multi-unit plan: quarter two – romeo and juliet and argumentation

Multi-Unit Plan: Quarter Two – Romeo and Juliet and ArgumentationTopics: Reading Literary Texts (Romeo and Juliet), Persuasive Writing and SpeechSubject/Grade: English 9Designer: William Putnam and Binaca Macdonald Time Commitment: 4-5 weeks

Common Core Standards Addressed by Lessons

Unit 1: Reading Literary Texts (Romeo and Juliet)

ELA.9.RL.01.02 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELA.9.RL.02.01 - 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).ELA.9.RL.03.03 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Unit 2: Language Development (Literary Devices and Figurative Language )

ELA.9.L.03.02 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.● a. - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.● b. - Analyze nuances in the meaning of words with similar denotations.

ELA.9.L.03.01 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibility from a range of strategies.1. a. - 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.2. d. - Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary).

Unit 3: Persuasive Writing and Speech

ELA.9.RIT.03.02: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9.SL.01.03 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.W.01.01: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. ELA.9.W.02.01: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.) ELA.9.W.02.02: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3.)ELA.9.W.03.03: Draw evidence from literary or informational texts to support analysis, reflection, and research while applying grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). ELA.9.SL.02.01 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.ELA.9/10.SL.02.02 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Essential Questions and Enduring Understandings

● How do authors utilize thematic content to communicate ideas and opinions?Students will analyze how a theme is established and develops over time in order to determine and understand the qualities of the effective communication in a work of literature. They should discover methods to analyze thematic content and support their points of view using cited evidence from the text.

● How do authors draw upon the work of others to inform their own body of work? Students will read “Pyramus and Thisbe” and explore the connections between it and Romeo and Juliet, while paying particular

attention to how the story transforms over time. ● How do authors utilize literary devices to communicate their ideas more completely? Students will learn a variety of literary devices (e.g. imagery, metaphor, simile, symbolism, personification) and how they are used

to communicate both literal and figurative ideas within Romeo and Juliet. ● How can interpreting the meaning of words based on closer examination of a text help a reader to understand a work of

literature more completely. Students should build their ability to determine the meanings of works based on context clues as well as making inferences.

● How does a person write in such a way as to communicate an argument most effectively?Students will explore the augmentation standard and determine the aspects of effective persuasive writing. After establishing those aspects, they will apply them in their own persuasive arguments.

● How can an individual deliver a persuasive argument through speech most effectively? Students will determine the best way build an effective argument and present it logically to others, while considering appropriate

style for the intended purpose, tak, and audience.

Formative Activity and Assessment Evidence (What evidence will show that students are building understanding?)

Genrally speaking, classes will be split into three sections. Each section will devoted to one of the three units, building skills or knowledge around one of the unit topics. Time spent on particular units on particular days will vary according to need. Classes will rotate through the various unit lessons until students are given the opportunity to demonstrate their learning in a culminating performance assessment.

Unit One Formative Assessment Evidence: ● Reading Romeo and Juliet by William Shakespeare (25 minutes per class)

1. A portion of each class will be devoted to reading a selection from Romeo and Juliet as a class.2. Students will respond to in-class discussion questions.3. As evidence of the their explorations of theme and the nuances of language usage, students will

complete study guides and choose between two other performance tasks. They will need to complete six of the nine study guides and one performance task to include in their culminating portfolios.

4. Students may have the option of an alternative assessment for which he or she and the teacher may collaboratively create a rubric. One option may be to compare the film “West Side Story” to Romeo and Juliet in the form of a persuasive essay.

● Study Guides5. Students will answer questions related to their reading assignment.6. Some study guides will have questions where students will need to support their conclusions by

finding evidence in the text while citing appropriately. 7. Students will focus on building knowledge about specific subjects addressed within the text and

their connection to theme.8. Students will focus on Shakespeare's use of figurative and connotative language, especially as

delivered through the use of literary devices such as imagery, simile, metaphor, personification, and symbolism.

