Name:

_______________________
Teacher: ____________________
Date: ________________________

CURRICUALR OUTCOMES:
Discover possibilities

Form tentative understandings, interpretations and positions

Experiment with language, image, and structure
Extend awareness
Consider new perspectives
Express preferences, and expand interests
Set personal goals for language growth
Construct meaning from text and context
Discern and analyze context
Understand and interpret content
Engage prior knowledge
Use reference strategies and reference technologies
Understand and appreciate textual forms, elements and techniques
Relate form, structure and medium to purpose, audience and content
Relate elements, devices and techniques to created effects
Respond to a variety of print and non-print texts
Connect self, text, culture and milieu
Evaluate the verisimilitude, appropriateness and significance of print and non-print texts
Appreciate the effectiveness and artistry of print and non-print texts
Follow a plan of inquiry
Select, record and organize information
Form generalizations and conclusions
Develop and present a variety of print and non-print texts
Consider and address form, structure and medium
Develop content
Use production, publication and presentation strategies and technologies consistent with context
Improve thoughtfulness, effectiveness and correctness of communication
Enhance thought and understanding and support and detail
Enhance organization
Consider and address matters of choice
Edit text for matters of correctness
Respect others and strengthen community
Use language and image to show respect and consideration
Appreciate diversity of expression, opinion and perspective
Work within a group
Cooperate with others, and contribute to group processes

PERSONAL GROWTH GOAL:

Come up with a goal for yourself that you will work to accomplish over the course of this unit. Ensure that it
follows the SMART requirements.

SMART
Specific the goal is focused on a specific area of need
Measurable how will you know when youve achieved it?
Attainable is it something you have control over?
Relevant is it applicable to English Language Arts?
Time-bound the goal can be accomplished within this unit (or at least significant progress towards your goal
can be made)

Goal:

________________________________________________________________________________________________
Know your why? Aim for growth. Take ownership.

Vocabulary

Please complete the following table

Term

Definition

Star-crossed

Pernicious

Quarrel

Tyranny

Transgression

Beseech

Lamentable

Apothecary

Abhor

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Hinds

Enmity

Reconcile

Wield

Adversary

Propagate

Disposition

Bondage

Banishment

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Themes
Use this as a reference to guide your thinking throughout the play. Take notes on these
themes and motifs as you are reading. These will provide a great resource for your essay.

Themes: The fundamental and often universal ideas explored in a literary work.
Theme
1. Hastiness

Romeo is hasty to fall in

and out of love. The two
are too hasty to get
married; they never
thought about what could
go wrong.

2. Infatuation Romeo and Juliet, in all

probability, were not really

3. Gender

4. Revenge

5. Mortality

Notes

Explanation

in love. They were

infatuated with each other.
They were in love with the
idea that they were in love.
They could not have fallen
so deeply in love with only
one conversation.
Shakespeare upends

certain gender
expectations while
simultaneously
reminding his audience
that these defined roles
do exist
Romeo and Juliet
suggests that the desire
for revenge is both a
natural and a devastating
human quality
The ancient feud
between the Montagues
and Capulets puts the
characters in constant
danger.

(Evidence from the text)

Know your why? Aim for growth. Take ownership.

Prologue Close Reading Activity

Enter [Chorus]

Two households both alike in dignity,

In fair Verona where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-crossed lovers take their life;
Whose misadventured piteous overthrows
Doth with their death bury their parents strife.
The fearful passage of their death-marked love
And the continuance of the parents rage,
Which, but their childrens end, nought could remove,
Is now the two hours traffic of our stage;
The which, if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

Exit

Task

1. Re-read the prologue silently to yourself once.
2. Re read the prologue with your partner out loud, trading off every other line (ex.
person A read line 1, person B read line 2, person A read line 3, etc.).

Know your why? Aim for growth. Take ownership.

