ENG 1D Romeo and Juliet Reading
and Activity Package
The materials in this booklet were created by David and
Christina Lomax to accompany the study of William
Shakespeare's Romeo and Juliet. In some cases, they were
adapted from materials made available as part of the
Ontario Ministry of Education's Think Literacy project.
They are offered under a Creative Commons AttributionNoncommercial-ShareAlike license, which means you can
have it, you can use it, and you can even change it around,
but you may not charge for it, and you may not remove the
attribution of our names as the original creators. For more
information, please visit www.davidlomax.com.
Romeo and Juliet Response Journal Assignment
While you are reading Romeo and Juliet continue to use your response journal as you
have in the past. Write one full page (or more) in response to each act of the play. In
your responses, refer to each of the literary terms mentioned on this page. Use this page
as a checklist to remind yourself to use each of the terms. You can use a term more than
once, but don’t forget to use all of them at least once.
 Alliteration
 Imagery
 Oxymoron
 Blank verse
 Couplet
 Aside
 Monologue
 Soliloquy
 Metaphor
 Hyperbole
 Allusion
 Foil
 Initiating event
 Rising action
 Climax
 Denouement
 Foreshadowing
Checklist
Your choices make a difference when we read and study Romeo and Juliet. In section two
of this booklet, there are twenty-four different activities for you to choose from. As we read the
play, pick twenty of these activities and complete them; since there are twenty-five scenes in the
play, this means that you don't quite have to do one activity per scene, but it does mean that you
must have all twenty of the ones you choose completed by the day we finish reading the play.
Section 1: In Class
14. Thoughts about
arranged
Task
marriages
1. Notes on Shakespeare
15. Thoughts about
feuds and
feuding
2.
Activity on Shakespearean
language (including insults)
3.
Notes on tragedy
4.
Notes on Romeo and Juliet
16. Evaluation of
character
5.
Notes on movies and
adaptations
17. Evaluation of
decisions
18. Researcher
Section 2: While Reading
Task
Act , Scene
19. Researcher
20. Researcher
1. Modern
translation
21. Questioner
2. T-Chart
22. Questioner
3. Summary
23. Comic Book
4. Summary
24. Comic Book
5. Summary
6. Facebook
7. Facebook
Section 3: After Reading
Task
8. Wordsmith
1. Fortune graph
9. Wordsmith
2. Relationship map
10. Wordsmith
3. Review of the movie
11. Acting
appreciation
4. Essay
12. Acting critique
13. Thoughts about
true love/love
at first sight
Date
Act and Scene
I, i
I, ii
I, iii
I, iv
I, v
II, i
II, ii
II, iii
II, iv
II, v
II, vi
III, i
Characters
Sampson
Gregory
Abraham
Benvolio
Tybalt
Citizen
Capulet
Lady Capulet
Montague
Lady Montague
Prince
Romeo
Capulet
Paris
Servant
Benvolio
Romeo
Lady Capulet
Juliet
Nurse
Servant
Romeo
Benvolio
Mercutio
1st Servant
2nd Servant
Capulet
2nd Capulet
Romeo
Tybalt
Juliet
Nurse
Benvolio
Mercutio
Romeo
Romeo
Juliet
Friar Laurence
Romeo
Mercutio
Benvolio
Romeo
Peter
Nurse
Juliet
Nurse
Friar Laurence
Romeo
Juliet
Benvolio
Mercutio
Tybalt
Romeo
First Citizen
Prince
Montague
Lady Capulet
Students
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Teacher
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III, ii
III, iii
May 24
III, iv
2012-05-24
III, v
IV, i
IV, ii and iii
IV, iv and v
V, i
V, ii
V, iii
Juliet
Nurse
Friar Laurence
Romeo
Nurse
Paris
Capulet
Lady Capulet
Juliet
Romeo
Capulet
Lady Capulet
Nurse
Juliet
Paris
Friar Laurence
Capulet
Lady Capulet
Servant
Nurse
Juliet
Capulet
Lady Capulet
Nurse
Paris
Friar Laurence
First Musician
Second Musician
Third Musician
Peter
Romeo
Balthasar
Apothecary
Friar John
Friar Laurence
Paris
Page
Romeo
Balthasar
Friar Laurence
Juliet
All Watchmen
Prince
Capulet
Lady Capulet
Montague
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Section 
Romeo and Juliet Reading and Activity
Package
Before-Reading: Notes on Shakespeare
Background:
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Career:
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Success:
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Personal life:
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His times:
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Section 
Shakespearean Insult Sheet
Insults:
"Thou ____________________ __________________
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"Thou ____________________ __________________
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"Thou ____________________ __________________
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"Thou ____________________ __________________
