ENGLISH 9A Drama Module
Romeo and Juliet
You will read Romeo and Juliet from the Prentice Hall Literature – gold level – pages 770 – 874. You will do literary
terms, questions, quotes, several activities for the play, and a persuasive essay.
1. As you read keep your Literary Term sheet with you so you can complete it – it is included in the module
2. You will create a crossword for ALL of the vocabulary words in Act I, Act II, Act III, Act IV, Act V (see pages for each Act
below).
2. Act I – pages 771 – 791
a. answer the Review and Assess questions on page 791 in the textbook
b. complete the Quote sheet - included in module
c. draw Queen Mab and write a journal about a dream you have had- instructions included in module
3. Act II –pages 795 – 815
a. answer the Review and Assess questions on page 815 in the textbook
b. complete the Quote sheet - included in module
c. create a mind map – included in module
4. Act III – pages 819 - 841
a. answer the Review and Assess questions on page 841 in the textbook
b. complete the Quote sheet - included in module
c. create a collage – included in module
5. Act IV – pages 845 – 857
a. answer the Review and Assess questions on page 857 in the textbook
b. complete the Quote sheet - included in module
c. create a word poster
6. Act V – pages 861 – 874
a. answer the Review and Assess questions on page 857 in the textbook
b. complete the Quote sheet - included in module
c. create a theme collage and ½ page response
7. You will do the Grammar worksheets - included in module
8. Create a Plot Line and define characters – included in module
9. Write a Persuasive Essay – instructions included in module
a. You will be using The Writing Process, which is include in module.
b. Your Pre-Write will be the Persuasive Essay Model included in this module.
c. You will do in-text citation within the essay.
d. Your paper must be typed, MLA heading, Times New Roman font, 12 size type, and double-spaced
e. Your rubric is in the module
Romeo and Juliet – Literary Terms
Term/Definition
Example – actual line from the play
1. Aside: part of an actor’s lines supposedly
not heard by others on stage and intended
only for the audience
2. Conflict: the struggle found in fiction
External – man vs. man
3. Conflict – External - man vs. nature
4. Conflict – External - man vs. Fate
5. Conflict – Internal - man vs. self
6. Couplet: two consecutive lines of poetry
that rhyme
7. Epithet: a word or phrase preceding or
following a name, which serves to describe
the character
8. Soliloquy: is when a character is alone on
stage thinking his/her thoughts aloud. It can
also be an actor talking to himself/herself
oblivious to any hearers present
EXPLAIN: what the soliloquy is about, you do
not need to write down the lines:
9. Foil: a person or thing that makes
another seem better by contrast –
emphasizes differences between two
characters
EXPLAIN: who the two characters are and
why they are foils to each other:
10. Metaphor: comparison of two unlike
things
11. Simile: comparison of two unlike things
using “like” or “as”
12. Pun: a word or phrase that is used in
such a way to suggest more than one
possible meaning
Act
#
Scene
#
Line Page
#
#
13. Analogy: comparison of two pairs which
have the same relationship – Similarity in
some respects between things that are
otherwise dissimilar
14. Paradox: a true statement, which
contradicts itself. A seemingly contradictory
statement that may nonetheless be true:
the paradox that standing is more tiring than
walking OR stonewalls do not a prison
make, nor irons bars a cage
15. Imagery: words appeal to one or one
senses: sight, taste, touch, hearing, smell
16. Dramatic Irony: when an audience
perceives something that a character in the
literature does not know
17. Situational Irony: discrepancy between
the expected result and actual result
18. Verbal Irony: author says one thing and
means something else
19. Monologue: is an extended,
uninterrupted speech or poem by a single
person. The person may be speaking his or
her thoughts aloud or directly addressing
other persons, e.g. an audience, a character,
reader or an inanimate object
20. Oxymoron: two contradictory words
together “found missing”
21. Personification: giving human qualities
to animals or objects
22. Allusion: a literary reference to a familiar
person, place, thing or event
EXPLAIN: what the monologue is about, you
do not need to write the lines out
23. Alliteration: is the repetition of initial
consonant sounds in words: It is the happy
heart that breaks
24. Hyperbole: is an exaggeration or
overstatement: I have seen this river so wide
it had only one bank.
25. Symbol: person, place, thing, or event
used to represent something else “dove=
peace”
26. Protagonist: main character (s) of the
story (hero)
EXPLAIN: who the characters(s) are and
why, you do not need to write out the lines
27. Antagonist: character (s) or thing
working against the protagonist-hero
EXPLAIN: who the character(s) or thing is
and why, you do not need to write out the
lines.
28. Motivation: a reason that explains or
partially explains why a character thinks,
feels, acts, or behaves in a certain way
29. Theme: a message or lesson conveyed
by a written text. This message is usually
about life, society or human nature. Themes
often explore timeless and universal ideas.
Most themes are implied rather than
explicitly stated.
Choose a theme and explain it, find text to
support it.
30. Cause and Effect: noting a relationship
between actions or events such that one or
more are the result of the other or others
Explain this and support it with actual text.
Act I Quotes
Directions: For each of the following quotes:
a. identify the speaker
b. explain what the quote means, in your own words
c, give the setting of the quote
d. reveal how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary term.
1. “What, drawn and talk of peace? I hate the word
As I hate hell, all Montagues, and thee.”
(Act I, scene i)
a)
b)
c)
d)
2. “ … O me! What fray was here?
Yet tell me not, for I have heard it all.
Here’s much to do with hate, but more with love.
Why then, O brawling love, O loving hate,
O anything, of nothing first created!
O heavy lightness, serious vanity,
Misshapen chaos of well seeming forms,
Feather of lead, bright smoke, cold fire, sick health,
Still-waking sleep, that is not what it is!
This love feel I, that feel no love in this.” (Act I, scene i)
a)
b)
c)
d)
3. “I fear, too early; for my mind misgives
Some consequence yet hanging in the stars
Shall bitterly begin his fearful date
With this night’s revels and expire the term
Of a despisèd life, closed in my breast,
By some vile forfeit of untimely death.
