Common Core Standards Addressed by Lessons Unit 1: Reading Literary Texts (Romeo and Juliet) ELA.9.RL.01.02 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELA.9.RL.02.01 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). ELA.9.RL.03.03 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Unit 2: Language Development (Literary Devices and Figurative Language) ELA.9.L.03.02 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. - Analyze nuances in the meaning of words with similar denotations. ELA.9.L.03.01 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9 10 reading and content, choosing flexibility from a range of strategies. a. - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. d. - Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Unit 3: Persuasive Writing and Speech ELA.9.RIT.03.02: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELA.9.SL.01.03 - Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. ELA.9.W.01.01: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 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. e. Provide a concluding statement or section that follows from and supports the argument presented. ELA.9.W.02.01: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3.) ELA.9.W.02.02: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1 3.) ELA.9.W.03.03: Draw evidence from literary or informational texts to support analysis, reflection, and research while applying grades 9 10 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). ELA.9.SL.02.01 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELA.9/10.SL.02.02 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Essential Questions and Enduring Understandings How do authors utilize thematic content to communicate ideas and opinions? Students will analyze how a theme is established and develops over time in order to determine and understand the qualities of the effective communication in a work of literature. They should discover methods to analyze thematic content and support their points of view using cited evidence from the text. How do authors draw upon the work of others to inform their own body of work? Students will read Pyramus and Thisbe and explore the connections between it and Romeo and Juliet, while paying particular attention to how the story transforms over time. How do authors utilize literary devices to communicate their ideas more completely? Students will learn a variety of literary devices (e.g. imagery, metaphor, simile, symbolism, personification) and how they are used to communicate both literal and figurative ideas within Romeo and Juliet. How can interpreting the meaning of words based on closer examination of a text help a reader to understand a work of literature more completely. Students should build their ability to determine the meanings of works based on context clues as well as making inferences. How does a person write in such a way as to communicate an argument most effectively? Students will explore the augmentation standard and determine the aspects of effective persuasive writing. After establishing those aspects, they will apply them in their own persuasive arguments. How can an individual deliver a persuasive argument through speech most effectively? Students will determine the best way build an effective argument and present it logically to others, while considering appropriate style for the intended purpose, tak, and audience. Formative Activity and Assessment Evidence (What evidence will show that students are building understanding?) Genrally speaking, classes will be split into three sections. Each section will devoted to one of the three units, building skills or knowledge around one of the unit topics. Time spent on particular units on particular days will vary according to need. Classes will rotate through the various unit lessons until students are given the opportunity to demonstrate their learning in a culminating performance assessment. Unit One Formative Assessment Evidence: 1. Reading Romeo and Juliet by William Shakespeare (25 minutes per class) A portion of each class will be devoted to reading a selection from Romeo and Juliet as a class. Students will respond to in-class discussion questions. As evidence of the their explorations of theme and the nuances of language usage, students will complete study guides and choose between two other performance tasks. They will need to complete six of the nine study guides and one performance task to include in their culminating portfolios. Students may have the option of an alternative assessment for which he or she and the teacher may collaboratively create a rubric. One option may be to compare the film West Side Story to Romeo and Juliet in the form of a persuasive essay. 2. Study Guides Students will answer questions related to their reading assignment. Some study guides will have questions where students will need to support their conclusions by finding evidence in the text while citing appropriately. Students will focus on building knowledge about specific subjects addressed within the text and