● Performance Task 1: Reenacting the Text ● Students will show evidence that they understand the text, its themes, and the language of

Shakespeare by choosing to reenact a selection of the text (approximately 35 lines) in one of two ways.

● Students may choose to rewrite their selection in modern language and deliver an adapted performance to the rest of the class. They will need to pay particular attention to maintaining the subjects and themes inherent in the original text while representing Shakespeare's use of figurative language.

● Students may choose to participate in a live talk show in which they discuss a variety of issues present in the original play. They will need to address a specific number of themes from the story as well as incorporate language from the original text.

● Performance Task 2: Visual Representation (movie or poster)9. Students will show evidence that they understand a specific selection from Romeo and Juliet

(approximately 35 lines) by representing the ideas, subjects, and themes visually. 10. Students will create a product to convey their understanding in the form of a movie or poster,

linking the images to the content. Unit One Options for DifferentiationCompanion parallel texts, audio books, provided reading summaries, scaffolding for projectsUnit One Materials/ResourcesRomeo and Juliet text (textbook), study guides, white board or Smartboard, checklists for Reenact the Text and Visual Representation, presentation on literary devices

Unit Two Formative Assessment Evidence: (15-20 minutes per class incorporating language development)1. Direct Instruction on Literary Devices

11. Students will become familiar with the use of imagery, simile, metaphor, personification, and symbolism.

2. Study Guides12. As a component of their study guides for understanding the text and its themes, students will

practice recognition of literary devices as well as figurative and connotative language as they are presented in Romeo and Juliet.

3. Presentation Group Work (Performance Task)● In groups of two, students will build presentations (using PowerPoint or Keynote) on literary

devices with following components: a definition in their own words, two examples of the use of the device in Romeo and Juliet, and a self-created example.

Unit Two Options for Differentiationnegotiated time for test taking, extended or attenuated length requirementsUnit Two Materials/Resourcescomputers, video projection, study guides, presentation on literary devices

Unit Three Formative Assessment Evidence: (30-35 minutes per class)1. Unpacking the Standard and rubric creation: Collaborative Group Work

13. Students will work in groups to unpack individual components of the argumentation Common Core writing standard.

14. Students will identify what they will know and be able to do after the unpacking process.15. Students will identify the non-negotiable aspects of their component.16. Students will contribute to the construction of a rubric.

2. Evaluation of Argument (Written and Spoken)● Students will solidify their understanding of persuasive argument, in both written and spoken

form, by analyzing the arguments of others.● Students will read and view persuasive arguments and complete an analytical form addressing

the primary aspects of argumentation. 3. Persuasive Writing (Argumentation)● Students will become familiar with the persuasive writing format, including the structure of an

introduction with a thesis statement, three supporting paragraphs with appropriately-cited

evidence, and an effective conclusion.● Students will learn the definition and application of ethos, pathos, and logos.● Students will be presented with five topics for exploration. They will need to choose a position

and attempt to defend it with appropriate evidence from Romeo and Juliet, “Pyramus and Thisbe,” or their own modern point of view. The following subjects will be considered: love at first sight, teenage love, teenage suicide, the role of destiny, family commitment, or the breaking of rules.

● Students will build their skill in finding supporting evidence for their topic. 4. Persuasive Speech (Debate)

17. Students will work in groups of two in order to build a persuasive speech to be delivered to the class in a debate format.

18. Using a checklist, students will divide their persuasive speech in two, each taking a portion of the argument.

19. Students will develop notecards to be used in delivering their speeches to the class.5. Checklists for Revision

20. Students will utilize checklists to check their own work as well as the work of their peers. Unit Three Options for Differentiationwriting frames, extended or attenuated writing assignments, direct assistance finding appropriate support, scaffolded graphic organizersUnit Three Materials/Resourcestrips to the library, computers, questions to guide support-gathering, revision checklists, unpacking guides, persuasive argument forms for analysis, TED talks (internet access)

Summative Assessment Evidence (What evidence will show that students understand?)