But he that hath the steerage of my course
Direct my sail! On, lusty gentlemen!”
a)
b)
c)
d)
(Act I, scene iv)
Instructions: Please draw a picture of Queen Mab based on Shakespeare’s description. Put it on copy
paper and make it neat and colorful. ALSO write a journal (at least ½ page) about a dream you have
had.
Act I - ROMEO AND JULIET A monologue from the play by William Shakespeare
She’s the fairies' midwife. She’s no bigger than the
MERCUTIO: O, then I see Queen Mab hath been
stone on a city councilman’s ring. She rides around
with you.
in a wagon drawn by tiny little atoms, and she rides
She is the fairies' midwife, and she comes
over men’s noses as they lie sleeping. The spokes of
In shape no bigger than an agate stone
her wagon are made of spiders' legs. The cover of
On the forefinger of an alderman,
her wagon is made of grasshoppers' wings. The
Drawn with a team of little atomies
harnesses are made of the smallest spiderwebs. The
Over men's noses as they lie asleep;
collars are made out of moonbeams. Her whip is a
Her wagon spokes made of long spinners' legs,
thread attached to a cricket’s bone. Her wagon
The cover, of the wings of grasshoppers;
driver is a tiny bug in a gray coat; he’s not half the
Her traces, of the smallest spider web;
size of a little round worm that comes from the
Her collars, of the moonshine's wat'ry beams;
finger of a lazy young girl. Her chariot is a hazelnut
Her whip, of cricket's bone; the lash, of film;
shell. It was made by a carpenter squirrel or an old
Her wagoner, a small grey-coated gnat,
grubworm; they’ve made wagons for the fairies as
Not half so big as a round little worm
long as anyone can remember. In this royal wagon,
Pricked from the lazy finger of a maid;
she rides every night through the brains of lovers
Her chariot is an empty hazelnut,
and makes them dream about love. She rides over
Made by the joiner squirrel or old grub,
courtiers' knees, and they dream about curtsying.
Time out o' mind the fairies' coachmakers.
She rides over lawyers' fingers, and right away, they
And in this state she gallops night by night
dream about their fees. She rides over ladies' lips,
Through lovers' brains, and then they dream of love;
and they immediately dream of kisses. Queen Mab
O'er courtiers' knees, that dream on curtsies straight;
often puts blisters on their lips because their breath
O'er lawyers' fingers, who straight dream on fees;
smells like candy, which makes her mad.
O'er ladies' lips, who straight on kisses dream,
Sometimes she rides over a courtier’s lips, and he
Which oft the angry Mab with blisters plagues,
dreams of making money off of someone.
Because their breaths with sweetmeats tainted are.
Sometimes she tickles a priest’s nose with a titheSometimes she gallops o'er a courtier's nose,
pigs tail, and he dreams of a large donation.
And then dreams he of smelling out a suit;
Sometimes she rides over a soldier’s neck, and he
And sometimes comes she with a tithe-pig's tail
dreams of cutting the throats of foreign enemies, of
Tickling a parson's nose as 'a lies asleep,
breaking down walls, of ambushes, of Spanish
Then dreams he of another benefice.
swords, and of enormous cups of liquor. And then,
Sometimes she driveth o'er a soldier's neck,
drums beat in his ear and he wakes up. He’s
And then dreams he of cutting foreign throats,
frightened, so he says a couple of prayers and goes
Of breaches, ambuscadoes, Spanish blades,
back to sleep. She is the same Mab who tangles the
Of healths five fathom deep; and then anon
hair in horses' manes at night and makes the tangles
Drums in his ear, at which he starts and wakes,
hard in the dirty hairs, which bring bad luck if
And being thus frighted, swears a prayer or two
they’re untangled. Mab is the old hag who gives
And sleeps again. This is that very Mab
false sex dreams to virgins and teaches them how to
That plats the manes of horses in the night
hold a lover and bear a child. She’s the one—
And bakes the elflocks in foul sluttish hairs,
Which once untangled much misfortune bodes.
This is the hag, when maids lie on their backs,
That presses them and learns them first to bear,
Making them women of good carriage.
This is she!
Act II Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
identify the speaker
explain what the quote means, in your own words
give the setting of the quote
reveal how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms.
1. “I have no joy of this contract to-night:
It is too rash, too unadvis’d, too sudden
Too like the lightening, which doth close to be
Ere one can say ‘It lightens.’”
(Act II, scene ii)
a)
b)
c)
d)
2.
“Within the infant rind of this small flower
Poison hath residence, and medicine power:
For this, being smelt, with that part cheers each part,
Being tasted, slays all senses with the heart.” (Act II, scene iii)
a)
b)
c)
d)
3.
“These violent delights have violent ends,
And in their triumph die; like fire and powder
Which as they kiss consume…”
(Act II, scene vi)
a)
b)
c)
d)
Act II Activity
Mind Map
A Mind Map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central
key idea/topic. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study,
organization, problem solving, decision making, and writing.
Instructions for creating a Mind Map: Use a piece of copy paper for this activity.
1.
2.
3.
4.
5.
You will create a mind map for Act II.
Mind maps use visuals/pictures, colors, graphics, and very few words to display ideas.
Mind maps use arrows and links to show how ideas are related.
You will need to begin with a center – Topic.
From the center, draw BIG branches/Main Idea (s) that link to the topic about the scene. You will have to decide
what these Main Idea (s)/Big branches are.
6. From the BIG branches – draw smaller branches/supporting idea (s) that reach out from the Main Idea/Big Branches.
These smaller branches add supporting idea (s) to the Main Idea (s)/Big branches.
7. If there are links between Main Idea (s), draw arrows or linking lines between them.
8. Remember Key Words are printed.
Mind Map Rubric
1. The mind map depicts a scene from the Act and the information/concepts are
easy to understand.
(4 points)
______
2. Most of the ideas from the scene are enhanced with symbols, pictures, or
diagrams (VERY FEW WORDS).
