Romeo and Juliet Unit Activities

ANTICPATION Guides Below are several anticipation guides. Pick one

that is best fits the needs of your students. The

anticipation guide should be completed prior to

reading the play. They can be revisited at the end

of the play.

Date: _______________________ Name:_____________________ Period: 1 2 3 4

Anticipation Guide Directions: Read the following statements and write an (A) if you agree or a (D) if you disagree with the statement.

______Boyfriends or girlfriends are more important than family. ______You should keep secrets from your parents. ______You should know someone for at least one year before you marry them. ______It is important to spend a lot of time with someone to make sure that you love them before you marry them. ______Teenagers don't know what true love really feels like. ______A boyfriend or girlfriend is worth killing yourself over. ______Family feuds lead to stronger relationships. ______Your parents should approve of the people that you choose to date. ______Arranged marriages make life easier. ______Children should trust parents to make the right choice in finding a husband or wife for them. ______You should marry someone even if your family does not like him or her. ______Love can conquer anything. ______Your life is controlled by fate. ______Your parents always know what is best for you.

Date: _______________________ Name:_____________________

Period: 1 2 3 4

Anticipation Guide

DIRECTIONS: Before you read the play, place the appropriate number in space provided for each

statement. These are your opinions! "Correct" answers do not exist!

Strongly Somewhat Not sure/ Somewhat Strongly disagree disagree don’t know agree agree 1 2 3 4 5

________1. Parents have the right to approve of their children’s boyfriends and

girlfriends. ________2. Suicide is an honorable way to die. ________3. True love can conquer all problems. ________4. Parents should be able to select marriage partners for their children. ________5. Love at first sight is possible. ________6. Fourteen-year-olds are too young to get married. ________7. Physical attraction must come before true love. ________8. Teenagers cannot possibly experience "true love." ________9. True love means never having to say you’re sorry. ________10. A marriage between two fighting families would probably create

peace and harmony. ________11. Our lives are governed by fate, and it is impossible to escape our destiny

Date: ______________________ Name:_____________________

Period: 1 2 3 4

Anticipation Guide

Directions: Read the following statements and write an (A) if you agree or a (D) if

you disagree with the statement.

Before

Reading Statement After

Reading

People join gangs because they are not strong willed and do

not know the value of human life.

If a family member is in danger, I would do anything to

protect them, even if that means I could die.

I would expect a family member to do anything to protect

me; including die for me.

Love at first sight is real and powerful.

Suicide is stupid.

Parents should never control who their children spend time

with or love.

We cannot control our fates.

Most murders are premeditated.

If I found the right girl/guy I’d marry her/him in a

heartbeat.

With a partner, discuss the topics above. Write down your partner’s answers on the back. Talk

about why you agree, disagree about the statements above. Answer the questions below once

you have discussed every statement.

1. What did you and your partner have differing opinions about? Did you feel the need to

change your partner’s mind? Why or why not?

2. What was the most interesting topic you discussed? Why?

3. Did your partner’s comments make you feel differently about a specific topic? How did

they make you feel differently?

4. Explain which statement you feel the strongest about. Why do you feel this way?

5. Ask your partner which statement he/she feels strongest about. Why does he/she feel

this way?

Date:_________________ Name:_____________________ Period: 1 2 3 4

Anticipation Guide Consider the following social offenses. Rank each in the order of seriousness, with 1 being the most

serious and 14 being the least serious.

_____Planning to trick someone

_____Lying to parents

_____Killing someone for revenge

_____Advising someone to marry for money

_____Two families having a feud

_____Selling poison

_____Killing someone by mistake while fighting

_____Cursing

_____Killing someone in self-defense

_____Crashing a party

_____Marrying against parents’ wishes

_____Giving the finger

_____Picking a fight

In your Journal #1, write a WELL-DEVELOPED PARAGRAPH (at least 5 sentences) in which you explain your choices

Journal Topics The following is a list of topics that student could write about prior

to reading each day.

What do you think causes people to fall in love?

Describe the type of person do you enjoy spending time with?

Romeo needs your help. Please give him some love advice!

Design an invitation for the Capulet Party. Be sure to describe the food, dancing,

and other activities that the guests can look forward to.

Juliet comes to you all confused about her new love for Romeo. How do you

help her?

Pretend that you are Romeo and write an email to your Juliet. OR Pretend that

you are Juliet and write an email to your Romeo.