Culminating Performance Assessment:

Students will compile a portfolio exhibiting their work throughout all three instructional units. The portfolio will incorporate the following in three major sections:1. Unit One – Reading Literary Texts● An accumulation of study guides from their analysis of Romeo and Juliet● Evidence of their choice of either the “Reenact the Text” assessment or “Visual Representation”

assessment with the associated checklists● Evidence of their performance on the Romeo and Juliet content portion of their final exam

2. Unit Two – Language Development (Literary Devices)● Evidence of their performance on language portion of the written final exam● Evidence of their group-developed presentation

3. Unit Three – Research and Informative/Explanatory Text● The final draft of their persuasive essay on the primary topics in Romeo and Juliet, with proper

citation.● Completed checklist for persuasive speech● Rubrics, checklists, and evidence of revision

The students will display their portfolios in an end-of-quarter exhibition in which they share and celebrate their work with others.

Opportunity for improvement or revision:

Students will complete reflection forms and post regularly on a “Plus/Delta” chart.

NOTES:

Quarter 2

How do authors utilize thematic content to communicate ideas and opinions?

How do authors draw upon the work of others to inform their own body of work?

How do authors utilize literary devices to communicate their ideas more completely?

How can interpreting the meaning of words based on closer examination of a text help a reader to understand a work of literature more completely.

How does a person write in such a way as to communicate an argument most effectively?

How can an individual deliver a persuasive argument through speech most effectively?

Reinforcement

How do authors utilize thematic content to communicate ideas and opinions?

What is the relationship between friendship and compassion?

How do dreams inspire individuals to endure hardship?

How can interpreting the meaning of words based on closer examination of a text help a reader to understand a work of literature more completely.

How does a person write in such a way as to communicate an argument most effectively?

How can an individual deliver a persuasive argument through speech most effectively?

Quarter Two Unpacking Guide

ELA.9.RL.01.02 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

What is a theme? ____________________________________________________________________

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What makes a summary objective? ______________________________________________________

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How might an objective summary help a reader to determine a theme or central idea? ______________

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ELA.9.RL.03.03 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

What is “source material?” _____________________________________________________________

_________________________________________________________________________________________

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How might an author transform source material? What aspects of a story might change in a given

transformation? _____________________________________________________________________

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Attempt an explanation of the term, “star-crossed lovers.” ____________________________________

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ELA.9.L.03.02 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

● a. - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.● b. - Analyze nuances in the meaning of words with similar denotations.

What is figurative language? ___________________________________________________________

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What are figures of speech? ____________________________________________________________

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What is a nuance? ___________________________________________________________________

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What are literary devices? _____________________________________________________________

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How might the analysis of literary devices help a person to understand figurative language? _________

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ELA.9.W.01.01: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

Figurative Language (ELA.9.L.03.02)Standard: _____________________________________________________________________

1. Criteria / Elements / Performance Indicators Check Points

Evidence for Imagery3. Is there a definition of the literary device in your own words? ___/54. Are there two examples of the device as it is used in Romeo and

Juliet?___/5

5. Are there MLA-style citations for each example? ___/56. Is there an example of the literary device that you have created

yourself?___/5

7. Is the presentation visually appealing and creative? ___/5Evidence for Simile8. Is there a definition of the literary device in your own words? ___/59. Are there two examples of the device as it is used in Romeo and

Juliet?___/5


yourself?___/5

12. Is the presentation visually appealing and creative? ___/5Evidence for Metaphor13. Is there a definition of the literary device in your own words? ___/514. Are there two examples of the device as it is used in Romeo and

Juliet?___/5


yourself?___/5

17. Is the presentation visually appealing and creative? ___/5Evidence for Symbolism18. Is there a definition of the literary device in your own words? ___/519. Is there one example of the device as it is used in Romeo and

