Teaching Philosophy, Prior Knowledge, and Follow-upallisonsherer.weebly.com/.../1/6/6/7/...unit_plan.docx · Web viewAllison Sherer. Romeo and Juliet Unit. English 1-2. 9th grade

Allison Sherer

Romeo and Juliet UnitEnglish 1-2

9th grade

Best time to teach: January-February (5-6 weeks long)

Essential Question: Do choices affect our fate or does fate affect our choices?

Themes: love, feuds, family, death, choices, fate

Major Assignments: Shoebox Theatre diorama, Soliloquy Facebook profile, board game

Assessments: Weekly reading quizzes, final essay

Format: Lesson Plan Style

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ContentsTeaching Philosophy, Prior Knowledge, and Follow-up.........................................................2Lesson 1.........................................................................................................................................4

Predictive Prologue...................................................................................................................4Handout 1—Prologue Storyboard......................................................................................7

Lesson 2.........................................................................................................................................7Anticipatory Guide.....................................................................................................................8

Handout 2—Anticipation Guide........................................................................................10Lesson 3.......................................................................................................................................11

“Do you bite your thumb at me, sir?” Shakespeare Insults..............................................11Handout 3—Shakespearean Insults Video, Insults Organizer, Insults Dialogue......14

Lesson 4.......................................................................................................................................17Meeting Scene Jigsaw...........................................................................................................17

Handout 4—Jigsaw Activity and Note-taker...................................................................20Lesson 5.......................................................................................................................................22

Balcony Scene (Act II, scene ii)............................................................................................22Handout 5—Balcony Scene Comparison/Adaptation Assignment Sheet..................25

Lesson 6.......................................................................................................................................27Shakespeare Pick-up Lines and Valentine’s Day Cards..................................................27

Handout 6—The Mysteries of Love and Eloquence......................................................30Lesson 7.......................................................................................................................................31

Shoebox Theatre.....................................................................................................................31Handout 7—Elizabethan Theatre Handout.....................................................................34

Lesson 8.......................................................................................................................................35What is Love? (Baby Don’t Hurt Me)...................................................................................35

Handout 8—Types of Love Tracker.................................................................................37Lesson 9.......................................................................................................................................38

Social Media Soliloquies........................................................................................................38Handout 9—Fake Facebook Assignment.......................................................................41

Lesson 10.....................................................................................................................................45Romeo and Juliet Board Game............................................................................................45

Handout 10—Board Game Project Requirements........................................................47Assessment Tool: Final Essay Prompt....................................................................................48

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Bibliography.................................................................................................................................50

Teaching Philosophy, Prior Knowledge, and Follow-up

Teaching Philosophy:My main concern for this unit is the inevitable struggle the students will have getting past Shakespeare’s language. My main philosophy for teaching this unit, instead of overloading students with too many things to analyze, is to strip the play to its most basic form. I want students to focus mainly on who the characters are and their relationships with other characters, the major plot events, and the power of Shakespeare’s words. Every one of my lessons hinge on those three facets of Shakespeare’s writing. My hope is that students will walk away from the play with a deep understanding of those three things, which will pave the way for when they read other Shakespeare plays (or any other novel), so that they can automatically begin thinking about those main elements of literature automatically.

My ideal classroom would be a classroom filled with student participation and students who are excited to try anything. I want to foster an environment where students can “play” with literature and its various concepts. I want students to feel safe and comfortable in my classroom, so they are more willing to take risks, such as reading or acting in front of their peers. I want to instill in them the idea that literature is a living, breathing entity that they can experience in various ways. I also want them to initiate creative processes in which they can explore literature on their own or with the help of their classmates. I want my classroom to adopt cooperative and creative learning, which will contribute to the success of my lessons and activities.

By teaching this unit, I will be learning alongside my students the process of risk-taking. There are many lessons and activities I planned that are unlike any I have taught before. Because of this, I will be taking risks and exploring my own pedagogical capabilities, just as my students will be taking risks and venturing into the unknown territory of Shakespeare’s language. I want the idea of cooperative learning to flow over from interactions among students to the interactions that I have with my students. This will allow me to teach directly to the students’ abilities, interests, and academic goals.

Prior Knowledge:Prior to this unit, students will have completed a two-week unit on sonnets and Shakespearean poetry. Students will have learned information on the sonnet cycle, meter, pacing, rhyme scheme, punctuation specific to poetry (i.e. dashes), and tips on interpreting poetry. Students will also be exposed to themes of love, death, choice, and fate. Some general understandings students will possess are figurative language, sound devices, characterization, plot (Freytag’s Pyramid), imagery, allusions, and cognitive sequences (drawing conclusions, making inferences, etc.).

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Follow Up:Following this unit, students will complete a unit on The House on Mango Street by Sandra Cisneros. The novel is written by a poet, so the writing style is very poetic. This will be related to Romeo and Juliet by comparing Shakespearean poetry to modern day poetry and noting how both pieces of literature incorporate prose and poetry together seamlessly. The House on Mango Street also illuminates similar themes to Romeo and Juliet, such as love, family, death, choices, and fate, which will be used to compare both pieces of literature to each other. From there, students will progress through various kinds of comparative literature (poetry, short stories, etc.), always using Romeo and Juliet as their anchor comparison piece.