(8 points)
______
3. All symbols, pictures or diagrams have been neatly drawn and colored, AND color
-coding has been included to show all the connections and/or to categorize ideas. (10 points)
______
4. The mind map demonstrates a thorough understanding of the scene’s center = topic,
main ideas = big branches, and supporting ideas = smaller branches.
(15 points)
______
5. On the back of the mind map you have written detailed notes for your scene.
(8 points)
______
TOTAL POSSIBLE POINTS (45)
______
Act III Quotes
Directions: For each of the following quotes:
a) identify the speaker
b) explain what the quote means, in your own words
c) give the setting of the quote
d) reveal how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms.
1.
“Then since the case so stands as now it doth,
I think it best you married with the county.
O, he’s a lovely gentleman!
Romeo’s a dishclout to him…”
(Act III, scene v)
a)
b)
c)
d)
2.
“Methinks I see thee, now thou art below,
As one dead in the bottom of the tomb:
Either my eyesight fails or thou look’st pale.” (Act III, scene v)
a)
b)
c)
d)
3.
“But look thou stay not till the watch be set,
For then thou canst not pass to Mantua:
Where thou shalt live till we can find a time
To blaze your marriage, reconcile your friends,
Beg pardon of the prince, and call thee back
With twenty hundred thousand times more joy
Than thou went’st forth in lamentation.”
(Act III, scene ii)
a)
b)
c)
d)
4.
“I would the fool were married to her grave!”
a)
b)
c)
d)
5.
“Night’s candles are burnt out and Jocund day
Stands tiptoe on the misty mountain tops:
I must be gone and live, or stay and die.”
(Act III, scene v)
a)
b)
c)
d)
(Act III, scene v)
Act III Activity
Romeo and Juliet – A collage of Act III Rubric
1. The student creates a collage that has a variety of images, words and objects that depict
Act III.
10 points
______
2. The various elements of the collage are creatively and attractively arranged and there
is very little white space.
10 points
______
3. The student accompanies the images in the collage with actual lines from the text.
Give the Scene number and Line number.
5 points
______
4. The student has detailed notes on the back of the collage that explains the scene.
5 points
______
5. The collage conveys a distinct mood.
5 points
______
Total Possible Points 35
______
Act IV Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
1.
identify the speaker
explain what the quote means, in your own words
give the setting of the quote
reveal how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other
literary terms.
e)
“O, bid me leap, rather than marry Paris.
From off the battlements of any tower,
Or walk in thievish ways, or bid me lurk
Where serpents are; chain me with roaring bears,
Or hide me nightly in a charnel house,
O’ercovered quite with dead men’s rattling bones,
With reeky shanks and yellow chapless skulls;
Or bid me go into a new-made grave
And hide me with a dead man in his shroudThings that, to hear them told, have made me trembleAnd I will do it without fear or doubt,
To live an unstained wife to my sweet love.”
(Act IV, scene i)
a)
b)
c)
d)
2
“ O look! Methinks I see my cousin’s ghost
Seeking out Romeo, that did spit his body
Upon a rapier’s point. Stay, Tybalt, stay!
Romeo, Romeo, Romeo, I drink to thee.” (Act IV, scene iii)
a)
b)
c)
d)
3
“Ha let me see her. Out alas! She’s cold,
Her blood is settled, and her joints are stiff;
Life and these lips have long been separated.
Death lies on her like an untimely frost
Upon the sweetest flower of all the field.”
a)
b)
c)
d)
(Act IV, scene v)
Act IV Activity
Romeo and Juliet – Word Activity Rubric
1. The student chooses five (5) words that relate to Act IV and glue/tape them on construction
paper.
(5 points)
______
2. The student explains why/how the word relates to the Act in complete sentences (at
least two complete sentences). You will need to use the word in one of your
sentences.
(20 points)
______
3. The student has creatively and attractively placed the words on copy/construction paper.
(5 points)
______
4. The student’s handwriting is LEGIBLE and NEAT (I can read it).
(5 points)
______
Total Possible Points (35)
______
Act V Quotes
Directions: For each of the following quotes:
a)
b)
c)
d)
identify the speaker
explain what the quote means, in your own words
give the setting of the quote
reveal how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other literary terms.
1. “There is thy gold – worse poison to men’s souls,
Doing more murder in this loathsome world,
Than these poor compounds that thou mayst not sell.
I sell thee poison; thou hast sold me none.
Farewell. Buy food and get thyself in flesh.
Come, cordial and not poison, go with me
To Juliet’s grave; for there must I use thee.
(Act V, scene i)
a)
b)
c)
d)
2. “Death, that hath sucked the honey of thy breath,
Hath had no power yet upon thy beauty.
Thou art not conquered. Beauty’s ensign yet
Is crimson in thy lips and in thy cheeks,
And death’s pale flag is not advancèd there.”
a)
b)
c)
d)
3.
“ … Here, here will I remain
With worms that are thy chambermaids. O, here
Will I set up my everlasting rest
And shake the yoke of inauspicious stars
From this world-wearied flesh. Eyes, look your last!
Arms, take your last embrace! And, lips, O you
The doors of breath, seal with a righteous kiss
A dateless bargain to engrossing death!”
a)
b)
c)
d)
4. “A glooming peace this morning with it brings.
The sun for sorrow will not show his head.
Go hence, to have more talk of these sad things;
Some shall be pardoned, and some punishèd;
For never was a story of more woe
Than this of Juliet and her Romeo.”
a)
b)
c)
d)
(Act V, scene iii)
(Act V, scene iii)
(Act V, scene iii)
Act V Activity
Romeo and Juliet collage and ½ page writing rubric
1. The student creates a collage that has a variety of images, words and objects that
depict a theme that the student has chosen.
10 points
______
2. The various elements of the collage are creatively and attractively arranged
(there is very little white space showing).
5 points
______
3. The collage conveys a distinct mood.
5 points
______
10 points
______
5 points
______
4. The student accompanies the images, words, and objects with ½ page writing, on
the back of the collage or attached to the collage, that shows their reflection
about their thinking about the images, words, and objects that were chosen for
the collage and tying in the theme that was chosen to Romeo and Juliet.