Juliet?___/5


yourself?___/5

22. Is the presentation visually appealing and creative? ___/5Evidence for Personification23. Is there a definition of the literary device in your own words? ___/524. Are there two examples of the device as it is used in Romeo and

Juliet?___/5


yourself?___/5

27. Is the presentation visually appealing and creative? ___/5Evidence for Figures of Speech: Oxymoron and Hyperbole28. Are there definitions of the figures of speech in your own words? ___/529. Are there two examples of the figures of speech as they are used

in Romeo and Juliet?___/5

30. Are there MLA-style citations for each example? ___/531. Is there an example of the figure of speech that you have created

yourself?___/5

32. Is the presentation visually appealing and creative? ___/5

Total: _____/150

Percentage: ______

Argumentation (Persuasive Writing)Standard: _____________________________________________________________________

2. Criteria / Elements / Performance Indicators Not Yet Evidence

Introduction33. Is there a hook (question, attention grabber)?34. Have you introduced a precise claim (argument) with a thesis

statement? (e.g. In Romeo and Juliet, William Shakespeare realistically depicts the power of love at first sight, which leads to the ultimate demise of the main characters.)

thesis statement: ____________________________________________ ________________________________________________________________________________________________________________35. Have you distinguished your claim from alternate or opposing claims? 36. Have you introduced your supporting evidence?

Claim Development (Support) Paragraph One37. Have you included a topic sentence that introduces support for your

claim? Circle one of the following: textual, historical, personal, or current event.

38. Have you developed your support with sufficient details or examples (minimum of three)? If the support is text-based, do you have a quotation cited appropriately using MLA format?

39. Have you stated the relative strengths and limitations of your support? 40. Have you maintained a formal style and objective tone throughout the

paragraph?41. Is there a transition sentence that clarifies relationships and creates

cohesion between ideas?Claim Development (Support) Paragraph Two42. Have you included a topic sentence that introduces support for your





cohesion between ideas?Conclusion47. Have you restated your thesis for the purpose of making a statement

which follows from the supports provided throughout the text? 48. Have you reviewed your supports for the purpose of strengthening your

overall argument?49. Have you explored the implications or significance via a final reflective

statement?

Argumentation (Persuasive Writing) - Honors Standard: _____________________________________________________________________

3. Criteria / Elements / Performance Indicators Not Yet Evidence

Introduction50. Is there a hook (question, attention grabber)?51. Have you introduced a precise claim (argument) with a thesis

statement? (e.g. In Romeo and Juliet, William Shakespeare realistically depicts the power of love at first sight.)

thesis statement: ____________________________________________ ________________________________________________________________________________________________________________52. Have you distinguished your claim from alternate or opposing claims? 53. Have you introduced your supporting evidence?

Claim Development (Support) Paragraph One54. Have you included a topic sentence that introduces support for your





cohesion between ideas?Claim Development (Support) Paragraph Two59. Have you included a topic sentence that introduces support for your





cohesion between ideas?Claim Development (Support) Paragraph Three64. Have you included a topic sentence that introduces support for your




paragraph?

68. Is there a transition sentence that clarifies relationships and creates cohesion between ideas?

Conclusion69. Have you restated your thesis for the purpose of making a statement

which follows from the supports provided throughout the text? 70. Have you reviewed your supports for the purpose of strengthening your

overall argument?71. Have you explored the implications or significance via a final reflective

statement?

Name: ____________________

Pyramus and Thisbe Study Guide (947-949)

Based on the first few paragraphs on the story, what can you identify as the primary subjects of the story?

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How do Pyramus and Thisbe communicate? _________________________________________

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Which aspect of figurative language (literary device) does the author use in describing how the couple

communicates? __________________________________________________________

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Do you think Pyramus and Thisbe or their parents are more responsible for the tragic outcome of the story?