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Lesson 1Teacher: Sherer, AllisonSubject: English 1-2

9th GRADE LESSON DESIGN

UnitRomeo and Juliet

Essential QuestionDo choices affect our fate or does fate affect our choices?

Topic (55 minute period)

Predictive Prologue

CCSS Standard (s)A. Reading: LiteratureChoose an item.

B. Reading: Informational Text RI.9-10.2. Determine a central idea of a text and analyze 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.

C. WritingChoose an item.

D. Speaking & ListeningChoose an item.

E. LanguageChoose an item.

ELL Standard (s)A. Listening and Speaking(ELL-L&S-3 The student will listen actively to the ideas of others in order to acquire new knowledge.

B. WritingChoose an item.

C. ReadingChoose an item.

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Terminal ObjectiveAfter a lesson on paraphrasing, students will show comprehension of plot events of Romeo and Juliet using evidence presented in the prologue to create a storyboard.

Language ObjectiveStudents will be able to demonstrate reading comprehension of the prologue through the creation of a storyboard.

Materials NeededGnomeo and Juliet video: http://www.youtube.com/watch?v=cXZXSjDzpBE Prologue podcast: http://www.booksshouldbefree.com/book/romeo-and-juliet-by-william-shakespeare Storyboard handout

Anticipatory Set/Bell Work(10 minutes)Students will list all they know about the plot, setting, characters, and stage/history of Romeo and Juliet. Even if the students know very little about the play, they should still know that the play is about star-crossed lovers, so they may list movies or plays that may have been based on the play (ex: Hunger Games, Twilight, Pocahontas, etc.). Students will share their ideas and the teacher will record the ideas on the board.

Activities

Time Sub-Objectives Teaching Strategies Student Participation15 min

SWBAT identify main ideas of the prologue. (Bloom’s: comprehension)

Monitor. After the end of the video, ask students: What is the function of the prologue? [road map of the story] The story is unusual because it has a summary at the beginning of the story. What info do we already have? (circle information) What more info did the prologue give us?

Students will watch the Gnomeo and Juliet video (just for fun). The students will then listen to a reading of the prologue, this time following along with the prologue.(function of prologue)Students will then brainstorm the information they already knew that was confirmed by the prologue and add new information that the prologue told them.

10 min

SWBAT translate the prologue into modern day speak.(Blooms: analysis)

Monitor, assist with translations

Students will read the prologue and write a summary in modern speak.

18 SWBAT predict the Monitor, assist with story Students will use the

http://www.booksshouldbefree.com/book/romeo-and-juliet-by-william-shakespeare


http://www.youtube.com/watch?v=cXZXSjDzpBE

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min events of the play using evidence presented in the prologue.(Bloom’s: application)

boards prologue and their summaries to draw a road map or story board of what will happen in the play.

Assessment(2 min)Students will turn in their summaries and story boards at the end of the class period to be graded by teacher.

ClosureOn the way out, in order to leave, students will give the teacher a 5-sec summary of the play. (Give them a minute or two before they leave to practice their 5-sec summary)

HomeworkStudents will find a real life or media (in television or movies) parallel to Romeo and Juliet. Students will be expected to share verbally with a partner the next day.

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Handout 1—Prologue Storyboard

Create a big-picture storyboard based on what the prologue tells you is going to happen over the course of Romeo and Juliet. Draw a still-shot of the scene in the bold box and write what is happening in the scene in the small box.

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Anticipatory Guide


B. Reading: Informational TextChoose an item.


D. Speaking & ListeningSL.9-10.4. 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


ELL Standard (s)A. Listening and Speaking(ELL-L&S-1) The student will express orally his or her own thinking and ideas.



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Terminal ObjectiveStudents will be able to evaluate their own opinions by answering questions relating to Romeo and Juliet.

Language ObjectiveStudents will be able to defend orally their personal opinions to their peers.

Materials NeededAnticipatory Guide handout

Anticipatory Set/Bell Work(10 minutes)Students will share with their partners the parallels to Romeo and Juliet they found the previous evening for homework. Students will then complete the “Before Reading” section on the Anticipatory Guide handout, which asks students to choose if they agree or disagree with a set of statements and then explain why.

Activities

Time

Sub-Objectives Teaching Strategies Student Participation

40 min

SWBAT orally defend their opinions.(Bloom’s: evaluate)

Read questions, call on students to answer

Students will walk to the left side of the room if they agree or to the right side of the room if they disagree with a statement read from the Anticipation Guide. Students from each side will then be asked why they chose the side they did. This process will continue until all of the questions have been completed. This activity will be repeated after they finish reading the entire play to see if their views changed.

Assessment/ Closure (5 minutes)Exit Ticket: Students will write on a piece of paper the answers to the following questions:Were there any questions that you could not figure out if you agreed or disagreed? Why or why not?Do you think there is a possibility that your views will change? Why or why not?

Homework

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Look at the Anticipation Guide and find three reoccurring themes. Code these with different colored highlights and label what the themes are.

Handout 2—Anticipation Guide

A=Agree, D=DisagreeBefore Reading After Reading

Circle: Why? Question: Why? Circle:A D The punishment for

murder should always be death.

A D

A D Teenagers can’t understand what true love really is.

