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ENG 1D Romeo and Juliet Reading and Activity Package
The materials in this booklet were created by David and Christina Lomax to accompany the study of William Shakespeare's Romeo and Juliet. In some cases, they were adapted from materials made available as part of the Ontario Ministry of Education's Think Literacy project. They are offered under a Creative Commons Attribution-Noncommercial-ShareAlike license, which means you can have it, you can use it, and you can even change it around, but you may not charge for it, and you may not remove the attribution of our names as the original creators. For more information, please visit www.davidlomax.com.
Romeo and Juliet Response Journal AssignmentWhile you are reading Romeo and Juliet continue to use your response journal as you have in the past. Write one full page (or more) in response to each act of the play. In your responses, refer to each of the literary terms mentioned on this page. Use this page as a checklist to remind yourself to use each of the terms. You can use a term more than once, but don’t forget to use all of them at least once. Alliteration
Imagery
Oxymoron
Blank verse
Couplet
Aside
Monologue
Soliloquy
Metaphor
Hyperbole
Allusion
Foil
Initiating event
Rising action
Climax
Denouement
Foreshadowing
ChecklistYour choices make a difference when we read and study Romeo and Juliet. In section two
of this booklet, there are twenty-four different activities for you to choose from. As we read the play, pick twenty of these activities and complete them; since there are twenty-five scenes in the play, this means that you don't quite have to do one activity per scene, but it does mean that you must have all twenty of the ones you choose completed by the day we finish reading the play. Section 1: In Class
Task
1. Notes on Shakespeare
2. Activity on Shakespearean language (including insults)
3. Notes on tragedy
4. Notes on Romeo and Juliet
5. Notes on movies and adaptations
Section 2: While ReadingTask Act , Scene
1. Modern translation
2. T-Chart
3. Summary
4. Summary
5. Summary
6. Facebook
7. Facebook
8. Wordsmith
9. Wordsmith
10. Wordsmith
11. Acting appreciation
12. Acting critique
13. Thoughts about true love/love
at first sight
14. Thoughts about arranged marriages
15. Thoughts about feuds and feuding
16. Evaluation of character
17. Evaluation of decisions
18. Researcher
19. Researcher
20. Researcher
21. Questioner
22. Questioner
23. Comic Book
24. Comic Book
Section 3: After Reading
Task
1. Fortune graph
2. Relationship map
3. Review of the movie
4. Essay
Date Act and Scene Characters StudentsI, i Sampson
GregoryAbrahamBenvolioTybaltCitizenCapuletLady CapuletMontagueLady MontaguePrinceRomeo
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I, ii CapuletParisServantBenvolioRomeo
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I, iii Lady CapuletJulietNurseServant
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I, iv RomeoBenvolioMercutio
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I, v 1st Servant2nd ServantCapulet2nd CapuletRomeoTybaltJulietNurse
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II, i BenvolioMercutioRomeo
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II, ii RomeoJuliet
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II, iii Friar LaurenceRomeo
Teacher_______________________________
II, iv MercutioBenvolioRomeoPeterNurse
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II, v JulietNurse
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II, vi Friar LaurenceRomeoJuliet
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III, i BenvolioMercutioTybaltRomeoFirst CitizenPrinceMontagueLady Capulet
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III, ii JulietNurse
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III, iii Friar LaurenceRomeoNurse
Teacher______________________________________________________________
May 24 III, iv ParisCapuletLady Capulet
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2012-05-24 III, v JulietRomeoCapuletLady CapuletNurse
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IV, i JulietParisFriar Laurence
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IV, ii and iii CapuletLady CapuletServantNurseJuliet
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IV, iv and v CapuletLady CapuletNurseParisFriar LaurenceFirst MusicianSecond MusicianThird MusicianPeter
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V, i RomeoBalthasarApothecary
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V, ii Friar JohnFriar Laurence
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V, iii ParisPageRomeoBalthasarFriar LaurenceJulietAll WatchmenPrinceCapuletLady CapuletMontague
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Section
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on ShakespeareBackground:
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Career:
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Success:
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Personal life:
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His times:
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Section
Section
Shakespearean Insult SheetInsults:
"Thou ____________________ __________________ _________________"
"Thou ____________________ __________________ _________________"
"Thou ____________________ __________________ _________________"
"Thou ____________________ __________________ _________________"
"Thou ____________________ __________________ _________________"
"Thou ____________________ __________________ _________________"
Section
Shakespearean Insult WordsColumn A Column B Column C
bawdy
brazen
churlish
distempered
fitful
gnarling
greasy
grizzled
haughty
hideous
jaded
knavish
lewd
peevish
pernicious
prating
purpled
queasy
rank
reeky
royish
saucy
sottish
unmuzzled
vacant
waggish
wanton
wenching
yeasty
bunch-backed
clay-brained
dog-hearted
empty-hearted
empty-headed
evil-eyed
eye-offending
horn-mad
ill-breeding
ill-composed
ill-natured
ill-nurtured
iron-witted
lean-witted
lily-livered
mad-bread
motley-minded
muddy-mettled
onion-eyed
pale-hearted
paper-faced
