Multi-Unit Plan: Quarter Two – Romeo and Juliet and Argumentation
Topics: Reading Literary Texts (Romeo and Juliet), Persuasive Writing and Speech
Subject/Grade: English 9
Designer: 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 Guides
5. 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 Differentiation
Companion parallel texts, audio books, provided reading summaries, scaffolding for projects
Unit One Materials/Resources
Romeo 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 Guides
12. 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 Differentiation
negotiated time for test taking, extended or attenuated length requirements
Unit Two Materials/Resources
computers, 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 Differentiation
writing frames, extended or attenuated writing assignments, direct assistance finding appropriate support,
scaffolded graphic organizers
Unit Three Materials/Resources
trips 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? ____________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
What makes a summary objective? ______________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
How might an objective summary help a reader to determine a theme or central idea? ______________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________________________________________________________________
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?” _____________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
How might an author transform source material? What aspects of a story might change in a given
transformation? _____________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
Attempt an explanation of the term, “star-crossed lovers.” ____________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
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? ___________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
What are figures of speech? ____________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
What is a nuance? ___________________________________________________________________
___________________________________________________________________________________
What are literary devices? _____________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
How might the analysis of literary devices help a person to understand figurative language? _________
_________________________________________________________________________________________
_____________________________________________________________________________
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 Imagery
3.
Is there a definition of the literary device in your own words?
4.
Are there two examples of the device as it is used in Romeo and
Juliet?
Are there MLA-style citations for each example?
5.
6.
7.
Is there an example of the literary device that you have created
yourself?
Is the presentation visually appealing and creative?
___/5
___/5
___/5
___/5
___/5
Evidence for Simile
8.
Is there a definition of the literary device in your own words?
Are there two examples of the device as it is used in Romeo and
Juliet?
10. Are there MLA-style citations for each example?
9.
Is there an example of the literary device that you have created
yourself?
12. Is the presentation visually appealing and creative?
11.
___/5
___/5
___/5
___/5
___/5
Evidence for Metaphor
13.
Is there a definition of the literary device in your own words?
Are there two examples of the device as it is used in Romeo and
Juliet?
15. Are there MLA-style citations for each example?
14.
Is there an example of the literary device that you have created
yourself?
17. Is the presentation visually appealing and creative?
16.
___/5
___/5
___/5
___/5
___/5
Evidence for Symbolism
18.
Is there a definition of the literary device in your own words?
Is there one example of the device as it is used in Romeo and
Juliet?
20. Are there MLA-style citations for each example?
19.
Is there an example of the literary device that you have created
yourself?
22. Is the presentation visually appealing and creative?
21.
___/5
___/5
___/5
___/5
___/5
Evidence for Personification
23.
Is there a definition of the literary device in your own words?
24.
Are there two examples of the device as it is used in Romeo and
Juliet?
___/5
___/5
25.
Are there MLA-style citations for each example?
Is there an example of the literary device that you have created
yourself?
27. Is the presentation visually appealing and creative?
26.
___/5
___/5
___/5
Evidence for Figures of Speech: Oxymoron and Hyperbole
28.
Are there definitions of the figures of speech in your own words?
Are there two examples of the figures of speech as they are used
in Romeo and Juliet?
30. Are there MLA-style citations for each example?
29.
Is there an example of the figure of speech that you have created
yourself?
32. Is the presentation visually appealing and creative?
31.
___/5
___/5
___/5
___/5
___/5
Total: _____/150
Percentage: ______
Argumentation (Persuasive Writing)
Standard: _____________________________________________________________________
2. Criteria / Elements / Performance Indicators
Introduction
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?
33.
Claim Development (Support) Paragraph One
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?
37.
Claim Development (Support) Paragraph Two
Have you included a topic sentence that introduces support for your
claim? Circle one of the following: textual, historical, personal, or
current event.
43. 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?
44. Have you stated the relative strengths and limitations of your support?
45. Have you maintained a formal style and objective tone throughout the
paragraph?
46. Is there a transition sentence that clarifies relationships and creates
cohesion between ideas?
42.
Conclusion
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?
47.
Not Yet
Evidence
Argumentation (Persuasive Writing) - Honors
Standard: _____________________________________________________________________
3. Criteria / Elements / Performance Indicators
Introduction
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?
50.
Claim Development (Support) Paragraph One
Have you included a topic sentence that introduces support for your
claim? Circle one of the following: textual, historical, personal, or
current event.
55. 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?
56. Have you stated the relative strengths and limitations of your support?
57. Have you maintained a formal style and objective tone throughout the
paragraph?