The Nurse is an older character that is always there for Juliet. Friar Lawrence is an

older character who is always there for Romeo. Who is always there for you?

How does this person help you? What would you say to this helpful person if

you were given the chance?

Tybalt is mean. He also has a REALLY short temper. Pretend that you are IMing

him and talking with him about his personality. What do you say to him? What

does he say to you?

Benvolio is peaceful character and always tries to get the people around him to

stop fighting. Tell a story of a time when you or a friend played the role of the

peacemaker.

The study questions below are followed by the answers.

Date:________________________ Name:_______________________________ Period: 1 2 3 4

STUDY QUESTIONS

Directions: Answer the following questions in complete sentences on your own paper. Act I 1. Why do Sampson and Gregory fight with Montague's men? 2. Benvolio and Tybalt come upon the servants fighting. Contrast their reactions to the fight. 3. When Montague and Capulet enter and see the disturbance, they want to fight, too. What do their wives say? 4. What ended the opening skirmish? 5. Why is Romeo so sad? 6. In Act I Scene ii, Paris asks Capulet for Juliet's hand in marriage. What is Capulet's reply? 7. Why is Capulet giving a feast? 8. How does Romeo find out about the feast, and why does he decide to go even though (being a Montague) he is not invited? 9. Describe Juliet's relationship with her family in Act I. 10. At the end of Act I Scene iv, what does Romeo tell Benvolio, foreshadowing future action in the play? 11. What does Romeo mean when he says, "Oh, dear account! My life is my foe's debt"? Act II 1. In Act II Scene ii, Romeo and Juliet profess their love for one another. Juliet is to contact Romeo (th rough a servant) the next day. Why? 2. Why does Friar Laurence agree to marry Romeo and Juliet? 3. What message does Nurse take to Juliet? 4. What warning does Friar Laurence give Romeo foreshadowing future events of the play? Act III 1. In Act III, Mercutio and Benvolio get into a conflict with Tybalt. What does Romeo do when he comes upon them? Why? 2. How do Mercutio and Tybalt die? 3. What punishment did the Prince give Romeo for fighting? 4. Why did Romeo's killing Tybalt put Juliet in a bad position? What did she finally decide? 5. Lady Capulet goes to tell Juliet about the plans for the marriage between Juliet and Paris. What is Juliet's reaction? 6. What is Capulet's reaction when Juliet refuses to marry Paris? 7. What advice does Nurse give to Juliet? Acts IV & V 1. Why does Juliet go to Friar Laurence's cell? 2. What plans do Friar Laurence and Juliet make? 3. What news does Balthasar bring Romeo? How does Romeo react? 4. What went wrong with the Friar's plan? 5. What are the circumstances of Paris' death? 6. After she wakes up from being drugged, why does Juliet kill herself with Romeo's dagger?

ANSWER KEY: STUDY QUESTIONS

Act I

1. Why do Sampson and Gregory fight with Montague's men?

Sampson and Gregory are servants of the Capulet family, which has been feuding with the Montague

family for quite some time. The feud has reached proportions involving all members and servants of

both households.

2. Benvolio and Tybalt come upon the servants fighting. Contrast their reactions to the fight.

Benvolio tries to break up the fight, but Tybalt wants to join in and kill all the Montagues.

3. When Montague and Capulet enter and see the disturbance, they want to fight, too. What do their

wives say?

Lady Capulet tells Capulet he'd better have a crutch instead of a sword, and Lady Montague tells her

husband that he "shalt not stir one foot to seek a foe." The wives have had enough of the feud and

wish their husbands, now old men, would stop fighting.

4. What ended the opening skirmish?

The Prince threatened death to Capulet and Montague for disturbing the peace.

5. Why is Romeo so sad?

He is love-sick, hopelessly in love with a girl who "hath sworn that she will still live chaste."

6. In Act I Scene ii, Paris asks Capulet for Juliet's hand in marriage. What is Capulet's reply?

He says Juliet is too young (not yet fourteen), and Paris should wait two more years.

7. Why is Capulet giving a feast?

He wants to bring out suitable bachelors for Juliet to meet so she may begin to choose a husband.

Should Paris seem suitable to her after she has seen other men, Capulet would consent to the marriage.

8. How does Romeo find out about the feast, and why does he decide to go even though (being a

Montague) he is not invited?

