Western Sierra Collegiate Academy Semester 2, Spring 2015
Teacher: Rachel Lewis/Rachel Moses
Romeo and Juliet Sonnet Assignment
Description: As we read Romeo and Juliet you will write a total of 3 sonnets from the perspective of different characters in the play, based on the situations found in the play. Each sonnet will meet the requirements below:
Sonnet #1: Tybalt’s Sonnet (Petrachan Format) Due: Friday, December 12th
In this sonnet you will write from Tybalt’s point of view after the Capulet’s masquerade ball in Act I. This sonnet must be a Petrarchan sonnet, following the correct rhyme scheme and rhythm (iambic pentameter). Make sure that your octave presents a problem that Tybalt is having and the sestet presents his solution to that problem.
Sonnet #2: Minor Character’s Sonnet (Shakespearian Format) Due:
In this sonnet you will write from one of the minor character’s points of view. This should NOT be Romeo, Juliet, or Tybalt. Any other characters are fine to choose from. This may be written about any events that happen in Acts II, III, or IV. This sonnet must be a Shakspearian sonnet, following the correct rhyme scheme and rhythm (iambic pentameter). You must also include at least two conceits. Each conceit must be at least 4 lines long.
Sonnet #3: Romeo or Juliet’s Sonnet (Petrachan or Shakespearian Format) Due:
In this sonnet you will write from either Romeo or Juliet’s point of view after the end of the play. You should be looking back on the events of the last week (the whole play) and your sonnet should be about what you might do differently if given the chance. This sonnet may be either a Petrarchan or Shakesperian sonnet, following the correct rhyme scheme and rhythm (iambic pentameter). This sonnet should include 5 lines of internal rhyme (alliteration or assonance). It should also include 3 examples of imagery.
Standards:
· W 9.1 (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
· W 9.2 (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic.
· W 9.3 (a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and /or characters; create a smooth progression of experiences or events.
· W 9.3 (d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Other Specific Requirements:
1. Your Sonnets should be turned in individually to Turnitin.com.
2. See your Sonnet notes for formatting requirements.
Rubrics for Assessment:
Tybalt’s Sonnet
Level / FormatW 9.3 (a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and /or characters; create a smooth progression of experiences or events. / Required Elements
W 9.1 (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / Vocabulary
W 9.2 (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic. / Insight
W 9.3 (d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
A
Advanced / Includes problem in octave and solution in sestet; Volta is effective and plausible. / All elements of a Petrarchan sonnet are present: problem, solution, correct iambic pentameter, and rhyme scheme. / Varied and creative, even includes lines from the play (in quotation marks). / Shows the internal struggles of the character; analysis of plot elements is evident.
B
Proficient / Problem vague or solution is not as effective as it could be. / One or two lines are not perfect iambic pentameter or one or two rhymes are off. / Effective, but not creative or through provoking. / Some insight into character and motivation is attempted.
C
Basic / Problem or solution does not follow plot. / Up to 6 lines incorrect in rhyme or meter. / Basic / Basic plot summary.
I
Incomplete / No problem or solution stated. / 7 or more lines incorrect format / Words are used incorrectly and/or mispelled frequently. / Does not follow story. Includes lines with no purpose other than to fit rhyme scheme and syllable requirement.
Minor Character’s Sonnet
Level / FormatW 9.3 (a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and /or characters; create a smooth progression of experiences or events. / Required Elements
W 9.1 (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / Vocabulary
W 9.2 (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic. / Insight
W 9.3 (d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
A
Advanced / Includes effective and thought provoking Heroic Couplet. / All elements of a Shakespearean sonnet are present: 3 qutrains and a couplet, correct iambic pentameter, and rhyme scheme. / Varied and creative, even includes lines from the play (in quotation marks). / Shows the internal struggles of the character; analysis of plot elements is evident.
B
Proficient / Includes a Heroic Couplet that makes an overall statement about the subject. / One or two lines are not perfect iambic pentameter or one or two rhymes are off. / Effective, but not creative or through provoking. / Some insight into character and motivation is attempted.
C
Basic / Includes a final couplet related to the subject. / Up to 6 lines incorrect in rhyme or meter. / Basic / Basic plot summary.
I
Incomplete / Last two lines do not rhyme or are not related to the subject / 7 or more lines incorrect format / Words are used incorrectly and/or mispelled frequently. / Does not follow story. Includes lines with no purpose other than to fit rhyme scheme and syllable requirement.
Romeo or Juliet’s Sonnet
Petrachan Format
Level / FormatW 9.3 (a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and /or characters; create a smooth progression of experiences or events. / Required Elements
W 9.1 (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / Vocabulary
W 9.2 (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic. / Insight
W 9.3 (d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
A
Advanced / Includes problem in octave and solution in sestet; Volta is effective and plausible. / All elements of a Petrarchan sonnet are present: problem, solution, correct iambic pentameter, and rhyme scheme. / Varied and creative, even includes lines from the play (in quotation marks). / Shows the internal struggles of the character; analysis of plot elements is evident.
B
Proficient / Problem vague or solution is not as effective as it could be. / One or two lines are not perfect iambic pentameter or one or two rhymes are off. / Effective, but not creative or through provoking. / Some insight into character and motivation is attempted.
C
Basic / Problem or solution does not follow plot. / Up to 6 lines incorrect in rhyme or meter. / Basic / Basic plot summary.
I
Incomplete / No problem or solution stated. / 7 or more lines incorrect format / Words are used incorrectly and/or mispelled frequently. / Does not follow story. Includes lines with no purpose other than to fit rhyme scheme and syllable requirement.
or Shakespearean Format:
Level / FormatW 9.3 (a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and /or characters; create a smooth progression of experiences or events. / Required Elements
W 9.1 (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / Vocabulary
W 9.2 (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic. / Insight
W 9.3 (d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
A
Advanced / Includes effective and thought provoking Heroic Couplet. / All elements of a Shakespearean sonnet are present: 3 qutrains and a couplet, correct iambic pentameter, and rhyme scheme. / Varied and creative, even includes lines from the play (in quotation marks). / Shows the internal struggles of the character; analysis of plot elements is evident.
B
Proficient / Includes a Heroic Couplet that makes an overall statement about the subject. / One or two lines are not perfect iambic pentameter or one or two rhymes are off. / Effective, but not creative or through provoking. / Some insight into character and motivation is attempted.
C
Basic / Includes a final couplet related to the subject. / Up to 6 lines incorrect in rhyme or meter. / Basic / Basic plot summary.
I
Incomplete / Last two lines do not rhyme or are not related to the subject / 7 or more lines incorrect format / Words are used incorrectly and/or mispelled frequently. / Does not follow story. Includes lines with no purpose other than to fit rhyme scheme and syllable requirement.