pinch-spotted
raw-boned
rug-headed
rump-fed
shag-eared
shrill-gorged
sour-faced
weak-hinged
canker-blossom
clotpole
crutch
cutpurse
dogfish
egg-shell
gull-catcher
hedge-pig
hempseed
jack-a-nape
malkin
malignancy
malt-worm
manikin
minimus
miscreant
moldwarp
pantaloon
rabbit
rampallion
remnant
rudesby
ruffian
scantling
scullion
snipe
waterfly
whipster
younker
Section
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on Tragedy
Other tragedies before Shakespeare:
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Other things people wrote besides tragedies:
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Other tragedies Shakespeare wrote:
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Tropes of a tragedy:
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Tropes in modern stories:
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Section
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on Romeo and Juliet
Where the story came from:
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How Shakespeare changed it:
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What people thought about it:
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Why it is so popular:
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Section
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on movies and adaptations
R&J in the movies:
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R&J on stage:
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R&J in other media:
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R&J in popular culture:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Modern TranslationPick a passage that is at least ten lines long from the scene. Make a translation of your own into modern language. For your translation, do not rely on the translation in the book, but rather change the images and ideas into modern images and ideas the same way you change the words into modern words.
Example:
O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night Like a rich jewel in an Ethiope's ear; Beauty too rich for use, for earth too dear! So shows a snowy dove trooping with crows, As yonder lady o'er her fellows shows. The measure done, I'll watch her place of stand, And, touching hers, make blessed my rude hand. Did my heart love till now? forswear it, sight! For I ne'er saw true beauty till this night.
Wow, next to her a spotlight would look dim.If darkness had a neck, she’d be the diamond necklace that made it perfect. She’s too beautiful to be seen anywhere on earth, because nothing on earth comes even close to her. She’s like a perfect painting, hanging out with a bunch of paint splatters. When this dance is over, I’m going to see where she goes and try to just let my hand brush up against hers. I can’t believe I thought I was in love before. No way! I never even saw beauty until tonight.
Original Shakespeare: Your version:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
T-ChartCreate a t-chart showing the differences between any of the following (choose one pair of ideas): Romeo and you; Juliet and you; healthy and unhealthy relationships; customs them and customs now; anything else you think that’s worth comparing.
Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerCreate a graphic organizer based on the day's reading. Choose an organizer that is suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.).
Write a 5-8 sentence summary of what you read:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerCreate a graphic organizer based on the day's reading. Choose an organizer that is suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.).
Write a 5-8 sentence summary of what you read:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerCreate a graphic organizer based on the day's reading. Choose an organizer that is suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.).
Write a 5-8 sentence summary of what you read:
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
Shakespearean FacebookChoose 4 words from the reading that may be new, different, difficult, interesting or important. Pretend that the characters in this scene had access to Facebook. Create a wall with posts by some of these characters. Use a mix of lines and ideas from the play with lines and ideas of your own. Consider the following as a guide. You may create this by yourself on a piece of paper, or you may use an online tool (such as Wall Machine, which I used) and then print it out.
Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
Shakespearean FacebookChoose 4 words from the reading that may be new, different, difficult, interesting or important. Pretend that the characters in this scene had access to Facebook. Create a wall with posts by some of these characters. Use a mix of lines and ideas from the play with lines and ideas of your own. Consider the following as a guide. You may create this by yourself on a piece of paper, or you may use an online tool (such as Wall Machine, which I used) and then p
Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
WordsmithChoose 4 words from the reading that may be new, different, difficult, interesting or important.Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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Section
I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
WordsmithChoose 4 words from the reading that may be new, different, difficult, interesting or important.Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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Section
I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
WordsmithChoose 4 words from the reading that may be new, different, difficult, interesting or important.Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________ Context:
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Section
I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Acting Appreciation
Write two good SEEC paragraphs about the acting done by one of the actors in one of the movies. Specifically, comment on what you think the actor was doing well when it came to voice, expressions, use of his or her body, interactions with others, emotion, etc.
