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2 Table of Contents: Romeo and Juliet Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 8 Academic Vocabulary 10 Pre-assessment 11 Building Background Knowledge 14 Culminating Assessment: Analyzing and Performing a Scene 15 Timed Writing Prompt 23 Differentiation 26



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1

Romeo and Juliet Unit

Grade Nine Curriculum Guide

Version 1.0: September 2009

2

Table of Contents: Romeo and Juliet Unit

Activity Page #

Introduction to Unit 3

Unit Template with Learning Plan 4

Student Progress Monitoring 8

Academic Vocabulary 10

Pre-assessment 11

Building Background Knowledge 14

Culminating Assessment: Analyzing and Performing a Scene 15

Timed Writing Prompt 23

Differentiation 26

Resources (in 2002 materials) 128

Note that the majority of the lesson plans and activities are found in the original curriculum packet, which appears at the end of this unit guide. See the Learning Plan for suggested activities.

3 Introduction

Why is Romeo and Juliet still the most commonly taught text in ninth grade classrooms around the country? Do we subject our students to the archaic language of Shakespeare only because we were so subjected ourselves when we were in school? Based upon recent PPS teacher surveys and the fact that we have developed no less than two curriculum packets for the play in the past seven years, the real reason is that and themes still resonate with fifteen-year-old students.

There are hurdles, certainly, for stu

chief among them. The best way to overcome this initial student resistance is to remember that Romeo and Juliet is a PLAY and must be performed and viewed as a performance. It is the experience of many ninth grade teachers that only through this performance-based approach students can be successful in analyzing the play. Therefore, this unit guide suggests a pathway through the study of Romeo and Juliet by making suggestions for the appropriate activities from both of the earlier curriculum packets that will lead to the culminating assessment, which is both a performance and an analysis. So, this unit guide does not attempt to replace the exceptional work done by our colleagues, but rather complements and focuses on the identified grade-level priority standards.

2002 Romeo and Juliet Guide Writers:

Myron Filene

Theresa Quinn

Linda Steinle

Jenn Wiandt Owens

2007 Romeo and Juliet Guide Writers:

Barbara Brown

Jordan Gutlener

Chris Rudolf

Maria Joy

Revision by:

Mary Rodeback, Grant

4 Romeo and Juliet Unit Template

Stage 1: Desired Outcomes

Priority Standards:

9.07. Analyze characterization

9.06.

9.10. Analyze how dramatic elements are used to develop characters/mood through

dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions. 9.15 9.16. Speaking: Demonstrate and apply knowledge of the elements of an effective oral presentation

Understandings:

Students will understand that:

Writers from diverse backgrounds and time periods explore themes and ideas important to humanity.

Writers use a complex range of literary devices and strategies to engage their readers and convey their ideas.

The characters in Romeo and Juliet are

complex, reflecting the demands

Renaissance culture placed on

individuals with respect to allegiance and revealing the ultimate tension between the individual and societal expectations.

Essential Questions:

What makes a person who he or she is?

What role does family play in a

What is loyalty? What different kinds of loyalty are demonstrated in the play?

How can an author use language to establish or define a character? What kinds of linguistic structures distinguish the play?

What is the nature of romantic love? interrogate or critique the value of romantic love as a social construct?

Students will know:

The plot and characters of Romeo and

Juliet

Various stylistic techniques specific to

The dramatic elements that make an effective performance

Students will be able to:

Apply interpretive reading strategies.

Develop a well-reasoned thesis.

Apply the writing process to produce a draft and revision of a character analysis essay. Perform a scene from Romeo and Juliet that effectively captures the character

5 Stage 2: Assessment Evidence

Culminating Assessment

(learning task) Other Evidence

Who Are You? After carefully reading and

analyzing the play, your task is to perform a scene from the play in which you use gesture, movement, and voice to effectively capture and present your character to an audience. Then, you will write a detailed character analysis essay exploring the complexity of your character in the context of the play.

1. Character Notes and ParagraphsLetter/Journal/Blog Entry

2. Creative Character Extensions

Students write a back story, a deleted

scene, or an alternate ending to extend their comprehension of the character they work with.

3. Character Profile Posters

6 Stage 3: Learning Plan: Romeo and Juliet

Where is the activity? (Page #)

Activity Title Priority Standards This guide 2002 2007 Famous Lines 9.01. Determine meanings of words using contextual and structural clues and through the use of definition, inference, example, restatement, or contrast.

9.05. In

unstated ideas and make reasonable generalizations about text. 9

Snippets:

Language 9.05.

unstated ideas and make reasonable generalizations about text.

9.09. Define how tone or meaning is conveyed in poetry 11

Tea Party:

Whose House

Am I? 9.04. Predict future outcomes supported by the text, using contextual clues. 23

Shakespearean

Insults 9.01. Determine meanings of words using contextual and structural clues and through the use of definition, inference, example, restatement, or contrast. 44

Pre-Assessment 9.03.Summarize sequence of events

9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions. 11

Building

Background

Knowledge and

the Writing Process 9.01. Determine meanings of words using contextual and structural clues and through the use of definition, inference, example, restatement, or contrast. 9.05. unstated ideas and make reasonable generalizations about text. 14

Character Notes 9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions. 8 Letter/Blog 9.13. Use dialogue, interior monologue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions. 10 7

Where is the activity? (Page #)

Activity Title Priority Standards This guide 2002 2007

Acting Out the

Ball 9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions. 46

Citing

Quotations 9.13. Support interpretations of literature through the use of textual references 14

Character

Extensions 9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions. 18

Character

profiles 9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions. 20

Comparing film

Versions 9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions.

9.13. Support interpretations of literature through the use of textual references 50

Image-Making

Drama Activity 9.07. Analyze characterization

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions. 52

Culminating

Assessment

Performing

and Analyzing a Scene 9.07. Analyze characterization 9.06.

9.10. Analyze how dramatic elements are used to develop characters/mood

through dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions. 9.15 9.16. Speaking: Demonstrate and apply knowledge of the elements of an effective oral presentation 15 Timed

Writing 9.07. Analyze characterization

9.06. 23

8 Student Progress Monitoring: Romeo and Juliet Unit

Student 9.07. Analyze

characterization

9.06. Draw

conclusions about the

9.10. Analyze how

dramatic elements are used to develop characters/mood through dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions.

9.15. Actively solicit

comment or opinion 9.16. opinion assertively without dominating

E M D n/e E M D n/e E M D n/e E M D n/e E M D n/e

9

Student 9.07. Analyze

characterization

9.06. Draw

conclusions about the

9.10. Analyze how

dramatic elements are used to develop characters/mood through dialogue, soliloquies, asides, character foils, stage directions, actions, including movement, gestures, and expressions.

9.15. Actively solicit

comment or opinion 9.16. opinion assertively without dominating

E M D n/e E M D n/e E M D n/e E M D n/e E M D n/e

10 Academic Vocabulary

The vocabulary used extensively in this unit:

Alliteration

Allusion

Characterization

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