Grades 6-12 ELA CCGPS Unit 3 Plan 2013-2014 3rd nine weeks Grade Level Duration Theme Reading Focus Writing Focus Curriculum Map 9th 40 days Paradoxes of Life and Language Literary Informative/Explanatory Indicate the number expectation (1, 7, 3-5, etc.) according to the grade level curriculum map provided by the GADOE. 1 Extended Text(s) 7 Thematically connected short texts (mix of literary and informational) 4-6 Analysis Writing in Focus Genre (ELACCGPS W 1 or 2) 1-2 Narrative Writing (ELACCGPS W 3) Instruction on the following standards/skills is expected recursively in every unit throughout the school year. Research Connections (ELACCGPS W 7-9) Routine Writing (ELACCGPS W 10) Language o Conventions (ELACCGPS L 1-3) o Vocabulary (ELACCGPS L 4-6) Speaking and Listening (ELACCGPS SL 1-6) Reading Foundational Skills: Grades K-5 (ELACCGPS RF 1-4) READING FOCUS: Literary Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed. Grade Band K-1 2-3 4-5 6-8 9-10 11-CCR Lexile “Stretch” Band N/A 420L – 820L 740L – 1010L 925L – 1185L 1050L – 1335L 1185L – 1385L EXTENDED / ANCHOR TEXT(S) (Include all information for each title) Title: Romeo and Juliet Author: William Shakespeare Genre: Drama Lexile: NP ISBN: 0-13-062454-3 Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each) 1. “Nuns fret not at their convent’s narrow room”- William Wordsworth- poem- NP 2. Poem #134- Francesco Petrarch- poem- NP 3. Sonnet #18- William Shakespeare- poem- NP 4. “What Guile is This?”- Edmund Spenser- poem- NP 5. “When I Consider How My Light is Spent”- John Milton- poem-NP 6. “Sonnet #116”- William Shakespeare- poem-NP 7. “I Wait the Ocean Waves to Wash My Soul”- Marieta Maglas-poem- NP 8. “My Mistress’ Eyes”- William Shakespeare- poem-NP Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 1 Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each) 1. “Thanks, Will” by Debbie Nevins Supplemental Materials, Resources and/or Internet Links: 1. “My Funny Valentine” music/lyrics- http://www.youtube.com/watch?v=UjuaZDdqmCw 2. Romeo and Juliet DVD, 1968 Franco Zeferelli Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 2 WRITING FOCUS: Informative/Explanatory Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed. ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit. All unit assessments will align with the focus standards indicated that have been explicitly taught.) Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory) List writing assessment prompts in the order they will appear in the instruction for the unit. 1. Informative: Of the sonnets we have studied in class (TPCASTT), choose one to analyze in a one page essay. Focus on the elements of a TPCASTT and present the information in an essay format. How does the author develop the theme using literary devices identified in the TPCASTT? Be sure to include two to three pieces of textual evidence (MLA in-text citations and direct quotes). Students must correctly use and identify three phrases in the essay. Students must also use and identify complex and compound-complex sentences. 2. Informative: Romeo and Juliet contains many examples of paradox. Choose one of these and explain how Shakespeare develops this idea through the play. You must include two in-text citations. They must use, identify, and highlight at least five phrases in their response. Paradox Choices: light vs. dark, destiny vs. free will, earthly vs. heavenly, love vs. hate 3. Informative: After reading Romeo and Juliet, choose one complex character (Romeo, Juliet, or Friar Lawrence) and analyze how that character develops over the course of the text, how they interact with other characters, and how their actions and decisions affect the resolution of the plot. Also, choose one theme and explain how this character helps develop the overall message throughout the course of the play. Be sure to include one quote from the beginning and one from the end of the play showing how they change. NARRATIVE WRITING ELACCGPSW3 1. (Module 1 Task 4) Students will write their own Shakespearean sonnets, remembering these rules: o It must consist of 14 lines. o It must be written in iambic pentameter (duh-DUH-duh-DUH-duh-DUH-duh-DUH-duh-DUH). o It must be written in one of various standard rhyme schemes. o You must include three literary devices and highlight/label them in the poem. ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres) ELACCGPSW10 1. Note taking on literary and poetry terms as they pertain to works read in class 2. Annotating texts throughout the unit 3. TPCASTT poems 4. Literary log of imagery, sensory language, poetry devices, and figurative language used in Romeo and Juliet. RESEARCH CONNECTION(S) ELACCGPSW7-9 1. Shakespeare 2. Petrarch 3. Spenser Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 3 UNIT FOCUS STANDARDS While all standards should be taught recursively throughout each unit, the standards listed below indicate focus standards for this unit that are explicitly taught and can be used for benchmark, formative, summative and/or common unit assessments. ELACC9-10RL3: 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. READING LITERARY ELACC9-10RL4: 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.) ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). ELACC9-10RL9: 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). N/A READING INFORMATIONAL WRITING ELACC9-10W2: 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. Introduce a topic; organize complex ideas, concepts, and information to make a. important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity 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). ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply 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]”). Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 4 ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LANGUAGE ELACC9-10L5: 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. N/A SPEAKING AND LISTENING Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 5 Module 1 PLANS FOR ASSESSMENT 1 Integrating reading selections from the unit into a writing task (Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.) PROMPT: (Repeated from Cover Pages) Informative: Of the sonnets we have studied in class (TPCASTT), choose one to analyze in a one page essay. Focus on the elements of a TPCASTT and present the information in an essay format. How does the author develop the theme using literary devices identified in the TPCASTT? Be sure to include two to three pieces of textual evidence (MLA in-text citations and direct quotes). Students must correctly use and identify three phrases in the essay. Students must also use and identify complex and compound-complex sentences. SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard. Module 1 TASK # 1 Suggested Time Frame 2 days TASK / FOCUS SKILL Analyze three major sonnet forms, take notes over literary terms and poetry/sound devices, explicate and analyze a poem through the use of TPCASTT. How does the structure of a sonnet impact its meaning? ESSENTIAL QUESTION STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of 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. READING ELACC9-10RL4: 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.) ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply 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]”). LANGUAGE ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 6 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ELACC9-10L5: 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. SPEAKING AND LISTENING N/A Instructional Sequence for Task: Students will take notes over the three major sonnet forms (Italian, Spenserian, Shakespearean). Students will take notes over literary terms and poetry/sound devices (to use for TPCASTT). Focus on iambic pentameter with the poetry notes. Teacher will explain TPCASTT format. Teacher will model explication through TPCASTT, using “Nuns fret not at their convent’s narrow room.” Students will examine poem for literary terms and poetry devices. Module 1 TASK #2 Suggested Time Frame 3 days TASK / FOCUS SKILL Analyze three major sonnet forms with partners, explicate and analyze a poem through the use of TPCASTT, complete a rapid pre-assessment quiz over sonnet structure. How does the structure of a sonnet impact its meaning? ESSENTIAL QUESTION STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of 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. READING ELACC9-10RL4: 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.) ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply 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]”). Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 7 LANGUAGE ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. c. 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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ELACC9-10L5: 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. SPEAKING AND LISTENING ELACC9-10SL1: 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 and persuasively. 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. ELACC9-10SL4: 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. Instructional Sequence for Task: Students will be placed in pairs/small groups. Teacher will hand out one example of each of the three main types of sonnet to each of the pairs. (Poem #134 by Petrarch, Sonnet #18 by Shakespeare, “What Guile is This?” by Spenser) Student pairs will explicate each of the sonnets and determine what form of sonnet each one is. Students will use chart paper to TPCASTT their poems. (These explications worksheets with the poem are in the dropbox). *Note: Teacher will informally assess each TPCASTT before the students create their charts. Class will come together to share their explications. Teacher will add information to explications at the end of class, if there is any information missing. Rapid Pre-Assessment for Differentiation (to prepare for Task 3): Students will take a short multiple choice quiz (five questions) to determine their comprehension of sonnet structure. The teacher will use the results from the quiz to determine sonnets for individual students for tomorrow’s lesson. Module 1 TASK #3 Suggested Time Frame 1 day TASK / FOCUS SKILL Analyze one of the major sonnet forms independently through differentiation, explicate and analyze a poem through the use of TPCASTT. How does the structure of a sonnet impact its meaning? ESSENTIAL QUESTION STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. READING ELACC9-10RL2: Determine a theme or central idea of 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 Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 8 of the text. ELACC9-10RL4: 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.) ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING LANGUAGE ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply 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]”). ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. c. 