Identify
3. The setting of the play is _____________________. Draw a box around this word.
4. What is the relationship between the 2 households? *Star the lines that tell us
that these two families dont get along. Next to these lines, explain them
in your own words.
5. What do you think Shakespeare means by fatal loins (5)? You may need to look
up these words in the dictionary. Include your definition and explanation
next to line 5 above.
6. What happens to the lovers? Underline the lines that give away the death of
Romeo and Juliet.
7. Put (parentheses) around the lines that explain why the feud between these two
families ends. Next to these lines, explain them in your own words.

Respond
6. What does Shakespeare mean by star-crossed lovers?



7. How do their parents impact their relationship? See lines 8-12.



8. What does the chorus ask the audience to do in the last 2 lines?

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SECTION ONE: CHARACTER CHART

Character

What is their role in the play?

Consider the actions taken by
the characters. Identify if the
character represents an
archetype and if so, explain
how.

Who are they?

Romeo

Juliet

Lord Capulet

Lady Capulet

Lord Montague

Friar Lawrence

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The Nurse

Mercutio

Benvolio

Tybalt

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SECTION TWO: MONTAGUE VS. CAPULET

Identify where characters fall in the divide between the Montagues and the
Capulets. Find quotes in the play to support your conclusions.

Know your why? Aim for growth. Take ownership.

SECTION THREE: ACT QUESTIONS/ACTIVITIES

Please use additional paper to complete your responses

ACT I, SCENE I
1. How does Shakespeare create a light and humorous tone in the opening
moments of the scene?
2. When describing his feelings to Benvolio, Romeo uses Oxymoronspairs of
contradictory words in lines 170-177 and 184-188. Why does he speak in
contradictions and paradoxes?

ACT I, SCENE ii
1. What is the topic of discussion between Capulet and Paris?
2. Why is she (Juliet) of particular worth to her father?

ACT I, SCENE iii

1. How is the nurse presented in terms of her personality and her relationship with
Juliet.
2. When Juliet responds to her mothers proposal about Paris does Juliet seem
naively obedient or wise? How can you tell?
3. Lady Capulets lines 82-95 compose a conceit. A conceit is an extended,
exaggerated comparison or metaphor between two unlike thingsin this
case, between Paris and a book that needs to be bound. What does Lady Capulet
see in Paris that would make him a good match for Juliet? What is Lady Capulets
attitude toward love and marriage?

ACT I, SCENE iv
1. Contrast Romeos mood with the other people as they approach the Capulets
party?
2. In Mercutios Queen Mab speech, identify five details in Queen Mabs
appearance which suggest her delicacy.
3. Explain Romeos fears or suspicions that he reveals in his final speech (lines 106-
113).

ACT I, SCENE v
1. We learn from Romeos soliloquy that he is struck by love at first sight when he
sees Juliet at the party. Paraphrase Romes speech (lines 43-53). To what does
he compare Juliet?
2. How does this speech about his love for Juliet compare to his speeches about
being in love with Rosaline?
3. Dramatic Irony is when the audience knows something the characters do
not. What is ironic about Juliets line 134?
Know your why? Aim for growth. Take ownership.

Select two of the following options to demonstrate your understanding of Act II.
Use the following pages to document your responses.

Scene ii
1. Imagine that you are Juliet returning to your room after the balcony scene.
What would you write in your journal after such an eventful night? How
would you feel? Compose a journal entry that reflects Juliets ecstatic state of
mind.
OR
2. Imagine that you are Romeo and you are rushing home to plan the wedding.
What would you be thinking after such an eventful night? How would you
feel? Compose a journal entry that reflects Romeos ecstatic state of mind.

Scene iii
3. How does Friar Lawrence react to Romeos request to marry Romeo and
Juliet? Why does he agree to do so? (use complete sentences using words
from the Friars dialogue is even better.)

Scene iv
4. What arrangements do Romeo and the nurse make? Why do you think the
Nurse agrees to help Romeo and Juliet consummate their marriage? If YOU
were the Nurse, what would you do if faced with a similar scenario?

