Name of Unit: Romeo and Juliet Grade Level/Discipline: 9th Grade Language Arts Duration of Unit: 18 days Academic

Standards: Reading

Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 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 place; how it sets a formal or informal tone).

Writing

Text types and Purposes 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Speaking and Listening

Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 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. 5. 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.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 910 Language standards 1 and 3 on pages 54 for specific expectations.)

Essential Questions: Which, if any, is/should be stronger: family loyalty, loyalty among friends, or the bond of romantic love? Is it ever okay to deceive others? For what reasons do people align themselves against one another? Is it all right to propagate division for the sake of family loyalty? Is it disrespectful to go against parents wishes? Are there any aspects of the human experience that transcend time and place? Am I able to clearly and effectively convey my thoughts/feelings/opinions and substantiate what I think, feel, and or say? Objectives: The student is able to effectively conduct research and articulate information to the class The student demonstrates his/her ability to cite textual evidence to support his/her analysis of the text both explicitly and inferentially The student analyses a characters development and writes an explanatory essay that effectively conveys ideas, concepts, and information The student acquires new vocabulary and determines the meaning of words and phrases as they are used in the text The student initiates and actively participates in collaborative discussions with diverse partners The student prepares for discussion, and draws on that preparation (e.g. textual evidence) to effetely participate in discussion The student poses and responds to discussion questions, and relates the discussion to broader themes or larger ideas The student responds thoughtfully to diverse perspectives The students creates an interpretation of Romeo and Juliet that explores and makes connections between themes Shakespeares 16th century work and contemporary society Assessments: Pre Assessment: Is anyone familiar with William Shakespeare and his work? What have you read? What film have you seen? What are your impressions of Shakespeare and his work?

Formative: Letter to character Close reading exercise Literature circles Word journal Character journal

Summative: Historical context presentation Character analysis essay Socratic Seminar Final creative project: Contemporary interpretation of Romeo and Juliet

Hook/Motivation: Although it seems irrelevant and outdated, the story of Romeo and Juliet transcends time. Many popular, contemporary books and films are spin-offs of this story. Also, as we study this work, students will realize that this story is relevant to controversial contemporary themes the storys content makes it clear that Shakespeare wasnt afraid to go there. Required Materials: One copy per student of Barrons Simply Shakespeare: Romeo and Juliet, Smartboard/projector screen, computers, Internet access, news print/poster board pens/pencils, paper, video cameras, handouts to explicate Shakespearean text Activate Prior Knowledge: Textual annotations, close reading, literature circles Activities: Presentation by Shakespeare (or someone from his era) on Shakespeares life and times In small groups, students explore Shakespeares historical context. Groups will be assigned to research and present on Englands 16th century: o Clothing o Food o Language o Gender roles o Health (disease and its treatments, average life span, etc.) o Politics o Communities/Architecture o World events In small groups, before reading the play, students will be given various excerpts (including sonnets) of text from Romeo and Juliet to interpret. Students will informally share their findings and, as a class, we will decipher the texts implied and explicit meanings Lecturette on Shakespeares literary devices (Shakespearean literary device PowerPoint and bingo game)

Students will keep a log of unfamiliar/interesting words and phrases. Each day, students will have an opportunity to share their word/phrase with the class, and we will discuss the meaning and identify any particular literary device Shakespeare used/contrived o At the end of our unit, the class will compile the unfamiliar/interesting words/phrases and their meanings, and we will create a guide to Shakespearean language in Romeo and Juliet

Character journal: Students will choose a character to track throughout the play. Students will take note of the characters development and how that character influences and is influenced by themes, as well as other characters. Students will note any dialog and elements of the formalist framework they find significant. This will provide a foundation for a formal character analysis essay Literature Circles: To ensure students comprehend the play, students will participate in three literature circles to take place near the beginning, middle, and end of the play. These literature circles will help prepare students for our large group Socratic Seminar Students write a letter to a character in the play in which they compare/ contrast their own life experiences to those of the character, and offer advice/consolation/admonitions to that character Each student writes a formal character analysis essay in which they discuss the essence and significance of their chosen character, and the ways that character influences other characters, spotlights themes, and advances the plot Classroom Socratic Seminar in which we explore themes of family loyalty/conflict, familial expectations, bias, intolerance, gang violence, love, suicide, loyalty, and any other theme students find in Romeo and Juliet they consider relevant to their lives. Each student must bring one question to class, and each question will be posed to, and discussed by, peers Students individually research works that have been influenced by Romeo and Juliet and bring their findings to class Via their chosen format, students will create a contemporary interpretation of Romeo and Juliet that makes explicit connections between the plays themes and themes of 21st century life. This project can be done individually or in groups. Students may express their interpretation through artwork, creative writing, a short film, news story, Facebook pages, etc. View Baz Luhrmans Romeo + Juliet (this film may incite censorship issues that will need to be addressed)