A D

A D Killing someone in revenge for killing a close friend of yours is okay.

A D

A D Parents should make the decisions about their children’s lives.

A D

A D People should stick up for their friends no matter what.

A D

A D Telling lies or hiding the truth is acceptable for the right reasons.

A D

A D Boyfriends or girlfriends are more important than family.

A D

A D It is important to spend a lot of time with someone to make sure you love them before you marry them.

A D

A D Fights only affect the people directly involved in the fight.

A D

A D Communicating with parents/adult mentors is important.

A D

A D It is possible to fall in love at first sight.

A D

A D Parents/mentors should have a say in who you will marry.

A D

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A D Our lives are governed by fate, and it is impossible to escape our destiny.

A D





Topic (55 minutes)

“Do you bite your thumb at me, sir?” Shakespeare Insults

CCSS Standard (s)A. Reading: LiteratureRL.9-10.4. 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)





ELL Standard (s)A. Listening and SpeakingChoose an item.


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C. Reading(ELL-R-3) Students will acquire English language vocabulary and use it in relevant contexts.

Terminal ObjectiveAfter a lesson on word choice, students will be able to analyze how diction affects characterization, setting, and tone by completing the insults organizer and web.

Language ObjectiveStudents will be able to complete in concise writing the handout that analyzes diction.

Materials NeededAct I, scene i podcast: http://www.booksshouldbefree.com/book/romeo-and-juliet-by-william-shakespeareTED video: http://ed.ted.com/lessons/insults-by-shakespeare Shakespearean insults handoutInsulting Conversation handout

Anticipatory Set/Bell Work(10 minutes)Students will answer the following questions on a piece of paper:Have you ever insulted someone? (Don’t lie, I know you have!) Why did you insult them? Has someone ever insulted you?Do you remember the exact words/situation in which you were insulted?What about that insult made it hurt so much?

The teacher will process the purpose behind these questions, explaining to students about the reasoning behind and effectiveness of a good insult (powerful words, hits your weakest spot, etc.)

Activities

Time


15 min

SWBAT to demonstrate knowledge of Shakespearean insults by filling out guided notes.(Bloom’s: knowledge)

Play podcast, monitor.

Students will follow along Act 1.1.1-106 with the podcast. Students will then watch the TED video on Shakespearean insults, taking notes on their guided notes sheet.

10min

SWBAT read aloud lines of Shakespearean dialogue.

Debrief activity: Why couldn’t Shakespeare just

Just for fun! Students will pick a side they are rooting for: Capulets and

http://ed.ted.com/lessons/insults-by-shakespeare



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(Bloom’s: knowledge) say, “You’re a meanie! I hate you!”? Need very pertinent words that people will never forget. The most hurtful insults are the ones you remember forever. But what do these words really mean? (transition)

Montagues. Using the Insult Dialogue sheet, they will all yell in union across the room the insults on the paper.Following, students will take a minute and find some words that really stood out to them as being powerful words.

10 min

SWBAT identify loaded words Shakespeare uses to create the fight scene in Act I, scene i.(Bloom’s: comprehension)

Monitor.Stop at each section (clap when you have 5, stand when finished)

Students will complete the second half of the note taker, focusing on the word choice Shakespeare using to convey anger, fear, and arrogance.

10 min

SWBAT analyze how word choice affects characterization, setting, and tone.(Bloom’s: analysis)

Monitor Using those words and ideas, students will create a web of how these words affect various parts of the play, such as characterization, setting, and tone.

AssessmentStudents will turn in their video questions, loaded words brainstorm, and webs at the end of the hour.

ClosureStudents will find their favorite insult from the opening scene of Romeo and Juliet or the insults conversation and read it with gusto on the way out the door (it’s all about delivery!).

HomeworkWhile at lunch, be on the lookout for insults that your friends say to another. What about that insult made it hurtful (or funny)? How does it affect the mood of the people involved, the setting at lunch, and the interactions between friends? Write one paragraph about this.

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Handout 3—Shakespearean Insults Video, Insults Organizer, Insults Dialogue

Loaded Words

Anger

Shakespearean Insults Video

1. Words are used for many different reasons. What are they?

a. _______________ b. ______________ c._______________

2. What does “fishmonger” mean in Hamlet?

3. What is “biting your thumb” similar to in today’s society?

4. What does “heartless hinds” mean?

5. What is hamartia?

ArroganceFear

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Insults Graphic OrganizerIn the center, write the words that created the most impact on you from the Loaded Words section. In the branches, write how those

words help to create characterization, setting, and tone.

Setting

Tone

Words

Characterization

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An Insulting Conversation

A: Thou damned and luxurious mountain goat.B: Let's meet as little as we can.A: More of your conversation would infect my brain.B: Away! Thou art poison to my blood.A: Why, thou clay-brained guts, thou knotty-pated fool, thou whoreson obscenegreasy tallow-catch.B: Hang yourself, you muddy conger, hang yourself!A: Thou sodden-witted lord! Thou hast no more brain than I have in mine elbows.B: Go forward, and be choked with thy ambition!A: Teeth hadst thou in thy head when thou wast born to signify thou came to bite the world.B: Your heart is crammed with arrogancy, spleen and pride.A: Thou art a boil, a plague-sore, an embossed carbuncle in my corrupted bloodB: There is not yet so ugly a fiend of hell as thou shall be.A: Ah, you whoreson loggerhead! You were born to do me shame.B: Come, you are a tedious fool.A: Beg that thou may have leave to hang thyself.B: Tempt not too much the hatred of my spirit; for I am sick when I do look on thee.A: Vile worm, thou wast o'erlook'd even in thy birth.B: Go thou and fill another room in hell.A: Heaven truly knows that thou are as false as hell.B: Thou lump of foul deformity.A: Thou detestable maw, thou womb of death.B: Away, you three-inch fool.A: Hang cur! hang, you whoreson, insolent noisemaker.

