9 th Grade English Language Arts Romeo and Juliet 6 th Marking Period

Transcription

1 Disposition: Inter-Relationships and Self-Reliance 9 th Grade Big Ideas: Decisions can have long-term effects. The quality of relationships defines lives. We can avoid repeating mistakes we have made only when we recognize them as mistakes. Essential Questions About Decision Making: What are my choices? Out of these choices what seems like the best option? What experiences have I had previously that led me to make this decision? What are the advantages and disadvantages of my decision/choice? How will this decision affect my future? How will this decision affect my family and friends? Can the decision be reversed if I am not pleased with its results? Anchor Text: The Tragedy of Romeo and Juliet by William Shakespeare Possible: (Prestwick House $1.00 personal copies) Possible Linking Texts: Shakespeare s Words: A Glossary and Language Companion by David & Ben Crystal. A Dictionary of Shakespeare (Oxford Paperback Reference) by Stanley Wells Wheatley, Margaret J. Turning to One Another: Simple Conversations to Restore Hope to the Future. San Fransico: Berret-Koshler Publishers, Inc Source: Bonnie Campbell Hill, Katherine L. Schlick Noe, & Janine A. King. (2003) Literature Circles in Middle School: One Teacher's Journey. Norwood, MA Christopher Gordon Publishers, Inc. Possible Media Resources: Media: Opening scene from Romeo and Juliet (Leonardo di Caprio version) Franco Zeffirelli 1968 version of Romeo and Juliet West Side Story Songs: Parents Just Don t Understand by Will Smith Check Yes Juliet by We the Kings Romeo by Dolly Parton 1

2 My Cinderella by Lil Romeo Love Story by Taylor Swift Young at Heart by Joss Stone Possible Teacher Resources: Macomb Unit for Romeo and Juliet Wayne/Macomb Scaffolded Unit for Romeo and Juliet Macomb Assessments found on Class A Teacher developed resources found on shared drive Literature Guide- Romeo and Juliet PDF Content Vocabulary: Drama elements (monologue, tragedy, soliloquy, aside, tragic flaw, comic relief, stage directions, scene, foil) Academic (across the curriculum): tragedy Prior Knowledge (What do students need to know before beginning the unit?): Perfect Paragraph Essay format Simile Metaphor literary genre reading comprehension thinking maps Learning Targets (What learning is going to be assessed?) Comprehension of Shakespearean language and form Identification of drama elements Comprehension of big ideas (decision making, relationships, learning from mistakes) Understanding consequences of poor decision making Application of big ideas/ themes to linking texts Possible Formative Assessments (How will learning targets be assessed? Tie to HSCE) Create a scene using Shakespearean language 1.1.1; 1.1.2; 1.1.8; 1.3.1; 3.1.8; 1.2.3; 2.1.1; 2.1.3; 3.2.3; Macomb ISD Study Guide, locate and explain terms in R and J (3.1.2; 1.2.3; 3.1.1; 3.1.3; 3.2.5; 2.1.7; 3.2.3; Focus Questions (1.2.2; 2.2.2; 2.1.7; 3.1.8; 2.1.1; 3.1.1; 3.1.2; 3.2.5; 3.2.3) Who Killed Juliet activity (1.1.2; 3.1.2; 1.1.8; 1.4.5; Make comparisons/ find connections between R and J and linking texts (songs, poems, etc.) 1.2.2; 2.2.2; 2.1.7; 3.1.8; 2.1.1; 3.1.1; 3.1.2; 2.2.2; 3.2.5; 3.2.4; 3-Week Common Formative Assessment (How will I know which students need additional help to be successful on the Capstone Assessment?) 2

3 After Act III, students will complete a cause and effect Thinking Map focusing on how the scene is affected by adolescent decision making including support from the text HSCE assessed: 2.2.2; 2.1.7; 1.1.2; 1.3.1; 2.1.1; 3.1.2; 3.2.3; Common/Capstone Assessment: Students rewrite a scene, in their own words, while maintaining the plot of the scene. Choose a scene that conveys the theme of decision making. HSCE assessed: 1.1.1; 1.1.2; 1.1.8; 1.2.2; 1.3.1; 2.2.2; 2.1.7; 3.2.3; 3.1.8; 1.2.3; 3.2.5; 2.1.3; 3.1.1; 3.1.2; 3.1.3; 4.1.2; 1.4.5; 1.5.4; 3.2.4) Possible Classroom Activities: Shakespeare in the Classroom video Character diary maintain character throughout (Laura Oliver) Portfolio throughout unit 2 locks & 2 keys Locks them out of text; keys (Heather Koch) Who Killed Juliet? (different versions) (Amy Murray) Songs & videos (Liz) Iambic Pentameter worksheet (Laura Oliver) Intro activity appreciating Shakespeare s Language (Laura Oliver) Puppet show (Liz & Laura) Celebrity Dirt Magazine (Liz) Scene summaries with predictions (Laura) Differentiating the prologue (Kristin Potoniec) Insults (Kristin) Partner readings, different dialects, different voices (Kristin) Final project act out in the auditorium Five Days to Peace (Heather & Amy Murray) Possible Teaching Strategies: Think-Pair-Share Tear-Share Think Alouds Readers Theater Vocabulary in Context Literature Circles MASTERY High School Content Expectations for Grade 9 Writing Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts. Friendly: Work by yourself or with others to plan (brainstorm), draft (write), revise (examine content), and edit (proofread) pieces of writing Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free 3