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Acting CritiqueWrite two good SEEC paragraphs about the acting done by one of the actors in one of the movies. Specifically, comment on what you think the actor could improve on when it came to voice, expressions, use of his or her body, interactions with others, emotion, etc.
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
Thoughts about true love or love at first sightWrite two good SEEC paragraphs about your opinion of the ideas of true love and love at first sight.
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Thoughts about arranged marriagesWrite two good SEEC paragraphs about your opinion of the idea of arranged marriages versus love-matches.
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
Thoughts about feuds and feudingWrite two good SEEC paragraphs about your opinion of feuds and feuding as it is presented in this play and as it happens in modern life.
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
Evaluation of character Pick the person in this play who had the poorest character and the person who had the best, and explain your decisions. In this case “character” means their goodness, their commitment to principles, their good decision-making skills, their integrity, and so on.
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Section
Romeo and Juliet Reading and Activity PackageDate: _______ Act ___, Scene ___
Evaluation of decisionsPick the two people who made what you would think of as the worst decisions in this play and explain why you think their decisions were bad.
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
ResearcherDig up some background information on any topic related to the text. This could include the history or geography of the book's setting, information about a time period portrayed in the book, or information about a specific individual. Below, write the website at which you found your information, and summarize the information you found.
Websites: ______________________________ ______________________________
Topic: _________________________________
What you found out:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
ResearcherDig up some background information on any topic related to the text. This could include the history or geography of the book's setting, information about a time period portrayed in the book, or information about a specific individual. Below, write the website at which you found your information, and summarize the information you found.
Websites: ______________________________ ______________________________
Topic: _________________________________
What you found out:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
ResearcherDig up some background information on any topic related to the text. This could include the history or geography of the book's setting, information about a time period portrayed in the book, or information about a specific individual. Below, write the website at which you found your information, and summarize the information you found.
Websites: ______________________________ ______________________________
Topic: _________________________________
What you found out:
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
QuestionerWrite some questions to help the group discuss this day's reading. Generate questions that invite group members to share their thoughts, feelings, reactions, and concerns about the text. Use the following suggestions to guide the development of your questions. After each question, write down what the group has to say.
Who...? What...? When...? Where...? Why...? How...? If...?How did you feel about...? Did __________ surprise you? What lesson ...?
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2. __________________________________________________________________
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
QuestionerWrite some questions to help the group discuss this day's reading. Generate questions that invite group members to share their thoughts, feelings, reactions, and concerns about the text. Use the following suggestions to guide the development of your questions. After each question, write down what the group has to say.
Who...? What...? When...? Where...? Why...? How...? If...?How did you feel about...? Did __________ surprise you? What lesson ...?
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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Comic BookWrite a comic-strip that explains part of what you read.
Section
Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Comic BookWrite a comic-strip that explains part of what you read.
Section
Section
Romeo and Juliet Reading and Activity Package
Date: _______
Fortune GraphComplete the following graph showing the changes in fortune experienced by four characters in the play.
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Ill Fortune
Neutral Fortune
Good Fortune
Section
Somebody-Wanted-But-SoComplete the following charts for any 4 characters from Act V, scene iii.
Somebody Wanted But So
Somebody Wanted But So
Somebody Wanted But So
Somebody Wanted But So
Section
Romeo and Juliet Reading and Activity Package
Date: _______
Character Relationship Map
On this sheet, create a map representing the relationships between the characters of the movie.
Paris
Benvolio
Juliet
Nurse
Romeo
Tybalt
Old Montague
Lady Montague
Mercutio
The Prince
Old CapuletLady Capulet
Friar Laurence
Section
Review – Shakespeare’s Romeo + Juliet
Write a one-page review of the movie. In your review, you explain the following: what sort of a movie it is how the movie starts how the setting is different from the play how the characters involved are different from those in the play how the style is different from in the playThen, after having explained these things, you evaluate the movie. You say whether it's good or bad and why. You say who you think would like this movie, or who ought to see it. Break your writing into paragraphs.________________________________________________________________________
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Section
Essay – “Romeo and Juliet”
In a reasoned and planned essay, address one of the following topics: Do Romeo and Juliet experience true love? What are the causes of the tragedy that befalls Romeo and Juliet? Is Romeo and Juliet a true depiction of human nature? Is Romeo and Juliet a play that unfairly shows Italians in a bad light? Compare and contrast the characters of Mercutio and Tybalt. Are Romeo and Juliet similar to modern teens? The simplest way this essay will work is as follows:
Paragraph 1 a short summary of the play a brief evaluation of the play a single sentence explaining your thesis statement
Paragraph 2 a topic sentence, explaining one important argument some examples from the play backing up your argument (at least two) some ideas about those examples a transition to the next paragraph
Paragraph 3 a topic sentence, explaining one important argument some examples from the play backing up your argument (at least two) some ideas about those examples a transition to the next paragraph
Paragraph 4 a topic sentence, explaining one important argument some examples from the play backing up your argument (at least two) some ideas about those examples a transition to the next paragraph
Paragraph 5 a restatement of your thesis other thoughts possible amusing closer
Section
Essay Planner – “Romeo and Juliet”Fill in this planner to help you prepare for writing the first draft of your essay. Then write the first draft, have a partner read it, and write a revised draft based on your partner's feedback.