Capulet's servant, unaware of Romeo's identity and unable to read, asks for help reading the invitation

list Capulet has given him. Romeo wants to go because Rosaline will be there.

9. Describe Juliet's relationship with her family in Act I.

She is a respectful young lady who obviously tries to please her parents if possible. They have a good

family relationship.

10. At the end of Act I Scene iv, what does Romeo tell Benvolio, foreshadowing future action in

the play?

"For my mind misgives/ Some consequence, yet hanging in the stars,/ Shall bitterly begin his fearful

date/ With this night's revels, and expire the term/ Of a despised life closed in my breast/ By some vile

forfeit of untimely death. . . ." (I.v,106-111)

11. What does Romeo mean when he says, "Oh, dear account! My life is my foe's debt"?

He has learned that Juliet is a Capulet. His love for Juliet has brought him out of his depression, and

for that he owes his enemy, a Capulet.

Act II

1. In Act II Scene ii, Romeo and Juliet profess their love for one another. Juliet is to contact Romeo

(through a servant) the next day. Why?

She will get information about where and when they will be married.

2. Why does Friar Laurence agree to marry Romeo and Juliet?

He hopes that it will help to end the feud between the families.

3. What message does Nurse take to Juliet?

She tells her to go to Friar Laurence's cell that afternoon to be married to Romeo.

4. What warning does Friar Laurence give Romeo, foreshadowing future events of the play?

"These violent delights have violent ends,/ And in their triumph die, like fire and powder/Which as

they kiss consume." He foreshadows the death of Romeo and Juliet.

Act III

1. In Act III, Mercutio and Benvolio get into a conflict with Tybalt. What does Romeo do when he

comes upon them? Why?

He tries to defuse the situation and to get Tybalt to put his sword away. Tybalt is now his cousin by

marriage, and Romeo does not wish to fight with him.

2. How do Mercutio and Tybalt die?

Mercutio is slain by Tybalt (under Romeo's arm), and Tybalt is slain by Romeo (avenging his friend's

death).

3. What punishment did the Prince give Romeo for fighting?

The penalty was supposed to be death, but the Prince was lenient and exiled Romeo instead.

4. Why did Romeo's killing Tybalt put Juliet in a bad position? What did she finally decide?

She loved them both and is thrown into confusion as to whether to weep for Tybalt's death or

Romeo's banishment. She decides to weep for Romeo.

5. Lady Capulet goes to tell Juliet about the plans for the marriage between Juliet and Paris. What is

Juliet's reaction?

She says she will not marry now but when she marries, Romeo will be her husband.

6. What is Capulet's reaction when Juliet refuses to marry Paris?

He raves about her ungratefulness and tells her if she doesn't marry Paris, he will have

nothing more to do with her.

7. What advice does Nurse give to Juliet?

Nurse tells Juliet to marry Paris and try to forget Romeo, since he is probably permanently

out of her life anyway.

Acts IV & V

1. Why does Juliet go to Friar Laurence's cell?

She says she is going to make her confession, but actually she wants to get his advice.

2. What plans do Friar Laurence and Juliet make?

They decide that Juliet should go home and agree to marry Paris, but that on the eve of her wedding

she should drink a potion the Friar would make for her, a potion which will make her appear to be

dead. After the potion wears off, she should go to Mantua to be with Romeo. The Friar will send

word to Romeo of these plans.

3. What news does Balthasar bring Romeo? How does Romeo react?

Balthasar tells Romeo of Juliet's death. Romeo rushes out to the apothecary to get poison. He goes to

where Juliet has been placed so he can be with her when he drinks the poison.

4. What went wrong with the Friar's plan?

His letters never got to Romeo; Romeo never found out that Juliet wasn't really dead.

5. What are the circumstances of Paris' death?

Paris finds Romeo at the Capulet tomb and accuses him of killing Juliet with grief. Paris wants to fight;

Romeo does not. Paris presses Romeo into fighting, and Romeo kills him.

6. After she wakes up from being drugged, why does Juliet kill herself with Romeo's dagger?

She sees Romeo dead (from the poison) beside her, and decides to kill herself, too. Since there is no

poison left, she uses his dagger.

