Assessment Overview Culminating Writing Task Cold-Read Task

Assessment Overview

Each unit assessment has three parts, which together measure the following claims: ● Students read and comprehend a range of complex texts independently. ● Students write effectively when using and/or analyzing sources.

Culminating Writing Task Cold-Read Task Extension Task

Students write a multiparagraph Students read “The Story of Pyramus Students conduct research to essay in response to the question: and Thisbe” from Ovid’s determine how lack of impulse How do patterns or contrasts in Metamorphoses. Then students control may have motivated Romeo language reveal a central idea of The answer a combination of questions. and Juliet’s behavior. Then students Tragedy of Romeo and Juliet? write an essay identifying the possible scientific causes of Romeo and Juliet’s behavior, explaining how different actions and decisions could have prevented the end results.

● Task directions ● Assessment and answer sheet ● Exemplar student response ● Exemplar student response ● Answer Key ● Writing rubric ● Writing rubric

Grade 9: Romeo and Juliet

Culminating Writing Task Exemplar Student Response The motif of light and darkness in William Shakespeare’s The Tragedy of Romeo and Juliet emphasizes how the secrecy of forbidden love has dreadful consequences. The author uses light and dark imagery to show the emotional extremes that Romeo and Juliet feel toward one another throughout the play.

In the beginning of the play, the motif of light and fire symbolizes new love. During the initial meeting between Romeo and Juliet, Romeo proclaims that Juliet “[teaches] the torches to burn bright!” (1.5.42). Shakespeare uses light to describe the feelings Romeo experiences the first time he encounters Juliet. After the party of the Capulets, when Romeo sees Juliet on the balcony, he once again launches into a long list of attributes to describe Juliet, comparing her to the sun so bright that she makes the moon “pale with grief” (2.2.6). The brightest use of light imagery is used to describe their their new love for each other. However, just as a fire burns out and the sun goes down, their love will be temporary because of their family feud. When the friar marries them, he says “These violent delights have violent ends / And in their triumph die, like fire and powder, / Which as they kiss, consume” (2.6.9-11). Because of the strong connotations in this warning, the readers know that the newfound love, exciting yet explosive, is doomed to fail because of its secrecy. Readers understand that darkness and the sadness that will follow must parallel this happiness.

As the events in the play become more complicated because of the secret marriage, the absence of light reinforces the idea that life is unfortunately filled with times of grief and pain as well as happiness. While the use of light imagery symbolizes love and hope early on, the use of dark imagery is used to describe the young lovers’ times of pain and woe as conflicts continue to arise. When Romeo realizes that his best friend, Mercutio, is dead because of his foolish actions, he cries, “This day’s black fate on more days doth depend. / This but begins the woe others must end” (3.1.81-82). The use of dark connotative diction foreshadows the tragic events that will follow Romeo’s impulsive decision to kill Tybalt, a Capulet. The events continue to spiral out of control, leading to the devastating ending. After murdering Paris, Romeo opens the tomb and finds Juliet inside, and he muses, “A grave? Oh, no. A lantern, slaughtered youth,/ For here lies Juliet, and her beauty makes/ This vault a feasting presence full of light” (5.3.84-86). Romeo’s words do not fit with the typical descriptions of a grave. Normally, one associates the tomb with darkness and death, but Romeo is saying that Juliet is so beautiful that she lights up the grave, making it like a lantern.

The constant use of light and dark imagery serves as a hint as to how the story would play out. The readers learn to associate light with the joy between Romeo and Juliet when they are together and in love, just as the readers learn to associate darkness with sadness because of the contrast between light and dark. Romeo and Juliet are passionate people. When they are in love, the world seems perfect and whole, but with complications, their world crashes to a halt. They live on emotional extremes, and the extremity of blinding light and pure darkness suit their story.

Grade 9: Romeo and Juliet

Culminating Writing Task Rubric

3 2 1 0 ● Shows full ● Shows comprehension ● Shows limited ● Shows no comprehension of of ideas indicated by comprehension of comprehension of ideas both explicit and grade-level reading ideas indicated by ideas indicated by inferential indicated by standards grade-level reading grade-level reading Reading and grade-level reading ● Mostly accurate standards standards Understandin standards analysis and reasoning ● Minimally accurate ● Inaccurate or no ● Accurate analysis and is demonstrated analysis and reasoning analysis and reasoning g Text reasoning is through adequate is demonstrated is demonstrated with demonstrated through textual evidence through minimal little or no textual ample textual evidence textual evidence evidence

