Romeo and Juliet Resources
For your last four character journal entries, you will get no hints in the form of number of errors to correct. Your teacher will show you your errors, but you will need to proofread closely before turning in your work because you will be graded on the first draft of what you turn in.
The good news is that your teacher will take your three highest scores and discount the lowest. So the best strategy is to: 1) proofread very carefully, 2) wait until you get feedback before writing your next entry, and 3) apply what you learned from your mistakes to successive entries.
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
Which, but their children's end, nought could remove,
And the continuance of their parents' rage,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.
Grade 9-10 - Reading:Literature
CCR.ELA-Literacy.RL.9-10.1,Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCR.ELA-Literacy.RL.9-10.2, Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCR.ELA-Literacy.RL.9-10.3, Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCR.ELA-Literacy.RL.9-10.4, Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCR.ELA-Literacy.RL.9-10.5, Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCR.ELA-Literacy.RL.9-10.6, Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Grade 9-10 - Grades 6-12 Literacy - Writing
CCR.ELA-Literacy.WHST.9-10.2d, Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCR.ELA-Literacy.WHST.9-10.2e, Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCR.ELA-Literacy.WHST.9-10.4, Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCR.ELA-Literacy.WHST.9-10.5, Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCR.ELA-Literacy.WHST.9-10.6, Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCR.ELA-Literacy.WHST.9-10.10, Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.