5. The student’s writing is neat and legible.
Total Possible Points (35 points)
______
Romeo and Juliet – Grammar worksheets for all Acts
Act I - Build Grammar Skills: Pronoun Case in Elliptical Clauses
In an elliptical clause, some words are omitted because they are understood. In selecting
the case of the pronoun in an elliptical clause, you must know what the unstated words are. In
the following examples, the unstated words are in brackets.
Mary ordered the same sandwich as he [did].
Jack likes mustard better than I [like mustard].
The waiter brought Sally the same dessert as [he brought] her.
Notice that elliptical clauses are often used to draw comparisons. In elliptical clauses beginning
with than or as, use the form of the pronoun that you would use if the clause were fully
stated.
To help choose the correct pronoun case, first say the unstated clause to yourself. Doing so
will allow you “hear” the agreement more clearly. If the words left out come after the pronoun,
use a nominative pronoun. If the words left out come before the pronoun, use an objective
pronoun because the pronoun will be an object.
Practice: Circle the pronoun that correctly completes the elliptical clause.
1. The Montagues have been as stubborn as (they, them).
2. Although Romeo has been in love with Rosaline, he discovers that he loves Juliet more
than (she, her).
3. Juliet is as interested in a relationship as (he, him).
4. When talking to other Capulets, Tybalt seems more upset about Romeo’s presence than
(they, them).
5. Even though Paris wants to marry her, Juliet is more drawn to Romeo than (he, him).
6. I don’t think anyone likes Mercutio’s Queen Mab speech as much as (I, me).
7. There is another literature class that has read more Shakespeare than (we, us).
Act II - Build Grammar Skills: Using the Possessive Case of Personal Pronouns
The possessive case of personal pronouns shows possession before nouns and gerunds, and
it can also be used alone.
Before a noun: Their families distrust each other.
Before a gerund: His marrying them is risky.
By itself: The choice was hers.
Be careful not to spell possessive pronouns with apostrophes or to confuse them with contractions.
Incorrect: Happiness was their’s.
Correct: Happiness was theirs.
Possessive Pronoun: Its ending is sad.
Contraction: It’s a sad ending.
Practice: Circle the possessive pronouns in the following lines, and partial lines, from
Romeo and Juliet, Act II.
1. I have a night’s cloak to hide me from their eyes . . .
2. Blind is his love and best befits the dark.
3. Thou knowest the mask of night is on my face . . .
4. I must upfill this osier cage of ours . . .
5. As mine on hers, so hers is set on mine.
6. For this alliance may so happy prove to turn your households’ rancor to pure love.
7. What says he of our marriage?
Act III - Build Grammar Skills: Who and Whom
You would probably ask a friend, “Who did you call last night?” Even though “Whom did you
call?” would be more correct, the use of who in informal speech is often acceptable. However, in
formal speech and writing, it is important to use who and whom correctly.
The pronoun who functions as the subject of a verb.
Subject: Who will take charge?
The discussion is about who will take charge.
[In both examples, who is the subject of the verb will take.]
The pronoun whom serves as the object of a verb or as an object of a preposition.
Object of preposition: The discussion is about whom?
Object of verb: The discussion is about Gina, whom we told to take charge.
[In the first example, whom is the object of the preposition about. In the second example,
whom is a direct object of the verb told: we told whom.]
To test whether you need who or whom in a sentence, turn the sentence around and try to
replace the word in question with the word him or her or he or she. If he or she fits, use who.
For example: In “Who will take charge?” She will take charge. On the other hand, “The discussion
is about whom?” “about him” (not he), so whom is the choice for that sentence.
Practice: Circle the pronoun that correctly completes each sentence. Then label the pronoun
S if it is a subject, OV if it is the object of a verb, or OP if it is the object of a preposition.
1. Tybalt thrusts at Mercutio’s chest, (who/whom) then turns his sword on Tybalt.
2. Tybalt returns to the scene, where Romeo, (who/whom) has just begun to think of revenge,
still stands.
3. Juliet again waits for Nurse, from (who/whom) she expects news of Romeo.
4. Instead, Nurse has news of Tybalt, (who/whom) is Juliet’s cousin.
5. Romeo, for (who/whom) banishment is foul punishment, says he would have preferred an
actual death sentence.
6. Lady Capulet scolds Juliet, (who/whom) she had told with eagerness of her marriage to Paris.
Act IV - Build Grammar Skills: Degrees of Comparison
Most adjectives and adverbs have different forms to show degrees of comparison. The three
degrees of comparison are positive, comparative, and superlative. The more common method
of forming the comparative and superlative degree of most one- and two- syllable modifiers is
to add -er or -est to the end. However, if adding -er or -est makes a word sound awkward
(eagerer, for example), then more and most are used (more eager). More and most are used for
all modifiers with three or more syllables, and for adverbs that end in -ly. Note that the
comparative compares two things, while the superlative compares three or more things.
Positive: This building is tall.
My book is interesting.
Comparative: This building is taller than that one.
My book is more interesting than yours.
Superlative: This building is the tallest one of all.
This book is the most interesting one I’ve ever read.
Adverbs ending in -ly: slowly, more slowly, most slowly
Remember, however, that some modifiers have irregular comparative and superlative forms.
Irregular modifiers: bad, worse, worst good, better, best much, more, most
Practice: Underline the comparative terms in the quotations below, and identify each as
positive, comparative, or superlative.
1. “Thou wrong’st it more than tears with that report.”
2. “. . . Environèd with all these hideous fears, And madly play…”
3. “Most lamentable day, most woeful day…”
4. “And all the better is it for the maid.”
Act V - Build Grammar Skills: Agreement With Indefinite Pronouns
Indefinite pronouns are pronouns such as everyone, anybody, each, either, neither, no one,
both, many, several, any, most, and some. Some indefinite pronouns are always singular, and
some are always plural. Some may be either singular or plural. Look at the use of indefinite
pronouns in the following examples.
Singular: Each of the families hates the other.
Plural: Both families are vengeful.