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"Thou ____________________ __________________
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"Thou ____________________ __________________
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Section 
Shakespearean Insult Words
Column A
Column B
bawdy
bunch-backed
Column C
canker-blossom
brazen
clay-brained
clotpole
churlish
dog-hearted
crutch
distempered
empty-hearted
cutpurse
fitful
empty-headed
dogfish
gnarling
evil-eyed
egg-shell
greasy
eye-offending
gull-catcher
grizzled
horn-mad
hedge-pig
haughty
ill-breeding
hempseed
hideous
ill-composed
jack-a-nape
jaded
ill-natured
malkin
knavish
ill-nurtured
malignancy
lewd
iron-witted
malt-worm
peevish
lean-witted
manikin
pernicious
lily-livered
minimus
prating
mad-bread
miscreant
purpled
motley-minded
moldwarp
queasy
muddy-mettled
pantaloon
rank
onion-eyed
rabbit
reeky
pale-hearted
rampallion
royish
paper-faced
remnant
saucy
pinch-spotted
rudesby
sottish
raw-boned
ruffian
unmuzzled
rug-headed
scantling
vacant
rump-fed
scullion
waggish
shag-eared
snipe
wanton
shrill-gorged
waterfly
wenching
sour-faced
whipster
yeasty
weak-hinged
younker
Section 
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on Tragedy
Other tragedies before Shakespeare:
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Other things people wrote besides tragedies:
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Other tragedies Shakespeare wrote:
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Tropes of a tragedy:
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Tropes in modern stories:
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Section 
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on Romeo and Juliet
Where the story came from:
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How Shakespeare changed it:
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What people thought about it:
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Why it is so popular:
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Section 
Romeo and Juliet Reading and Activity Package
Before-Reading: Notes on movies and adaptations
R&J in the movies:
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R&J on stage:
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R&J in other media:
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R&J in popular culture:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Modern Translation
Pick a passage that is at least ten lines long from the scene. Make a translation of your
own into modern language. For your translation, do not rely on the translation in the
book, but rather change the images and ideas into modern images and ideas the same way
you change the words into modern words.
Example:
O, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope's ear;
Beauty too rich for use, for earth too dear!
So shows a snowy dove trooping with crows,
As yonder lady o'er her fellows shows.
The measure done, I'll watch her place of stand,
And, touching hers, make blessed my rude hand.
Did my heart love till now? forswear it, sight!
For I ne'er saw true beauty till this night.
Wow, next to her a spotlight would look dim.
If darkness had a neck, she’d be the diamond
necklace that made it perfect. She’s too beautiful
to be seen anywhere on earth, because nothing
on earth comes even close to her. She’s like a
perfect painting, hanging out with a bunch of
paint splatters. When this dance is over, I’m
going to see where she goes and try to just let my
hand brush up against hers. I can’t believe I
thought I was in love before. No way! I never
even saw beauty until tonight.
Original Shakespeare:
Your version:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
T-Chart
Create a t-chart showing the differences between any of the following (choose one pair of
ideas): Romeo and you; Juliet and you; healthy and unhealthy relationships; customs
them and customs now; anything else you think that’s worth comparing.
Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Summarizer
Create a graphic organizer based on the day's reading. Choose an organizer that is
suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.).
Write a 5-8 sentence summary of what you read:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Summarizer
Create a graphic organizer based on the day's reading. Choose an organizer that is
suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.).
Write a 5-8 sentence summary of what you read:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Summarizer
Create a graphic organizer based on the day's reading. Choose an organizer that is
suitable for what you read (Venn diagram, t-chart, plot graph, hierarchy, window, etc.).