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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ELACC9-10L5: 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. SPEAKING AND LISTENING N/A Instructional Sequence for Task: Students will complete independent practice of analyzing sonnets (these worksheets are located in the dropbox). Each student will be given one of three sonnets to explicate (based on RPA from Task 2) (“When I Consider How My Light is Spent” by Milton, “Sonnet #116 by Shakespeare, “I Wait the Ocean Waves to Wash My Soul” by Maglas). DIFFERENTIATION: Students will use TPCASTT to explicate their assigned sonnet. Sonnets are assigned based on the complexity of the sonnet with the ability level of the student from the RPA (Task 2). Module 1 TASK #4 Suggested Time Frame 2 days TASK / FOCUS SKILL Analyze a sonnet through the use of TPCASTT; compare and contrast a song and a sonnet through the use of a graphic organizer. How does the careful analysis of a sonnet help you understand its meaning? ESSENTIAL QUESTION READING STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 9 ELACC9-10RL2: Determine a theme or central idea of 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. ELACC9-10RL4: 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.) ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING LANGUAGE ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply 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]”). ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. c. 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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). ELACC9-10L5: 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. SPEAKING AND LISTENING N/A Instructional Sequence for Task: Whole class will explicate “My Mistress’ Eyes are Nothing Like the Sun.” Students will complete a TPCASTT of the poem with the teacher. Teacher will pass out lyrics to “My Funny Valentine.” Students will listen to “My Funny Valentine” by Ella Fitzgerald (in dropbox). Homework: Students will complete a double bubble map comparing and contrasting the lyrics to the song and “My Mistress’ Eyes are Nothing Like the Sun.” Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 10 Module 1 TASK #5 Suggested Time Frame 1 day TASK / FOCUS SKILL Compose personal Shakespearean sonnets. ESSENTIAL QUESTION What are the characteristics of a true Shakespearean sonnet? STANDARDS: (Standards in bold print indicate focus standards for unit.) N/A READING WRITING ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. c. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ELACC9-10W4: 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.) LANGUAGE ELACC9-10W5: 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 up to and including grades 9–10.) ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. SPEAKING AND LISTENING ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 11 Instructional Sequence for Task: Narrative: Students will write their own Shakespearean sonnets about a personal experience, remembering these rules: o It must consist of 14 lines. o It must be written in iambic pentameter (duh-DUH-duh-DUH-duh-DUH-duh-DUH-duh-DUH). o It must be written in one of various standard rhyme schemes. o You must include three literary devices and highlight/label them in the poem. Teacher Notes: A sonnet is also an argument — it builds up a certain way. And how it builds up is related to its metaphors and how it moves from one metaphor to the next. In a Shakespearean sonnet, the argument builds up like this o First quatrain: An exposition of the main theme and main metaphor. o Second quatrain: Theme and metaphor extended or complicated; often, some imaginative example is given. o Third quatrain: Volta (a twist or conflict), often introduced by a “but” (very often leading off the ninth line) o Couplet: Summarizes and leaves the reader with a new, concluding image. Students will read their sonnets to the class. Teacher will score the poems with a rubric. Module 1 TASK #6 Suggested Time Frame 2 days TASK / FOCUS SKILL Analyze a poem by writing a one-page essay using its TPCASTT as a guide. ESSENTIAL QUESTION How do poets use literary devices to develop the theme of a poem? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. READING WRITING ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC9-10W2: 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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity 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). Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 12 ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LANGUAGE SPEAKING AND LISTENING ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. N/A Instructional Sequence for Task: Pre-write: Students will use their TPCASTT of the selected poem as their brainstorm for the essay. Students will write the essay rough draft in class. Optional: Sonnet Test Informative: Of the sonnets we have studied in class (TPCASTT), choose one to analyze in a one page essay. Focus on the elements of a TPCASTT and present the information in an essay format. How does the author develop the theme using literary devices identified in the TPCASTT? Be sure to include two to three pieces of textual evidence (MLA in-text citations and direct quotes). Students must correctly use and identify three phrases in the essay. Students must also use and identify complex and compound-complex sentences. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 13 Module 2 PLANS FOR ASSESSMENT 2 Integrating reading selections from the unit into a writing task (Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.) PROMPT: (Repeated from Cover Pages) Informative: Romeo and Juliet contains many examples of paradox. Choose one of these and explain how Shakespeare develops this idea through the play. You must include two in-text citations. They must use, identify, and highlight at least five phrases in their response. Paradox Choices: light vs. dark, destiny vs. free will, earthly vs. heavenly, love vs. hate SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard. Module 2 TASK # 7 Suggested Time Frame TASK / FOCUS SKILL 1 day Discuss Shakespeare’s contribution to the English language. ESSENTIAL QUESTION How have Shakespeare’s writings contributed to the English language? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL9: 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). READING ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WRITING ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LANGUAGE ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 14 capitalization. SPEAKING AND LISTENING ELACC9-10SL1: 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 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. Instructional Sequence for Task: Teacher will introduce William Shakespeare and Romeo and Juliet. Teacher will introduce literary terms from Romeo and Juliet. Focus on allusions present and how they relate to our study in Unit 1. What are the purposes of the allusions? What are the thematic connections? How do they develop his character? Students will take notes. Optional: Quiz on Shakespeare Notes Optional: Quiz on Literary Terms The teacher will assign the short informational text “Thanks, Will” by Debbie Nevins. The students will discuss Shakespeare’s contribution to the English language. After reading “Thanks, Will” students will work in small groups to create a timeline of evolution of language as presented in the article. Homework: Students will write an objective summary of the article for homework. They must use, identify, and highlight at least two phrases in their response. Module 2 TASK # 8 Suggested Time Frame 1 day TASK / FOCUS SKILL Paraphrase the opening prologue; identify and discuss its structure and purpose; gather evidence for culminating assessment using a graphic organizer. What is the purpose of a prologue? ESSENTIAL QUESTION STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. READING ELACC9-10RL2: Determine a theme or central idea of 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. ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 15 the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WRITING LANGUAGE SPEAKING AND LISTENING ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply 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]”). ELACC9-10L5: 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. N/A Instructional Sequence for Task: Extra Credit: Send home the “perfect mate” survey for students and parent/guardian to complete. The students will identify their characteristics of the perfect mate on one side, and the parent/guardian will complete his/her idea of the perfect mate for the son/daughter on the other side. The parent/guardian and students should complete the form without looking at the others answers. After each side has completed the form, they can share their answers. Students should bring the form to class for a perfect mate discussion with Task 9. Teacher will give students a copy of the graphic organizer that will be used to complete the culminating assessment for this module. The students will be able to complete it as we read. DIFFERENTIATION: The teacher will assign students a Romeo and Juliet project that they will complete outside of class. The project will include several options, but a writing component must be included with the project. Choices include, but are not limited to: paper bag puppet representation of a scene, writing a letter, create a children’s book, graffiti wall of the Capulets and Montagues, create a mask for Romeo to wear, write a prequel scene for the feuding. This project will be a test grade. Students will present to the class. Students will read the prologue (p.771). Students will paraphrase the prologue. Discuss destiny vs. free will (paradox) Discussion: The teacher will discuss the purpose of a prologue (identify setting, main characters, conflict). With the teacher’s guidance, students will identify literary devices and interpret their role in the text. Module 2 TASK # 9 Suggested Time Frame 4 days TASK / FOCUS SKILL Identify and discuss dramatic foils and paradoxes present in Act I; discuss style of speech as it relates to social status and take quiz over Act I. How does Shakespeare’s use of dramatic foils/opposites contribute to the theme of the play? ESSENTIAL QUESTION STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. READING ELACC9-10RL2: Determine a theme or central idea of 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 Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 16 of the text. ELACC9-10RL3: 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. ELACC9-10RL4: 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.) ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. N/A WRITING N/A LANGUAGE SPEAKING AND LISTENING N/A Instructional Sequence for Task: Teacher will assign reading parts for Act 1. The students will read Act 1 aloud in class (p.771-791). As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on character development over the course of the text, how they interact with others, and advance the plot. Scene 1 Discuss literary foil after scene 1: How are Benvolio and Tybalt foils/opposites? Discuss love and hate (paradox). Scene 2 Discuss the perfect mate survey after reading scene 2. Discuss what the cultural norm for marriage was during that time period. Scene 3 Discuss prose vs. poetry and how the characters’ social status is reflected through their speech. Scene 4 After Act 1 scene 4, students will write a character journal: Discuss how Shakespeare juxtaposes Mercutio and Romeo and how their characters view love and masculinity (manliness). Discuss destiny vs. free will (paradox) in Romeo’s speech (lines 106-113). Scene 5 Ticket to Leave: Tweet (140 characters) either Romeo or Juliet’s thoughts about seeing one another for the first time at Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 17 the party. Act 1 quiz Module 2 TASK # 10 Suggested Time Frame 4 days TASK / FOCUS SKILL Read and annotate Act 2 for characterization. ESSENTIAL QUESTION How does character development drive the plot of a play? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of 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. READING ELACC9-10RL3: 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. ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELACC9-10RL9: 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). ELACC9-10W2: 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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. WRITING ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. ELACC9-10W4: 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.) LANGUAGE ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 18 SPEAKING AND LISTENING ELACC9-10SL1: 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 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. 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. ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Instructional Sequence for Task: Teacher will assign reading parts for Act 2. The students will read Act 2 aloud in class (p.795-815). As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on character development over the course of the text, how they interact with others, and advance the plot. Prologue (Chorus) Prologue Activity: Students will paraphrase the prologue individually. Scene 1 Discuss the allusions present in Mercutio’s speech. Scene 2 Discuss the symbolism of light and dark (paradox) and earthly and heavenly (paradox) in the balcony scene. Discuss dramatic irony in this scene. Texting Template Worksheet: Pretend you are texting a summary of this scene to a friend. Fill in the bubbles as necessary. One bubble is Romeo and the other is Juliet. Scene 3 Fate Journal: Discuss the foreshadowing present in Friar Lawrence’s opening speech. How does his speech foreshadow the fate of Romeo and Juliet? Scene 4 Discuss how the characters’ actions/decisions drive the plot of the play. Scene 5 Journal: Students may enjoy thinking of ways to describe their own feelings when they are waiting impatiently for something they dearly want—a phone call from a friend, the results of a test, the news from someone about a sick relative, and so forth. In their writing they should include images that symbolize time passing slowly (e.g. a striking clock, the sun, shadows, day and night, hours, etc.). Responses should be ½ page. Discuss the comic relief the character of the Nurse brings to the play. Scene 6 Wedding Vows Activity: Teacher will divide the class in half (boys vs. girls) to write the wedding vows of Romeo and Juliet. Include at least three examples of figurative language in the vows. One boy and one girl will be “nominated” to read the vows aloud. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 19 Act 2 quiz After reading Acts 1 and 2, students will complete a graphic organizer in which they list and explain allusions found in Acts 1 and 2 of the play. Module 2 TASK # 11 Suggested Time Frame 2 days TASK / FOCUS SKILL Compare a story in two different mediums. ESSENTIAL QUESTION How can watching a play change or enhance the meaning of the text? READING WRITING STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. LANGUAGE SPEAKING AND LISTENING N/A N/A Instructional Sequence for Task: Students will watch the 1968 version of Romeo and Juliet for Acts 1 and 2. Students will complete a Venn Diagram of movie vs. text as they watch. The diagram will show the similarities and differences found in the play and the movie. Module 2 TASK # 12 Suggested Time Frame TASK / FOCUS SKILL 1 day Draft essay for summative assessment. ESSENTIAL QUESTION How do I use my annotations to organize and draft an essay? STANDARDS: (Standards in bold print indicate focus standards for unit.) N/A READING WRITING ELACC9-10W2: 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. Introduce a topic; organize complex ideas, concepts, and information to make a. important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 20 LANGUAGE c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity 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). ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Spell correctly. c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. SPEAKING AND LISTENING N/A Instructional Sequence for Task: Use the graphic organizer as the pre-write. The graphic organizer discussed paradox and the students completed this throughout Acts 1 and 2 with the teacher’s guidance. Students will write the rough draft in class. Informative: Romeo and Juliet contains many examples of paradox. Choose one of these and explain how Shakespeare develops this idea through the play. You must include two in-text citations. They must use, identify, and highlight at least five phrases in their response. Paradox Choices: light vs. dark, destiny vs. free will, earthly vs. heavenly, love vs. hate Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 21 Module 3 PLANS FOR ASSESSMENT 3 Integrating reading selections from the unit into a writing task (Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.) PROMPT: (Repeated from Cover Pages) Informative: After reading Romeo and Juliet, choose one complex character (Romeo, Juliet, or Friar Lawrence) and analyze how that character develops over the course of the text, how they interact with other characters, and how their actions and decisions affect the resolution of the plot. Also, choose one theme and explain how this character helps develop the overall message throughout the course of the play. Be sure to include one quote from the beginning and one from the end of the play showing how they change. SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard. Module 3 TASK # 13 Suggested Time Frame 4 days TASK / FOCUS SKILL Read and annotate Act 3 of Romeo and Juliet for characterization. ESSENTIAL QUESTION How does character development drive the plot of a play? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. READING ELACC9-10RL2: Determine a theme or central idea of 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. ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme. WRITING ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. N/A LANGUAGE Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 22 ELACC9-10SL1: 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 and persuasively. SPEAKING AND LISTENING 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. Instructional Sequence for Task: Teacher will assign reading parts for Act 3. The students will read Act 3 aloud in class (p. 819-841). As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on character development over the course of the text, how they interact with others, and advance the plot. Discuss monologue, soliloquy, and aside in Act 3. Scene 1 Discuss the conflict in the fight scene. Scene 2 Journal: Discuss Juliet’s soliloquy. What is her mental state? Discuss dramatic irony. Scene 3 Anticipatory Set: Before reading, give the students these seven sentences to review what happened in scenes 1 and 2. The students need to work together in groups to put the sentences in order. The teacher can either project the sentences or write them on large sentence strips for the groups. 1. Romeo kills Tybalt. 2. Mercutio and Benvolio discuss Mercutio’s willingness to fight for no reason. 3. The nurse tells Juliet that Romeo is banished. 4. Tybalt kills Mercutio. 5. The nurse tells Juliet Tybalt is dead. 6. The prince banishes Romeo. 7. Juliet gives the nurse a ring and asks her to send Romeo to her. Discuss Romeo’s mental state in Friar Lawrence’s cell. Discuss reason vs. emotion (Friar Lawrence vs. Romeo). This is another example of paradox. After reading scene 3, conduct a think-pair-share activity where the students answer the following question: In Act III, Scene iii, Romeo and the Friar disagree on banishment being a lenient punishment. Which of them makes the better point? Scene 4 Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 23 Discuss the decision of marriage without Juliet’s consent. Discuss the conflict this will create with her parents and how that will drive the plot. Ticket to Leave: On an index card or sheet of paper, predict what will happen when Juliet is told she has to marry Paris. Scene 5 Discuss why Capulet reacts the way he does in this scene. Discuss arranged marriages. Quiz 3 Module 3 TASK # 14 Suggested Time Frame 3 days TASK / FOCUS SKILL Read and annotate Act 4 of Romeo and Juliet for characterization. ESSENTIAL QUESTION How does character development drive the plot of a play? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of 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. READING ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme. ELACC9-10RL4: 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 LANGUAGE ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. N/A ELACC9-10SL1: 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 and persuasively. SPEAKING AND LISTENING 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. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 24 Instructional Sequence for Task: Teacher will assign reading parts for Act 4. The students will read Act 4 aloud in class (p. 845-857). As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on character development over the course of the text, how they interact with others, and advance the plot. Scene 1 Evaluate Friar Lawrence’s plan to help Juliet. Scene 2 Journal: Discuss Juliet’s apology to her father. Is it sincere? How can you infer whether or not she is sincere based on textual evidence? Scene 3 Word Association Activity: Put students into 4-5 groups. Each group should be given a different word listed at the top of a large piece of chart paper. Students should work with their group members to recall everything they can remember about that word from reading scenes 1 and 2 of Act 4. How does each word impact the meaning and tone? Words: church, marriage, Wednesday night, vial, apology Print the soliloquy for students to annotate: Examine Juliet’s soliloquy. What is she questioning? What are her fears? Drawing Activity: The Nurse just walked into Juliet’s room. Draw what she sees. Scene 4 How does dramatic irony create suspense for the reader in this scene? Scene 5 Foldable: Have the students fold a sheet of notebook paper into four squares. At the top of each square students should write the following names: Nurse, Lady Capulet, Capulet, and Paris. On the back of the foldable, students need to write Friar Lawrence in one of the squares. As they read scene 5, have students write each character’s reaction or response to Juliet’s death. Discuss the dramatic irony. Discuss the comic relief of the musicians. Discuss the representations of their names to musical instruments. Discuss how the Friar deceives everyone to go along with the plan. Discuss the personification of Death (lines 36-40). Quiz 4 Module 3 TASK # 15 Suggested Time Frame 3 days TASK / FOCUS SKILL Read and annotate Act 5 of Romeo and Juliet for characterization. ESSENTIAL QUESTION How can we analyze a character’s decisions? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL3: 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. READING WRITING ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 25 experiences, events, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. LANGUAGE ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. ELACC9-10SL1: 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 and persuasively. SPEAKING AND LISTENING 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. 