Singular: All of his hope was gone.
Plural: All of his friends were sorry.
When you write a sentence that has an indefinite pronoun as its subject, you must make sure
that the verb agrees. Use a singular verb to refer to a singular indefinite pronoun and a plural
verb to refer to a plural indefinite pronoun.
Singular: Each of the men wants Juliet to be his wife.
Plural: Both of the families were grief stricken about their children’s deaths.
Practice: Circle the verb that agrees with the indefinite pronoun in each sentence.
1. Everyone in the Capulet and Montague families (was, were) upset.
2. Neither Romeo nor Juliet (was, were) alive at the end of the play.
3. All of the onlookers (was, were) listening to Friar Lawrence’s story.
4. Most of Friar Lawrence’s story (is, are) confirmed in Romeo’s letters.
5. Each of the families (offer, offers) to build a statue honoring the young lovers.
Romeo and Juliet plot line and characters:
The plot of Romeo and Juliet, moves from exposition through the rising action and complications to a climax, through
the falling action to a resolution.
1. You will need to decide the events from the play that belong in each category. On a separate sheet of paper – create
your Plot Diagram (neatly) and then place the events in the play where you think they belong!
2. Next, on your paper write who you think were the main characters and minor characters – list at least 2 for each
term.
3. Next, on your paper, tell me who the round and flat characters are (at least 2 for each term) and list several traits
(personality) for each of the round characters and at least one trait (personality) for each of the flat characters.
4. Last, tell me which characters are (at least 2 for each term) considered dynamic and static characters – (explain how
each dynamic character was in the beginning and how the character changed throughout the play).
TERMS
round characters: a character in fiction whose personality, background, motives, and other features are fully described
or outlined by the author;
flat characters: an easily recognized character type who may not be fully described or outlined but is useful in carrying
out some narrative purpose of the author.
dynamic characters: is one that does undergo an important change in the course of the story – changes in some sense
within the character in question – changes in insight or understanding (of circumstances, for instance), or changes in
commitment, in values;
static characters: is one that does not undergo important change in the course of the story, remaining essentially the
same at the end as he or she was at the beginning.
Romeo and Juliet – Persuasive Essay
The purpose of a persuasive essay is to urge, persuade, or prove to a reader that he or she should take one side
of an issue. To do this, you must provide logical reasons for your argument that can be supported by the text. You must
also address, and try to disprove or weaken, the opposing side of the issue in order to strengthen your own.
The ability to write a convincing well-planned essay is not just a school exercise. Being able to present an
argument clearly in writing will help you in the work world, and in a more general way, will help you to participate more
fully as a member of a free society. The ability to create an organized persuasive essay is also a staple of college
admissions applications and standardized tests of all kinds. It’s something you should know how to do. Examples of
persuasion surround our lives, and the ability to persuade others is a powerful asset. We can persuade people to act in
our favor, help them to see our point of view, and sway their opinion to that of our own. The power of persuasion is far
reaching, and it is a technique that you will use throughout your life.
The key to successful writing of this kind is to spend time planning the basic structure of your argument in
advance – even if that means overcoming a natural inclination to “start writing” that many of us have. Planning saves
time in the long run and adds coherence and unity to the writing.
In this Persuasive Essay you will answer this question:
Who or what is most responsible for the chain of events that leads to the deaths of Romeo & Juliet?
Guidelines:
 Make sure that your arguments are clear and that they can be supported by the text (cite evidence).
 You will use the MLA format: double-spaced, 12-point type, Times New Roman font – for the entire paper (no
bold or enlarged titles), double-spaced heading in the top LEFT corner of your paper (name, teacher, class and
date (military style).
 NO EXTRA spaces between ANYTHING.
 You will need a creative title (centered)
Mraz 1
Kathy Mraz
Mraz
English I, Period 8
21 December 2012
The Blame Game




Avoid “I think” or “in my opinion.” Your opinions are stronger if you simply state them as fact.
Avoid “I” (first person) and “you” (second person)
Six paragraphs: Introduction paragraph, 3 Pro Reason paragraphs, 1 Opposing Position paragraph and
Conclusion paragraph
Cite quotes appropriately: “in parentheses at the END of a sentence BEFORE the punctuation” just like this
(I.ii.165). Author name is not necessary for this assignment.
Step 1
Paragraph 1 – Introduction


Paragraph #1 is called the Introduction.
In a Persuasive Essay, the Introduction consists of the following three elements:
 Attention Getter/Grabber - first sentence
 Description of Issue/Thesis Statement
 Preview of major points: state your Position/Opinion Statements (Pro Reasons and Opposing
Position)
Example: Paragraph 1 - Introduction
 Attention Getter/Grabber - first sentence:
Most of the events that happen in William Shakespeare’s play Romeo and Juliet lead up to the final
conclusion of the couple dying.
 Description of Issue/Thesis Statement:
Many, if not all, of the major characters play an ultimate role in the tragic deaths of the “star-crossed
lovers” (I.Prologue.5).
 Position/Opinion Statement:
The character that causes the most dramatic effect upon Romeo and Juliet’s deaths is Friar Laurence.
He’s the one character who plays a role in every aspect of the tragedy, from the marriage to the plan to
rescue Romeo from banishment to his advice that the marriage was too quick to the plan to rescue
Juliet from marriage to Paris.
Steps 2 – 5
 Paragraphs 2 – 5 – Body Paragraphs: Pro Reasons-Support and Opposing Position-Support
 In a Persuasive Essay, the Body Paragraphs consist of the following three elements:
 Reasons (the grounds for your opinion)
 Text Support (citations from the text – citing evidence)
 Commentary (your interpretation of the text as it applies to your persuasive argument)
Example for: Paragraph 2 – Body Paragraphs –Pro Reasons-Support and Opposing Position-Support
 Pro Reason:
Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it would lead to peace
between the feuding families.
 Text Support:
In Act 2, Scene 3 he says to Romeo, “… come, young waverer, come, go with me, In one respect I’ll try
thy assistant be, for this alliance may so happy prove to turn your households’ rancor to pure love” (8992). Also, Friar Laurence had just scolded Romeo by saying, “Holy Saint Francis, what a change is here!
