulet, Montague! See what a scourge is laid upon your hate…All are punished.” Act 5:3 –Prince blaming the heads of both families for the deaths of their children.