● Addresses the prompt ● Addresses the prompt ● Addresses the prompt ● Does not address the and introduces a topic and states a topic or and has an introduction prompt or precise claim(s), claim(s) ● Development and ● Lacks organization, is distinguishing claim(s) ● Development is support are minimal undeveloped, and does from counterclaims organized with some ● Language links ideas not provide support ● Development is even support and cohesion ● Style and tone ● Language and style and organized to make ● Language creates demonstrate limited demonstrate no important connections cohesion and links awareness of purpose awareness of purpose and distinctions with ideas or audience or audience Writing about relevant support1 ● Style and tone Text ● Language creates demonstrate cohesion and clarifies awareness of purpose relationships among and audience ideas ● Formal and objective style and tone consistently demonstrate awareness of purpose and audience ● Full command of ● Some command of ● Limited command of ● No command of conventions indicated conventions indicated conventions indicated conventions indicated by grade-level by grade-level by grade-level by grade-level Language standards standards standards standards ● Few minor errors do ● May have errors that ● Errors often interfere ● Frequent and varied Conventions not interfere with occasionally interfere with meaning errors interfere with meaning with meaning meaning

1 Support includes evidence, facts, extended definitions, concrete details, quotations, other information and examples. Grade 9: Romeo and Juliet

Cold-Read Task Answer Key

1. ___D___

2. ___C___ Part A

___B___ Part B

3. ___A___ Part A

___A___ Part B

4. ___C___ Part A

___A___ Part B

5. ___B___ Part A

___D___ Part B

In “The Story of Pyramus and Thisbe,” from Ovid’s poem Metamorphoses, one central idea is young forbidden love. A universal theme that can be drawn from Ovid’s treatment of this idea is that often teens make irrational decisions when faced with emotional conflict. In the beginning of the poem, it is obvious that there will be problems when the narrator explains that “friendship ripen'd into love: / Love had been crown'd, but impotently mad, / What parents could not hinder, they forbad” (9-11). As the teens’ feelings grow for one another, their parents put pressure on them by forbidding them to see one another. It is common, however, for teens to grow rebellious when they feel trapped and restricted. The narrator continues to explain the details that complicate their secret love: “The fire of love the more it is supprest, / The more it glows, and rages in the breast” (16-17).

As complications continue to arise (such the stubborn parents, the physical wall, and no other options), the teens respond by taking desperate measures. Because they feel that there is no other way, they decide “To steal by

Grade 9: Romeo and Juliet

night from home, and thence unknown / To seek the fields, and quit th' unfaithful town” (47-48). The teens, because they are acting based on emotion rather than logic, do not know how to respond when conflicts arise. Pyramus jumps to conclusions, killing himself when he thinks that his lover has been slain by a lion. Thisbe, in return, commits suicide when she realizes what has happened. Their story reinforces the idea that our response to conflict dictates our outcomes.

The Tragedy of Romeo and Juliet, written by William Shakespeare in the fifteenth century is inspired by a myth from the first century. Shakespeare’s popular drama was taken from the much older “The Story of Pyramus and Thisbe” in Ovid’s poem Metamorphoses. Shakespeare undoubtedly drew his plot line from Ovid. In The Tragedy of Romeo and Juliet, there are “two households both alike in dignity” (Prologue 1), and in “The Story of Pyramus and Thisbe,” there are two families that live within “Rais'd walls of brick magnificently great” (2). In both texts, the teens from the rich families enter in a secret romance, and each tale ends in tragedy because of hasty actions. A theme that both works share is that secret love can have serious consequences. However, Shakespeare chose to add some details to the plot that enrich and expand the theme, making it even more universal for generations of readers to come. He added many other conflicts, such as overbearing parents, an arranged marriage, dueling family members, and meddling characters like the nurse and the friar whose involvement complicate the conflicts that the characters face.

After reading The Tragedy of Romeo and Juliet, the reader realizes not only does secret love has serious consequences, but also that those consequences affect more people than the title characters. Whereas only Pyramus and Thisbe are dead at the end of their story, Mercutio, Tybalt, Paris, Romeo, Juliet, and Lady Montague are all dead because of the feud that ultimately spurred on the teens’ hasty actions. As the drama ends and Lord Montague and Lord Capulet settle their dispute, the prince declares “A glooming peace this morning with it brings” (5.3.305). Although the ending of the drama is sad, the final outcome of the play demonstrates that healing and peace can come after tragedy.

Grade 9: Romeo and Juliet

Extension Task Student Exemplar Response

One of the most memorable plays is William Shakespeare’s The Tragedy of Romeo and Juliet. It is a tragic story that proves there is a lot that can be lost when hatred overtakes reason. In this emotional drama, two young teens from feuding families fall in love, secretly marry, and ultimately take their own lives. Many people have tried to figure out why the Romeo and Juliet behave so irrationally, and modern science could give us new answers. In the last decade, there have been many scientific theories that assert the teen brain is moldable and adaptable. According to these theories, teens are not just brainless creatures with no sense of reason; instead, they simply value risk over reward. In the years of adolescence, parents must understand the way the teen brain works and provide support for their impressionable children. If Romeo’s and Juliet’s parents had been properly involved and had understood how their teens think, the play would have ended very differently.