Support your claim with references to the text. ___________________________

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After reading the entire story, what would you say is the central theme? Provide at least three details from

the text to help support your determination. _______________________________

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Quickwrite: Connect to Romeo and Juliet Opening Chorus Prologue

Name: ____________________

Romeo and Juliet Study Guide 1 (807-815 / Chorus' Prologue-I.1)

Name the two families that are feuding: _____________________ vs. ____________________.

Given the chorus' description, what are at least two subjects in Romeo and Juliet? ___________

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Why do the members of these two families argue in scene one? _________________________

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The Prince and his servants interrupt the fighting. What is the warning he gives the patriarchs?

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Why is Montague so concerned about his son? Why does he ask Benvolio about this? _______

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What does Benvolio discover is Romeo's problem? ___________________________________

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How do Romeo and Benvolio learn about the Capulet's ball? ____________________________

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What do they decide to do? Why? ________________________________________________

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Name: ____________________

Romeo and Juliet Study Guide 2 (815-824 I.2-I.4)

Why is the young nobleman, Paris, visiting Capulet? _________________________________

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Why does Capulet refuse his offer at first? __________________________________________

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What is Juliet's impression of the prospect of marriage? How do you imagine she feels?______

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Romeo and his friends are on their way to the Capulets’ party. Romeo is worried about a dream he has had

and his good friend Mercutio makes a speech about the subject. What seems to be his point of view on

dreams? (three sentences minimum) Describe which literary devices he uses to make himself

understood. _________________________________________________

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Name: ____________________

Romeo and Juliet Study Guide 3 (824-838 I.5-II.2)

Why has Romeo suddenly turned his attention away from Rosaline? _____________________

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Why is Juliet's cousin, Tybalt, so worked up? _______________________________________

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What does Capulet order him to do? _______________________________________________

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Romeo is rather forward after meeting Juliet for the first time. How does he win a kiss from her?

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What is the subject of the Chorus' introduction to Act II? ______________________________

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What does Romeo do on his way out of the party? ___________________________________

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The opening of scene two is perhaps the most famous in Romeo and Juliet. What thoughts does he express?

Include at least one metaphor in your explanation. ________________________

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Identify at least one subject and theme that develops throughout throughout Act I.

Subject Theme

Name: ____________________

Romeo and Juliet Study Guide 4 (838-847 II.2-II.3)

Why is Juliet's metaphor about a rose appropriate? __________________________________

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How would you characterize Romeo's behavior? Is he being practical? ___________________

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How does Juliet react to Romeo's oaths? Does she believe him? Does she want to? _________

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What is the plan they come up with? When will Romeo return? _________________________

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Name the oxymoron at the end of scene two: _______________________________________

Why does Juliet characterize her feeling this way? What does it mean? ___________________

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What is the friar doing at the beginning of scene three? How does he characterize the dual nature of plants?

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What does Romeo want from Friar Laurence? _______________________________________

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What does the friar think about Romeo's new love? ___________________________________

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Why, then, does he decide to help Romeo? What is his motivation? _____________________

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Given what you have analyzed throughout the scenes addressed in this study guide, what new subjects and

themes can you identify?

Subjects Themes

Name: ____________________

Romeo and Juliet Study Guide 5 (847-858 II.4-II.6)

What was the subject of Tybalt's letter to Montague's house? ___________________________

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What is Mercutio's opinion of Tybalt? Name more than one. ___________________________

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What does the battle of wits between Romeo and Mercutio show us about Romeo? _________

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Name at least two ways that Mercutio and Benvolio are entirely rude to Juliet's Nurse: _______

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What message does Romeo want the Nurse to bring to Juliet? ___________________________

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Name and describe at least one example of the use of figurative language from this reading selection.