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B: Would thou wert clean enough to spit upon!A: Go to, you're a dry fool; I'll no more of you.B: Go rot!

The Royal Shakespeare Company 2012

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Meeting Scene Jigsaw

CCSS Standard (s)A. Reading: LiteratureRL.9-10.2. 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.




E. LanguageSL.9-10.4. 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

ELL Standard (s)A. Listening and Speaking(ELL-L&S-1) The student will express orally his or her own thinking and ideas.



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Terminal ObjectiveStudents will be able to analyze literary elements of a sonnet as shown in Romeo and Juliet by completing the Jigsaw activity.

Language ObjectiveStudents will be able to express their ideas coherently to their peers when analyzing poetry.

Materials NeededAct I, scene v podcast: http://www.booksshouldbefree.com/book/romeo-and-juliet-by-william-shakespeareJigsaw handoutColored shapes (5 different shapes [circle, triangle, square, heart, star]=Jigsaw groupColors=sharing groups [as many colors as you need to split up your students evenly])

Anticipatory Set/Bell Work(5 minutes)Students will participate in Alphabet Races. Students label their papers A-Z. They must list information they remember about sonnets that begin with each letter starting at letter A and continuing alphabetically through Z. The student with the most letters wins!

Activities

Time


10 min

SWBAT find the rhyme scheme and meter of the Meeting Scene in Romeo and Juliet.(Bloom’s: comprehension)

Play podcast, lead T/P/S, monitor.Point out that it is a sonnet and bring up prior knowledge about sonnets.

Students will read Act I, scene v accompanied by the R&J podcast.At the end of podcast, students will Think/Pair/Share to find the rhyme scheme and meter of the Meeting Scene.

20 min

SWBAT analyze the Meeting Scene by answering the questions from the Jigsaw.(Bloom’s: analysis)

Facilitate transition, monitor

Students will then be split into shape groups. Each shape group will have a section from the Jigsaw Handout to “research” and become “experts.”

15 min

SWBAT coherently share with their peers their findings of the Jigsaw.(Bloom’s: comprehension)

Facilitate transition, monitor

Students will then split up into their color groups and share their findings from the Jigsaw questions. Students will fill out the Jigsaw note



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taker.

Assessment/Closure(5 minutes)In their color groups, students must come up with one reason for each member in their group for why Shakespeare decided to make the last part of the Meeting Scene a sonnet. Students will tell the teacher before being allowed to be dismissed.

HomeworkAnalyze your own conversations! Write a paragraph analyzing one conversation you had: What was the surface meaning of your conversation? What did this conversation reveal about that person? What were some of the ideas and feelings present? What kind of language did you and they use? What connections can you make to Romeo and Juliet?

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Handout 4—Jigsaw Activity and Note-taker

Jigsaw Activity

Structure and Surface Meaning (Circle Group)1. What is the meaning of this poem? 2. Why are Romeo and Juliet taking turns speaking?3. Why do Romeo and Juliet have their own quatrains at the beginning but share a

couplet at the end?4. What is significant about the kiss at the end of the poem?

Character Analysis (Triangle Group)1. List five adjectives about who Juliet is. List five adjectives about who Romeo is.2. Keeping in mind what you know about these characters, does what they say to each

other seem like who they are or is it out of place?3. What do you think the speakers are feeling as they say this poem?4. If you could direct this meeting scene, what famous actor and actress would play

Romeo and Juliet and why? How would the scene be staged?

Ideas and Feelings (Square Group)1. What is the tone? Does the tone change throughout the poem?2. What is the mood of the poem?3. What are some positive images?4. What are some negative images?5. Why do you think those positive and negative images are there?

Language and Symbolism (Heart Group)1. What do Romeo and Juliet relate their meeting and love in general to?2. What kind of religious imagery is present in the poem?3. Why does Shakespeare use religious imagery?4. What does the religious imagery say about what is happening in the play? 5. What does the religious imagery mean?

Connections (Star Group)1. Why do you think Shakespeare wrote the meeting scene of Romeo and Juliet the

way he did?2. What do you think the effect would be on the audience if they witnessed a scene like

this on stage?3. What movies or books have an intimate meeting scene like this one?

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4. During Shakespeare’s time, the words of this poem would be considered flirting. How is the way we flirt today similar to the way Romeo and Juliet are flirting with each other?

Find the section your shape group is discussing in the Jigsaw Activity. Write down the answers to those questions in this box.

In the other boxes, write down the information the people in your color group found out from their shape group. You should have one person that came from a different shape group, so you should be able to fill in all five boxes with the information shared among peers. This is due at the end of the hour. Make sure everyone in your group understands and is not just copying notes.