Vocabulary Activities

Date:________________________ Name:_______________________________ Period: 1 2 3 4

Act I Vocabulary Directions: Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write what you think the underlined words mean in the space provided. 1. Profaners of this neighbor-stained steel -/Will they not hear? What ho! You men, you beasts, ___________________________________________________________________________

2. That quench the fire of your pernicious rage/With purple fountains issuing from your veins, ___________________________________________________________________________

3. With tears augmenting the fresh morning's dew,/Adding to clouds more clouds with his deep sighs. ___________________________________________________________________________

4. Black and portentous must this humor prove/Unless good counsel my the cause remove. ___________________________________________________________________________

5. Why, such is love's transgression,/Griefs of mine own lie heavy in my breast,/ which thou wilt prorogate, to have it pressed ___________________________________________________________________________

6. Cuts beauty off from all posterity/She is too fair, too wise, wisely too fair ___________________________________________________________________________

7. One desperate grief cures with another's languish. ___________________________________________________________________________

8. Transparent heretics, be burned for liars! ___________________________________________________________________________

9. Here in Verona, ladies of esteem/Are made already mother. ___________________________________________________________________________

10. And what obscured in this fair volume lies/Find written in the margent of his eyes. ___________________________________________________________________________

11. Too rude, too boisterous and it pricks like thorn. ___________________________________________________________________________

12. On the forefinger of an alderman,/Drawn with a team of little atomies/ Athwart men's noses as they lie asleep- ___________________________________________________________________________

13. Then dreams he of another benefice/Sometime she driveth o'er a soldier's neck, ___________________________________________________________________________

14. Thus from my lips by thine my sin is purged. ___________________________________________________________________________

15. Too early seen unknown, and known too late!/That I must love a loathed enemy. ___________________________________________________________________________

Date:________________________ Name:_______________________________ Period: 1 2 3 4

Act 1 Vocabulary

Part I: Match the word to the correct definition.

______1. profaners A. future generations ______2. pernicious B. to dislike (someone or something) greatly ______3. augmenting C. foreboding ______4. portentous D. to free from impurities ______5. transgression E. a member of the municipal legislative body ______6. posterity F. indistinctly heard; faint ______7. languish G. evil; wicked ______8. heretics H. a church office endowed with fixed capital assets ______9. esteem I. to become weak or feeble ______10. obscured J. a violation of a law, command or duty ______11. boisterous K. those who have irreverence for what is sacred ______12. alderman L. regard with respect ______13. benefice M. rough and stormy; violent ______14. purged N. a person who holds controversial opinions ______15. loathed O. to make (something already developed) greater

Part II: Complete the dialogue for the following cartoon using 3 of the words

above. Make sure that you clearly show that you understand the meaning of the

words and that you underline the 3 words that you use.

Date:________________________ Name:_______________________________ Period: 1 2 3 4

Act II Vocabulary Directions: Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write what you think the underlined words mean in the space provided.

1. That were some spite. My invocation/Is fair and honest, and in his mistress' name

____________________________________________________

2. Arise, fair sun, and kill the envious moon,/Who is already sick and pale with grief ____________________________________________________

3. Her eye discourses, I will answer it. ____________________________________________________

4. Then twenty of their swords. Look thou but sweet,/And I am proof against their enmity, ____________________________________________________

5. Therefore pardon me,/And not impute this yielding to light love,/Which the dark night hath so discovered.

____________________________________________________

6. And where the worser is predominant,/Full soon the canker death eats up that plant. ____________________________________________________

7. I pray thee, chide not. She whom I love now/Doth grace for grace and love for love allow. ____________________________________________________

8. To turn your households' rancor to pure love. ____________________________________________________

9. Why, is not this a lamentable thing ____________________________________________________

10. Is this the poultice for my aching bones? ____________________________________________________

11. I am the drudge and toil in your delight,/But you shall bear the burden soon at night.

____________________________________________________

Date:________________________ Name:_______________________________ Period: 1 2 3 4

Act II Vocabulary Part I: Match the word to the correct definition.

______1. invocation A. most common or conspicuous ______2. envious B. to express disapproval ______3. discourse C. a person who does tedious, menial, or unpleasant work ______4. enmity D. a soft, moist mass of bread, meal, clay or other substance

______5. impute E. to attribute; credit ______6. predominant F. an incantation used in conjuring ______7. chide G. to narrate or discuss ______8. rancor H. to express grief for or about ______9. lamentable I. feeling, expressing or characterized by envy ______10. poultice J. deep-seated, often mutual hatred ______11. drudge K. bitter

Part II: Select one word from the list above and complete the graphic organizer

below.