Is Rosaline, whom thou didst love so dear, so soon forsaken? Young men’s love then lies not truly in
their hearts, but in their eyes” (65-68).
 Commentary:
He knew Romeo was too immature for marriage but he agreed to marry them anyway because he felt it
would end the feud.
Step 6
Paragraph 6 – Conclusion


Paragraph 6 – Conclusion
In a Persuasive Essay, the Conclusion consists of the following three elements:
 Restatement of your description of issue/thesis statement
 Summary of your position/opinion statements: 3 pro reasons and opposing position
 Closing statement or call to action
Example: Paragraph 6 – Conclusion
 Restate your description of issue/thesis statement:
Friar Laurence is the one character who played a role in every aspect of the tragedy.
 Summarize your position/opinion statements: pro reasons and opposing position:
He married Romeo and Juliet in the church without their parents’ consent or knowledge. He devised the
ill-fated plan to send Romeo to Mantua with no “Plan B” in case the plan went wrong. However, he did
try to convince them that the marriage was too hasty. He devised the ill-fated plan for Juliet to fake her
death with the sleeping potion with no “Plan B” in case the plan went wrong.
 Closing Statement or call to action:
Friar Laurence only wanted peace between the families and what would bring most happiness to Romeo
and Juliet. However, in this case, the road to ruin was paved with his good intentions.
Here’s how your completed Graphic Organizer should look …
(Of course yours may be handwritten, not typed.)
On completing this process, your basic draft outline is complete!
Transfer what you’ve written to notebook paper, adding transitions and taking care to write in complete sentences
and complete paragraphs.
Paragraph#1 – Introduction
 Attention Getter/Grabber – first sentence:
 Most of the events that happen in William Shakespeare’s play Romeo and Juliet lead up to the final
conclusion of the couple dying.
 Description of Issue/Thesis Statement:
 Many, if not all, of the major characters play an ultimate role in the tragic deaths of the “star-crossed
lovers” (I.Prologue.5).
 Position/Opinion Statement:
 The character that causes the most dramatic effect upon Romeo and Juliet’s deaths is Friar Laurence.
He’s the one character who plays a role in every aspect of the tragedy, from the marriage to the plan
to rescue Romeo from banishment to his advice that the marriage was too quick to the plan to
rescue Juliet from marriage to Paris.
Paragraph #6 – Conclusion
 Transition from paragraph #5
 Restate description issue/thesis statement:
 Friar Laurence is the one character who played a role in every aspect of the tragedy.
 Summarize position/opinion statements: 3 pro reasons and opposing position:
 He married Romeo and Juliet in the church without their parents’ consent or knowledge. He devised the
ill-fated plan to send Romeo to Mantua with no “Plan B” in case the plan went wrong. However, he did
try to convince them that the marriage was too hasty. He devised the ill-fated plan for Juliet to fake her
death with the sleeping potion with no “Plan B” in case the plan went wrong.
 Closing statement (or call to action):
 Friar Laurence only wanted peace between the families – and what would bring most happiness to
Romeo and Juliet. However, in this case, the road to ruin was paved with his good intentions.
Paragraph #2
Transition from Introductory Paragraph
Paragraph #3
Pro Reason #1:
(the grounds for your opinion)
Transition from Paragraph #2
Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it
would lead to peace between the feuding families:
Pro Reason #2
(the grounds for your opinion)
(a reason different from Reason #1)
Text Support:
(citing evidence from the text)
(details and examples from the text to support Pro Reason #1)
Text Support:
(citing evidence from the text
(details and examples from the text
to support Pro Reason #2)
In Act 2, Scene 3 he says to Romeo “… come, young waverer, come, go with me,
In one respect I’ll try thy assistant be, for this alliance may so happy prove to
turn your households’ rancor to pure love” (line, page). Also, Friar Laurence
had just scolded Romeo by saying, “Holy Saint Francis, what a change is here!
Is Rosaline, whom thou didst love so dear, so soon forsaken? Young men’s love
then lies not truly in their hearts, but in their eyes” (line, page).
Commentary:
Comment on text evidence
(your interpretation of the text as it
applies to your persuasive argument)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your persuasive argument)
He knew Romeo was too immature for marriage but he agreed to marry them
anyway.
Transition to Paragraph #3
Paragraph #4
Transition from Paragraph #3
State the Opposing Position
(the grounds for your opinion)
1 counter-argument (opposite points)
Text Support:
(citing evidence from the text (details and
examples from the text to support your
Opposing Position)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to
your persuasive argument)
Explain why these might be true but …….
Paragraph #5
Transition from Paragraph #4
Pro Reason #3 (Your most powerful argument)
(the grounds for your opinion)
(a reason different from Pro Reasons #1 and
#2)
Text Support:
(citing evidence from the text)
(details and examples from the text to support
Pro Reason #3)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to
your persuasive argument)
Persuasive Essay Model
How to build your perfect Persuasive Essay using a handy-dandy Graphic Organizer!
In this Persuasive Essay you will answer this question:
Who or what is most responsible for the chain of events that leads to the deaths of Romeo & Juliet?
Paragraph#1 – Introduction
 Attention Getter/Grabber – first sentence: examples include rhetorical questions, statistics, general
statements, anecdotes, or definitions
 Description of Issue/Thesis Statement: expressed as a complete sentence
 Preview of major points: State your Position/Opinion Statements (Pro Reasons and Opposing Position)
Paragraph #6 – Conclusion
Transition from paragraph - #5
 Restate description of issue/thesis statement:
 Summarize Position/Opinion Statements: 3 pro reasons and opposing position:
 Closing statement (or call to action):
Paragraph #2
Paragraph #3
Transition from Introductory Paragraph - #1
Transition from Paragraph - #2
Pro Reason #1:
(the grounds for your opinion)
Pro Reason #2
(the grounds for your opinion)
(a reason different from Reason #1)
Text Support:
(citing evidence from the text)
(details and examples from the text to support Pro
Reason #1)
Text Support:
(citing evidence from the text (details and examples
from the text to support Pro Reason #2)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Paragraph #4
Paragraph #5
Transition from Paragraph - #3
Transition from Paragraph - #4
State the Opposing Position
(the grounds for your opinion)
1 counter-argument (opposite points)
Pro Reason #3 (Your most powerful argument)
(the grounds for your opinion)
(a reason different from Pro Reasons #1 and #2)
Text Support:
(citing evidence from the text (details and examples
from the text to support your Opposing Position)
Text Support:
(citing evidence from the text)
(details and examples from the text to support Pro
Reason #3)
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
Explain why these might be true but …….