Write a 5-8 sentence summary of what you read:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Shakespearean Facebook
Choose 4 words from the reading that may be new, different, difficult, interesting or
important. Pretend that the characters in this scene had access to Facebook. Create a
wall with posts by some of these characters. Use a mix of lines and ideas from the play
with lines and ideas of your own. Consider the following as a guide. You may create
this by yourself on a piece of paper, or you may use an online tool (such as Wall
Machine, which I used) and then print it out.
Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Shakespearean Facebook
Choose 4 words from the reading that may be new, different, difficult, interesting or
important. Pretend that the characters in this scene had access to Facebook. Create a
wall with posts by some of these characters. Use a mix of lines and ideas from the play
with lines and ideas of your own. Consider the following as a guide. You may create
this by yourself on a piece of paper, or you may use an online tool (such as Wall
Machine, which I used) and then p
Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Wordsmith
Choose 4 words from the reading that may be new, different, difficult, interesting or
important.
Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Wordsmith
Choose 4 words from the reading that may be new, different, difficult, interesting or
important.
Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Wordsmith
Choose 4 words from the reading that may be new, different, difficult, interesting or
important.
Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Word: ________
Context:
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I predicted this word means: ________________
When I looked it up in the dictionary, I found it means:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Acting Appreciation
Write two good SEEC paragraphs about the acting done by one of the actors in one of the
movies. Specifically, comment on what you think the actor was doing well when it came
to voice, expressions, use of his or her body, interactions with others, emotion, etc.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Acting Critique
Write two good SEEC paragraphs about the acting done by one of the actors in one of the
movies. Specifically, comment on what you think the actor could improve on when it
came to voice, expressions, use of his or her body, interactions with others, emotion, etc.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Thoughts about true love or love at first sight
Write two good SEEC paragraphs about your opinion of the ideas of true love and love at
first sight.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Thoughts about arranged marriages
Write two good SEEC paragraphs about your opinion of the idea of arranged marriages
versus love-matches.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Thoughts about feuds and feuding
Write two good SEEC paragraphs about your opinion of feuds and feuding as it is
presented in this play and as it happens in modern life.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Evaluation of character
Pick the person in this play who had the poorest character and the person who had the
best, and explain your decisions. In this case “character” means their goodness, their
commitment to principles, their good decision-making skills, their integrity, and so on.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Evaluation of decisions
Pick the two people who made what you would think of as the worst decisions in this
play and explain why you think their decisions were bad.
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Researcher
Dig up some background information on any topic related to the text. This could include
the history or geography of the book's setting, information about a time period portrayed
in the book, or information about a specific individual. Below, write the website at which
you found your information, and summarize the information you found.
Websites: ______________________________
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Topic: _________________________________
What you found out:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Researcher
Dig up some background information on any topic related to the text. This could include
the history or geography of the book's setting, information about a time period portrayed
in the book, or information about a specific individual. Below, write the website at which
you found your information, and summarize the information you found.
Websites: ______________________________
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Topic: _________________________________
What you found out:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Researcher
Dig up some background information on any topic related to the text. This could include
the history or geography of the book's setting, information about a time period portrayed
in the book, or information about a specific individual. Below, write the website at which
you found your information, and summarize the information you found.
Websites: ______________________________
______________________________
Topic: _________________________________
What you found out:
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Questioner
Write some questions to help the group discuss this day's reading. Generate questions
that invite group members to share their thoughts, feelings, reactions, and concerns about
the text. Use the following suggestions to guide the development of your questions.
After each question, write down what the group has to say.
Who...? What...? When...? Where...? Why...? How...? If...?
How did you feel about...? Did __________ surprise you? What lesson ...?
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2. __________________________________________________________________
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Questioner
Write some questions to help the group discuss this day's reading. Generate questions
that invite group members to share their thoughts, feelings, reactions, and concerns about
the text. Use the following suggestions to guide the development of your questions.
After each question, write down what the group has to say.
Who...? What...? When...? Where...? Why...? How...? If...?
How did you feel about...? Did __________ surprise you? What lesson ...?
1. __________________________________________________________________
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2. __________________________________________________________________
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Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Comic Book
Write a comic-strip that explains part of what you read.
Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Act ___, Scene ___
Comic Book
Write a comic-strip that explains part of what you read.
Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Fortune Graph
Complete the following graph showing the changes in fortune experienced by four
characters in the play.
Good Fortune
Neutral Fortune
Ill Fortune
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Section 
Somebody-Wanted-But-So
Complete the following charts for any 4 characters from Act V, scene iii.