Scene v
5. Describe Juliets mood as she awaits her nurses return. Quote lines which
support your observations.
OR
6. Why does the Nurse torment Juliet upon her return? What does this
demonstrate about the Nurses character and about her relationship with
Romeo?

Scene vi
7. Why would the Friar agree to marry them in secret? How responsible do you
believe he is for their rash choice? How responsible is the Nurse for helping
make this happen? Create a pie chart and designate how much responsibility
lies with Romeo, Juliet, Friar Laurence and the Nurse. (Make sure it adds up
to 100%)

Know your why? Aim for growth. Take ownership.

Selection one:

Know your why? Aim for growth. Take ownership.

Selection two:

Know your why? Aim for growth. Take ownership.

Act III. Scene i. Newspaper Article

For this assignment you will create a news article that outlines the details of the
fights within the third act of Romeo and Juliet.

Your article MUST:
Have an attention grabbing title
Have a date of publication, author, and image
Have a clear perspective. Is it written from the point of view of the
Montagues, the Capulets, or a third party observer?
Mention who, what, when, where, why, and how. All major details of the
incident should be included in a precise format.
Include at least one quote from the play

Demonstrated Understanding of the
Quality of Representation
Literary Text

(10 marks)

Excellent

News article shows obvious and insightful understanding

evidence that the student has internalized the literary text.
Literary interpretations are perceptive.
Support is precise and astutely chosen.

Proficient

News article shows considered understandingevidence

that the student has considered the literary text.
Literary interpretations are thoughtful.
Support is specific and well chosen.

Satisfactory

Limited
Poor

News article shows general understandingsome evidence

that the student has participated in studying the literary
text.
Literary interpretations are straightforward.
Support is general.
News article shows partial understandingevidence that
the student has reluctantly encountered the literary text.
Literary interpretations are superficial.
Support is vague.
Understanding of the literary text is confused or not evident
from the product submitted.
Literary interpretations are incorrect or irrelevant.
Support is absent.

(5 marks)

Great effort and work have been put into creating a clear
and effective response.
Diction is precise.
Stylistic choices contribute to creating a convincing and
appropriate tone.
Representation methods and choices incorporate ideas and
impressions effectively.
Care and effort have been put into creating a convincing
response.
Diction is specific.
Stylistic choices create a considered and capable tone.
Representation methods and choices communicate ideas
and impressions efficiently.
There is some evidence that effort has been put into
creating the response.
Stylistic choices create a straightforward tone.
Representation methods and choices communicate ideas
and impressions directly.
Minimal effort is evident in the response submitted.
Stylistic choices create an ambiguous tone.
Representation methods and choices communicate ideas
and impressions imprecisely.
Little or no effort is perceptible in the work submitted.
Evidence of intentional choices related to stylistic elements,
representation methods and communication is missing.

/15

Know your why? Aim for growth. Take ownership.

Juliets Soliloquy - Act III, Scene ii



Enter JULIET alone

JULIET
Gallop apace, you fiery-footed steeds,
Toward Phoebus' lodging. Such a wagoner
As Phaeton would whip you to the west
And bring in cloudy night immediately.
Spread thy close curtain, love-performing night,
That runaways' eyes may wink, and Romeo
Leap to these arms, untalked of and unseen.
Lovers can see to do their amorous rites
By their own beauties, or, if love be blind,
It best agrees with night. Come, civil night,
Thou sober-suited matron, all in black,
And learn me how to lose a winning match
Played for a pair of stainless maidenhoods.
Hood my unmanned blood bating in my cheeks,
With thy black mantle, till strange love, grow bold,
Think true love acted simple modesty.
Come, night. Come, Romeo. Come, thou day in
night,
For thou wilt lie upon the wings of night
Whiter than new snow upon a ravens back.
Come, gentle night, come, loving, black-browed
night,
Give me my Romeo. And when I shall die,
Take him and cut him out in little stars,
And he will make the face of heaven so fine
That all the world will be in love with night
And pay no worship to the garish sun.
Oh, I have bought the mansion of a love,
But not possessed it, and though I am sold,
Not yet enjoyed. So tedious is this day
As is the night before some festival
To an impatient child that hath new robes
And may not wear them.