WORD

Synonyms Illustration to help

remember the word Antonyms

Date:_____________________ Name:_____________________ Period: 1 2 3 4

Act III Vocabulary Directions: Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write what you think the underlined words mean in the space provided.

1. Doth much excuse the appertaining rage/To such a greeting. ____________________________________________________

2. Thou, wretched boy, that didst consort him here. ____________________________________________________

3. With thy black mantle till strange love grown bold/Think true love acted simple modesty. ____________________________________________________

4. So tedious is this day/As is the night before some festiveal/ To an impatient child that hath new robes ____________________________________________________

5. Take up those cords. Poor ropes, you are beguiled,/Both you and I, for Romeo is exiled. ____________________________________________________

6. More validity,/More honorable state, more courtship, lives ____________________________________________________

7. Oh, how my heart abhors/To hear him named and cannot come to him,/ To wreak the love I bore my cousin/Upon his body that hath slaughtered him! ____________________________________________________

8. Good Father, I beseech you on my knees,/Hear me with patience but to speak a word

____________________________________________________

Date:_____________________ Name:___________________________ Period: 1 2 3 4

Act III Vocabulary Part I: Match the word to the correct definition. ______1. appertaining A. to deceive by guile ______2. consort B. well grounded ______3. mantle C. to request earnestly ______4. tedious D. a companion or partner ______5. beguiled E. to belong as a proper function or part ______6. validity F. moving or progressing very slowly ______7. abhors G. to reject vehemently ______8. beseech H. a cloak

Part II: Pick 3 words and complete the word cards below.

Word: Word: Definition in your own words

Definition in your own words

Synonym: __________ is the same

Antonym: ___________ is the opposite

Synonym: ___________ is the same

Antonym: ___________ is the opposite

A descriptive sentence using the word

A descriptive sentence using the word

Word: Word: Definition in your own words Definition in your own words

Synonym: ______________is the same

Antonym: _____________ is the opposite

Synonym: ______________is the same

Antonym: _____________ is the opposite

A descriptive sentence using the word

A descriptive sentence using the word

Date:_____________________ Name:___________________________ Period: 1 2 3 4

Act IV & V Vocabulary 1. To stop the inundation of her tears,/Which, too much minded by herself alone,/ May be put from her by society. ____________________________________________________

2. I hear thou must, and nothing may prorogue it,/On Thursday next be married to this County. ____________________________________________________

3. Shall play the umpire arbitrating that/Which the commission of thy years and art Could to no issue of true honor bring. ____________________________________________________

4. For I have need of many orisons/To move the Heavens to smile upon my state,/ Which, well thou know'st, is cross and full of sin. ____________________________________________________

5. No, madam, we have culled such necessaries/As are behooveful for our state tomorrow. ____________________________________________________

6. But one thing to rejoice and solace in,/And cruel death hath catched it from my sight! ____________________________________________________

7. Our solemn hymns to sullen dirges change,/Our bridal flowers serve for a buried corpse,/And all things change them to the contrary. ____________________________________________________

8. My dreams presage some joyful news at hand. ____________________________________________________

9. Noting this penury to myself I said,/"An if a man did need a poison now, ____________________________________________________

10. And here I stand, both to impeach and purge/Myself condemned and myself excused. ____________________________________________________

Date:_____________________ Name:___________________________ Period: 1 2 3 4

Act IV & V Vocabulary Part I: Match the word to the correct definition.

______1. inundation A. to gather; collect ______2. prorogue B. destitution ______3. arbitrating C. to challenge the validity of; try to discredit ______4. orisons D. an omen ______5. culled E. a prayer ______6. solace F. to submit to settlement or judgment by arbitration ______7. dirges G. to discontinue a session ______8. presage H. to cover with water ______9. penury I. a funeral hymn or lament ______10. impeach J. comfort in sorrow

Part II: Pick 5 words from the list above and complete the graphic organizer below.

Word Definition Picture Sentence

Vocabulary Key

Act I Act II Act III Act IV 1.K 2.G 3.O 4.C 5.J 6.A 7.I 8.N 9.L 10.F 11.M 12.E 13.H 14.D 15.B

1.F 2.I 3.G 4.J 5.E 6.A 7.B 8.K 9.H 10.D 11.C

1.E 2.D 3.H 4.F 5.A 6.B 7.G 8.C

1.H 2.G 3.F 4.E 5.A 6.J 7.I 8.D 9.B 10.C

PROJECTS AND OTHER SUMMATIVE ASSESSMENTS

These assessments are performance task based.

