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ENGLISH 9A Drama Module

Romeo and JulietYou 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 textbookb. complete the Quote sheet - included in modulec. draw Queen Mab and write a journal about a dream you have had- instructions included in module

3. Act II –pages 795 – 815a. answer the Review and Assess questions on page 815 in the textbookb. complete the Quote sheet - included in modulec. create a mind map – included in module

4. Act III – pages 819 - 841a. answer the Review and Assess questions on page 841 in the textbookb. complete the Quote sheet - included in modulec. create a collage – included in module

5. Act IV – pages 845 – 857a. answer the Review and Assess questions on page 857 in the textbookb. complete the Quote sheet - included in modulec. create a word poster

6. Act V – pages 861 – 874a. answer the Review and Assess questions on page 857 in the textbookb. complete the Quote sheet - included in modulec. 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 modulea. 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-spacede. Your rubric is in the module

Romeo and Juliet – Literary Terms

Term/Definition Example – actual line from the play Act #

Scene #

Line #

Page #

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

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 cage15. 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

EXPLAIN: what the monologue is about, you do not need to write the lines out

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

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 QuotesDirections: For each of the following quotes:

a. identify the speakerb. explain what the quote means, in your own wordsc, give the setting of the quoted. 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!” (Act I, scene iv) a) b) c) d)

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

MERCUTIO: O, then I see Queen Mab hath been with you. She is the fairies' midwife, and she comes In shape no bigger than an agate stone On the forefinger of an alderman, Drawn with a team of little atomies Over men's noses as they lie asleep; Her wagon spokes made of long spinners' legs, The cover, of the wings of grasshoppers; Her traces, of the smallest spider web; Her collars, of the moonshine's wat'ry beams; Her whip, of cricket's bone; the lash, of film; Her wagoner, a small grey-coated gnat, Not half so big as a round little worm Pricked from the lazy finger of a maid; Her chariot is an empty hazelnut, Made by the joiner squirrel or old grub, Time out o' mind the fairies' coachmakers. And in this state she gallops night by night Through lovers' brains, and then they dream of love; O'er courtiers' knees, that dream on curtsies straight; O'er lawyers' fingers, who straight dream on fees; O'er ladies' lips, who straight on kisses dream, Which oft the angry Mab with blisters plagues, Because their breaths with sweetmeats tainted are. Sometimes she gallops o'er a courtier's nose, And then dreams he of smelling out a suit; And sometimes comes she with a tithe-pig's tail Tickling a parson's nose as 'a lies asleep, Then dreams he of another benefice. Sometimes she driveth o'er a soldier's neck, And then dreams he of cutting foreign throats, Of breaches, ambuscadoes, Spanish blades, Of healths five fathom deep; and then anon Drums in his ear, at which he starts and wakes, And being thus frighted, swears a prayer or two And sleeps again. This is that very Mab That plats the manes of horses in the night 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!

She’s the fairies' midwife. She’s no bigger than the stone on a city councilman’s ring. She rides around in a wagon drawn by tiny little atoms, and she rides over men’s noses as they lie sleeping. The spokes of her wagon are made of spiders' legs. The cover of her wagon is made of grasshoppers' wings. The harnesses are made of the smallest spiderwebs. The collars are made out of moonbeams. Her whip is a thread attached to a cricket’s bone. Her wagon driver is a tiny bug in a gray coat; he’s not half the size of a little round worm that comes from the finger of a lazy young girl. Her chariot is a hazelnut shell. It was made by a carpenter squirrel or an old grubworm; they’ve made wagons for the fairies as long as anyone can remember. In this royal wagon, she rides every night through the brains of lovers and makes them dream about love. She rides over courtiers' knees, and they dream about curtsying. She rides over lawyers' fingers, and right away, they dream about their fees. She rides over ladies' lips, and they immediately dream of kisses. Queen Mab often puts blisters on their lips because their breath smells like candy, which makes her mad. Sometimes she rides over a courtier’s lips, and he dreams of making money off of someone. Sometimes she tickles a priest’s nose with a tithe-pigs tail, and he dreams of a large donation. Sometimes she rides over a soldier’s neck, and he dreams of cutting the throats of foreign enemies, of breaking down walls, of ambushes, of Spanish swords, and of enormous cups of liquor. And then, drums beat in his ear and he wakes up. He’s frightened, so he says a couple of prayers and goes back to sleep. She is the same Mab who tangles the hair in horses' manes at night and makes the tangles hard in the dirty hairs, which bring bad luck if they’re untangled. Mab is the old hag who gives false sex dreams to virgins and teaches them how to hold a lover and bear a child. She’s the one—

Act II Quotes

Directions: For each of the following quotes:

a) identify the speakerb) explain what the quote means, in your own wordsc) give the setting of the quoted) 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 MapA 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. You will create a mind map for Act II.2. Mind maps use visuals/pictures, colors, graphics, and very few words to display ideas.3. Mind maps use arrows and links to show how ideas are related.4. You will need to begin with a center – Topic.5. 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 areeasy to understand. (4 points) ______

2. Most of the ideas from the scene are enhanced with symbols, pictures, ordiagrams (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 QuotesDirections: For each of the following quotes:

a) identify the speakerb) explain what the quote means, in your own wordsc) give the setting of the quoted) 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 timeTo blaze your marriage, reconcile your friends,Beg pardon of the prince, and call thee backWith twenty hundred thousand times more joyThan thou went’st forth in lamentation.” (Act III, scene ii)

a) b) c) d)

4. “I would the fool were married to her grave!” (Act III, scene v) a) b) c) d)