Notes on Soliloquy Act III, scene ii

Apace: swiftly fiery-footed steeds: the horses

drawing the chariot of the sun-god
Phoebus' lodging: i.e., below the western
horizon. wagoner: charioteer.
Phathon: i.e., a reckless charioteer. Phathon, the
sun-god's son, was allowed to drive the sun's chariot
for a day, but he could not keep control and had to be
killed by Zeus.
Close: concealing.
That runaways' eyes may wink and Romeo / Leap
to these arms, untalk'd of and unseen: "Wink"
means "shut," and it's clear that Juliet wants eyes to
shut because she wants Romeo to come to her
"untalk'd of and unseen." What's not clear is why it is
"runaways' eyes" that must "wink." Perhaps she's still
thinking of the runaway steeds of the sun-chariot
when it was driven by Phathon. Perhaps she is
thinking of herself and Romeo as runaways.
Lovers can see to do their amorous rites / By
their own beauties: In the love poetry of
Shakespeare's time, eyesespecially beautiful
eyeswere described as shining, giving off beams of
light.
Civil: grave.
Learn me: teach me. lose a winning match: Both
Juliet and Romeo will l ose their virginity and win
satisfaction of their love.
Till strange love grow bold, / Think true love
acted simple modesty: until shy love grows bold,
and comes to think of love-making as innocent
chastity.

Know your why? Aim for growth. Take ownership.

Assignment:
On the original text for the play that has been provided on the previous page, indicate (by
highlighting, underlining, and writing notes) as much of the following information as you can:
Examples of imagery (say what its an image of there is a lot here.)
Examples of symbolism (say what it symbolizes)
Any motifs that recur from the beginning of the play
References to mythology (explain: who, what, why)
Unfamiliar vocabulary
Identify questions or declarative statements (orders she gives)

Identify the following use quotes from the text to illuminate each one:

1.
2.
3.
4.
5.

What is the tone of this speech? How do you know?

What is her concern while shes delivering this speech? How do you know?
How does she feel about what is about to happen? How do you know?
How exactly does she feel about Romeo? How do you know?
What is the most interesting or predominant image or idea in this speech (in your
opinion)? Identify the words and explain why.

Thought & understanding
The students marginalia and written
responses demonstrate

4
3

insightful awareness and analysis of

context
perceptive understanding and
interpretation of content (especially theme)
exemplary exploration of text
comprehensive discussion of all prompts

Include carefully considered details (such as: figurative language,

connotations, literary devices/techniques)
employ effectively selected details to make illuminating
connections between elements, devices, and techniques and the
literary texts created effects (theme/thesis, tone, connotations)
Engage prior knowledge to develop ideas perceptively

thoughtful awareness and analysis of

context
proficient understanding and interpretation
of content (especially theme)
thorough exploration of text
relevant discussion of all prompts
general awareness and analysis of context
satisfactory understanding and
interpretation of content (especially theme)
reasonable exploration of text
straightforward discussion of all prompts

include considered details (such as: figurative language,

connotations, literary devices/techniques)
employ thoughtfully selected details to make pertinent connections
between elements, devices, and techniques and the literary texts
created effects (theme/thesis, tone, connotations)
engage prior knowledge to develop ideas fully
include generic references to details (such as: figurative language,
connotations, literary devices/techniques)
employ details or references to text to make connections between
elements, devices, and techniques and the literary texts created
effects (theme/thesis, tone, connotations)
engage prior knowledge to convey ideas
include few references to the text (such as: figurative language,
connotations, literary devices/techniques)
may or may not reference the text or make connections between
elements, devices, and techniques and the literary texts created
effects (theme/thesis, tone, connotations)
does not engage prior knowledge to convey ideas
does not reference the text or references (such as: figurative
language, connotations, literary devices/techniques) are unrelated
references to text do not make connections between elements,
devices, and techniques and the literary texts created effects
(theme/thesis, tone, connotations)
does not show prior knowledge to convey ideas