RAFT and how to use it: A strategy that allows students to creatively present what they have learned in multiple formats. The format is

incredibly flexible and offers limitless opportunities for creativity for both you and your students. When you are first

using a “RAFT” with your students, you will develop the specifics for each element in the acronym; they are as

follows:

Role: In developing the final product, what role will the students need to “take on”? Writer? Character (in the

novel)? Artist? Politician? Scientist?

Audience: Who should the students consider as the audience for the product? Other students? Parents? Local

community? School board? Other characters in the text?

Format: What is the best product that will demonstrate the students’ in-depth understanding of their interactions

with the text? A writing task? Art work? Action plan? Project?

Topic: This is the when, who, or what that will be the focus/subject of the final product. Will it take place in the same

time period as the novel? Who will be the main focus of the product? What event will constitute the centerpiece of

the action?

Date:_____________________ Name:___________________________ Period: 1 2 3 4

Romeo and Juliet Raft Activities

Directions: Select two of the RAFT’s to complete with a partner.

ROLE AUDIENCE FORMAT TOPIC Completed Y/N

Juliet Lady Capulet

Prepared speech

Help me tell dad I’m married

Romeo Nurse

Monologue There’s something Juliet should know…

Prince of Mantua

People of Mantua

Wanted poster

If you see this man…

Friar Lawrence

People of Mantua

Apology letter

I’ve let you down

Traveling minstrel

Whomever will listen

Ballad The sad story of Romeo and Juliet

Date:_____________________ Name:___________________________ Period: 1 2 3 4

Romeo and Juliet Tiered Project The following are project ideas for Romeo & Juliet. You may do any combination of the following

projects, as long as the total equals 100 points. Those projects marked with a * can only be done after

we have completed the reading of the novel. If you have another idea for a project, run it by me first.

75 point projects

Write and perform an original song or rap based on the play.* Create a front page of a newspaper and articles pertaining to the scenes. (3 page minimum.)*

Create a diary for one of the minor characters in the novel. (5 entries minimum.) Create a scrapbook for one of your characters; include poems, artwork, awards, newspaper

articles, pictures, etc. (5 pages minimum.)

Create an illustrated children’s version of the play.*

35 point projects

Write a newspaper article over a major incident from the play, following proper newspaper format.

Write a resume for a character. Create a comic strip or storyboard of an important scene.

Write a poem (15 lines minimum). Draw or create a 3-D map of important places – explain importance of each place. Create a game board from the play. Examples may include Monopoly, Clue, Pictionary, etc. (at

least 25 game pieces) Create a ―quilt‖ out of paper depicting 12-16 scenes. Use 1 scene for each panel. Write a caption

that explains each scene—don’t forget borders etc. (or string together like a clothesline.) Create a music video combining still pictures with music and words that would fit the theme.

25 point projects

Create five tangible or intangible gifts for a character and attach a card with an explanation of the gift.

Write a eulogy for a character that died during the play.*

Write epitaphs for all of characters that died during the play.* Create a mural/collage of the play overall.*

Write a ―Dear Abby‖ letter and response. Write a magazine interview with a character or author.*

Research and present some aspect of Italian life in the time or Romeo & Juliet (c. 1400) or the time of Shakespeare (Approx. 1600)

15 point projects

Create a mobile. (5 items minimum) Create a crossword puzzle. (with an answer key)

Write a magazine review of the novel.* Choose 3 songs and relate them to your novel. (Choices need to be very clear and school

appropriate.)* Write a character sketch of a character. (1 paragraph minimum)

Create a timeline of the plot with at least one visual for each Act.*

5 point projects

Write a letter to a friend recommending or not recommending this play.* Create an original book cover, including a jacket-synopsis and author information. Create a timeline of the plot.*

Write a letter to the author. Create a movie poster or a promo T-shirt.

I _________________ have completed the following projects that total a 100 points.