Somebody
Wanted
But
So
Somebody
Wanted
But
So
Somebody
Wanted
But
So
Somebody
Wanted
But
So
Section 
Romeo and Juliet Reading and Activity Package
Date: _______
Character Relationship Map
On this sheet, create a map representing the relationships between the characters of the
movie.
Romeo
Lady Montague
Old Montague
Friar Laurence
Benvolio
Paris
The Prince
Mercutio
Nurse
Tybalt
Lady Capulet
Old Capulet
Juliet
Section 
Review – Shakespeare’s Romeo + Juliet
Write a one-page review of the movie. In your review, you explain the following:
 what sort of a movie it is
 how the movie starts
 how the setting is different from the play
 how the characters involved are different from those in the play
 how the style is different from in the play
Then, after having explained these things, you evaluate the movie. You say whether it's
good or bad and why. You say who you think would like this movie, or who ought to see
it. Break your writing into paragraphs.
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Section 
Essay – “Romeo and Juliet”
In a reasoned and planned essay, address one of the following topics:
 Do Romeo and Juliet experience true love?
 What are the causes of the tragedy that befalls Romeo and Juliet?
 Is Romeo and Juliet a true depiction of human nature?
 Is Romeo and Juliet a play that unfairly shows Italians in a bad light?
 Compare and contrast the characters of Mercutio and Tybalt.
 Are Romeo and Juliet similar to modern teens?
The simplest way this essay will work is as follows:
Paragraph 1
 a short summary of the play
 a brief evaluation of the play
 a single sentence explaining your thesis statement
Paragraph 2
 a topic sentence, explaining one important argument
 some examples from the play backing up your argument (at least two)
 some ideas about those examples
 a transition to the next paragraph
Paragraph 3
 a topic sentence, explaining one important argument
 some examples from the play backing up your argument (at least two)
 some ideas about those examples
 a transition to the next paragraph
Paragraph 4
 a topic sentence, explaining one important argument
 some examples from the play backing up your argument (at least two)
 some ideas about those examples
 a transition to the next paragraph
Paragraph 5
 a restatement of your thesis
 other thoughts
 possible amusing closer
Section 
Essay Planner – “Romeo and Juliet”
Fill in this planner to help you prepare for writing the first draft of your essay. Then
write the first draft, have a partner read it, and write a revised draft based on your
partner's feedback.
Paragraph 1
What is your thesis statement? ________________________________________________________
_________________________________________________________________________________
Paragraph 2
An argument ______________________________________________________________________
An example to back this up ___________________________________________________________
Another example to back this up _______________________________________________________
Paragraph 3
An argument ______________________________________________________________________
An example to back this up ___________________________________________________________
Another example to back this up _______________________________________________________
Paragraph 4
An argument ______________________________________________________________________
An example to back this up ___________________________________________________________
Another example to back this up _______________________________________________________
Paragraph 5
A restatement of your thesis ___________________________________________________________
Section 
Reading Activities Evaluation Rubric
Categories
Level 1
Level 2
Level 3
Level 4
50-59%
60-69%
70-79%
80-100%
- demonstrates
limited
knowledge
- demonstrates some
knowledgeconnor
- demonstrates
considerable
knowledge
- demonstrates
thorough knowledge
- understanding of
variety of the
content of the novel
- demonstrates
limited
understanding
- demonstrates some
understanding
- demonstrates
considerable
understanding
- demonstrates
thorough
understanding
Thinking/
Inquiry
- uses critical
thinking skills
with limited
effectiveness
- uses critical thinking
skills with moderate
effectiveness
- uses critical
thinking skills with
considerable
effectiveness
- uses critical thinking
skills with a high
degree of
effectiveness
- creative thinking
skills shown in
various activities
- uses creative
thinking skills
with limited
effectiveness
- uses creative
thinking skills with
moderate
effectiveness
- uses creative
thinking skills with
considerable
effectiveness
- uses creative
thinking skills with a
high degree of
effectiveness
Communication
- communicates
information with
limited clarity
- communicates