partial awareness and analysis of context

limited understanding and interpretation of
content (especially theme)
superficial exploration of text
vague or cursory discussion of all prompts

trivial awareness and analysis of context

inaccurate or incomplete understanding and
interpretation of content (especially theme)
incomplete or absent exploration of text
confused discussion of all prompts

Supporting evidence
The students marginalia and written responses

Know your why? Aim for growth. Take ownership.

/10

Please use additional paper to complete your responses
ACT IV, SCENE i
1. In what dilemma does Friar Laurence find himself in at the beginning of Act IV?
2. Compare how Juliet and Romeo act during their meetings with the Friar.
3. What is the Friars potion solution?
4. Why is the Friar deciding to help Juliet?
ACT IV, SCENE ii
1. How is the mood of the beginning of this scene different from the mood at the end of
the last scene?
2. How does the moving up of the wedding date affect the plot and the audience?
3. Find and explain two examples of dramatic irony in this scene.
ACT IV, SCENE iii
1. Why did Shakespeare add this scene between the drinking of the potion and the
discovery of Juliets death?
2. List the fears Juliet expresses in her soliloquy (lines 14-59) and how she deals with
each fear.
ACT IV, SCENE iv
1. What is the effect of introducing a brief scene with short quick speeches at this point
in the play?
2. Describe the tone of this scene.
ACT IV, SCENE v
1. Describe how the nurse reacts when she discovers Juliets body?
2. What do the reactions of the following characters reveal about how they feel about
Juliet: Capulet, Lady Capulet, Paris and the Nurse?
3. What poetic devices does Capulet use in lines 28-29 and lines 38-39 and what effect
do they have?

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Life Lessons
Task: Select one of the following lessons from the play and explain how they
are applicable to life today. Create a poster that identifies the lessons within the
play and cautions youth today to not make the same mistakes. Use examples of
how these issues manifest themselves within modern culture.

1. There is more to love than lust. Romeo and Juliet did not take the time to get to know
each other and form a deep intimate relationship. They rushed into their relationship.
They were also very young to be experiencing love. Even people much older than them
do not know what love means. It may have really been true love that was mutually felt by
both of them though.
2. Do not allow labels to stand in your way- Their last name was a label. Their names
were what almost kept them apart. But love saw through that. They saw each other in
secrecy and soon fell madly in love. Love sees no barriers.
3. Listen to advice-If the families had listened to the Prince of Verona and made peace,
then Mercutio and Tybalt would not have died. If Romeo and Juliet would have listened
to the advice given to them by the Friar then they would not have died so young. The
Friar cautioned them about acting hasty and irrational. But instead the star-crossed lovers
meet the fate of death.
4. Don't seek revenge-The families sought revenge for things that did not even involve
them and happened years ago. They needed to forgive and forget. Yet when both parties
are stubborn it takes the death of two young lovers for them to realize that their actions
were wrong. Tybalt called Romeo a villain and dared him to fight. With his refusal
Mercutio began to fight Tybalt to defend the family name. Romeo tries to stop them, but
it is too late when Tybalt kills Mercutio. In anger and guilt Romeo than retaliates and
catches Tybalt. In Romeo's rashness Tybalt dies.
5. Don't act hastily- This involves the manner in which Romeo and Juliet acted. They
should have thought things through first before they jumped into matrimony. Matrimony
is a lifetime thing and not just a teenage phase.

Know your why? Aim for growth. Take ownership.