5. “Night’s candles are burnt out and Jocund dayStands 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 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 thereis 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) identify the speakerb) explain what the quote means, in your own wordsc) give the setting of the quoted) reveal how it contributes to either theme, imagery, foreshadowing, plot, characterization, or any other

literary terms.e)

1. “O, bid me leap, rather than marry Paris.From off the battlements of any tower,Or walk in thievish ways, or bid me lurkWhere 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 graveAnd hide me with a dead man in his shroud-Things that, to hear them told, have made me tremble-And 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 ghostSeeking out Romeo, that did spit his bodyUpon 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.” (Act IV, scene v) a) b) c) d)

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 (atleast 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 QuotesDirections: For each of the following quotes:

a) identify the speakerb) explain what the quote means, in your own wordsc) give the setting of the quoted) 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.” (Act V, scene iii) 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!” (Act V, scene iii) 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.” (Act V, scene iii) a) b) c) d)

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 ______

4. The student accompanies the images, words, and objects with ½ page writing, onthe back of the collage or attached to the collage, that shows their reflectionabout 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. 10 points ______

5. The student’s writing is neat and legible. 5 points ______

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 selectingthe case of the pronoun in an elliptical clause, you must know what the unstated words are. Inthe 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 beginningwith than or as, use the form of the pronoun that you would use if the clause were fullystated.

To help choose the correct pronoun case, first say the unstated clause to yourself. Doing sowill 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 objectivepronoun 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 morethan (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, andit 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, fromRomeo 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 youcall?” would be more correct, the use of who in informal speech is often acceptable. However, informal 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 toreplace 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 discussionis 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 pronounS 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 anactual 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 threedegrees of comparison are positive, comparative, and superlative. The more common methodof forming the comparative and superlative degree of most one- and two- syllable modifiers isto 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 forall modifiers with three or more syllables, and for adverbs that end in -ly. Note that thecomparative 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 slowlyRemember, 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 aspositive, 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, andsome are always plural. Some may be either singular or plural. Look at the use of indefinitepronouns 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 surethat the verb agrees. Use a singular verb to refer to a singular indefinite pronoun and a pluralverb 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).

TERMSround 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)

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.

Mraz 1

Kathy Mraz

Mraz

English I, Period 8

21 December 2012

The Blame Game

Step 1Paragraph 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” (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).

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 6Paragraph 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

Pro Reason #1:(the grounds for your opinion)

Friar Laurence is the one who agreed to marry Romeo and Juliet, thinking it would lead to peace between the feuding families:

Text Support:(citing evidence from the text)(details and examples from the text to support Pro Reason #1)

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)He knew Romeo was too immature for marriage but he agreed to marry them anyway.

Paragraph #3

Transition from Paragraph #2

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 #2)

Commentary:Comment on text evidence(your interpretation of the text as it applies to your persuasive argument)

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 ModelHow 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

Transition from Introductory Paragraph - #1

Pro Reason #1:(the grounds for your opinion)

Text Support:(citing evidence from the text)(details and examples from the text to support Pro Reason #1)

Commentary:Comment on text evidence(your interpretation of the text as it applies to your persuasive argument)

Paragraph #3

Transition from Paragraph - #2

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 #2)

Commentary:Comment on text evidence(your interpretation of the text as it applies to your persuasive argument)

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)

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. Search for a meaningful writing idea—one that truly interests you and meets the requirements of the assignment.

2. Use a selecting strategy (listing, webbing, clustering, free writing, outlining, and so on) to identify possible topics.3. Learn as much as you can about your topic.4. 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.5. 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 paragraphs5. 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. Share the finished product with your teacher, writing peers, friends, and family members.2. Decide if you will include the writing in your portfolio.3. Post your writing on your personal or class Web site or elsewhere online.4. 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 2 points ______Student has a description of issue/thesis statement 4 points ______Student has stated 3 pro reasons and 1 opposing position 8 points ______Student has a transition statement 2 points ______

2. Body Paragraphs: (56 points)Student has 3 Pro Reason paragraphs and 1 Opposing Position paragraph 20 points ______

Student has cited textual evidence for each paragraph 8 points ______Student has delivered a commentary/reason for each paragraph 12 points ______

Student has used topic sentences at the beginning of each body paragraph 8 points ______Student has used transitions for each paragraph 8 points ______

3. Conclusive Paragraph: (14 points)Student has restated the thesis statement 4 points ______Student has summarized 3 pro reasons and 1 opposing position 8 points ______Student has a closing statement 2 points ______

VOICE: (2 points)4. Presents information with a knowledgeable and formal voice 2 points ______

WORD CHOICE: (5 points)5. Uses specific concrete nouns and active verbs 5 points ______

SENTENCE STYLE: (4 points)6. Moves smoothly from sentence to sentence 2 points ______7. Includes a variety of sentence lengths and types 2 points ______

FORMAT: (25 POINTS)8. Student has used the MLA heading format correctly 6 points ______9. Student has used 12 size type, Times New Roman and double-spaced 3 points ______10. Student has a creative title 2 points ______11. Student has not used first person or second person 4 points ______12. Student has cited quotes correctly using MLA style 10 points ______

THE WRITING PROCESS: (46 points)13. Student has handed in the following:

Pre-Write - Persuasive Essay Graphic 20 points ______Rough Draft 10 points ______Revision – done in one color 8 points ______Edit and Proofreading – done in a different color 8 points ______

CONVENTIONS:14. Correctly applies the basic rules of writing (spelling, grammar usage and punctuation)

3 errors = minus 1 point ______

TOTAL POSSIBLE POINTS (168) ______