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What does the Nurse reveal that might be a problem for Romeo later in the story? __________

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Juliet is very anxious to hear the results of the Nurse's meeting with Romeo. How does she act upon her

return? Describe it in at least two objective details. ___________________________

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What happens in the final scene of Act II? __________________________________________

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Name: _________________

Romeo and Juliet Study Guide 6 (863-877 III.1-III.3)

What is Mercutio accusing Benvolio of at the beginning of Act III? ______________________

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Why does this soon become ironic? _______________________________________________

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What happens when Tybalt challenges Romeo to a duel? ______________________________

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How does Romeo react? ________________________________________________________

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Who arrives? How does Benvolio report the incident? ________________________________

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What does the Prince decide must be Romeo's punishment? Would you consider this a fair punishment?

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What feelings is Juliet experiencing at the beginning of scene two? What literary devices ( figurative

language) does Shakespeare use to express them? __________________________

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What news does the Nurse bring? _________________________________________________

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Describe Juliet's reaction: _______________________________________________________

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Where does Romeo go after killing Tybalt? _________________________________________

What is his reaction to hearing his punishment? Is it appropriate? ________________________

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Consider one of the themes you identified in study guide 4. How has it developed since it was first

identified? ________________________________________________________________

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Name: ___________________

Romeo and Juliet Study Guide 7 (877-890 III.3-III.5)

As Romeo panics woefully and Friar Laurence tries to comfort him, the Nurse arrives. Why is she there?

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When Romeo tries to stab himself, what does the Friar do to help him recover his senses? List at least three

objective details. ___________________________________________________

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Capulet and Paris have a second conversation. What has changed since their last discussion?

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When will Paris and Juliet be married? ____________________________________________

Scene five is a drawn out good-bye between Romeo and Juliet. Name and explain at least one metaphor

from the beginning of scene five. ________________________________________

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Juliet calls “Fortune” to bring Romeo back to her. What literary device is this? Why use it?

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Why does Lady Capulet think Juliet is upset? _______________________________________

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What threatening thing does Lady Capulet say in response? ____________________________

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What news does Lady Capulet reveal to Juliet to cheer her up? __________________________

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Describe Juliet's reaction: _______________________________________________________

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How does Capulet react to Juliet's refusal? What will he do if she refuses?_________________

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What advice does the Nurse give Juliet? ____________________________________________

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Where does Juliet go at the end of Act III? __________________________________________

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Based on the events of Act III, what development has taken place around any theme? ________

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Name: ____________________

Romeo and Juliet Study Guide 8 (895-910 IV.1-IV.4)

Uncomfortably, Paris goes to Friar Laurence to make plans for his marriage to Juliet. Why does he say it

has to happen so quickly? _______________________________________________

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We see Juliet and Paris together for the first time. How does it go? _____________________

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What piece of figurative language does Juliet use to express her feelings? What effect does it have?

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What plan does the Friar devise in order to help Juliet escape marrying Paris? ______________

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What danger can you foresee in the plan? __________________________________________

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How is Juliet acting upon her return home? _________________________________________

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Juliet delivers a soliloquy in scene three. Objectively summarize three things she worries about and name a

piece of figurative language she uses to express her fear. _______________

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Write one sentence objectively describing the action of scene four. _______________________

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What does the Nurse discover at the beginning of the following scene? ____________________

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How do the Capulets and Paris react? ______________________________________________

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What bearing might their reaction have on one of the themes you have previously identified?

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Name: ___________________

Romeo and Juliet Study Guide 9 (915-930 V.1-V.3)

By some mischance, Balthasar (Romeo's servant) returns from a trip to Verona. What does he report to

Romeo? ______________________________________________________________

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What does Romeo immediately decide to do? _______________________________________

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How will he do it? _____________________________________________________________

The Apothecary refuses Romeo's request at first. What convinces him to provide for Romeo?