PLANNING GUIDE

I. TOPICS:
Select one of the following:

1. Romeo and Juliet are referred to as star-crossd lovers. Discuss the concept of
predetermined destiny and how it relates to the play. Is it their fate or their free
will that destroys them? Give some concrete examples why.

2. Romeo and Juliet make numerous hasty decisions throughout the play. How do
their decisions contribute to the tragedy? What methods should we employ
when we make decisions?

3. Who is ultimately to blame for the tragic ending of Romeo and Juliet? Which
character/group of characters hold the most responsibility for this tragedy?
Explain why and use examples from the text.
4. What is the relationship between Romeo and Juliet and their parents? Are they
rebellious in the modern sense? What should the relationship between
parents and their children look like?

5. Examine the role of women in Romeo and Juliet. Use evidence from the text to
determine how Shakespeare believes women should behave and how they
should be treated.

II.
ESSAY PLANNING GUIDE:

Write the first draft from the notes on the guide (below). Fill in the
missing links. Make the essay read fluently. Organize the information
carefully. Just because a paragraph is planned as #1 below, it does not
have to remain the first paragraph in the essay. Think about a logical
strategy.

DO NOT feel contrained by the outline below. The format should not
dictate the content that you want to include. Use as many paragraphs as
you deem necessary to reflect your knowledge and ideas.
Review your thesis and make sure it is worded precisely. Does it say what
you want it to?
Review the rubric and grade your essay
Know your why? Aim for growth. Take ownership.

Check to make sure you have used the literary present tense

Make necessary revisions

Part 1: Introduction

A good introduction invites reading. It will give the author and the title of the novel
and lead the reader into a clear, concise thesis statement that will accurately reflect
the question. The introduction will also begin to address your answer to the so
what? question.

Put the question/topic in your own words.
_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Working Thesis:
_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Part 2: Body

Paragraph #1

Topic Sentence (your claim):
________________________________________________________________________________

________________________________________________________________________________

Support: (from the text):
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



Know your why? Aim for growth. Take ownership.

Explanatory sentence(s): (your how and/or why)
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Transitions that would help make logical connections:

________________________________________________________________________________

Paragraph #2

Topic Sentence (your claim):

________________________________________________________________________________

________________________________________________________________________________

Support: (from the text):
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Explanatory sentence(s): (your how and/or why)
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Transitions that would help make logical connections:

________________________________________________________________________________




Know your why? Aim for growth. Take ownership.

Paragraph #3

Topic Sentence (your claim):

________________________________________________________________________________

________________________________________________________________________________

Support: (from the text):

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Explanatory sentence(s): (your how and/or why)

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Transitions that would help make logical connections:

________________________________________________________________________________

Conclusion
The purpose of the conclusion is to bring the essay to a satisfactory ending. You
dont want to introduce new ideas in the conclusion, but you can extend the thinking
into the realm of personal reflection (your thinking about the so what? question).
You can summarize the main points of the essay, also, but sometimes summary
conclusions sound stilted and voiceless. A good conclusion needs a good transition
sentence.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

______________________________________________________________________________________________
Know your why? Aim for growth. Take ownership.

Helpful Words and Phrases for transitions in an essay

Listing

Giving examples

Generalising (use with caution)

first, second, third

for example

in general

first, furthermore, finally

for instance

generally

to begin, to conclude

as follows:

on the whole

next

that is

as a rule

Reinforcement

in this case

for the most part

also

namely

in most cases

furthermore

in other words

usually

moreover

Result/consequence

Highlighting

what is more

so

in particular

in addition

therefore

particularly

besides

as a result/consequence

especially

above all

accordingly

mainly

as well (as)

consequently

Reformulation

in the same way

because of this/that

in other words

not only ... but also

thus

rather

Similarity

hence

to put it more simply

equally

for this/that reason

Expressing an alternative

likewise

so that

alternatively

similarly

in that case

rather

correspondingly

under these circumstances

on the other hand

in the same way

Deduction

the alternative is

Transition to new point

then

another possibility would be

now,

in other words

Contrast

as far as x is concerned

in that case

instead

with regard/reference to

otherwise

conversely

as for ...