58. Is there a transition sentence that clarifies relationships and creates
cohesion between ideas?
54.
Claim Development (Support) Paragraph Two
Have you included a topic sentence that introduces support for your
claim? Circle one of the following: textual, historical, personal, or
current event.
60. 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?
61. Have you stated the relative strengths and limitations of your support?
62. Have you maintained a formal style and objective tone throughout the
paragraph?
63. Is there a transition sentence that clarifies relationships and creates
cohesion between ideas?
59.
Claim Development (Support) Paragraph Three
Have you included a topic sentence that introduces support for your
claim? Circle one of the following: textual, historical, personal, or
current event.
65. 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?
66. Have you stated the relative strengths and limitations of your support?
67. Have you maintained a formal style and objective tone throughout the
paragraph?
64.
Not Yet
Evidence
68.
Is there a transition sentence that clarifies relationships and creates
cohesion between ideas?
Conclusion
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?
69.
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?
____________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
How do Pyramus and Thisbe communicate? _________________________________________
___________________________________________________________________________________
_______________________________________________________________________
Which aspect of figurative language (literary device) does the author use in describing how the couple
communicates? __________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
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. ___________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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. _______________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________
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? ___________
_____________________________________________________________________________
Why do the members of these two families argue in scene one? _________________________
___________________________________________________________________________________
_______________________________________________________________________
The Prince and his servants interrupt the fighting. What is the warning he gives the patriarchs?
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
Why is Montague so concerned about his son? Why does he ask Benvolio about this? _______
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
What does Benvolio discover is Romeo's problem? ___________________________________
___________________________________________________________________________________
_______________________________________________________________________
How do Romeo and Benvolio learn about the Capulet's ball? ____________________________
___________________________________________________________________________________
_______________________________________________________________________
What do they decide to do? Why? ________________________________________________
_____________________________________________________________________________
Name: ____________________
Romeo and Juliet Study Guide 2 (815-824 I.2-I.4)
Why is the young nobleman, Paris, visiting Capulet? _________________________________
___________________________________________________________________________________
_______________________________________________________________________
Why does Capulet refuse his offer at first? __________________________________________
___________________________________________________________________________________
_______________________________________________________________________
What is Juliet's impression of the prospect of marriage? How do you imagine she feels?______
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
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. _________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________
Name: ____________________
Romeo and Juliet Study Guide 3 (824-838 I.5-II.2)
Why has Romeo suddenly turned his attention away from Rosaline? _____________________
_____________________________________________________________________________
Why is Juliet's cousin, Tybalt, so worked up? _______________________________________
___________________________________________________________________________________
_______________________________________________________________________
What does Capulet order him to do? _______________________________________________
_____________________________________________________________________________
Romeo is rather forward after meeting Juliet for the first time. How does he win a kiss from her?
________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
What is the subject of the Chorus' introduction to Act II? ______________________________
___________________________________________________________________________________
_______________________________________________________________________
What does Romeo do on his way out of the party? ___________________________________
___________________________________________________________________________________
_______________________________________________________________________
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. ________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
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? __________________________________
___________________________________________________________________________________
_______________________________________________________________________
How would you characterize Romeo's behavior? Is he being practical? ___________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
How does Juliet react to Romeo's oaths? Does she believe him? Does she want to? _________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What is the plan they come up with? When will Romeo return? _________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
Name the oxymoron at the end of scene two: _______________________________________
Why does Juliet characterize her feeling this way? What does it mean? ___________________
___________________________________________________________________________________
_______________________________________________________________________
What is the friar doing at the beginning of scene three? How does he characterize the dual nature of plants?
______________________________________________________________
___________________________________________________________________________________
__________________________________________________________________(over)_____________
___________________________________________________________________________________
__________________________________________________________
What does Romeo want from Friar Laurence? _______________________________________
_____________________________________________________________________________
What does the friar think about Romeo's new love? ___________________________________
___________________________________________________________________________________
_______________________________________________________________________
Why, then, does he decide to help Romeo? What is his motivation? _____________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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? ___________________________
___________________________________________________________________________________
_______________________________________________________________________
What is Mercutio's opinion of Tybalt? Name more than one. ___________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What does the battle of wits between Romeo and Mercutio show us about Romeo? _________
___________________________________________________________________________________
_______________________________________________________________________
Name at least two ways that Mercutio and Benvolio are entirely rude to Juliet's Nurse: _______
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
What message does Romeo want the Nurse to bring to Juliet? ___________________________
____________________________________________________________________________
Name and describe at least one example of the use of figurative language from this reading selection.