1. Structure and Surface Meaning

2. Character Analysis 3. Ideas and Feelings

4. Language and Symbolism 5. Connections

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Topic(55 minute period)

Balcony Scene (Act II, scene ii)



C. WritingW.9-10.4. 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 above.)


E. LanguageSL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

ELL Standard (s)A. Listening and Speaking(ELL-L&S-3 The student will listen actively to the ideas of others in order to acquire new knowledge.


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C. ReadingTerminal ObjectiveAfter comparing balcony scenes, students will be able to show analysis of stage direction and word choice by creating their own version of the balcony scene.

Language ObjectiveStudents will be able to analyze various versions of the Balcony Scene through listening and completing the organizer.

Materials Needed Videos:

o 1968 Movie Version http://www.youtube.com/watch?v=OZLVlajiihI o RSC (0:00-5:17) http://www.youtube.com/watch?v=FHoaPLO6Zd8 o Gnomeo & Juliet: http://www.youtube.com/watch?v=D6HpUndEtP8

Balcony Scene Comparison worksheet/Adaptation Assignment sheet Markers/colored pencils (if wanted by students)

Anticipatory Set/Bell Work(10 minutes)Students will write on a blank sheet of paper, “What makes a good movie? List at least 10 things.”When finished, students will share with the class. Teacher will write these brainstormed ideas on the board. Teacher will then lead a mini discussion on how these elements of films can be related to live theatre, focusing on the categories of verbal communication, audience impact, body usage, and director vision.

Activities

Time Sub-Objectives Teaching Strategies Student Participation10 min SWBAT listen to a

reading and follow along in their books.

Assist with struggling reading, monitor

Two students will volunteer to read the balcony scene in R&J, one playing the part of Romeo and the other playing the part of Juliet.

15 min SWBAT to identify in writing the key elements of various adaptations of Romeo and Juliet.(Bloom’s: comprehension)

Play videos, monitor, debrief of each video

Students will watch various versions of the balcony scene and fill out their note taker, focusing on each version’s verbal communication, audience impact, body usage, and director vision.

15 min SWBAT to design their own version of the balcony scene,

Monitor, answer questions

Students will design their own version of the balcony scene. Requirements: must

http://www.youtube.com/watch?v=D6HpUndEtP8

http://www.youtube.com/watch?v=FHoaPLO6Zd8

http://www.youtube.com/watch?v=OZLVlajiihI

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incorporating elements previously identified in videos.(Bloom’s: synthesis)

be original adaptation; must include how they will maximize verbal communication, audience impact, and body language of their actors.

AssessmentStudents will hand in balcony scene adaptations at the beginning of the next period.

Closure(5 minutes)Exit ticket: Students will write which version of Romeo & Juliet they liked best (theirs is in the running, too!) and why.

HomeworkStudents will finish creating their Balcony Scene adaptation.

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Handout 5—Balcony Scene Comparison/Adaptation Assignment SheetName: 1

Compare three versions of the Balcony Scene (Act II, scene iii) of Romeo & Juliet.Verbal Communication

Body Language

Audience Impact

Director Vision

Zeffirelli Movie

Version (1968)

Royal Shakespeare

Company (2010)

Asbury Movie

Version (2011)

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2Assignment: Design your own adaptation of the Balcony Scene from Romeo & Juliet! Directions: Below, draw a picture of your unique stage design of the Balcony Scene. Pay attention to the set pieces, costumes, and placement of the actors. You must include the following in writing: 1. What is your original vision?2. How will you effectively communicate the language of Shakespeare and the main ideas from

the play to the audience? 3. How will you personally impact and engage the audience? 4. How will the actors move about the stage? What will the actors need to do to make the play a

success?

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Topic(55 minute period)

Shakespeare Pick-up Lines and Valentine’s Day Cards

CCSS Standard (s)A. Reading: LiteratureRL.9-10.4. 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






B. Writing(ELL-W-1) The student will express in writing his or her own thinking and ideas.


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Terminal ObjectiveStudents will be able to evaluate the effectiveness of romance language from Shakespeare’s time and modern day by making Shakespearean and modern Valentine’s Day cards.

Language ObjectiveStudents will be able to compare 17th Century romance language to modern day pick-up lines by making Shakespearean Valentine’s Day cards.

Materials NeededThe Mysteries of Love and Eloquence handoutConstruction paperMarkers/colored pencilsScissorsGlue

Anticipatory Set/Bell Work(7 minutes)Students will answer the following questions in writing: What is a pick-up line? Why do people use pick-up lines? What are some (appropriate) pick-up lines?Students will share answers to questions with class. Teacher will point out important things about pick-up lines (they are often used to woo women, but if women say them, it’s funny because they are “breaking” the rules. Part of the reason why pick-up lines work is because the ridiculousness of the line adds to the charm; the more ridiculous the line is, the more it works. This was true in Shakespeare’s time as well.)

Activities

Time Sub-Objectives Teaching Strategies Student Participation10 min SWBAT identify 17th

Century pick-up lines by underlining them on their paper.(Blooms: comprehension)

Stand when finished reading.Monitor, assist with reading.Lead mini-discussion: “Were the lines more comic than persuasive? How have 350 years changed the language of love?”

