Cyrano Act 1 Study Guide - Due Tuesday, December 4

Cyrano De Bergerac Study Guide

ACT 1, A Performance at the Hotel de Bourgogne

Act I, Scene I

Vocabulary

burghers – middle-class citizens (bourgeois); merchants

falsetto – a high-pitched male voice

foils – fencing swords

lackeys – low-level servants

marquises – noblemen who rank one below the ranking of a duke

pages – messenger servants

proscenium – an area of a theater between the orchestra and the curtain

troopers – soldiers on horseback; cavalrymen

1. List two ways that Rostand lets the audience know that the play is set in 1640.

2. What do the two Musketeers, the First Lackey, and the Guardsman all have in common? What do you think Rostand is saying about life in France at this point in history?

Act I, Scene II

Vocabulary

candelabra – a candle holder that holds several candles at once; a chandelier with candles

coquettish – flirtatious

duenna – a governess; chaperone

triolet – a type of poem containing eight lines in each stanza, with the first line repeated as the fourth and seventh lines and the second line repeated as the eighth line

1. What does the following passage from the play tell the audience about Christian? What does it reveal about the importance of personal appearances to important men such as the First Marquis?

FIRST MARQUIS: [to the SECOND] He’s good-looking, but his fashion is a little out of date.

LIGNIERE: [to CUIGY] Monsieur de Neuvillette comes from Touraine.

2. Why does Christian insist that Ligniere remain at the theater? What is Ligniere’s profession, and why does he decide to stay instead of going to a nearby tavern?

3. Briefly identify Ragueneau. Why does he attend the play?

4. List five characteristics that Le Bret, Cuigy, and Ragueneau use to describe Cyrano. How does Cyrano react to anyone who “smiles” at the sight of his large nose?

5. Find an adjective in Scene II to describe De Guiche’s character. Why does De Guiche want Roxane to marry Monsieur de Valvert?

Act I, Scene III

Vocabulary

incredulously – skeptically; in disbelief

obsequious – submissive, fawning

pastoral – pertaining to the pleasant country life; rural

viscount – a nobleman whose rank is one below that of an earl

1. Why does the pickpocket warn Christian that Ligniere’s life is in danger?

2. What evidence is there that Christian is or is not an honorable man?

3. How does the Cardinal’s presence alter the mood of the audience?

Act I, Scene IV

Vocabulary

affable – pleasant, friendly

conch – a type of large shell

envoi – a short passage at the end of a poem

farce – a comedic play containing much slapstick and a far-fetched plot

parry – to deflect; to sidestep

pedantic – excessively wordy in a pretentious way

scabbard – a case for a sword

tragedian – an actor who plays tragic characters

1. What are some conflicts that arise after Cyrano appears?

2. Identify the following literary terms, which Cyrano exclaims while on stage:

a. “[…] I’ll cut off his ears and slit him up like a roasted pig!”

b. “I shall mount the stage now and carve up this fine, fat Italian sausage!”

c. “If you keep on, you’re liable to rouse my sword right out of its scabbard!”

3. Explain why the crowd is amused when Cyrano says, “I will clap my hands three times, you full moon! On the third clap, I want to see you eclipse yourself!”

4. Why does Cyrano hate Montfleury?

5. Cyrano’s removal of Montfleury and cancellation of the play is outrageous, even dangerous. Cyrano gives Jodelet a purse of money in order to refund the audience. State a theme for this play based on this grand gesture.

6. The audience first learns about Cyrano from his friends. Then they hear his voice.

Finally, Cyrano appears on stage. Why do you suppose Rostand structures the play so that the audience is fully prepared for Cyrano’s entrance?

7. Why does Cyrano list for Valvert the various ways that a man might insult his huge nose? What is Valvert’s reaction to this speech?

8. What adornments or decorations does Cyrano consider to be of more importance than gloves, ribbons, or lace?

9. Why do you suppose Cyrano decides to compose a ballad while he is dueling with Valvert? What does Cyrano plan to do just as he finishes reciting the refrain?