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What does Friar John report to Friar Laurence in scene two? Why did this happen? _________

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How will Friar Laurence deal with this problem? ____________________________________

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Who arrives at the Capulet's tomb before Romeo? ____________________________________

Romeo gives two separate characters warnings in scene three. What are the warnings? What do they reveal

about Romeo's current state of mind? __________________________________

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What happens when Paris realizes who he is? _______________________________________

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What does Romeo do after the fight? Why, do you think? _____________________________

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Romeo has a final soliloquy. How does it involve Tybalt? What happens at the end of it?

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Friar Laurence arrives. How does he handle the situation? What is his last-ditch attempt to fix it? What is

your ultimate judgement of the Friar's behavior? ___________________________

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How does the Prince finally handle the situation after he hears the entire story from Friar Laurence? What

piece of figurative language does he use? ___________________________

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What happens, finally, between the Montagues and the Capulets? _______________________

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What impact do both the Prince's decision as well as the final state of the relationship between the

Montagues and the Capulets have on any theme you have identified throughout your reading of the

play? ____________________________________________________________

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What are some of your final thoughts about Romeo and Juliet? What do you believe was the role of

figurative language throughout the story? Of all the themes you identified, which would you say is

most central? Why? _____________________________________________

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Persuasive/Argumentation Writing Assignments

I. Source Material Transformation

The StandardELA.9.RL.03.03 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

The “starcrossed lovers” idea in Romeo and Juliet is perhaps one of the best examples of when authors transform source material. As you have discovered throughout the quarter, authors have used themes, characters, and other elements of story structure to tell and retell this classic story many times. In order to show that you are able to analyze the transformation of source material as well as write in a persuasive way, we will be writing an essay comparing Romeo and Juliet with another piece of material. You may choose any of the following transformations (in chronological order):“Pyramus and Thisbe” by Ovid“Romeus and Juliet” by Arthur Brooke“West Side Story” by Stephen Sondheim“O Valencia” by The Decemberists“Gnomeo and Juliet”

In order to write persuasively on this subject, you should decide on the most important aspect of the transformation and argue its impact on the “starcrossed lovers” idea.

II. Central Theme

The StandardELA.9.RL.01.02 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Now that you have developed skills around identifying themes in literature, you need to demonstrate the ability to determine a central theme. A theme is central when you believe its contribution to the author's overall message is more significant than that of other themes. You will, therefore, be writing a persuasive piece of writing identifying what you believe to be the central theme in Romeo and Juliet.

Each piece of persuasive writing should be five paragraphs in length, utilize traditional MLA format for citation, and adhere to standard English conventions.

Journal Entries: Of Mice and Men

Journal entries should be at least 125 words apiece (about half of one typed page, double-spaced) and cover the particular ideas addressed in each assignment. Please make as many objective references to the text as possible and be sure to cite your source if the entry requests that you do so.

Journal Entry One (pages 1-16): Character Introduction In the beginning of Of Mice and Men, Steinbeck provides us with a very clear picture of the two main characters. In your entry, describe the two of them in as much detail as possible and describe what you have so far observed about their relationship. Provide as many specific details as possible.

Journal Entry Two (pages 17-37): Setting/ResearchThe setting of Of Mice and Men is a very particular time and place in real American history. Do some brief research around the eras of “The Dust Bowl” or “The Great Depression” as well as Salinas, California. Be sure to cite your sources and then describe a few of the details Steinbeck uses to communicate both the setting and the influence of the time period on the characters.

Journal Entry Three (pages 38-53): Subject and ThemeNow that you've completed about half of the novel, you should be getting an idea about what Steinbeck is communicating. Identify a few of the more important subjects and themes, and then comment on how they've developed so far. Be sure to make specific, objective references to the text to support your determinations.

Journal Entry Four (pages 54-65): Character Development / Figurative LanguageIt's been several journal entries since you considered the characters in Of Mice and Men for the first time. Consider how they have developed over time. How have they changed? What do you know now that you did not before? Additionally, make observations about the kind of figurative language Steinbeck uses throughout the novel, with a specific reference to at least two (with citations).