Commentary:
Comment on text evidence
(your interpretation of the text as it applies to your
persuasive argument)
EXAMPLE SET-UP
Mraz 1
Kathy Mraz
Mraz
English 1, Period 8
21 December 2012
Blame Game
Who is to blame for the horrific deaths in the play? Most of the events that happen in William Shakespeare’s
play Romeo and Juliet lead up to the final conclusion of Romeo and Juliet dying. Many, if not all, of the major characters
play an ultimate role in the tragic deaths of the “star-crossed lovers” (I.Prologue.5). The character that causes the most
dramatic effect upon Romeo and Juliet’s deaths is Friar Laurence. He’s the one character who plays a role in every
aspect of the tragedy, from the marriage to the plan to rescue Romeo from banishment to his advice that the marriage
was too quick to the plan to rescue Juliet from marriage to Paris.
First, Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it would lead to peace between
the feuding families. In Act 2, Scene 3 he says to Romeo, “… come, young waverer, come, go with me, In one respect I’ll
try thy assistant be, for this alliance may so happy prove to turn your households’ rancor to pure love” (89-92). Also,
Friar Laurence had just scolded Romeo by saying “Holy Saint Francis, what a change is here! Is Rosaline, whom thou
didst love so dear, so soon forsaken? Young men’s love then lies not truly in their hearts, but in their eyes” (65-68). He
wanted to end the feud so badly that he overlooked how easily Romeo seemed to fall in and out of love. He was aware
that Romeo had been so depressed over Rosaline not loving him that he was hiding and avoiding everyone and
everything, even his parents, friends and daylight. He knew Romeo was too immature for marriage but he agreed to
marry them anyway because he felt it would end the feud.
The Writing Process
Prewriting: Choosing a topic and gathering details
1.
2.
3.
4.
5.
Search for a meaningful writing idea—one that truly interests you and meets the requirements of the
assignment.
Use a selecting strategy (listing, webbing, clustering, free writing, outlining, and so on) to identify possible
topics.
Learn as much as you can about your topic.
Decide on an interesting or important part of the topic—your focus—to develop. Express your focus in a
sentence to help map out your writing.
Think about an overall plan or design for organizing your writing. This plan can be anything from a brief list to a
detailed outline.
Writing the Rough Draft: Connecting your ideas
1. Write the first draft while your prewriting is still fresh in your mind.
2. Set the right tone by giving your opening paragraph special attention.
Introduction/Opening Paragraph: should help clarify your thinking about your topic and accomplish three
things: (1) GAIN YOUR READER’S ATTENTION – Attention Getter, (2) IDENTIFY YOUR THESIS, and (3) INTRODUCE
YOUR MAIN IDEAS
Thesis Statement: identifies the focus for your academic essays. It usually highlights a special condition
or feature of the topic, expresses a specific feeling, or takes a stand.
Middle Paragraphs: should support your thesis. Make sure to use your pre-write (mind map, outline, list,
cluster) as a general guide for your writing.
Conclusion/Closing Paragraph: allows you to tie up your essay neatly. You can refer to your thesis, review your
main supporting points, answer any unresolved questions, or connect with the reader’s experience.
Any of the following can be used for your Introduction and Conclusion
*Share some thought-provoking details about the subject.
*Ask your reader a challenging question.
*Begin with an informative quotation
*Provide a dramatic, eye-opening statement.
*Open with some thoughtful dialogue or an engaging story.
*Identify the main points you plan to cover.
3. Refer to your plan for the main part of your writing but be flexible. A more interesting route may unfold as you
write.
4. Don’t worry about getting everything right at this point; just concentrate on developing your ideas.
Revising: Improve your writing - adding information, deleting information, reordering material, reworking material,
transitions (use a different colored writing implement than you use for the editing/proofreading)
1. Review your rough draft, checking the ideas, organization, voice, word choice, and sentence fluency of your
writing.
2. Ask at least one classmate to react to your work.
3. Add, cut, reword, or rearrange ideas as necessary (You may have to change some parts several times before
they say what you want them to say.)
4. Carefully assess the effectiveness of your opening and closing paragraphs
5. Look for special opportunities to make your writing as meaningful and interesting as possible.
Editing and Proofreading: Checking for accuracy (use a different colored writing implement than you use for the
revision)
1. Edit your revised writing for conventions.
2. Have a dictionary and thesaurus close at hand as you work.
3. Ask a reliable editor—a friend, a classmate, a parent, or a teacher—to check your writing for errors you may
have missed.
4. Proofread the final draft for errors before submitting it.
Publishing: Sharing your work
1.
2.
3.
4.
Share the finished product with your teacher, writing peers, friends, and family members.
Decide if you will include the writing in your portfolio.
Post your writing on your personal or class Web site or elsewhere online.
Consider submitting your work to a school, a local, or a national publication. Make sure to follow the
requirements for submitting manuscripts.
Parts of a paragraph
Paragraphs begin with a topic sentence, identifying the topic of the writing.
The sentences in the body of the paragraph
support or explain the topic, while the closing sentence brings the paragraph to a logical stopping point. The Topic
Sentence: tells your readers what your paragraph is about.
The Body is the main part of the paragraph. This is where you place all the information readers need, to understand the
topic. The sentences in the body should contain details that clearly support the topic sentence. Arrange these details in
the best possible order.