10. What evidence is there that the audience’s opinion of Cyrano changes after he duels with Valvert?

Act I, Scene V

Vocabulary

protuberance – something that projects outward; a lump or bulge

sublime – inspiring; of the highest moral worth

1. How does Cyrano explain to Le Bret his reasons for making so many enemies?

2. What is Cyrano’s secret reason for banishing Montfleury from the stage? What simile does Cyrano use?

3. How does Le Bret argue that woman may find Cyrano attractive despite his large nose?

4. What is the one thing in life that Cyrano fears?

Act I, Scene VI

1. What does Cyrano’s reaction to the Duenna reveal about his thoughts?

Act I, Scene VII

Vocabulary

nebulous – hazy, vague, unclear

1. What new aspect of Cyrano’s personality is revealed after Cyrano learns that Roxane wants to see him?

2. Cyrano states that he is willing to fight a hundred men to save Ligniere because Ligniere once drank holy water as a romantic gesture for a young lady. What other reason might Cyrano have for fighting one hundred men?

3. “Willing Suspension of Disbelief” is a term for the willingness of the audience to accept the behavior and motivations of the characters for the duration of the play. At the end of Act I, Cyrano bravely goes off to fight one hundred men. Do you believe that Cyrano’s actions are believable or unbelievable? Cite incidents from the story to support your answer.

Cyrano de Bergerac Character Name Pronunciation Guide

Cyrano de Bergerac Character Name Pronunciation Guide
 

Name is Spelled Like	Name is Pronounced Like
Cyrano de Bergerac	Sear-ah-no duh Bear-jer-ack (the ‘j’ sound in ‘jer’ is more like the ‘zs’ sound in ‘Zsa Zsa Gabor’ than the Jamaican saying ‘Jahmon!’)
Christian de Neuvillette	Crease-tee-awn duh New-vee-yet
Le Bret	Luh Bray
De Guiche	Duh Geesh
Viscount de Valvert	Vees-cone-t duh Val-vair
Ligniere	Lean-yair
Ragueneau	Rah-guh-no
Montfleury	Mon-flu-er-ee
Cuigy	Key-jee (the ‘j’ is more like the ‘zs’ sound)
Brissaille	Bree-zai (the ‘zai’ is like the ‘sai’ in ‘bonsai’)
Bellerose	Bell-rhose
Duenna	Dwayne-ah
Jodelet	Joe-duh-lay
Lise	Leez
Carbon de Castel-Jaloux	Car-bone duh Cast-tell Jah-looh (the ‘j’ sound is again more like a ‘zs’ sound)
Marquis	Mar-key

Exam Vocab Words

Vocab Words to Study:

1. Caterwaul
2. Chimerical
3. Effete
4. Hidebound
5. Hierarchy
6. Noisome
7. Poltroon
8. Proselyte
9. Raillery
10. Ribald
11. Bibulous
12. Lacrymose
13. Miniscule
14. Obfuscate
15. Paternalism
16. Polarize
17. Ancillary
18. Condescend
19. Forte
20. Pragmatic
21. Rapacity
22. Schism

Q1 2012 Study Guide

• Study tests and notes from Oedipus, Antigone, and Hamlet.
• Know vocabulary units 1-3.
• Practice ACT English prep sections.

• Prepare for the following questions (some are short answer, some are essay):

1.      How is Oedipus affected by hubris and hamartia?  What effect do these have on his situation?

2.      If Antigone is right, why do you suppose the gods don't save her?

 

3.  By showing the trappings of theater and non-reality, does Shakespeare make Hamlet's suffering seem like his true feelings, or like Hamlet himself is acting?

 

4. What is the most prevalent theme in Hamlet?  What situations, characters, or conversations support your theory that it is the most prevalent theme?

 

Lab Day, March 20

Today:

E-mail me a topic outline by the end of the period.  For information on the topic outline, see the links below in the sentence outline post.

Once you have sent your topic outline, you may move on to the sentence outline.

