Romeo and Juliet Literary Terms Quiz #2: Under the Balcony
This passage from Romeo and Juliet contains highlighted sections. For each highlighted section, identify the literary term being exemplified. Click on each example for the answer and explanation.
But, soft! what light through yonder window breaks?
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou, her maid, art far more fair than she.
Be not her maid, since she is envious;
Her vestal livery is but sick and green
And none but fools do wear it; cast it off.
It is my lady, O, it is my love!
O, that she knew she were!
She speaks yet she says nothing; what of that?
Her eye discourses; I will answer it.
I am too bold, 'tis not to me she speaks.
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars,
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night.
See, how she leans her cheek upon her hand!
O, that I were a glove upon that hand,
That I might touch that cheek!
But, soft! what light through yonder window breaks?
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou, her maid, art far more fair than she.
Be not her maid, since she is envious;
Her vestal livery is but sick and green
And none but fools do wear it; cast it off.
It is my lady, O, it is my love!
O, that she knew she were!
She speaks yet she says nothing; what of that?
Her eye discourses; I will answer it.
I am too bold, 'tis not to me she speaks.
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars,
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night.
See, how she leans her cheek upon her hand!
O, that I were a glove upon that hand,
That I might touch that cheek!
Romeo and Juliet Quizzes
Test your knowledge of literary terms and Romeo and Juliet with these quizzes.
Romeo and Juliet Sources for Students
Check out these great Romeo and Juliet resources for students or teachers
- Romeo and Juliet Study Guide. This study guide includes a short summary of the play, a scene by scene summary, important quotes from the play, characters from the play with analysis, and Romeo and Juliet themes.
- Tips for Analyzing Shakespeare. These suggestions can help you understand Shakespeare better, whether you're teaching it or reading it.
- Romeo and Juliet Lesson Plans. These creative lesson plans include a writing assignment, a debate, an interview and even some interactive banishing. After you click on the link, scroll to the bottom for the full array of Romeo and Juliet lesson plans.
ELA Common Core Standards Covered
Successful completion of this quiz satisfies the following ELA Common Core Standards.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.4 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.4 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
