1. UBD Unit Plan 2. Lesson Plan Taxonomy of Love 3. Writing Assignment using the Taxonomy of Love

Transcription

1 CARA STEPANIAN SAMPLE SELECTIONS FROM A UBD UNIT ON ROMEO AND JULIET Following is a selection of work from my 9 th grade class. 1. UBD Unit Plan 2. Lesson Plan Taxonomy of Love 3. Writing Assignment using the Taxonomy of Love

2 1. Stepanian Understanding by Design Unit Title: Romeo and Juliet Stage 1: Desired Results Understandings Students will understand that Shakespearean tragedies and concepts serve as cultural currency. There is a text and sub-text in dramatic plays and this tension is identifiable yet subtle. Blind alliances and judgments can lead to destructive consequences. Love is sometimes irrational passion sometimes colors perception. Literature is Art and Art imitates Life. Romeo and Juliet is a classic. Essential Questions What s in a name? What is true love? What is human nature? What is worth dying for? When is it justifiable for people to intervene in other people s affairs? What s the difference between what people say and what they do? How do we interpret characters? What is cultural currency? Why is Romeo and Juliet timeless? What is a tragedy? What is a tragic flaw? What does Romeo and Juliet have to do with today? Students will know Knowledge & Skill 1. How to define tragedy. 2. How to identify a tragic flaw. 3. The characteristics of Iambic Pentameter 4. The characteristics of Sonnets/soliloquies 5. Poetic literary terms/devices Students will be able to 1. Identify the literary elements and devices that Shakespeare uses to develop characters 2. Express through writing their thoughtful opinions of the text. 3. Write a character analysis using primary and secondary sources. 4. Identify text and subtext 5. Explain how directors interpret text differently 6. Present a Tableau Vivant of a chosen scene in the text Stage 2: Assessment Evidence

3 Performance Task Summary Group Reading and Presentations on assigned readings Becoming the Expert Various quizzes - vocabulary, reading, interpretation Write a 5- paragraph critical character analysis essay (SEE ATTACHED) Presentation of Tableau Vivant ACT III Scene 1 Self-Assessments Numerous reflective writing assignments in the form of journal entries, Do Now and closing meeting reflection paragraphs A Sample of the lessons: Stage 3: Learning Activities 1. Pre-reading activity What is Love? collage and paragraph 2. Pre-reading activity Shakespearean Insults to introduce Shakespeare s language 3. Use of film archive as basis for discussion of text, subtext, and equal validity of multiple interpretations (focusing scene intro fight scene - and the balcony scene) 4. Post Reading DEBATE Is Romeo Fortune s Fool? 5. Group Tableau 6. Text and Subtext Juliet and her mother Taxonomy of Love Discerning Character Traits (SEE ATTACHED)

4 STEPANIAN Understanding By Design / Romeo and Juliet / Lesson Plan: The Taxonomy of Love Essential Question: What is true love? Enduring Understandings: Love is irrational - passion colors perception Language evolves over time, but human nature does not Overall Lesson Objectives: Analyze the different types of love Discuss how Romeo and Juliet view love Analyze the social implications of love in Elizabethan England Different understandings of love and marriage help to create the thematic tension in the play. How does individual conception of love guide ones choices in life? Students will determine what love categories they fit into o Create the text - to - self connection Lesson Goals: Personally respond in writing to a Journal Prompt (previous night s homework assignment - What is Love?) Identify the different levels of the love taxonomy Analyze the characters using the love taxonomy Analyze each other using the taxonomy Materials: Chalk or Dry Erase Markers / Eraser Handouts o Love Taxonomy o Worksheet for group work Methods: Do Now Writing Prompt Class Discussion Group Work Procedure: I. Do Now: (6 minutes) 1. Prior to students arrival in class, write the following on the board: TIMED SILENT WRITING - 6 MINUTES How many ways can you define love? Make a list in your notebook. You may reference your journal response from last night. 2. Students will work on prompt for 6 minutes. II. Full Class Discussion - How many kinds of love are there? (5 minutes) 1. Ask for several students to share their initial reactions to the Do Now question. As they share - teacher will record their answers on the board. 2. Students may read their answers aloud or respond to other student answers 3. Ask students to create different category titles for their responses.

5 III. Mini Lesson on the Taxonomy of Love (10 minutes) 1. Pass out Taxonomy handout. 2. Have student volunteers read the categories aloud 3. Discuss the definition of taxonomy and what the different categories mean 4. Match the categories brainstormed during the Do Now to the different taxonomic categories listed on the handout 5. Pass out Worksheet for Group Work and go over the directions. IV. Group Work - Applying the Taxonomy to the Characters and to Ourselves. (10 minutes) 1. In pairs (either teacher assigned or student chosen) - Choose three characters from the play and analyze them using the taxonomy guide. 2. Students will answers the questions on the handout to guide them through their choices. 3. Students will swap their homework (Journal responses) with their partner and read each other s responses. They will then analyze their partner using the taxonomy guide. 4. If time allows pairs will swap journal entries with another pair and continue to read and analyze student responses. Teacher will circulate the room as student pairs work to offer guidance and ensure that students remain on task. V. Large Group Discussion - How does the Taxonomy Work? (10 minutes) 1. Ask students to volunteer their Shakespeare character analysis 2. Discuss the different interpretations of the categories. Record them on the board. Ensure that students are taking notes. 3. Share interpretations of students. a. Direct student attention back to the Aim What is Love? - Come to a consensus on a definition. 4. Collect handouts and assign homework. Homework: (5 minutes) Students will receive a handout with five quotations about love from the scenes of the play that have been read already. Their assignment is to: 1. Interpret each quote 2. Explain the context of each quote. 3. Use the taxonomy to categorize the type of love the character is speaking of. Explain why you chose this category. Use textual evidence as support. Assessment: Students will be assessed based on: their responses during class discussion the completion of group work handouts Level of on task work during group work If students can grasp the enduring concept of love, they can begin to understand the timelessness of the story of Romeo and Juliet. Making connections between self and text will allow students to see that human nature has not changed.

6 NAME: STEPANI AN Romeo and Juliet Essay Assignment 4 paragraph essay Character Analysis ASSIGNMENT: Write a paper comparing and/or contrasting Romeo and Juliet. This is a compare-contrast essay, but it is also a character analysis essay. Use what you have learned from the Taxonomy of Love lesson and worksheet that you have in your notebook. Step 1: Re-read the Taxonomy of Love handout. Often when you write a paper on literature, you will need to find outside sources to help you analyze the piece of literature with which you are working. In this case, I have read a psychology book called Colours of Love by John Alan Lee. I have provided a brief summary of the book in the handout Taxonomy of Love. Step 2: Use your previous work and the handout to prepare an argument about the type of love that you think each character represents. You may argue that they are the same or different types of love. Step 3: Brainstorm your ideas on the provided brainstorming handout. Step 4: Complete an outline in the provided handout. Step 5: Complete a first draft. Step 6: Complete peer-editing assignment. Step 7: Complete 2 nd Draft. Step 8: Individual Teacher Conference Step 9: Complete Final Draft Step 10: Smile at a job well done! You will write a four-paragraph essay an introduction, two body paragraphs and a conclusion. ALL drafts of your essay MUST BE TYPED. You MUST use Times New Roman, 12pt. font, double-spaced and with normal margins. You will receive two 100- point grades for this assignment - One for completing each of the steps in the writing process and the second based solely on the quality of your final draft. A comprehensive rubric will be used to grade the essay. Record your due dates here: Brainstorm Outline 1 st Draft Peer Editing 2 nd Draft BE SURE TO ASK ANY QUESTIONS YOU MAY HAVE - BEFORE THE DUE DATE!!!!!!! Teacher conference Final Draft

7 name: Brainstorming BE SPECIFIC!! ROMEO is a, because of these three reasons:, and. Juliet is a, because of these three reasons:, and.

8 NAME: STEPANIAN / OUTLINE PART I. BEGIN YOUR OUTLINE BY WRITING YOUR TWO BODY PARAGRAPHS. USE THE INFORMATION FROM YOUR BRAINSTORMING TO INFORM YOUR DECISIONS. EACH BODY PARAGRAPH WILL HAVE 7 MAIN COMPONETS: BODY PARAGRAPH #1 1. TOPIC SENTENCE 2. INTRODUCE QUOTE (SET UP THE CONTEXT): 3. PROVIDE THE QUOTE: 4. PROVIDE AN ANALYSIS OF THE QUOTE: 5. TRANSITION INTO SECOND QUOTE OR PARAPHRASED EXAMPLE: 6. PROVIDE A QUOTE OR EXAMPLE: 7. ANALYSIS OF QUOTE OR EXAMPLE:

9 BODY PARAGRAPH #2 1. TOPIC SENTENCE 2. INTRODUCE QUOTE (SET UP THE CONTEXT): 3. PROVIDE THE QUOTE: 4. PROVIDE AN ANALYSIS OF THE QUOTE: 5. TRANSITION INTO SECOND QUOTE OR PARAPHRASED EXAMPLE: 6. PROVIDE A QUOTE OR EXAMPLE: 7. ANALYSIS OF QUOTE OR EXAMPLE:

10 PART II. INTRODUCTION WRITE YOUR INTRODUCTION BEGIN WITH AN ATTENTION GETTER. THREE PARTS TO AN INTRODUCTION 1. ATTENTION GETTER: 2. ESSENTIAL INFORMATION: (AUTHOR/TITLE/BREIF SUMMARY REMEMBER THAT TITLES OF FULL LENGTH WORKS ARE UNDERLINED OR ITALICIZED) 3. THESIS YOUR MAIN POINT PART III. CONCLUSION WRAP UP YOUR ARGUMENT. YOU ARE ARGUING THAT ROMEO AND JULIET ARE TRAGIC HEROS BECAUSE OF THEIR LOVING STYLES. 1. RESTATE YOUR THESIS 2. CONCLUE BY WRAPPING UP THE ARGUMENT THAT WHT YOU HAVE PROVEN IN THE BODY PARAGRAPHS AUPPORTS AN ARGUMENT THAT THEY ARE TRAGIC.