4 writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing). Friendly: Know and use a variety of prewriting strategies to create, determine the focus, and organize ideas for writing and/or projects. Free writing Clustering/mapping Brainstorming Outlining Developing graphic organizers Taking notes Summarizing Paraphrasing Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience. Friendly: Check spelling, design, and font to prepare writing and projects to share with others Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment). Friendly: Use writing, speaking, and visual expression to discover who you are (across the grade levels) Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect). Friendly: Create multiple written, spoken, and/or multimedia pieces that serve different purposes and use a variety of formats Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text. Friendly: Look at how personal experience and knowledge of a topic affect the understanding of written, spoken, and multimedia text. Analysis & Synthesis Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique. Friendly: Show your understanding of information by using and knowing the differences among: Restating Paraphrasing Summarizing 4

5 Critiquing Creating a personal response (repeat) Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text. Friendly: Look at how personal experience and knowledge of a topic affect the understanding of written, spoken, and multimedia text Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works. Friendly: Show how literature and social studies relate to each other. Close & Critical Reading (1.2.2 (W) (repeat) Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment). Friendly: Use writing, speaking, and visual expression in response to a text to discover who you are (W) Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages). Friendly: Express yourself through writing, speaking, and creative projects. Personal narrative Poetry Imaginative writing Slam poetry Blogs Webpages (S) Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands, and features. Friendly: Use a variety of pre-reading strategies to determine how to approach the reading based on purpose, genre, level of difficulty, and structure. acknowledge own prior knowledge make connections generate questions make predictions scan a text for a particular purpose or audience analyze text structure and features 5

6 2.1.3 (S) Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries. Friendly: Determine the meaning of unfamiliar words and phrases using context clues, root words, and dictionaries (S) Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique. Friendly: Show your understanding of information by using and knowing the differences among: Restating Paraphrasing Summarizing Critiquing Creating a personal response (S) (repeat) Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text. Friendly: Look at how personal experience and knowledge of a topic affect the understanding of written, spoken, and multimedia text (H) Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works. Friendly: Identify and understand literary language while reading (H) Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works. Friendly: Show an understanding of literary characterization. Character development Function of major and minor characters Static and dynamic characters Motives and causes of action Protagonist and antagonist Internal conflict Relationships between characters (S) Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing, flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader in specific literary works. Friendly: Identify plot elements and how they affect the reading experience. 6

7 3.1.8 (M) Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works. Friendly: Show how literature and social studies relate to each other (H) (across all grade levels) Respond to literature in a variety of ways (e.g., dramatic interpretation, reader s theatre, literature circles, illustration, writing in a character s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time. Friendly: Respond to literature in a variety of ways by making connections to their own lives and the world. Portfolio & Research Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas. Friendly: Organize your writing based on its purpose and message while using transitions Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements). Friendly: Use technology to create polished written and multimedia work. Undesignated Standards Identify how elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) illuminate the meaning of the text. Friendly: Identify how elements of drama create an understanding of the text Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses). Friendly: Participate actively and appropriately in small and large group discussions. posing questions listening to others contributing ideas reflecting on and revising initial responses Use resources to determine word meanings, pronunciations, and word etymologies (e.g., context, print and electronic dictionaries, thesauruses, glossaries, and others). Friendly: Use resources to determine a word s meaning, pronunciation, and history. context print and electronic dictionaries 7

8 thesaurus glossary ACT College Readiness Standards: (Areas of Coverage for English & reading: 13-15=9 th ; 16-19=10 th ; 20-23=11 th ; 24-27=12 th ) English ACT College Readiness Standards (13-15 range): Organization, Unity, and Coherence (OUC) Use conjunctive adverbs or phrases to show time relationships in simple narrative essays (e.g., then, this time) Word Choice in Terms of Style, Tone, Clarity, and Economy (WCH) Revise sentences to correct awkward and confusing arrangement of sentence elements. Revise vague nouns and pronouns that create obvious logic problems. Sentence Structure and Foundation (SST) Use conjunctions or punctuation to join simple clauses. Revise shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences. Conventions of Usage (COU) Solve such basic grammatical problems as how to form the past and past participle of irregular but commonly used verbs and how to form comparative and superlative adjectives. Conventions of Punctuation (COV) Delete commas that create basic sense problems (e.g., between verb and direct object. Reading ACT College Readiness Standards (Range 13-15): Main Idea and Author s Approach (MID) Recognize a clear intent of an author or narrator in uncomplicated literary narratives. Supporting Details (SUP) Locate basic facts clearly stated in a passage. Sequential, Comparative, and Cause-Effect Relationships (REL) Determine when (e.g., first, last, before, after) or if an event occurred in uncomplicated passages. Recognize clear cause-effect relationships described within a single sentence in a passage. Meanings of Words (MOW) Understand the implication of a familiar word or phrase and of simple descriptive language. Generalizations and Conclusions (GEN) Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives. 8

9 Writing ACT College Readiness Standards (Score Range 7-8): Expressing Judgments: Show understanding of the persuasive purpose of the task by taking a position on the issue in the prompt Show some recognition of the complexity of the issue in the prompt by o acknowledging counterarguments to the writer s position o providing some response to counterarguments to the writer s position Focusing on the Topic: Maintain a focus on the general topic in the prompt throughout the essay and attempt a focus on the specific issue in the prompt Present a thesis that establishes focus on the topic Developing a Position: Develop ideas by using some specific reasons, details, and examples Show some movement between general and specific ideas and examples Organizing Ideas Provide an adequate but simple organization with logical groups of ideas Use transitional words Present an introduction and a conclusion with some development Using Language Show adequate use of language to communicate by o Correctly using convention of grammar, usage, and mechanics a few distracting errors o Using appropriate vocabulary o Using varied types of sentence structure National Core Standards: 9