Shortened Project Title Possible Points

________________ ___________

________________ ___________

________________ ___________

________________ ___________

________________ ___________

________________ ___________

________________ ___________

________________ ___________

________________ ___________

________________ ___________

Total Points:

Student Signature:_____________________ Date:_________

9th Lit./Comp. Name:

Date: Period 1 2 3 4

DUE DATE: December 4, 2009

Directions:

You will create a literary trading card. You must have 5 trading cards. Below are the requirements:

1. Create a 5 X 7 size literary trading card (no bigger, no smaller in size) 2. All pictures must either be hand drawn and traced over in ink or colored pencil or marker making sure it does not bleed

through, or if a student does not want to hand draw a picture, he or she must find a picture of a person who you feel best fi ts your visualization of the character

3. Use a font size of not larger than larger than 16 point font size or no smaller than 11 point font size 4. Clearly indicate the source of quoted or cited material on the bottom center of the card in correct MLA format 5. Contain all of the required components:

a. Character’s name (and picture) and primary *role in the story b. Characterization of the character (direct and indirect) from primary and secondary sources c. Character’s approximate age d. Character’s hometown (i.e. setting of the story) e. Character’s physical characteristics f. Personality traits g. Interesting facts about the character.

Your card will be evaluated based on the aforementioned components, creativity, neatness, use of white space and where approp riate

color (please refer to the scoring guide for further details).

Possible character roles in the selection might include:

Protagonist – character who has a goal

Antagonist – character who stands as an obstacle in the way of the protagonist

Protagonist Helper – character who assists the protagonist in achieving his/her goals

Antagonist Helper – character who assists the antagonist in preventing the protagonist from achieving his/her goals

Surrogate – a character who at some point take the place of another character (i.e. becomes that c haracter’s momentary replacement)

Decorative Character – a character who serves no particular function or purpose

Functional Character – a character who serves a particular function or purpose

Please sign below indicating that you have read and understand the requirements of this project.

Project Contract 9th Lit./Comp. Period (circle one) 1 2 3 4

Date:

Student’s Printed Name: Signature:

Parent’s Printed Name: Signature:

(Front of Card)

Although this example is from a movie, the concept is the same for a literature selection.

Adapted from Cheryll Thompson-Smith’s project

Simba

Protagonist – Simba wants to save the Pride Land

Character’s Name

Picture of

the character

Character’s role and a brief

description

Although this example is from a movie, the concept is the same for a literature selection.

Adapted from Cheryll Thompson-Smith’s project

Who am I: Simba expresses excitement when he says, “My dad just showed me the whole kingdom. And I'm gonna rule it all! Heh-

heh” (The Lion King 1994). Unfortunately, he loses his way and forgets that he is Mufasa’s “[. . .] son, and the one true king” (The Lion King 1994). Age: cub (eight years old) Hometown: Pride lands

Physical Characteristics: brown eyes, yellow fur, lightweight, muscular, and agile Personality traits: naïve, innocent, brave, intelligent, and witty Interesting facts: Meets his childhood friend Nala when he runs

away from the Pride Land Citation: The Lion King. Dir. John Doe. Perf. Jonathan Taylor, Matthew Broderick, and James Earl Jones. Disney, 1994. DVD. Student’s Name Teacher’s Name Period

Two Quotations with lead-ins and the proper MLA citation.

Date:_____________________ Name:___________________________ Period: 1 2 3 4

Romeo & Juliet Essay Topics

Pick one of the following essay topics, and write a thorough, well developed essay. Pay

attention to the following REQUIREMENTS:

be AT LEAST three paragraphs and AT LEAST two typed, double-spaced pages. contain AT LEAST three direct quotes from the story. follow MLA format be written in the third person (NOT FIRST) person. (This means there should be NO “I,”

“you,” “we,” “our,” etc...) be written in the present (NOT PAST) tense. adhere to proper mechanics. Check for spelling, as well as for major errors such as

sentence fragments, comma splices, run ons, and errors in agreement. stay away from unclear or nonexistent pronoun references. (i.e. Do not begin sentences

with the word this or it without clearly indicating what “this” or “it” is!)

1. In the prologue, Shakespeare calls Romeo and Juliet “star-crossed lovers,” meaning that their destiny is controlled by fate, or the stars. Explain how this idea is developed throughout the play.

2. Compare and contrast the characters in another story to Romeo and Juliet. For example, you could use Bella and Edward from the Twilight series.

3. Examine the role of women in Romeo and Juliet. 4. Trace a theme over the course of the play.

5. Are the characters in Romeo and Juliet stereotypes? If so, explain why William Shakespeare used stereotypes. If not, explain how the characters merit individuality.

6. Explain why Romeo and Juliet is a tragedy.