Assessments: Multiple Choice-Shakespeare s Romeo and Juliet. Restricted Response Performance- Romeo and Juliet Alternate Ending & Scene Creation

Transcription

1 Assessment Set for Shakespeare Unit: 9 th Grade English Assessments: Multiple Choice-Shakespeare s Romeo and Juliet Restricted Response Performance- Romeo and Juliet Alternate Ending & Scene Creation Portfolio- Romeo and Juliet and Hamlet Assignment Title: Romeo and Juliet Multiple Choice Exam Type of Assessment: Multiple Choice Standards Used: ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of 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. ELACC9-10RL3: 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 ELACC9-10RL4: 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.) ELACC9-10RL5: 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

2 Multiple Choice Assessment: Shakespeare s Romeo and Juliet For each of the following questions, circle the best possible answer. 1.In the balcony scene, Romeo says, call me but love, and I ll be new baptiz d What meaning can be inferred from the word baptized, as used in this context? a) A religious ceremony will take place. b) He will take on a new identity. c) He will change his name to love. d) He would rejoin the church. 2.Through his actions, we see that Tybalt s nature is to a) Be accepting of everyone he meets. b) Blend into the crowd. c) Create conflict. d) Create a positive atmosphere. 3. According to Lord Capulet, Juliet weeps all the time because of a) The death of her cousin, Tybalt. b) The banishment of Romeo. c) Paris s marriage proposal. d) The death of Mercutio.

3 4.How does the word dignity in line 1 of the prologue suggest both houses are alike? a) In family values. b) In social standing. c) In physical size. d) In the way respect is demonstrated. 5. The feud between the Capulet s and the Montague s has caused a) Violent feuds causing death in both families. b) Political exile for both families. c) Each family to realize their wrongs. d) All of Verona to be happy. 6. In the general prologue, Romeo and Juliet s love is described as a) Death-mark d love. b) Star-crossed lovers. c) Mere infatuation. d) A summer fling. 7. Mercutio is most known for his a) Fighting Skills. b) Quick wit and clever mind. c) Love for his best friend Romeo. d) Strength.

4 8. The Friar is known for his wise advice and friendship with Romeo. He is also a) Romeo s uncle b) A close friend of Juliet c) Scheming and political d) Evil 9. O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name, Or if thou wilt not, be but sworn my love, And I ll no longer be a Capulet. These famous words spoken by Juliet signal to the reader that a) Juliet wants Romeo to find a new father. b) There is tension between social/family identity and one s inner identity. c) Romeo has been lost and Juliet is offering herself as ransom. d) Juliet wants Romeo to change his name. 10. Within the play, which of these is an example of soliloquy? a) Friar Laurence giving a speech to Romeo about his good fortune b) Romeo s letter to Juliet c) The initial discussion between Capulet and Paris about Juliet d) Romeo and Juliet s first conversation

5 Assignment Title: Romeo and Juliet Alternate Ending & Scene Creation Type of Assessment: Performance Standards Used: ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Type of Performance Assessment: Restricted Response Name Date Romeo & Juliet Alternate Ending Scene Creation Directions: For this assignment you will create an alternate ending (1 Scene) for the play. What may have happened if Romeo had known that Juliet was not actually dead? Your response to the above prompt should be written in script format. Your script should be written in Times New Roman, 12- pt. font. Your script should include proper dramatic elements (stage directions, setting, themes, soliloquy, character development, etc.) (Optional) If you wish to further clarify your alternate ending, you may do so with a BRIEF 1- page summary/addendum in MLA format using Times New Roman 12- pt. font. Use this space to brainstorm your ideas.

6 Standard Points Proper Grammar Usage, Mechanics, and Spelling Organization, and Overall Impact Elements of Drama Creativity Student has excessive spelling errors, improper grammar usage, and poor mechanics. Writing lacks clarity and chronological order is inconsistent with previous events in the play. Writing provokes little/no emotional response from intended audience. Writing shows little/no alignment with elements of drama within Romeo and Juliet. Writing lacks inclusion of character development, central conflict, stage directions, soliloquy, etc. Writing exhibits little/no connections to theme of Romeo and Juliet. Writing lacks original ideas, and does not offer new insight into impact of the play. Student has minimal spelling errors, improper grammar usage, and poor mechanics. Writing is mostly clear and in chronological order. Writing is mostly logical with prior events within Romeo and Juliet. Writing provokes some emotional response from intended audience. Writing shows adequate alignment with elements of drama within Romeo and Juliet. Writing includes adequate character development, central conflict, stage directions, soliloquy, etc. Writing exhibits adequate connections to theme of Romeo and Juliet. Writing offers new ideas, but ideas are not fully developed, and lack details to support the overall impact of the play Writing is free of spelling errors, improper grammar usage, and poor mechanics. Writing demonstrates clear chronological order that is logical with prior events within Romeo and Juliet. Writing provokes strong emotional response from intended audience. Writing shows exceptional alignment with elements of drama within Romeo and Juliet, including character development, central conflict, stage directions, soliloquy, etc. Writing exhibits close connections to theme of Romeo and Juliet. Writing brings new insights that add details for the development of the overall impact of the play.

7 Assignment Title: Shakespeare Unit Portfolio Type of Assessment: Portfolio Standards Used: (In addition to writing standards previously mentioned in performance assessment) ELACC9-10W5: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. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single setting or a day or two) for a range of tasks, purposes, and audiences. Type of Portfolio Assessment: Formative assessment of progress over time Portfolio Assignment Unit Purpose: This portfolio should include all assignments completed within the Shakespeare unit of instruction. You should use this portfolio as a reference for the understanding of the Shakespearean texts: Romeo & Juliet and Hamlet. This portfolio will account for 15% of your semester grade. Assignments to Include: 1.) Play analysis (Both plays!) 2.) Compare/ Contrast Movie vs. Text Reflection 3.) Alternate Ending & Scene Creation Scene & Graded Rubric 4.) Journal Entries As the first page in your portfolio, please include a 2 page (double-spaced) self-evaluation, assessing your process, struggles, and ability to understand Shakespearean text. Grading Rubric: Portfolio Assignment

8 Does Not Meet Meets Exceeds The student shows little/no The student shows The student shows exceptional improvement or growth. improvements or growth. improvement or growth. Shows limited investment in writing task. Student does not take into account feedback. Student shows lack of personal voice as a writer. Shows lack of personal criteria and standards for writing. Shows little/no progress from early to late pieces. Shows adequate investment in writing task. Student takes into account feedback and responds accordingly. Student s personal voice as a writer is present. Shows consideration of personal criteria and standards for writing. Shows adequate progress from early to late pieces. Shows exceptional investment in writing task. Student takes into account feedback and responds accordingly while adding self-driven improvements. Shows strong personal voice as a writer. Shows strong personal criteria and standards for writing. Student takes vested interest in the quality of their work. Shows exceptional progress from early to late pieces. Comments Comments Comments