their connection to theme. Students will focus on Shakespeare's use of figurative and connotative language, especially as delivered through the use of literary devices such as imagery, simile, metaphor, personification, and symbolism. 3. Performance Task 1: Reenacting the Text Students will show evidence that they understand the text, its themes, and the language of Shakespeare by choosing to reenact a selection of the text (approximately 35 lines) in one of two ways. Students may choose to rewrite their selection in modern language and deliver an adapted performance to the rest of the class. They will need to pay particular attention to maintaining the subjects and themes inherent in the original text while representing Shakespeare's use of figurative language. Students may choose to participate in a live talk show in which they discuss a variety of issues present in the original play. They will need to address a specific number of themes from the story as well as incorporate language from the original text. 4. Performance Task 2: Visual Representation (movie or poster) Students will show evidence that they understand a specific selection from Romeo and Juliet (approximately 35 lines) by representing the ideas, subjects, and themes visually. Students will create a product to convey their understanding in the form of a movie or poster, linking the images to the content. Unit One Options for Differentiation Companion parallel texts, audio books, provided reading summaries, scaffolding for projects Unit One Materials/Resources Romeo and Juliet text (textbook), study guides, white board or Smartboard, checklists for Reenact the Text and Visual Representation, presentation on literary devices Unit Two Formative Assessment Evidence: (15-20 minutes per class incorporating language development) 1. Direct Instruction on Literary Devices Students will become familiar with the use of imagery, simile, metaphor, personification, and symbolism. 2. Study Guides As a component of their study guides for understanding the text and its themes, students will practice recognition of literary devices as well as figurative and connotative language as they are presented in Romeo and Juliet. 3. Presentation Group Work (Performance Task) In groups of two, students will build presentations (using PowerPoint or Keynote) on literary devices with following components: a definition in their own words, two examples of the use of the device in Romeo and Juliet, and a self-created example. Unit Two Options for Differentiation negotiated time for test taking, extended or attenuated length requirements Unit Two Materials/Resources computers, video projection, study guides, presentation on literary devices Unit Three Formative Assessment Evidence: (30-35 minutes per class) 1. Unpacking the Standard and rubric creation: Collaborative Group Work Students will work in groups to unpack individual components of the argumentation Common Core writing standard.
Students will identify what they will know and be able to do after the unpacking process. Students will identify the non-negotiable aspects of their component. Students will contribute to the construction of a rubric. 2. Evaluation of Argument (Written and Spoken) Students will solidify their understanding of persuasive argument, in both written and spoken form, by analyzing the arguments of others. Students will read and view persuasive arguments and complete an analytical form addressing the primary aspects of argumentation. 3. Persuasive Writing (Argumentation) Students will become familiar with the persuasive writing format, including the structure of an introduction with a thesis statement, three supporting paragraphs with appropriately-cited evidence, and an effective conclusion. Students will learn the definition and application of ethos, pathos, and logos. Students will be presented with five topics for exploration. They will need to choose a position and attempt to defend it with appropriate evidence from Romeo and Juliet, Pyramus and Thisbe, or their own modern point of view. The following subjects will be considered: love at first sight, teenage love, teenage suicide, the role of destiny, family commitment, or the breaking of rules. Students will build their skill in finding supporting evidence for their topic. 4. Persuasive Speech (Debate) Students will work in groups of two in order to build a persuasive speech to be delivered to the class in a debate format. Using a checklist, students will divide their persuasive speech in two, each taking a portion of the argument. Students will develop notecards to be used in delivering their speeches to the class. 5. Checklists for Revision Students will utilize checklists to check their own work as well as the work of their peers. Unit Three Options for Differentiation writing frames, extended or attenuated writing assignments, direct assistance finding appropriate support, scaffolded graphic organizers Unit Three Materials/Resources trips to the library, computers, questions to guide support-gathering, revision checklists, unpacking guides, persuasive argument forms for analysis, TED talks (internet access) Culminating Performance Assessment: Summative Assessment Evidence (What evidence will show that students understand?) Students will compile a portfolio exhibiting their work throughout all three instructional units. The portfolio will incorporate the following in three major sections: 1. Unit One Reading Literary Texts An accumulation of study guides from their analysis of Romeo and Juliet Evidence of their choice of either the Reenact the Text assessment or Visual Representation assessment with the associated checklists
Summative Assessment Evidence (What evidence will show that students understand?) Evidence of their performance on the Romeo and Juliet content portion of their final exam 2. Unit Two Language Development (Literary Devices) Evidence of their performance on language portion of the written final exam Evidence of their group-developed presentation 3. Unit Three Research and Informative/Explanatory Text The final draft of their persuasive essay on the primary topics in Romeo and Juliet, with proper citation. Completed checklist for persuasive speech Rubrics, checklists, and evidence of revision The students will display their portfolios in an end-of-quarter exhibition in which they share and celebrate their work with others. Opportunity for improvement or revision: Students will complete reflection forms and post regularly on a Plus/Delta chart. NOTES: