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Name: ___________________________________________________________

Dawson/11

The Tragedy of Romeo and Juliet


Act I Assessment
Student objective: Students will analyze and draw conclusions about authors craft in Act I.
Assignment: Re-read Romeo and Juliets first meeting (below). Shakespeare employs a
sonnet shared between the two characters to describe the young lovers first meeting. Based on
this encounter, please craft a response which answers the following question:
What is the effect of using the shared sonnet? (Arrive at a specific conclusion about how it
reveals the development of a particular thematic idea).
Common Core Standards (Reading)
CC.9-10.R.L.5 Depth of Analysis Analyze how an authors choices concerning how to structure a text, and manipulate
time, etc. and such effects
Exceeding Goal Meeting Goal
Approaching Goal
Below Goal No
Evidence
CC.9-10.R.L.4 Understanding of Content 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
Exceeding Goal
Evidence

Meeting Goal

Approaching Goal

Below Goal No

Common Core Standards (Writing)


CC.9-10.W.2 Thesis + Analysis Write informative/explanatory arguments to examine and
convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Exceeding Goal
Evidence

Meeting Goal

Approaching Goal

Below Goal No

CC.9-10.W.2.e Voice Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
Exceeding Goal
Evidence

Meeting Goal

Approaching Goal

Below Goal No

CC.9-10.W.2.b Organization/Development + Text Evidence Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audiences knowledge of the topic.
Exceeding Goal
Evidence

Meeting Goal

Approaching Goal

Below Goal No

CC.9-10.W.2.d Style, Syntax and Diction: Use precise language and domain-specific
vocabulary to manage the complexity of the topic.

Exceeding Goal
Evidence

Meeting Goal

Approaching Goal

Below Goal No

(I.iv.91-104)
ROMEO
[To JULIET] If I profane with my unworthiest hand
This holy shrine, the gentle sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.

JULIET
Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this,
For saints have hands that pilgrims' hands do touch,
And palm to palm is holy palmers' kiss.
ROMEO
Have not saints lips, and holy palmers too?
JULIET
Ay, pilgrim, lips that they must use in prayer.
ROMEO
O, then, dear saint, let lips do what hands do.
They pray; grant thou, lest faith turn to despair.
JULIET
Saints do not move, though grant for prayers' sake.
ROMEO
Then move not while my prayer's effect I take. [kisses her]
Thus from my lips, by thine, my sin is purged.
JULIET
Then have my lips the sin that they have took.
ROMEO
Sin from thy lips? O trespass sweetly urged!
Give me my sin again. [they kiss again]
JULIET
You kiss by th book.

Question: How do I cite lines from the play?


Answer: (Act. scene. line)
Act UPPERCASE roman numerals
Scene lowercase roman numerals
Line(s) Arabic numbers (0, 1, 2, 3, 4, 5, )
Breaks in multiple lines are indicated with a forward slash.

My only love sprung from my only hate! /Too early seen unknown, and known too late!
(Romeo and Juliet I.v.144-145). ***this means Act I (1), scene v (5), lines 144-14
Roman Numeral
Arabic Number

Roman Numeral - lowercase

UPPERCASE

II

ii

III

iii

IV

iv

VI

vi

VII

vii

VIII

viii

IX

ix

10