According to history, teens have been risk takers throughout the ages. David Dobbs’ article “Teenage Brains” published in National Geographic explains that the traditional thought has been that “adolescence [has] always [been] a problem.” However, newer scientific theories argue that the factors that contribute to teen behavior include heredity, upbringing, and brain changes. The National Mental Health Institute agrees that “Genes, childhood experience, and the environment in which a young person reaches adolescence [as well as a changing brain] all shape behavior.” If parents can understand how their children’s brains are adapting in the teen years, they can help guide them and direct them.

Some parents, such as in the Montagues’ case, can allow their children too much freedom. In the beginning of the play, Romeo stays out all night long and seems agitated and depressed. Lord Montague admits to Benvolio that “all so soon as the all-cheering sun/ Should in the furthest east begin to draw/ The shady curtains from Aurora’s bed,/ Away from the light steals home my heavy son” (1.1.154-6). Lord Montague should not allow a teen this much freedom. Modern science shows that changes in the teen brain even affect sleep and thereby behavior. “The Teen Brain: Still Under Construction” argues that “Adolescence brings with it brain-based changes in the regulation of sleep ., [which] is a powerful contributor to irritability and depression.” Additionally, instead of trying to help Romeo … work through his problems, Lord Montague leaves matters in Benvolio’s hands, saying, “I would thou wert so happy by thy stay/ To hear true shrift.--Come, madam, let’s away” (1.1.151-152). Lord Capulet seems bewildered as to how he should relate to his son. He relies on his nephew to communicate to his son instead of trying to start a new conversation.

In contrast, other parents, such as the Capulets, can over-parent and lead their children to rebellion. Juliet, at the beginning of the play, seems obedient, yet disinterested in her mother’s desire for her to court Paris. However, after she meets Romeo, she becomes less loyal to her controlling family. She says to herself that if Romeo will love her, she will “no longer be a Capulet” (2.2.36). In Act III, when her parents tell her that she is to be married to Paris, she declines, begging for her father to listen to her. Her father responds with a string of insults, telling her that she can “hang, beg, starve, die in the streets” if she does not obey him (3.5.93-94). Juliet feels as though she has no choice but to go through with the friar’s foolish plan because her parents give her no freedom or support.

Neuroscientist B.J. Casey says in “Understanding the Mysterious Teenage Brain” that teens “...need to Grade 9: Romeo and Juliet explore, but they also need to recognize the limits within society of what they can and they cannot do.” He goes on to explain that “That's part of transitioning from dependence on parents to independence and being a pro-social adult.” Romeo lacks parents who give him limits. On the other hand, Juliet is torn between the two extremes of complete obedience to an unreasonable father and complete rebellion. It is proven that “...stress hormones can have complex effects on the brain, and as a result, behavior” (“The Teen Brain: Still Under Construction”). Romeo definitely acts recklessly based on his emotions. When Juliet is faced with her unreasonable parents, she becomes unreasonably desperate, telling the friar, “O, bid me leap, rather than marry Paris, / From off the battlements of yonder tower” (4.1.79-80).

Romeo and Juliet definitely made foolish decisions throughout their brief relationship. However, if the adults in their lives had provided advice and reasonable authority, it could have changed their outcomes. Instead, the bodies of the dead teens lay intertwined on the cold stone ground. Tybalt is gone. Mercutio is gone. Paris is gone. Even Lady Montague is gone. The patriarchs of the families stare in shock at the final outcome of their meaningless hate. As the final curtain falls, it is so true that there “was never a story of more woe/ Than this of Juliet and her Romeo” (5.3.325-326).

Grade 9: Romeo and Juliet

Extension Task Rubric

● Addresses the prompt ● Addresses the prompt ● Addresses the prompt ● Does not address the and introduces a topic and states a topic or and has an introduction prompt or precise claim(s), claim(s) ● Development and ● Lacks organization, is distinguishing claim(s) ● Development is support are minimal undeveloped, and does from counterclaims organized with some ● Language links ideas not provide support ● Development is even support and cohesion ● Style and tone ● Language and style and organized to make ● Language creates demonstrate limited demonstrate no important connections cohesion and links awareness of purpose awareness of purpose and distinctions with ideas or audience or audience Writing about relevant support2 ● Style and tone Text ● Language creates demonstrate cohesion and clarifies awareness of purpose relationships among and audience ideas ● Formal and objective style and tone consistently demonstrate awareness of purpose and audience ● Full command of ● Some command of ● Limited command of ● No command of conventions indicated conventions indicated conventions indicated conventions indicated by grade-level by grade-level by grade-level by grade-level Language standards standards standards standards ● Few minor errors do ● May have errors that ● Errors often interfere ● Frequent and varied Conventions not interfere with occasionally interfere with meaning errors interfere with meaning with meaning meaning

2 Support includes evidence, facts, extended definitions, concrete details, quotations, other information and examples. Grade 9: Romeo and Juliet