information with
some clarity
- communicates
information with
considerable clarity
- communicates
information with a
high degree of clarity
- use of various
forms of
communication in
activities
- demonstrates
limited command
of various forms
- demonstrates
moderate command
of various forms
- demonstrates
considerable
command of various
forms
- demonstrates
extensive command
of various forms
Application
- uses language
conventions with
limited accuracy
and effectiveness
- uses language
conventions with
some accuracy and
effectiveness
- uses language
conventions with
considerable
accuracy and
effectiveness
- uses language
conventions with a
high degree of
accuracy and
effectiveness
- connection of
personal ideas to
writing is limited
- connection of
personal ideas to
writing is moderately
effective
- connection of
personal ideas to
writing is
considerably
effective
- connection of
personal ideas to
writing is highly
effective
Knowledge/
Understanding
- knowledge of
novel and of the
various tasks in the
package
- critical thinking
skills shown in
various activities
- communication of
information and
ideas in activities
- application of
language
conventions
- connection of
personal ideas to
writing pieces
Section 
Media-related Activities Evaluation Rubric
Categories
Knowledge/
Understanding
Level 1
Level 2
Level 3
Level 4
50-59%
60-69%
70-79%
80-100%
- demonstrates
limited
knowledge
- demonstrates some
knowledge
- demonstrates
considerable
knowledge
- demonstrates
thorough knowledge
- uses critical
thinking skills
with limited
effectiveness
- uses critical thinking
skills with moderate
effectiveness
- uses critical
thinking skills with
considerable
effectiveness
- uses critical thinking
skills with a high
degree of
effectiveness
- communicates
information with
limited clarity
- communicates
information with
some clarity
- communicates
information with
considerable clarity
- communicates
information with a
high degree of clarity
- uses language
conventions with
limited accuracy
and effectiveness
- uses language
conventions with
some accuracy and
effectiveness
- uses language
conventions with
considerable
accuracy and
effectiveness
- uses language
conventions with a
high degree of
accuracy and
effectiveness
- knowledge of
media-related issues
regarding
adaptations of film
to plays
Thinking/
Inquiry
- critical thinking
skills shown with
relation to mediarelated issues
Communication
- communication of
information and
ideas in activities
Application
- application of
language
conventions
Section 
Reading Aloud Rubric
CATEGORY
Comprehension
4
Student has
trouble
understanding or
remembering
most parts of the
story.
Student does not
willingly
participate.
3
Student understands
some parts of the
story and accurately
answers 1 question
related to the story.
Follows Along
Student is on the
wrong page OR
is clearly reading
ahead or behind
the person who is
reading aloud.
Student is on the
correct page and
seems to read along
occasionally. May
have a little trouble
finding place when
called upon to read.
Respects Others
Student
interrupts often
by whispering,
making
comments or
noises that
distract others
OR moves
around in ways
that distract
others.
Difficult to hear
Rate was too fast
or too slow
Could not be
understood
Student interrupts
once or twice, but
comments are
relevant. Stays in
assigned place
without distracting
movements.
Participates Willingly
Communication Skills:
Reading aloud
Student does not
volunteer answers,
but willingly tries to
answer questions s/he
is asked.
Some projection
Tone: appealing voice
most of the time
Volume: loud
enough some time
Rate: sometimes too
fast or slow
Articulation: able to
hear some words
2
Student seems to
understand most of
the story and
accurately answers 2
questions related to
the story.
Student volunteers
once or twice and
willingly tries to
answer all questions
s/he is asked.
Student is on the
correct page and
usually appears to be
actively reading, but
looks at the reader or
the pictures
occasionally. Can
find place easily
when called upon to
read.
Student listens
quietly and does not
interrupt. Moves a
couple of times, but
does not distract
others.
Good projection most
of the time
Tone: appealing
voice most of the
time
Volume: loud
enough most of the
time
Rate: sometimes too
fast or slow
Articulation: able to
hear most words
1
Student seems to
understand entire play
and accurately
answers 3 questions
related to the story.
Student routinely
volunteers answers to
questions and
willingly tries to
answer questions s/he
is asked.
Student is on the
correct page and is
actively reading along
(eyes move along the
lines) or finger is
following words
being read aloud by
others.
Student listens
quietly, does not
interrupt, and stays in
assigned place
without distracting
fidgeting.