The Closing (clincher) sentence comes after all the details have been included in the body of the paragraph. This
sentence may (1) remind readers of the topic, (2) summarize the paragraph, or (3) link the paragraph to the next one.
Six Traits
The six traits listed below identify the main features found in effective essays, stories, and articles. If you write with
these traits in mind, you will most likely be pleased with the results.
IDEAS: Effective writing presents interesting and vital information about a specific topic. It has a clear purpose or focus,
or as writer Donald Murray states, “It has a controlling vision, which orders what is being said.” The ideas are
thoroughly elaborated and analyzed and hold the reader’s attention from start to finish.
ORGANIZATION: In terms of basic structure, good writing has a clearly developed beginning, middle, and ending.
Within the text, transitions are used to show relationships between ideas. The overall arrangement of ideas unifies the
writing and makes the writer’s purpose clear.
VOICE: In the best writing, you can hear the writer’s voice – her or his special way of expressing ideas and emotions.
Voice gives writing personality: it shows that the writer sincerely cares about her or his topic and audience.
WORD CHOICE: In good writing, the nouns and verbs are specific. The modifiers are colorful (and used somewhat
sparingly). The overall level of language helps to communicate the message and set an appropriate tone. In short, all
the right words are in all the right places.
SENTENCE FLUENCY: Effective writing flows from sentence to sentence. But it isn’t, by any means, predictable.
Sentences vary in length, and they don’t all begin in the same way. Sentence fluency gives rhythm to writing, which
makes the writing enjoyable to read.
CONVENTIONS: Good writing follows the accepted standards of punctuation, mechanics, usage, and spelling. It is
edited with care to ensure that the work is accurate and easy to follow.
There are many types of details you can include in paragraphs (and longer forms of writing)
Facts: are details that can be proven. Facts remain constant, regardless of the type of paragraph you write.
Statistics: present significant numerical information about a chose topic.
Examples: are individual samples that illustrate a main point.
Anecdotes: are brief stories or “slices of life” that helps you make your point. They can illustrate a point more
personally than a matter-of-fact listing of details.
Quotations: are words from another person that you repeat exactly in your writing. Quotations can provide powerful
supporting evidence.
Arranging your Details
Chronological order (time) is effective for sharing personal narratives, summarizing steps, and explaining events in the
order in which they occurred
Order of location (spatial) is useful for many types of descriptions. Details can be described from left to right, from right
to left, from top to bottom, from edge to center, and so on.
Illustration (deductive) is a method of arrangement in which you first state a general idea (thesis statement) and follow
with specific reasons, examples, and facts.
Climax (inductive) is a method of arrangement in which you present specific details followed by a general statement or
conclusion.
Compare-contrast is a method of arrangement in which you show how one topic is different from and similar to another
topic.
Cause-effect is a type of arrangement that helps you make connections between a result and the events that came
before it. Usually, you begin with the cause of something, and then you discuss a number of specific effects.
Problem-solution is a type of arrangement in which you state a problem and explore possible solutions.
Classification is a type of arrangement that can be used to explain a term or a concept (a machine, a theory, a game, and
so on). Begin by placing the topic in the appropriate class, and then provide details that show how your subject is
different from and similar to others in the same class.
Transitions
Illustration
Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such
as.
Contrast
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast,
yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be
true.
Addition
And, in addition to, furthermore, moreover, besides, then, too, also, both-and, another, equally
important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second
place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for
instance, however, thus, therefore, otherwise.
Time
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly,
rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc.,
during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards,
generally, in order to, subsequently, previously, in the meantime, immediately, eventually,
concurrently, simultaneously.
Space
At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under,
around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at
the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in
the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.
Concession
Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in
spite of, of course.
Similarity Of Comparison
Similarly, likewise, in like fashion, in like manner, analogous to.
Emphasis
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also,
furthermore, in addition.
Details
Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.
Examples
For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.
Consequence Or Result
So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so,
because, since, due to, as a result, in other words, then.
Summary
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.
Suggestion
For this purpose, to this end, with this in mind, with this purpose in mind, therefore.
Persuasive Essay Rubric
IDEAS/ORGANIZATION: (86 Points)
1. Introductory Paragraph: (16 points)
Student has an attention getter/grabber
Student has a description of issue/thesis statement
Student has stated 3 pro reasons and 1 opposing position
Student has a transition statement
2. Body Paragraphs: (56 points)
Student has 3 Pro Reason paragraphs and 1 Opposing Position paragraph
Student has cited textual evidence for each paragraph
Student has delivered a commentary/reason for each paragraph
Student has used topic sentences at the beginning of each body paragraph
Student has used transitions for each paragraph
3. Conclusive Paragraph: (14 points)
Student has restated the thesis statement
Student has summarized 3 pro reasons and 1 opposing position
Student has a closing statement
VOICE: (2 points)
4. Presents information with a knowledgeable and formal voice
WORD CHOICE: (5 points)
5. Uses specific concrete nouns and active verbs
SENTENCE STYLE: (4 points)
6. Moves smoothly from sentence to sentence
7. Includes a variety of sentence lengths and types
FORMAT: (25 POINTS)
8. Student has used the MLA heading format correctly
9. Student has used 12 size type, Times New Roman and double-spaced
10. Student has a creative title
11. Student has not used first person or second person
12. Student has cited quotes correctly using MLA style
THE WRITING PROCESS: (46 points)
13. Student has handed in the following:
Pre-Write - Persuasive Essay Graphic
Rough Draft
Revision – done in one color
Edit and Proofreading – done in a different color
CONVENTIONS:
14. Correctly applies the basic rules of writing (spelling, grammar usage and punctuation)
3 errors = minus 1 point
TOTAL POSSIBLE POINTS (168)
2 points
4 points
8 points
2 points
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______
______
______
20 points
8 points
12 points
8 points
8 points
______
______
______
______
______
4 points
8 points
2 points
______
______
______
2 points
______
5 points
______
2 points
2 points
______
______
6 points
3 points
2 points
4 points
10 points
______
______
______
______
______
20 points
10 points
8 points
8 points
______
______
______
______
______
______