In pairs, students will read The Mysteries of Love and Eloquence. Students will reread text, underlining lines that would act as 17th Century pick-up lines.

8 min SWBAT identify 10 images, words, ideas, or figures of speech that display romantic

Monitor With those same partners, students will write down what images, words, ideas, or figures of speech that

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advances.(Blooms: comprehension)

might help the man woo the woman.

15 min SWBAT compare the language of TMLE text to R&J by writing similar words and images.(Blooms: comprehension)

Monitor Students will then read R&J 2.2.75-185. Which words and images appear in both?

15 min SWBT apply knowledge of the two texts by creating Valentine’s Day cards.(Bloom’s: application)

Monitor Students will create their own Valentine’s Day cards using pick-up lines from both The Mysteries of Love and Eloquence and Romeo and Juliet.

Assessment/ClosureUsing the same themes and images from TMLE and R&J, students will write an original pick-up line on a piece of paper. The teacher will call on volunteers to orate their pick-up lines (it’s all in the delivery!).

HomeworkGive someone the Valentine’s Day cards you made! Write a paragraph explaining the reaction of the person you gave it to. Did you have to explain to them what it meant or could they figure it out based on your card? What made it so successful or what could you have fixed to make it more successful?

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Handout 6—The Mysteries of Love and Eloquence

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Shoebox Theatre




D. Speaking & ListeningSL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly)


ELL Standard (s)A. Listening and Speaking(ELL-L&S-3) The student will listen actively to the ideas of others in order to acquire new knowledge.



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Terminal ObjectiveStudents will be able to demonstrate knowledge of Elizabethan theatre by creating a theater diorama.

Language ObjectiveStudents will be able to complete the graphic organizer on the Elizabethan Theatre power point.

Materials NeededElizabethan Theatre power pointElizabethan Theatre guided notesCard stockConstruction paperMarkers/colored pencilsScissors

Anticipatory Set/Bell Work(5 minutes)Write a letter to a person who has never been to a movie theater. What would they need to know before going? Think about every process you have to go through from the minute you walk up to the theater, to the minute you leave.

Activities

Time


15 min

SWBAT complete the graphic organizer on the Theatre History power point.

Lecture on theatre history

Students will fill out guided notes and participate in intermittent closure covering the history of theatre and parts of the theatre. (Elements in power point: summarize information, Think/Pair/Share, label theatre)

30 min

SWBAT complete the graphic organizer on the Theatre History power point.

Monitor Students will create a diorama of the globe and stage their favorite scene from Romeo and Juliet thus far in it. Students must incorporate parts of the theatre correctly as well as depictions of their favorite characters.

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AssessmentStudents will turn in their finished dioramas.

Closure(5 minutes)Gallery Walk: Students will lay their dioramas on their desk. As a class, the students will silently walk around looking at the dioramas and recording which scene each diorama depicts. The student with the highest number of scenes guessed correctly wins!

HomeworkWrite a paragraph pretending you are a director putting on a show of Romeo and Juliet. Where would your scene be performed? What kind of scenery would you use? What kind of props would you use? What kind of costumes would you have?

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Handout 7—Elizabethan Theatre Handout

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What is Love? (Baby Don’t Hurt Me)

CCSS Standard (s)A. Reading: LiteratureRL.9-10.2. 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.








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Terminal ObjectiveStudents will be able to defend which type of love (unrequited love, romantic love, parental love, friendship, or love of family honor) is most crucial to Romeo and Juliet through quotes and personal opinions.

Language ObjectiveStudents will be able to demonstrate understanding of the various types of love by completing the Types of Love Tracker.

Materials NeededTypes of Love Tracker handout

Anticipatory Set/Bell Work(10 minutes)Students will write sentences containing the word “love,” trying to use it in as many contexts as possible. The student who uses the word “love” in the most variety of ways with various meanings will win!Teacher will then discuss with students how there are various kinds of love, ranging from romantic love to “loving” your friend’s sweater, and how there are multiple kinds of love in Romeo and Juliet, too.

Activities

Time


10 min

SWBAT identify characters who are part of various types of love relationships. (Bloom’s: comprehension)

Stand or clap when finished with each section. Monitor

Students will work with a partner to find examples of the various kinds of love within the characters of Romeo and Juliet using the Types of Love Tracker.

25min

SWBAT find a quote that supports each character’s form of love.(Bloom’s: comprehension)

Monitor Students will then find one quote supporting their assertion of each kind of love using the Types of Love Tracker.

Assessment/Closure(10 minutes)There will be five groups that represent the five types of love they tracked in the play. Students will form those groups based on which type of love they believe to be the most important kind of love represented in the play. Students will then have a mini-debate as to why that type of love is the most important in the play.

Homework

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In one paragraph, students will write which type of love they believe to be the most important in their life and why.

Handout 8—Types of Love Tracker

There are many types of love in Romeo and Juliet. Under characters, write the characters that exemplify that kind of love within the play. Under quotes, find

quotes that support those relationships.

Type of Love Characters Quotes

Unrequited Love

Romantic Love

Parental Love

Friendship

Love of Family Honor

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Social Media Soliloquies



C. WritingW.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.






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Terminal ObjectiveStudents will analyze character soliloquies from Romeo and Juliet by creating a fake Facebook page.