Journal Entry Five (pages 66-83): Culture/ResearchPreviously our study of culture in literature primarily focused on the cultural values inherent in the literary work. Even though Of Mice and Men is set in America, the cultural values represented within might be drastically different than those of your own. On the other hand, you might recognize cultural virtues that continue to be deeply engrained in the American ideal. The concept of the “American dream,” for instance, and the characters' struggle attaining it, are driving forces for much of what happens in the novel. After researching the “American dream,” compare and contrast the cultural values represented in Of Mice and Men with those of modern America. Be sure to cite your sources and make specific, objective references to the text in your comparison.

Journal Entry Six (pages 84-107): Source Material Transformation and Theme DevelopmentRobert Burns' poem, “To a Mouse,” is referenced in the title, Of Mice and Men. Unlike the variety of source material referenced in Romeo and Juliet, “To a Mouse” is tenuously connected to Steinbeck's novel; the setting and overall plot events are entirely different. There can be an argument made, however, that there are other important similarities, particularly in terms of theme. Write in this entry about the conclusions you have drawn about how the central theme in Of Mice and Men has developed over time as well as how Burns' “To a Mouse” arguably plays an important role.

Honors - Journal Entries: Of Mice and Men

Journal entries should be at least 200 words apiece (about two-thirds of one typed page, double-spaced) and cover the particular ideas addressed in each assignment. Please make as many objective references to the text as possible and be sure to cite your source if the entry requests that you do so.

Journal Entry One (pages 1-16): Character Introduction In the beginning of Of Mice and Men, Steinbeck provides us with a very clear picture of the two main characters. In your entry, describe the two of them in as much detail as possible and describe what you have so far observed about their relationship. Provide as many specific details as possible.

Journal Entry Two (pages 17-37): Setting/ResearchThe setting of Of Mice and Men is a very particular time and place in real American history. Do some brief research around the eras of “The Dust Bowl” or “The Great Depression” as well as Salinas, California. Be sure to cite your sources and then describe a few of the details Steinbeck uses to communicate both the setting and the influence of the time period on the characters.

Journal Entry Three (pages 38-53): Subject and ThemeNow that you've completed about half of the novel, you should be getting an idea about what Steinbeck is communicating. Identify a few of the more important subjects and themes, and then comment on how they've developed so far. Be sure to make specific, objective references to the text to support your determinations.

Journal Entry Four (pages 54-65): Character Development / Figurative LanguageIt's been several journal entries since you considered the characters in Of Mice and Men for the first time. Consider how they have developed over time. How have they changed? What do you know now that you did not before? Additionally, make observations about the kind of figurative language Steinbeck uses throughout the novel, with a specific reference to at least two (with citations).

Journal Entry Five (pages 66-83): Culture/ResearchPreviously our study of culture in literature primarily focused on the cultural values inherent in the literary work. Even though Of Mice and Men is set in America, the cultural values represented within might be drastically different than those of your own. On the other hand, you might recognize cultural virtues that continue to be deeply engrained in the American ideal. The concept of the “American dream,” for instance, and the characters' struggle attaining it, are driving forces for much of what happens in the novel. After researching the “American dream,” compare and contrast the cultural values represented in Of Mice and Men with those of modern America. Be sure to cite your sources and make specific, objective references to the text in your comparison.

Journal Entry Six (pages 84-107): Source Material Transformation and Theme DevelopmentRobert Burns' poem, “To a Mouse,” is referenced in the title, Of Mice and Men. Unlike the variety of source material referenced in Romeo and Juliet, “To a Mouse” is tenuously connected to Steinbeck's novel; the setting and overall plot events are entirely different. There can be an argument made, however, that there are other important similarities, particularly in terms of theme. Write in this entry about the conclusions you have drawn about how the central theme in Of Mice and Men has developed over time as well as how Burns' “To a Mouse” arguably plays an important role.

multi-unit plan: quarter two – romeo and juliet and argumentation

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