Projection: was able
to hear throughout
room
Tone: appealing voice
Volume: loud enough
Rate: just right speed
Articulation: able to
hear every word
Note: A student whose achievement is below level 1 (50%) has not met the
expectations for this assignment or activity.
Section 
Essay Rubric
Achievement
Categories
Below
Level 1 (049%)
Level 1 (5059%)
Level 2 (6069%)
Level 3 (7079%)
Level 4 (80100%)
Shows very
limited
knowledge of
the form
Shows very
limited
understanding
of ideas and
information
Shows very
limited
knowledge of
relationships
between ideas
and examples
Shows limited
knowledge of
the form
Shows some
knowledge of the
form
Shows thorough
knowledge of the
form
Shows limited
knowledge of
ideas and
information
Shows some
knowledge of ideas
and information
Shows
considerable
knowledge of the
form
Shows
considerable
knowledge of ideas
and information
Shows limited
knowledge of
relationships
between ideas
and examples
Shows some
knowledge of
relationships
between ideas and
examples
Shows
considerable
knowledge of
relationships
between ideas and
examples
Shows thorough
knowledge of
relationships
between ideas and
examples
Uses critical
thinking skills
with very
limited
effectiveness
Uses irrelevant
and inaccurate
information to
support ideas
Uses critical
thinking skills
with limited
effectiveness
Uses critical
thinking skills with
some effectiveness
Uses critical
thinking skills with
considerable
effectiveness
Uses critical
thinking skills with
a high degree of
effectiveness
Uses some
relevant or
accurate
information to
support ideas
Communicates
ideas with
limited
effectiveness
Uses some relevant
and accurate
information to
support ideas
Uses relevant and
accurate
information to
support ideas
Uses relevant and
accurate
information to
support ideas
Communicates
ideas with some
effectiveness
Communicates
ideas with
considerable
effectiveness
Communicates
ideas with a high
degree of
effectiveness
The student:
Knowledge /
Understanding
knowledge of essay
format
understanding of
ideas and
information
understanding of
relationships
between ideas
and examples
Thinking / Inquiry
critical thinking skills
inquiry skills
Communication
communication of ideas
communication to an
audience for a purpose
use of the form of linked
paragraphs
Communicates
ideas with very
limited
effectiveness
Shows thorough
knowledge of ideas
and information
Section 
Response Journal Rubric
Categories
Level 1
Level 2
Level 3
Level 4
50-59%
60-69%
70-79%
80-100%
- demonstrates
limited
knowledge
- demonstrates
some
knowledge
- demonstrates
considerable
knowledge
- demonstrates
thorough
knowledge
- understanding of
information, ideas,
concepts related to
each individual journal
entry
- demonstrates
limited
understanding
- demonstrates
some
understanding
- demonstrates
considerable
understanding
- demonstrates
thorough
understanding
Thinking/Inquiry
- uses critical
thinking skills
with limited
effectiveness
- uses critical
thinking skills
with moderate
effectiveness
- uses critical
thinking skills
with considerable
effectiveness
- uses critical
thinking skills with
a high degree of
effectiveness
- inquiry skills in
analysing, and
interpreting
information, and
forming conclusions to
questions
- uses inquiry
skills with
limited
effectiveness
- uses inquiry
skills with
moderate
effectiveness
- uses inquiry
skills with
considerable
effectiveness
- uses inquiry skills
with a high degree
of effectiveness
Communication
- communicates
information and
ideas with
limited clarity
- communicates
information and
ideas with some
clarity
- communicates
information and
ideas with
considerable
clarity
- communicates
information and
ideas with a high
degree of clarity
- uses language
conventions
with limited
accuracy and
effectiveness
- uses language
conventions
with some
accuracy and
effectiveness
- uses language
conventions with
considerable
accuracy and
effectiveness
- uses language
conventions with a
high degree of
accuracy and
effectiveness
- connection of
personal ideas
to writing is
limited
- connection of
personal ideas
to writing is
moderately
effective
- connection of
personal ideas to
writing is
considerably
effective
- connection of
personal ideas to
writing is highly
effective
Knowledge/
Understanding
- knowledge of the
form required for
response journal
- critical thinking skills
shown in responses to
questions
- communication of
information and ideas
in journal writing
pieces
Application
- application of
language conventions
in response journals
- connection of
personal ideas,
feelings, and
experiences in
response journals