Language ObjectiveStudents will analyze characters from Romeo and Juliet by writing Facebook statuses as if they were character soliloquies.

Materials NeededReserve computer labAct V, scene iii podcast: http://www.booksshouldbefree.com/book/romeo-and-juliet-by-william-shakespeareFake Facebook Assignment handout

Anticipatory Set/Bell Work(7 minutes)Three minute quick write: Student will journal about a secret (don’t worry, no one will read it!). How does it feel to keep that secret hidden? How does it feel to tell someone that secret? If someone found out that secret, what would it tell that person about who you are?Once the quick write is finished, teacher will give a mini-lesson on soliloquies (personal thoughts of characters revealed to the audience, almost like the character’s “secrets.” There are several examples of soliloquies in Act V, scene iii.)

Activities

Time


15 min

SWBAT discuss the meaning and purpose of the soliloquies in R&J.(Bloom’s: analysis)

Play podcast, facilitate Think/Pair/Share

Students will read Act V, scene iii of R&J accompanied by the podcast.Students will then Think/Pair/Share the meaning and purpose of Romeo’s soliloquy, and then Juliet’s soliloquy.

30 min

SWBAT create a fake Facebook page that focuses on the character analysis.(Bloom’s: synthesis)

In Shakespeare’s time, the best way to learn about a character’s innermost thoughts and that character’s personality was through soliloquies. Now, people don’t do that anymore.

Students will create a fake Facebook page, focusing on divulging the innermost thoughts and personality traits of the characters of Romeo and Juliet. Students will follow expectations of



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Instead, we have programs like Facebook statuses that share people’s innermost thoughts and profiles that tell us exactly who people are.

the assignment handout.

Closure(3 minutes)Before leaving, students will create a 10-second soliloquy of how they are feeling that day. (Give students a few minutes to practice soliloquy before delivery.) Students must deliver their soliloquy to the class with dramatic emphasis and panache!

AssessmentStudents will turn in Facebook pages the next day.

HomeworkStudents will finish their Facebook pages.

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Handout 9—Fake Facebook Assignment

Fake Facebook Assignment

For this assignment, you will create a mock Facebook page from the perspective of one of the characters from Romeo and Juliet. Using the website www.thewallmachine.com, you will create a fake Facebook page of events and relationships that show the development of your chosen character and his/her relationship to others in the story. Get into your character’s mind and think about the kind of statuses he/she would post and the things that affect who this character is as a person (very similar to the things that are divulged through soliloquies in Shakespeare!) Keep in mind that this mock Facebook page is like your personal Facebook page, which means that you want to make sure you pick the most important events and relationships from the play to showcase. Also, the events of the plot and times when your character meets other characters should be in chronological order of the play, just as yours would be on your Facebook Timeline. Because Facebook is a modern invention, feel free to speak in contemporary terms such as popular lingo, internet speak, hashtags, etc. (excluding the few quotes from the play required on the page), but try to formulate statuses or posts as if you were the character you are representing. You will also include comments that your character’s friends would post on his/her wall or status updates. Make sure you consult the attached rubric and include the required criteria, but be creative! Make this look like a real Facebook page as much as possible. See attached example for inspiration but DO NOT copy. [http://thewallmachine.com/yZDffv.html] See rubric for expectations for the assignment.

Fake Facebook Rubric 2 soliloquy-like status updates __/10 (5 pts each) Profile information __/10 (all or none)

(at least three sentences, added as the first status update) 7 personal posts __/7 (1 point each)

(i.e. picture post with caption, relationship update, etc.) 4 friends __/4 (1 point each) 5 wall posts from friends __/5 (1 point each) 5 comments on wall posts/statuses __/5 (1 point each 5 events __/5 (1 point each) Use of 2 Shakespeare quotes in text __/2 (1 point each) Profile pictures __/2 (all or none)

Total: __/50 points

http://thewallmachine.com/yZDffv.html

http://www.thewallmachine.com/

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Sample Facebook page

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Romeo and Juliet Board Game



C. WritingW.9-10.4. 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 above.)

D. Speaking & ListeningSL.9-10.4. 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





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Terminal ObjectiveStudents will be able to synthesize main plot events, motifs, and characters of Romeo and Juliet into a functioning board game.

Language ObjectiveStudents will be able to describe in writing the metacognitive importance of synthesizing connections.

Materials NeededRubric handout Construction paperMarkers/colored pencilsScissorsDice (available for students if needed)

Anticipatory Set/Bell Work(10 minutes)Students will create a timeline (either horizontally linear or in outline format) of the main events of Romeo and Juliet. This timeline will assist them in creating their board game.

Activities

Time


35 min

Students will be able to create an original board game on Romeo and Juliet, following the rubric for guidance.(Bloom’s: Synthesis)

Modeling, explain rubric, monitor

Students will work in groups to create a functioning board game incorporating the main events, motifs, and characters of Romeo and Juliet. Details on Board Game Assignment rubric (attached).

Assessment(10 minutes)Groups will present their board games to the class. This presentation will be factored into the grade for the Creativity and Presentation portion of the assignment.