Paragraph 1
What is your thesis statement? ________________________________________________________
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Paragraph 2
An argument ______________________________________________________________________
An example to back this up ___________________________________________________________
Another example to back this up _______________________________________________________
Paragraph 3
An argument ______________________________________________________________________
An example to back this up ___________________________________________________________
Another example to back this up _______________________________________________________
Paragraph 4
An argument ______________________________________________________________________
An example to back this up ___________________________________________________________
Another example to back this up _______________________________________________________
Paragraph 5
A restatement of your thesis ___________________________________________________________
Section
Reading Activities Evaluation RubricCategories Level 1
50-59%
Level 2
60-69%
Level 3
70-79%
Level 4
80-100%
Knowledge/Understanding
- knowledge of novel and of the various tasks in the package
- demonstrates limited knowledge
- demonstrates some knowledgeconnor
- demonstrates considerable knowledge
- demonstrates thorough knowledge
- understanding of variety of the content of the novel
- demonstrates limited understanding
- demonstrates some understanding
- demonstrates considerable understanding
- demonstrates thorough understanding
Thinking/Inquiry
- critical thinking skills shown in various activities
- uses critical thinking skills with limited effectiveness
- uses critical thinking skills with moderate effectiveness
- uses critical thinking skills with considerable effectiveness
- uses critical thinking skills with a high degree of effectiveness
- creative thinking skills shown in various activities
- uses creative thinking skills with limited effectiveness
- uses creative thinking skills with moderate effectiveness
- uses creative thinking skills with considerable effectiveness
- uses creative thinking skills with a high degree of effectiveness
Communication
- communication of information and ideas in activities
- communicates information with limited clarity
- communicates information with some clarity
- communicates information with considerable clarity
- communicates information with a high degree of clarity
- use of various forms of communication in activities
- demonstrates limited command of various forms
- demonstrates moderate command of various forms
- demonstrates considerable command of various forms
- demonstrates extensive command of various forms
Application
- application of language conventions
- uses language conventions with limited accuracy and effectiveness
- uses language conventions with some accuracy and effectiveness
- uses language conventions with considerable accuracy and effectiveness
- uses language conventions with a high degree of accuracy and effectiveness
- connection of personal ideas to writing pieces
- connection of personal ideas to writing is limited
- connection of personal ideas to writing is moderately effective
- connection of personal ideas to writing is considerably effective
- connection of personal ideas to writing is highly effective
Section
Media-related Activities Evaluation RubricCategories Level 1
50-59%
Level 2
60-69%
Level 3
70-79%
Level 4
80-100%
Knowledge/Understanding
- knowledge of media-related issues regarding adaptations of film to plays
- demonstrates limited knowledge
- demonstrates some knowledge
- demonstrates considerable knowledge
- demonstrates thorough knowledge
Thinking/Inquiry
- critical thinking skills shown with relation to media-related issues
- uses critical thinking skills with limited effectiveness
- uses critical thinking skills with moderate effectiveness
- uses critical thinking skills with considerable effectiveness
- uses critical thinking skills with a high degree of effectiveness
Communication
- communication of information and ideas in activities
- communicates information with limited clarity
- communicates information with some clarity
- communicates information with considerable clarity
- communicates information with a high degree of clarity
Application
- application of language conventions
- uses language conventions with limited accuracy and effectiveness
- uses language conventions with some accuracy and effectiveness
- uses language conventions with considerable accuracy and effectiveness
- uses language conventions with a high degree of accuracy and effectiveness
Section
Reading Aloud RubricCATEGORY 4 3 2 1
Comprehension Student has trouble understanding or remembering most parts of the story.
Student understands some parts of the story and accurately answers 1 question related to the story.
Student seems to understand most of the story and accurately answers 2 questions related to the story.
