English I grade 9. Romeo and Juliet Unit Exam. Student Name:

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1 English I grade 9 Romeo and Juliet Unit Exam Student Name: Date: Part One: Multiple Choice: 2 points each Circle the letter of the correct answer. 1 Where does the play take place? A. London, England B. Real Madrid, Spain C. Verona, Italy D. Paris, France Rational: The answer is C. B is easily thrown out because Spain is not even mentioned in any Shakespeare play. D is a distracter to ensure they were paying attention as Paris is a person and not the location. A is also a distracter as that is where the play would have been preformed. TEKES: (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (C) relate the figurative language of a literary work to its historical and cultural setting. 2 Who is Queen Mab? F. Queen of Italy G. Queen of the Fairies H. Queen of England J. Queen of the Play Rational: The Answer is G. This is a big monologue in the play that has significance to the story. J can be ruled out since there is no queen of the play. F and H are there to distract and make sure attention was paid to the text and the class discussion. TEKES: (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and raw conclusions about the structure and elements of drama and 1

2 3 That which we call a rose/ By any other name would smell as sweet ( ). What is Juliet referring to when she says these lines? A. How much she likes roses. B. That Romeo cannot be bad just because of his last name. C. That Romeo is as sweet as a rose. D. That Paris is a better name than Romeo. Rational: The answer is B. She is asking herself what does it matter if he is a Capulet, she loves him anyway, the other answers distracted because they deal with Romeo as well, and D is meant to insure they read, because they would know that Romeo s name doesn t matter to Juliet. TEKES: (5) Reading/Comprehension of Literary Text/Fiction. Students understand, plot structures) and compare it to linear plot development 4 Where are Romeo and Juliet married F. Paris House G. Lord Capulet s house H. Lord Montague s House J. Friar Laurence s cell Rational: G and H are throw away answers; the two families have been feuding for years they would never allow that to happen. Paris is supposed to be married to Juliet so that is there as a distraction. Romeo and Juliet must marry in secret so J is the answer. TEKES: (4) Reading/Comprehension of Literary Text/Drama. Students understand, 5 Why is Mercutio s death important? A. Because he is Romeo s friend and Paris s cousin B. Because it causes Romeo to kill Tybalt, which causes Romeo to become banished C. Because it makes Tybalt higher status in the Montague house D. Because Paris likes Tybalt Rational: The answer is B. While it s true that Mercutio is Romeo s friend and Paris cousin, it is not why his death is important. It doesn t give Tybalt any status because Romeo kills him and Paris has no love or care for Tybalt. 2

3 TEKES: (5) Reading/Comprehension of Literary Text/Fiction. Students understand, plot structures) and compare it to linear plot development; 6 What is Romeo s punishment for killing Tybalt? F. Death G. Banishment H. Life in Prison I. A Fine Rational: F is a distracter because the Prince does say the next person to kill someone would get death, but because Mercutio was The Prince s cousin he gives Romeo only Banishment. TEKES: (4) Reading/Comprehension of Literary Text/Drama. Students understand, 7 Why does Juliet buy a sleeping draught from the apothecary? A. She is having trouble sleeping B. She plans on faking her death C. She is hoping to give it to her mother so she can escape D. She wants her nurse to sleep so she can see Romeo Rational: Her plan is to fake her death. She isn t going to give it to her nurse or mother and she has no trouble sleeping. But the trying to escape can distract from the answer since she is trying to leave with Romeo and she thinks her only way is fake her death. TEKES: (5) Reading/Comprehension of Literary Text/Fiction. Students understand, plot structures) and compare it to linear plot development; 8 My only love sprung from my only hate! Too early seen unknown, and known too late Prodigious birth of love it is to me, That I must love a loathed enemy (I, v) Loathed means what in this passage: F Loved 3

4 G Hated H Beaten I Ignored Rational: G is the answer. It best answers Loathed, because love, beaten and ignored are not the definition of loathed. TEKES: (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words 9 How does Juliet kill herself after she awakes? A. She uses Romeo s dagger B. She kisses the poison off of Romeo s lips C. She never wakes up D. She jumps off a mountain. Rational: She does kiss Romeo to try and get any of the poison on his lips; she kills herself with Romeo s dagger. C and D are just distractions. TEKES: (4) Reading/Comprehension of Literary Text/Drama. Students understand, 10 Which four characters die in Act V, scene 3? F The Prince, Lady Montague, Friar Laurence, Romeo G Lady Montague, Romeo, Paris, Juliet H Friar Laurence, The nurse, The Prince, Juliet J The Nurse, Juliet, Tybalt, Lady Montague Rational: B is the answer. The others distract because they have key characters in their list, the question is meant for them to process the Act and go through who died in the scene. TEKES: (5) Reading/Comprehension of Literary Text/Fiction. Students understand, plot structures) and compare it to linear plot development 4

