eng 3c romeo and juliet reading and activity package
TRANSCRIPT
ENG 3C Romeo and Juliet Reading and Activity Package
ChecklistYour choices make a difference when we read and study Romeo and Juliet. In this
package, you will choose and arrange the different tasks and activities that you do, depending on what mark you want to get at the end of the Romeo and Juliet unit.
Want the possibility of an A? Do everything, and do it well.Want the possibility of a B or a C? Do 40 marks from section A, 200 marks from section
B and 160 marks from section C.Want to just pass? Do 30 marks from section A, 180 marks from section B, and just the
first five parts of section C.Section A: In ClassTask Marks
1. Notes on Shakespeare 10
2. Activity on Shakespearean language
10
3. Notes on tragedy 10
4. Notes on Romeo and Juliet 10
5. Notes on movies and adaptations
10
Section B: While Reading
Task Act , Scene
Marks
1. Modern translation
10
2. T-Chart 10
3. Venn Diagram 10
4. Summary 10
5. Summary 10
6. Summary 10
7. Summary 10
8. Artist 10
9. Artist 10
10. Wordsmith 10
11. Wordsmith 10
12. Wordsmith 10
13. Acting appreciation
10
14. Acting critique 10
15. Thoughts about true love/love at
10
first sight
16. Thoughts about arranged marriages
10
17. Thoughts about feuds and feuding
10
18. Evaluation of character
10
19. Evaluation of decisions
10
20. Researcher 10
21. Researcher 10
22. Researcher 10
23. Questioner 10
24. Questioner 10
25. Questioner 10
Section C: After Reading
Task Marks
1. Fortune graph 20
2. Relationship map 20
3. Summary 20
4. Review of the play 20
5. Review of the movie 20
6. Essay 100
There will be an additional hundred marks for reading aloud in class.
Final Total: /600
Section
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on Shakespeare
Background:
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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 Romeo and Juliet Reading and Activity Package
Before-Reading: Activity on Shakespearean Language
Thou, Thee, and Archaic Grammar by A. Davies, R. Lipton, D. Richoux et al
"Thou", "thee", "thine" and "thy" are pronouns that have dropped out of the main dialects of Modern English. During the period of Early Modern English (~1470-1700), they formed the Second Person Singular of the language, and were standardized by the time of the King James Bible as shown below.
Subjective Objective PossessivePresent TenseVerb Ending
1st Pers. Sing. I me my/mine[1] none
2nd Pers. Sing. thou thee thy/thine[1] -est
3rd Pers. Sing. he/she/it him/her/it his/her/its -eth
1st Pers. Plural we us our none
2nd Pers. Plural ye/you[2] you your none
3rd Pers. Plural they them their none
[1]: "Mine" and "thine" were used before "h" and vowels, much as "an" was.
[2]: "You" had replaced "ye" for most plural uses by 1600.
Here are the conjugations from that era of two common irregular verbs:
to be - Present tense to have - Present tense
I am I have
thou art thou hast
he/she/it is he/she/it hath
we are we have
ye are ye have
they are they have
You may have been told that "thou" and "thee" were for familiar use, and "you" and "ye" were formal. This was not true originally, but it was true for about two centuries, roughly 1450-1650, including Shakespeare's time. The previously plural "you" was used in the singular to signify politeness and respect, which left "thou" and "thee" for all the other singular uses, ranging from endearing intimacy to bitter rudeness. Eventually, the politer "you" drove out nearly all uses of "thee" and "thou"; they survived mostly in poetry and religion. Several groups continue to use these pronouns today as part of their daily speech (although with different grammar), including residents of Yorkshire, Cumbria, the East Midlands, and some rural areas of Western England. Some Quakers also used their Plain Speech with "thee" and "thy" until the middle of the 20th century.
History of the English language (an article from Wikipedia)
Section English is an Anglo-Frisian language brought to
Britain in the 5th Century AD by Germanic settlers from various parts of northwest Germany. The original Old English language was subsequently influenced by two successive waves of invasion. The first was by speakers of languages in the Scandinavian branch of the Germanic family, who colonised parts of Britain in the 8th and 9th centuries. The second wave was of the Normans in the 11th century, who spoke Norman (an oïl language closely related to French).
While modern scholarship considers most of the story to be legendary and politically motivated, the Anglo-Saxon Chronicle reported that around the year 449, Vortigern, King of the British Isles, invited the Angles to help him against the Picts. In return, the Angles were granted lands in the south-east. Further aid was sought, and in response came Saxons, Angles, and Jutes. The Chronicle talks of a subsequent influx of settlers who eventually established seven kingdoms.
These Germanic invaders dominated the original Celtic-speaking inhabitants, whose languages
survived largely in Scotland, Wales, Cornwall, and Ireland. The dialects spoken by the invaders formed what would be called Old English, which resembled some coastal dialects in what are now north-west Germany and the Netherlands. Later, it was strongly influenced by the North Germanic language Norse, spoken by the Vikings who settled mainly in the north-east (see Jórvík).