this implies that ...

on the contrary

it follows that

if so/not

in contrast

turning to

Stating the obvious

in comparison

Summary

obviously

Concession (the unexpected)

in conclusion

clearly

however

to conclude

naturally

even though

in brief

of course

however much

to summarise

as can be expected

nevertheless

overall

surely

still

therefore

after all

yet

Know your why? Aim for growth. Take ownership.

ELA 10/20/30-1 Personal Response to Texts Scoring Guide

Focus

IDEAS AND IMPRESSIONS

PRESENTATION
The marker should consider the quality of
The marker should consider the effectiveness of
the students exploration of the topic in
voice in relation to the context created by the
relation to the prompting text(s)
student in the chosen prose form
the students ideas and reflection
stylistic choices (including quality and
correctness of language and expression) and the
support in relation to the students ideas and
students creation of tone
impressions

the students development of a unifying and/or

aesthetic effect
Consider the complexity of the response in terms
of its context and length.
The students exploration of the topic is
The voice created by the student is convincing.
insightful. Perceptions and/or ideas are
Stylistic choices are precise and the students
confident and discerning. Support is precise
creation of tone is adept. The unifying and/or
and aptly reinforces the students ideas and
aesthetic effect is skillfully developed.
impressions.
The students exploration of the topic is
The voice created by the student is distinct.
purposeful. Perceptions and/or ideas are
Stylistic choices are specific and the students
thoughtful and considered. Support is specific
creation of tone is competent. The unifying and/or
and strengthens the students ideas and
aesthetic effect is capably developed.
impressions.
The students exploration of the topic is
The voice created by the student is apparent.
generalized. Perceptions and/or ideas are
Stylistic choices are adequate and students
straightforward and relevant. Support is
creation of tone is conventional. The unifying
adequate and clarifies the students ideas and
and/or aesthetic effect is appropriately developed.
impressions.
The students exploration of the topic is vague. The voice created by the student is unsuitable.
Perceptions and/or ideas are superficial an/or
Stylistic choices are imprecise and the students
ambiguous. Support is imprecise and/or
creation of tone is inconsistent. The unifying
ineffectively related to the students ideas and and/or aesthetic effect is inadequately developed.
impressions.
The students exploration of the topic is
The voice created by the student is confused.
minimal. Perceptions and/or ideas are
Stylistic choices impede communication and the
undeveloped and/or irrelevant. Support is
students creation of tone is ineffective. A unifying
lacking and/or unrelated to the students ideas and/or aesthetic effect is haphazard or obscure.
and impressions.
The student has responded using a for other than prose OR
the student has written so little that it is not possible to assess Ideas and Impressions OR
there is no evidence that the topic presented in the assignment has been addressed OR
there is no connection between the text(s) provided in the assignment and the students response OR
there is no evidence of an attempt to fulfill the task presented in the assignment.

Excellent
E

Proficient
Pf

Satisfactory
S

Limited
L

Poor
P

Insufficient
INS

Know your why? Aim for growth. Take ownership.

Assignment Checklist
Please ensure that you have completed all of the assignments below. As
we progress through the unit check off the work you have completed
and submitted.

Before and during reading

o
o
o
o
o

Unit goal
Vocabulary terms
Themes and Motifs
Character chart
Montague vs. Capulet chart

Prologue/Act I
o Prologue response
o Response Questions

Act II
o Act II responses (x2)

Act III
o Act III Newspaper Article
o Juliets Soliloquy assignment

Act IV
o Response Questions

Act V
o Life lesson poster

Culminating (After reading)
o Personal Response Essay

Know your why? Aim for growth. Take ownership.