5 Part II: Matching: 2 points each Match each character with the correct description. Write the letter of the description in the blank next to the character. 1. E Romeo A. Dies from a self inflicted knife wound 2. C Mercuctio B. A young nobleman who seeks Juliet s hand in marriage 3. F Tybalt C. Romeo s best friend; Cousin of the Prince 4. B Paris D. Romeo s cousin and friend 5. D Benvolio E. Kills Tybalt and is Banished 6. A Juliet F. Kills Mercuctio G. Marries Romeo and Juliet H. Juliet s mother Rational: The answers are not all the most notable description of the character, but they are things they did in the play. The challenge for the student is to be able to remember all the characters did throughout the play. TEKES: (5) Reading/Comprehension of Literary Text/Fiction. Students understand, provide evidence from text to support their understanding. Students are expected to:(a) plot structures) and compare it to linear plot development;(b) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils Part III: Short Answer: 9 points each Briefly answer each of the following short answer items. They should be in complete sentences, and make sure you answer the question completely. 1. Explain the concept of Star-Crossed Lovers. Acceptable answers must include two lovers who are destined to fall in love, but fate will allows cause tragedy. They are doomed from the beginning. 2. Name the only two people who know about Romeo and Juliet s love. Explain their roles in helping the two lovers. 5

6 It would be the nurse and Friar Laurence. Friar Laurence marries them; he helps them figure out a way to escape Verona, he councils both lovers. The Nurse helps deliver messages to the lovers and helps them hid the love from Juliet s father. TEKES: (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(a) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;(b) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; Part IV: Essay: 20 points Answer the following in an essay form using a proper paragraph format. You must include at least 3 paragraphs and must use complete sentences. Fate is used extensively in Romeo and Juliet. This element helps bring about tragedy and/or destruction to many of the characters. Write an essay in which you will explain how fate is used on one character giving details and at least 3 examples. (This is to assess their critical thinking skills. There are not just three examples. Based on what they know about the play, what they have read and lectures in class they should be able to demonstrate enough knowledge of fate to complete this essay. They must display good thinking skills, have good ideas and show a comprehension of what fate is and its us in the play, and show an understanding of the prompt and the play they will receive full credit.) TEKES: (4) Reading/Comprehension of Literary Text/Drama. Students understand, (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(a) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;(b) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, 6

7 including character foils;(c) analyze the way in which a work of fiction is shaped by the narrator's point of view; and(d) demonstrate familiarity with works by authors from non- English-speaking literary traditions with emphasis on classical literature. Reflection I learned a great deal during this project about how much you need to know before writing a test. Writing your test when you write your curriculum can help a great deal in keeping your teaching on task and keeping your thoughts organized while deciding what to teach. But it also reminds you how much you need to prepared for tests. You need to ensure that all you have taught is tested the same way. I would suggest to other teachers that they really sit down when writing their test to make sure they are testing over the same content. I cannot tell you how many times I changed a question because I knew I would not be able to teach the same concept in class with the way I was writing the test. You also think its easy writing your answers but that seemed to be the hardest part, to give four good answers that could cause an unprepared student to stumble. I would take more time to understand the TEKES and understand the grade mindset. That gave me the most problems at first were finding a good balance of making it too easy and too hard. I wanted the test to be challenging, to reward those students that did their work and read and fulfilled their class requirements and to show those students that think they can just skate through a test that you have to do the work in my class. I feel I have achieved that balance. Anyone can pass this test, if they read and did the work and studied. I would most likely use this test in the future; I would not have matching but increase the multiple choice to 20 and add more short answer and one essay. I would also think about doing an all Essay Test over this topic, because I think I can allow student more flexibility in giving their thoughts on the topic. I would like to teach this in the future and I enjoyed writing a test over the subject matter. I believe if I write my test as I write my lessons and plan ahead I can create good solid test that truly test the student. 7

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