ClosureStudents will write their favorite board game on an exit ticket. They cannot vote for their own game. The winning game will receive 5 points extra credit on their project and their game will be played by students during the next class period.

Homework

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Students will complete the written portion of the board game assignment. Details are on the Board Game Assignment rubric (attached).

Handout 10—Board Game Project RequirementsWhat would your life be like if it was a board game? Would you make different choices? Would your fate be decided for you? Think about Romeo and Juliet—what would their lives be like if it was a board game?

Your mission: Turn Romeo and Juliet into an original board game! This game needs to include rules. Some things to consider:How will players take turns? How will players win? What progresses players in the game? What pushes them back?Are there any penalties for players? (lose a turn, penalty box, cheaters are disqualified, etc.)Are there any secret jumps through the game or to the finish line?

On a player’s journey through the board game, they need to encounter:Main events from the playMotifs from the playCharacters (with a description of that character’s defining traits) from the play

For homework: Write two paragraphs about your board game. Paragraph 1: Explain the directions of your board game. Make this like an instruction manual that comes with the game. This means the directions need to be extremely clear so someone can simply read the rules and know how to play the game.Paragraph 2: Write a paragraph explaining why playing this game would be helpful for someone who was reading Romeo and Juliet. How can playing this game help a reader better understand the plot, motifs, and characters of the play?

Project Grading Rubric:Points possible: 100 20 points 15 points 10 pointsMain events Includes 10 main

events from the playIncludes 6-9 events from the play

Includes fewer than 6 events from the play

Motifs Includes 3 motifs from the play

Includes 2 motifs from the play

Includes 1 or fewer motifs from the play

Characterization Includes 5 characters and their traits

Includes 3-4 characters and their traits

Includes fewer than 3 characters and their traits

Creativity and Presentation

Original design, exquisite presentation

Lacking in either originality or presentation

Unoriginal design, sloppy presentation

Insightful Paragraphs

Two paragraphs explaining your game and why it

Lacking one paragraph of explanation of game

Lacking both paragraphs of explanation of game

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would be helpful for readers to play it.

or importance of game.

and importance of game.

Assessment Tool: Final Essay Prompt

For your final assessment, you will be writing a five-paragraph essay. In a well-crafted essay, please answer the following question: Within Romeo and Juliet, do choices affect fate or does fate affect choices? In order to answer this question, you will need to use textual evidence to support your claim. You must have at least three quotes in your essay that support your stance on the question. Your essay will be graded on the following rubric:

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Points break up:Ideas: 5-6= 15 points; 3-4=10 points; 1-2=5 pointsOrganization: 5-6= 15 points; 3-4=10 points; 1-2=5 pointsConventions: 5-6= 15 points; 3-4=10 points; 1-2=5 pointsWord Choice: 5-6= 15 points; 3-4=10 points; 1-2=5 pointsSentence Fluency: 5-6= 15 points; 3-4=10 points; 1-2=5 pointsVoice: 5-6= 15 points; 3-4=10 points; 1-2=5 pointsTextual evidence: 3 quotes= 10 points; 2 quotes=6 points, 1 quote= 2 points

Total points possible= 100 points

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Bibliography

Videos:1968 Movie Version http://www.youtube.com/watch?v=OZLVlajiihI Gnomeo and Juliet Prologue: http://www.youtube.com/watch?v=cXZXSjDzpBE Gnomeo & Juliet Balcony Scene: http://www.youtube.com/watch?v=D6HpUndEtP8PBS-- http://www.pbs.org/shakespeare/educators/performance/lessonplan.htmlRSC (0:00-5:17) http://www.youtube.com/watch?v=FHoaPLO6Zd8 TED— http://ed.ted.com/lessons/insults-by-shakespeare

Other Resources:Books Should Be Free: http://www.booksshouldbefree.com/book/romeo-and-juliet-by-william-shakespeare The Folger Shakespeare Library http://www.folger.edu/eduLesPlanDtl.cfm?lpid=602The Royal Shakespeare Company: http://www.rsc.org.uk/education/resources/ The Salem Press: http://salempress.com/store/samples/great_events_from_history_seventeenth/great_events_from_history_seventeenth_globe_theater.htm The Wall Machine: www.thewallmachine.com

http://www.thewallmachine.com/

http://salempress.com/store/samples/great_events_from_history_seventeenth/great_events_from_history_seventeenth_globe_theater.htm

http://salempress.com/store/samples/great_events_from_history_seventeenth/great_events_from_history_seventeenth_globe_theater.htm

http://www.rsc.org.uk/education/resources/

http://www.folger.edu/eduLesPlanDtl.cfm?lpid=602



http://ed.ted.com/lessons/insults-by-shakespeare

http://www.youtube.com/watch?v=FHoaPLO6Zd8

http://www.pbs.org/shakespeare/educators/performance/lessonplan.html

http://www.youtube.com/watch?v=D6HpUndEtP8

http://www.youtube.com/watch?v=cXZXSjDzpBE

http://www.youtube.com/watch?v=OZLVlajiihI

Documents

Teaching Philosophy, Prior Knowledge, and Follow-upallisonsherer.weebly.com/.../1/6/6/7/...unit_plan.docx · Web viewAllison Sherer. Romeo and Juliet Unit. English 1-2. 9th grade