Sentence Outline, Due Monday, March 26

Links:

http://owl.english.purdue.edu/owl/resource/544/03/

http://www.shoreline.edu/doldham/102/HTML/Topic%20to%20Sentence.html

http://k2.kirtland.edu/~giacobaf/home/outline.htm

Rubric:

Name_________________________________

Senior Paper: Sentence Outline Rubric

CATEGORY	10	8	6	4
Thesis	1. Thesis is clear and proposes an arguable point which people could reasonably agree or disagree; it takes a stand 2.Thesis should appear at introduction.	1.Thesis is clear and proposes an arguable point, but it does not take a clear stand 2. Thesis appears at introduction.	1.Thesis is somewhat clear and does not fully propose an arguable point. 2.Thesis is absent from outline.	1.Thesis is not clear and lacks organization of an arguable point and a clear stand for or against. 2.Thesis is not presented in the outline.
Format	Outline uses Roman numerals for headings and numbers for subheadings	Outline mostly follows proper form w/Roman numerals & numbers.	Outline somewhat follows proper form, but not completely	Outline does not follow proper form and lacks any organizational pattern.
Information in outline for entire research paper	Topics are addressed with at least 3 concrete details about each.  Information clearly relates to the main topic. It includes several supporting details and/or examples.	All topics are addressed with at least 2 concrete details about each, and clearly relates to the main topic. It provides 1-2 supporting details and/or ex.	All topics are addressed with 1 concrete detail about each.  And clearly relates to the main topic. No details and/or ex given.	One or more topics were not addressed.  Information has little or nothing to do with the main topic.
Organization	Heading should have general info. And subheadings should be more specific.	Headings don’t always have general info. & Subheadings aren’t specific	Headings and subheadings follow correct format somewhat.	Headings and subheadings don’t follow correct format.
Support	Various sources are used to support each section of the essay.	At least 2 sources are used to support each section of the essay	Lack of support for most sections of the essay.	Lack of support for thesis and entire essay.

Annotated Bibliography - Due February 27

Senior Annotated Bibliography Project

Objectives: 

• To synthesize preliminary research.
• To evaluate sources for validity. 
• To create an annotated bibliography.

Grading:

• Annotated Bibliography - 150 points, 10 sources

Annotated Bibliography Rubric

	Excellent	Above Average	Average	Poor	Incomplete
Content 2 points	Your sources are interesting and they are all clearly related to your topic.	Your sources are interesting and most are clearly related to your topic.	Your sources cover your topic, but they are less interesting and the relationship to your paper is less clear.	Few, if any, of your sources are related to your topic.  You seem to have no real interest in your paper.
Relative Importance to Subject 2 points	You select a variety of research sources that are all written at the appropriate level for this paper’s purpose.  The connection between your sources and your topic are clear;	You select a variety of research sources & most are written at the appropriate level for this paper’s purpose.  In most cases the connection between your source & the topic is clear.	The sources you selected are less varied, but most are written at the appropriate level for this project’s purpose.  At times the connection between the sources and your topic is unclear.	You select mostly one source type (i.e., Internet sites, books, etc.)  Quite often the connection is unclear if there is one at all.
Annotation: Includes all 6 points. See explanation. 6 points	Your annotation follows the 6 points and provides the main conclusions of each source.	You clearly summarize the main conclusions of each of your sources and include most of the 6 points for annotations.	You clearly summarize the main conclusion of each of your sources, but  fail to include most of the annotation points.	You try to summarize your sources, but have trouble focusing on the main idea. You make little or no attempt to include all 6 points for annotations.
Conventions: Proofreading, Spelling, Grammar, MLA Style 5 points	You correctly cite at least 6 sources using the MLA style described in class. Your work is in ABC order and proofread!	You correctly cite at least 6  sources using the MLA style described in class and there are a few errors.	You cite less than 6 sources and try to use MLA style described in class, but have some difficulty.	You cite fewer than 6 sources using your own citation style or use MLA style but there are many errors
Total - 15 points per source

Example:

Mélendez, A. (1990). “The Effects of Local Labor Market on Puerto Rican, White and Black Women.” Journal of Social Issues, 35 (3), 4-24. Considering earnings, unemployment, city size, industrial change, and other variables, the author, a researcher at M.I.T., focuses on the impact of local labor market conditions and infers differences in the long-term trends in labor force participation for each of these groups. He supports the thesis that White women are less responsive to income change and more responsive to the discouraged worker effect when unemployment rises than either Black or Puerto Rican women. Other factors affect Black or Puerto Rican population more so than the White. Based on studies by Bowne and Finegan (1969) and Santana-Cooney (1979) this work goes even further in detailing labor market impact on work force participation.