____________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
What does the Nurse reveal that might be a problem for Romeo later in the story? __________
_____________________________________________________________________________
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. ___________________________
_____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What happens in the final scene of Act II? __________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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? ______________________
___________________________________________________________________________________
_______________________________________________________________________
Why does this soon become ironic? _______________________________________________
___________________________________________________________________________________
_______________________________________________________________________
What happens when Tybalt challenges Romeo to a duel? ______________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
How does Romeo react? ________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
Who arrives? How does Benvolio report the incident? ________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What does the Prince decide must be Romeo's punishment? Would you consider this a fair punishment?
_________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What feelings is Juliet experiencing at the beginning of scene two? What literary devices ( figurative
language) does Shakespeare use to express them? __________________________
___________________________________________________________________________________
_______________________________________________________________________
What news does the Nurse bring? _________________________________________________
_____________________________________________________________________________
Describe Juliet's reaction: _______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
Where does Romeo go after killing Tybalt? _________________________________________
What is his reaction to hearing his punishment? Is it appropriate? ________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
Consider one of the themes you identified in study guide 4. How has it developed since it was first
identified? ________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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?
____________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
When Romeo tries to stab himself, what does the Friar do to help him recover his senses? List at least three
objective details. ___________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
Capulet and Paris have a second conversation. What has changed since their last discussion?
_____________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
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. ________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
Juliet calls “Fortune” to bring Romeo back to her. What literary device is this? Why use it?
_____________________________________________________________________________
_____________________________________________________________________________
Why does Lady Capulet think Juliet is upset? _______________________________________
_____________________________________________________________________________
What threatening thing does Lady Capulet say in response? ____________________________
_____________________________________________________________________________
What news does Lady Capulet reveal to Juliet to cheer her up? __________________________
_____________________________________________________________________________
Describe Juliet's reaction: _______________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
How does Capulet react to Juliet's refusal? What will he do if she refuses?_________________
_____________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
What advice does the Nurse give Juliet? ____________________________________________
___________________________________________________________________________________
_______________________________________________________________________
Where does Juliet go at the end of Act III? __________________________________________
_____________________________________________________________________________
Based on the events of Act III, what development has taken place around any theme? ________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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? _______________________________________________
___________________________________________________________________________________
_______________________________________________________________________
We see Juliet and Paris together for the first time. How does it go?
_____________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What piece of figurative language does Juliet use to express her feelings? What effect does it have?
_______________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What plan does the Friar devise in order to help Juliet escape marrying Paris? ______________
_____________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
What danger can you foresee in the plan? __________________________________________
___________________________________________________________________________________
_______________________________________________________________________
How is Juliet acting upon her return home? _________________________________________
___________________________________________________________________________________
_______________________________________________________________________
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. _______________
_____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
Write one sentence objectively describing the action of scene four. _______________________
_____________________________________________________________________________
What does the Nurse discover at the beginning of the following scene? ____________________
_____________________________________________________________________________
How do the Capulets and Paris react? ______________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
What bearing might their reaction have on one of the themes you have previously identified?
_____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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? ______________________________________________________________
_____________________________________________________________________________
What does Romeo immediately decide to do? _______________________________________
_____________________________________________________________________________
How will he do it? _____________________________________________________________
The Apothecary refuses Romeo's request at first. What convinces him to provide for Romeo?
_____________________________________________________________________________
_____________________________________________________________________________
What does Friar John report to Friar Laurence in scene two? Why did this happen? _________
_____________________________________________________________________________
_____________________________________________________________________________
How will Friar Laurence deal with this problem? ____________________________________
_____________________________________________________________________________
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? __________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
What happens when Paris realizes who he is? _______________________________________
_____________________________________________________________________________
What does Romeo do after the fight? Why, do you think? _____________________________
___________________________________________________________________________________
_______________________________________________________________________
Romeo has a final soliloquy. How does it involve Tybalt? What happens at the end of it?
_____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________
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? ___________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________
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? ___________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________
What happens, finally, between the Montagues and the Capulets? _______________________
___________________________________________________________________________________
_______________________________________________________________________
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? ____________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________
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? _____________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________________________________________
Persuasive/Argumentation Writing Assignments
I. Source Material Transformation
The Standard
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).
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 Standard
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.
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/Research
The 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 Theme
Now 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 Language
It'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/Research
Previously 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 Development
Robert 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/Research
The 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 Theme
Now 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 Language
It'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/Research
Previously 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 Development
Robert 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.