For the 300 years following the Norman Conquest in 1066, the Norman kings and the high nobility spoke only Anglo-Norman. A large number of Norman words were assimilated into Old English. The Norman influence reinforced the continual evolution of the language over the following centuries, resulting in what is now referred to as Middle English.
During the 15th century, Middle English was transformed by the Great Vowel Shift, the spread of a standardised London-based dialect in government and administration, and the standardising effect of printing. Modern English can be traced back to around the time of William Shakespeare.
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Turn the following sentences into Shakespearean sentences.
1. You have a large nose.
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2. Your feet are also large.
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3. Your nose is red and your hair is very curly.
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4. You are a clown.
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5. The people laugh at your funny antics.
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6. They look at you and laugh at your elbow.
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7. You make excellent jokes.
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8. The audience watches you with great anticipation.
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9. You climb from your tiny little car.
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10. You are the hero of millions.
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Now write ten amusing sentences of your own in contemporary English and translate them into Shakespearean English.
Shakespearean
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Modern
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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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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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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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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Modern Translation
Pick 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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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.
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Venn DiagramCreate a Venn diagram comparing any two characters in this play to any two characters from 47.
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerWrite a comic-strip that explains part of what you read.
Write a 5-8 sentence summary of what you read:
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerWrite a comic-strip that explains part of what you read.
Write a 5-8 sentence summary of what you read:
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerWrite a comic-strip that explains part of what you read.
Write a 5-8 sentence summary of what you read:
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
SummarizerWrite a comic-strip that explains part of what you read.
Write a 5-8 sentence summary of what you read:
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Artist
Create a cartoon, sketch or stick-figure scene to represent something that was left out of the reading.
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Artist
Create a cartoon, sketch or stick-figure scene to represent something that was left out of the reading.
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Wordsmith
Choose 3 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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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Wordsmith
Choose 3 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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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Wordsmith
Choose 3 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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Section
Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Acting Appreciation
Write two or three good 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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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Acting CritiqueWrite two or three good 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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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Thoughts about true love or love at first sightWrite two or three good paragraphs about your opinion of the ideas of true love and love at first sight.
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Thoughts about arranged marriagesWrite two or three good paragraphs about your opinion of the idea of arranged marriages versus love-matches.
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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Thoughts about feuds and feudingWrite two or three good 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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Romeo and Juliet Reading and Activity Package
Date: _______ 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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Romeo and Juliet Reading and Activity Package
Date: _______ Act ___, Scene ___
Evaluation of decisionsPick the three 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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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.
Website: ______________________________
Topic: _________________________________
What you found out:
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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.
Website: ______________________________
Topic: _________________________________
What you found out:
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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.
Website: ______________________________
Topic: _________________________________
What you found out:
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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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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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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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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 who correspond to those you chose for the O fortune graph.
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Ill Fortune
Neutral Fortune
Good Fortune
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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 MontagueMercutio
The Prince
Old Capulet
Lady Capulet
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Summary – “Romeo and Juliet”
In one or two sentences, write a brief summary of “Romeo and Juliet”. In your summary, state what happened in the play and why.
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Expand your summary to five or six sentences. In this sort of a summary, you explain more about what happened, about the background situation, and about the motivations of the characters.
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Finally, expand your summary to ten to twelve sentences. In this sort of summary, you try to explain all of the events of the play.
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Review – Romeo and Juliet
Write a one-page review of the play. In your review, you explain the following: what sort of a play it is how the play starts the setting of the play the characters involvedThen, after having explained these things, you evaluate the play. You say whether it's good or bad and why. You say who you think would like this play, or who ought to read it. Break your writing into paragraphs.
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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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Essay – “Romeo and Juliet”
In a reasoned and planned essay, explain what you think was the writer's point in the play. The simplest way this essay will work is as follows:
Paragraph 1 a short summary of the play (which might come from the first part of your
summary page) a brief evaluation of the play (which might come from your review page) a single sentence explaining what you thought was the point of the play, and
which three arguments you will use to show that this is the point
Paragraph 2 a topic sentence, explaining one important argument that shows the point of the
play 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 that shows the point of the
play 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 that shows the point of the
play 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 an evaluation of the point made by the author – do you think this is a correct
point?
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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 the point of the play? ________________________________________________________
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Paragraph 2
An argument that shows the point ______________________________________________________
An example to back this up ___________________________________________________________
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Paragraph 3
An argument that shows the point ______________________________________________________
An example to back this up ___________________________________________________________
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Paragraph 4
An argument that shows the point ______________________________________________________
An example to back this up ___________________________________________________________
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Paragraph 5
A restatement of your thesis ___________________________________________________________
Your evaluation of the point __________________________________________________________
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