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. Instructional Sequence for Task: Teacher will assign reading parts for Act 5. The students will read Act 5 aloud in class (p. 861-874). As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on character development over the course of the text, how they interact with others, and advance the plot. Students will complete a graphic organizer of a complex character of their choice to prepare for the culminating assessment. A body biography of the character is optional. Scene 1 Discuss the character of Romeo. Discuss how hasty he is in his decisions. Relate this to the previous acts with his drastic decisions (ex: to marry Juliet). Discuss how someone’s socio-economic status drives them to take drastic measures. Creative Writing (optional): After reading this short scene, pretend Romeo does not make a hasty decision and buy the poison. Students will create a dating profile for Romeo on the graphic organizer. After they have completed the form, have students trade papers with a partner. They need to answer the dating ad with either a rejection letter or an acceptance letter from another woman. Scene 2 Letter Writing Activity: Write your own letter to Romeo from Friar Lawrence. What would you say to him? They must use, identify, and highlight at least three phrases in their response. How does fate play a role in the outcome of the play? Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 26 Scene 3 Discuss Romeo’s mental state and his actions. Discuss the paradox of him killing Paris, but then putting his body beside Juliet in the tomb. Optional: Have students act out this scene. Quiz 5 Character Matching Quiz (optional for review of characters) Module 3 TASK # 16 Suggested Time Frame 1 day TASK / FOCUS SKILL Culminating Assessment ESSENTIAL QUESTION How does an author develop a complex character over the course of a text? READING WRITING STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL3: 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. ELACC9-10W2: 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. Introduce a topic; organize complex ideas, concepts, and information to make a. important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity 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). ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply 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]”). LANGUAGE SPEAKING AND LISTENING ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. N/A Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 27 Instructional Sequence for Task: Students will write the rough draft in class. Informative: After reading Romeo and Juliet, choose one complex character (Romeo, Juliet, or Friar Lawrence) and analyze how that character develops over the course of the text, how they interact with other characters, and how their actions and decisions affect the resolution of the plot. Also, choose one theme and explain how this character helps develop the overall message throughout the course of the play. Be sure to include one quote from the beginning and one from the end of the play showing how they change. *Note: To help students with the essay, the teacher should lead the class in a discussion of a minor complex character and discuss how that character develops over the course of the text. Example Discussion: Capulet: How does he change over time? What kind of person is he at the beginning? What kind of person does he become later? Evidence from the text? -Caring father (considerate of her feelings for marriage) to deciding who she marries (controlling) to remorseful for his actions and the outcome. -How do his actions affect the plot and the outcome of the play? -Now you choose Romeo, Juliet, or Friar Lawrence and analyze how that character changes over the text. Module 3 TASK # 17 Suggested Time Frame 2 days TASK / FOCUS SKILL Culminating assessment ESSENTIAL QUESTION How can we present information and ideas effectively through speech? STANDARDS: (Standards in bold print indicate focus standards for unit.) N/A READING WRITING LANGUAGE ELACC9-10W2: 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. Introduce a topic; organize complex ideas, concepts, and information to make a. important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity 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). ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 28 ELACC9-10SL4: 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. SPEAKING AND LISTENING ELACC9-10SL5: 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. ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Instructional Sequence for Task: Students will present the project assigned in Task 8. This is a test grade. DIFFERENTIATION: The teacher will assign students a Romeo and Juliet project that they will complete outside of class. The project will include several options, but a writing component must be included with the project. Choices include, but are not limited to: paper bag puppet representation of a scene, writing a letter, create a children’s book, graffiti wall of the Capulets and Montagues, create a mask for Romeo to wear, write a prequel scene for the feuding. This project will be a test grade. Students will present to the class. Module 3 TASK # 18 Suggested Time Frame TASK / FOCUS SKILL 3 days Culminating assessment ESSENTIAL QUESTION READING WRITING How can we use knowledge of the text to spot differences in another medium and succeed on a test? STANDARDS: (Standards in bold print indicate focus standards for unit.) ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. LANGUAGE SPEAKING AND LISTENING N/A N/A Instructional Sequence for Task: Students will watch the 1968 version of Romeo and Juliet for Acts 3, 4, and 5. Students will complete a Venn Diagram of movie vs. text as they watch. The diagram will show the similarities and differences found in the play and the movie. Romeo and Juliet Test Effingham County Schools ELA Unit Writing Team / 2013-2014 All Rights Reserved Page 29