Student seems to understand entire play and accurately answers 3 questions related to the story.
Participates Willingly Student does not willingly participate.
Student does not volunteer answers, but willingly tries to answer questions s/he is asked.
Student volunteers once or twice and willingly tries to answer all questions s/he is asked.
Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked.
Follows Along Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud.
Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read.
Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures occasionally. Can find place easily when called upon to read.
Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others.
Respects Others Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others.
Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements.
Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others.
Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting.
Communication Skills: Reading aloud
Difficult to hearRate was too fast or too slowCould not be understood
Some projectionTone: appealing voice most of the timeVolume: loud enough some timeRate: sometimes too fast or slow Articulation: able to hear some words
Good projection most of the timeTone: appealing voice most of the timeVolume: loud enough most of the timeRate: sometimes too fast or slow Articulation: able to hear most words
Projection: was able to hear throughout roomTone: appealing voiceVolume: loud enoughRate: just right speed Articulation: able to hear every word
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Section
Essay Rubric
Achievement Categories
Below Level 1 (0-49%)
Level 1 (50-59%)
Level 2 (60-69%)
Level 3 (70-79%)
Level 4 (80-100%)
Knowledge / Understanding
knowledge of essay format
understanding of ideas and information
understanding of relationships between ideas and examples
The student:Shows very limited knowledge of the form
Shows limited knowledge of the form
Shows some knowledge of the form
Shows considerable knowledge of the form
Shows thorough knowledge of the form
Shows very limited understanding of ideas and information
Shows limited knowledge of ideas and information
Shows some knowledge of ideas and information
Shows considerable knowledge of ideas and information
Shows thorough knowledge of ideas and information
Shows very limited knowledge of relationships between ideas and examples
Shows limited knowledge of relationships between ideas and examples
Shows some knowledge of relationships between ideas and examples
Shows considerable knowledge of relationships between ideas and examples
Shows thorough knowledge of relationships between ideas and examples
Thinking / Inquirycritical thinking skills
inquiry skills
Uses critical thinking skills with very limited effectiveness
Uses critical thinking skills with limited effectiveness
Uses critical thinking skills with some effectiveness
Uses critical thinking skills with considerable effectiveness
Uses critical thinking skills with a high degree of effectiveness
Uses irrelevant and inaccurate information to support ideas
Uses some relevant or accurate information to support ideas
Uses some relevant and accurate information to support ideas
Uses relevant and accurate information to support ideas
Uses relevant and accurate information to support ideas
Communicationcommunication of ideascommunication to an
audience for a purposeuse of the form of linked
paragraphs
Communicates ideas with very limited effectiveness
Communicates ideas with limited effectiveness
Communicates ideas with some effectiveness
Communicates ideas with considerable effectiveness
Communicates ideas with a high degree of effectiveness
Section
Response Journal RubricCategories Level 1
50-59%
Level 2
60-69%
Level 3
70-79%
Level 4
80-100%
Knowledge/Understanding
- knowledge of the form required for response journal
- demonstrates limited knowledge
- demonstrates some knowledge
- demonstrates considerable knowledge
- demonstrates thorough knowledge
- understanding of information, ideas, concepts related to each individual journal entry
- demonstrates limited understanding
- demonstrates some understanding
- demonstrates considerable understanding
- demonstrates thorough understanding
Thinking/Inquiry
- critical thinking skills shown in responses to questions
- uses critical thinking skills with limited effectiveness
- uses critical thinking skills with moderate effectiveness
- uses critical thinking skills with considerable effectiveness
- uses critical thinking skills with a high degree of effectiveness
- inquiry skills in analysing, and interpreting information, and forming conclusions to questions
- uses inquiry skills with limited effectiveness
- uses inquiry skills with moderate effectiveness
- uses inquiry skills with considerable effectiveness
- uses inquiry skills with a high degree of effectiveness
Communication
- communication of information and ideas in journal writing pieces
- communicates information and ideas with limited clarity
- communicates information and ideas with some clarity
- communicates information and ideas with considerable clarity
- communicates information and ideas with a high degree of clarity
Application
- application of language conventions in response journals
- uses language conventions with limited accuracy and effectiveness
- uses language conventions with some accuracy and effectiveness
- uses language conventions with considerable accuracy and effectiveness
- uses language conventions with a high degree of accuracy and effectiveness
- connection of personal ideas, feelings, and experiences in response journals
- connection of personal ideas to writing is limited
- connection of personal ideas to writing is moderately effective
- connection of personal ideas to writing is considerably effective
- connection of personal ideas to writing is highly effective
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