Download Percentage I can … Prove it!

Year 9 – Shakespearean Tragedy – Romeo And Juliet
Percentage
I can …
Prove it!
80%
Reading:
 Offer original and insightful
interpretations of language, character and
events.
 Select precise quotations to support ideas
and express an opinion.
 Compare the meaning and structure of
several texts.
 Make assured comments and give insight
into how texts reveal aspects of historical
context.
Reading:
1) Women in Tragedies are rarely three dimensional,
believable characters. TO what extent is this true?
2) What does Romeo and Juliet tell us about attitudes
to love in 1592.
3) Choose 3-4 quotations from the text that you think
best summarise the themes of Shakespearean
tragedy.
4) How is Juliet’s attitude to love different to her
parent’s?
70%
Reading:
 Confidently probe implicit meanings and
offer original interpretation(s) of
character and events.
 Clearly explain how a text is structured in
an unexpected way.
 Apply your knowledge of symbolism to
explain symbols in the text and their
implicit meanings.
 Evaluate more / less significant moments in
a story and explain your reasons.
Reading:
1) Examine the ending of the play and write 2-3 PQE
paragraphs explaining how it effectively the final
scene reveals the implicit meaning of the text.
2) “I defy you stars”. How far are Romeo and Juliet to
blame for the tragic events?
60%
Reading:
 Successfully and confidently analyse a
character’s actions / motivations.
 Identify implicit meanings in texts.
 Offer my own, original interpretations of
these meanings.
1) Explore how Shakespeare presents the character of…
o Romeo
o Juliet
o The Nurse
o Mercutio
50%
Reading:
 Successfully analyse a character’s
motivations or actions using simple PQE
 Comment on and explain how characters
fulfil certain archetypes.
 Use quotations to show how a story
develops.
Reading:
1) Accurately paraphrase the following:
I fear, too early: for my mind misgives
Some consequence yet hanging in the stars
Shall bitterly begin his fearful date
With this night's revels and expire the term
Of a despised life closed in my breast
By some vile forfeit of untimely death.
But He, that hath the steerage of my course,
Direct my sail! On, lusty gentlemen.
1) Find 1-3 quotations which reveal Juliet’s
motivation(s).
2) Find 5-10 quotations that reveal the thoughts and
feelings of Romeo, Lady Capulet, Juliet and Tybalt.
3) Choose Romeo or Juliet as the protagonist. Apply a 5
part story-board to illustrate a character arc:
Equilibrium, Complication, Development, Crisis &
Climax and Resolution.
-Add a quotation that best summarises the meaning
of each section.
Percentage Ladder – Unit 5
Year 9 – Shakespearean Tragedy – Romeo And Juliet
40%
Reading:
 Gather evidence from the text to support
ideas.
 Make some obvious points about the
structure of the text (beginning, middle,
end).
 Identify simple meanings from the text
(plot types).
Reading:
Accurately paraphrase the following:
Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Summarise the whole text including references to all of
the main characters and the settings.
Using your knowledge of Tragedy – apply 3-4 key terms
(e.g. flawed) to describe:
a) Romeo b) Juliet
C) Tybalt d)Lord Capulet
Explain why Juliet cannot tell her family she has married
Romeo. +because… +More specifically…
Reading:
 Read and understand the key events of a
text.
30%
Reading:
1. Summarise Part 1 of the play and name the main
characters. All character names must be correctly
spelt.
2. List 5 of the main themes in Romeo and Juliet.
Percentage Ladder – Unit 5