Read a story from the anthology by Karen Russell. Write five reading logs based on five different reading standards. ( click the link http://schools.nyc.gov/NR/rdonlyres/337BF93A-95FF-4A48-9434-CE9EA0B70E06/0/p12common_core_learning_standards_ela_final.pdfand direly go to pages 52-53 ( 9-10 reading literature standards).
Preparations for the Harlem Renaissance Project

Resources:

a. Read an article that provides detailed descriptions of the Harlem Renaissance movement. Read the article and take notes to show your understanding of the movement. Organize your notes into sentences that explain what the movement was about and stood for. Cite one direct quotation that highlights the spirit of the Harlem Renaissance.

b. Examine three works from the Harlem Renaissance period ( 2 poems by two different poets and one art). Write a paragraph based on each work discussing how each writer or artist uses his/her artistic creation to chant in the movement.

c. Be sure to provide the citations( website url, author’s name, title, year of publication, etc) for all four sources ( an informational article about the Harlem Renaissance, two poems by different poets and a painting or collage).

Posted on February 10, 2014 by Ms. D'Amato

English Capstone Project

Capstone Project 2014-

For this project, students will read a Gothic novel Frankenstein by Mary Shelly and do research on the novel’s zeitgeist- historical, technological, maritime, industrial as well as autobiographical background to understand how the zeitgeist has played a great role in adding wings to Shelly’s imagination and her literary creation. Students will do research on these factors and use multi-media presentation to present their research. In addition to using visuals as part of the presentation, students will also use excerpts of the essay to explain, argue or support their assertion that they will derive based on research. For each visual, students need to provide citations as well as captions. Through the project, students will gain deep understanding of the direct correlations between an imaginary work and it zeitgeist. Students will also come to understand that literary work is a representation of history, culture , ideology and language of a society; each reader renders his/her judgment of the work according his/her social, religious or cultural values. Through literary works we see a microcosm of the society that exited more than a century ago. The work becomes a living “fossil” for us to study the world from which it was originated and in which it once thrived.

I. Before you read Shelly’s Frankenstein either for the first time or again, research and write about one of the four topics of your choice, below ( as a group, all topics must be covered). The essay should be no less than five paragraphs. MLA citation must be applied and a MLA style bibliography must be attached. To copy a line without citation is plagiarism. Keep that in mind when paraphrasing. Make sure you give credit every time credit is due in MLA Style.

The French Revolution and the rise of Industrialization during the Industrial Revolution era.
Science and technology of the Industrial Revolution era.
Artic Exploration during the Industrial Revolution era.
The Romantic era.

II. When reading a novel it is always important to have some understanding of the era during which the novel was written. Understanding the historical context of a text gives you, as a reader, a more holistic understanding of the thematic, social, and tonal elements woven within the text and between its lines by its author. Finally, as you read, keep a journal to illustrate how the facts behind your above essay topics were woven by this author into her work. You may comment about social implications and restraints, themes, or the author’s tone at a given time – as long as it is at least one paragraph per chapter.

III. Actively read Frankenstein, Mary Shelly, and complete your journal entries in a notebook. Try to enter as many comments as you can that relate to your above written essay topics because such notes are essential for us to have a meaningful discussion to prepare for our final project.

Posted on January 22, 2014 by Ms. D'Amato

Unit 3 Lesson 8: Fish Bowl

Introduction: End-of-Unit Assessment—students will engage in a discussion to analyze “True Crime,” “How Bernard Madoff Did It,” and The Wizard of Lies. Students will first review their notes and annotations for each text they have read in this unit (Mosley’s “True Crime,” Ahamed’s “How Bernie Madoff Did It,” and an excerpt from Henriques’ The Wizard of Lies). They will then identify quotes that complement or challenge one another from the different texts and explain how the authors make similar or contrasting points. Using a fishbowl method for discussion, students will engage in a critical dialogue about the texts, using the open-ended questions developed in the previous lesson. They will also critique their peers’ discussion. Students will be required to synthesize analysis across multiple texts and engage with SL.9-10.1.a, c, and d in order to evaluate their peers.

CCS

RI.9-10.2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.5	Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g. a section or chapter).

SL.9-10.1

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

c.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.

L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Texts: All unit texts: Mosley’s “True Crime,” Ahamed’s “How Bernie Madoff Did It,” and an excerpt from Henriques’ The Wizard of Lies

Objectives:Students will will engage in a critical dialogue about the texts, using the open-ended questions developed in the previous lesson. They will also critique their peers’ discussion. Students will synthesize analysis across multiple texts and engage with SL.9-10.1.a, c, and d in order to evaluate their peers.

Aim: How do we use open-ended questions in a discussion group to synthesize our analysis of the texts?

Do Now: (7 minutes)

Share your answers to the homework response: Does the information you know about the Bernie Madoff scandal confirm or challenge Mosley’s claims in “True Crime”?
Synthesizing Central Ideas: review your notes and annotations independently from the three texts in this unit: “True Crime,” “How Bernard Madoff Did It,” and The Wizard of Lies. Look for common ideas and claims across all three of the texts and then use evidence that complements or challenges one another from the different texts. Identifying this information will be the basis for explaining how the authors are making similar or contrasting points.
share your revisions or refinements of the discussion questions

Mini Lesson- Directions for Fish Bowl Activity ( 4 minutes)

In this part of the End-of-Unit Assessment you will engage in a discussion using the questions they developed in the previous lesson and will be partaking in a “fishbowl” discussion, which is a method that asks students to think critically about the discussion itself.

The class will be broken into two equal groups and form two circles—one inner and one outer. The inner circle will be the discussion group, while the outer group will listen and take notes on the inner group’s discussion. After 10 minutes, the outer group will provide feedback to the inner group about their discussion. After that, the groups will switch places, and the process will repeat.

While in the outer circle, you should take notes about when someone makes an especially clear point; when someone backs their points up with strong evidence; when someone responds thoughtfully to someone else’s point of view; and when someone actively incorporates others into the discussion. You should also make note of when any of these things could have been better.

You will be assessed according to the Speaking and Listening Rubric on their ability to prepare for the class discussion; propel conversations by posing and responding to questions that relate the current discussion to broader central ideas or larger ideas; incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions; and respond thoughtfully to diverse perspectives.

Independent Practice ( Assessment)

Round 1: For the first discussion, the inner circle will discuss “True Crime” and “How Bernard Madoff Did It.” Begin their discussion by responding to the following question:( 10 minutes)

Does Ahamed’s article support or challenge claims that Mosley made in “True Crime”?

You can pose follow-up questions and change the direction of the discussion. You have exactly 10 minutes for discussion

The outer circle share something new your have learned as a result of the discussion. Point out the strong points of the discussion, and where it could have been stronger.You will have 5 minutes to share. ( 5 minutes)

Round 2 : Switch

The inner circle will now focus on “True Crime” and The Wizard of Lies. Begin their discussion by responding to the following question:

Is Mosley’s claim that “Everybody is guilty of something” supported or challenged by Henriques?

Exit Slip: Reflect on today’s Fish Bowl activity by focusing on the quality of discussion. Share one strength of the discussion and one thing you could work to improve for the next group discussion. Refer to specific parts of the rubric as you debrief.

Posted on January 21, 2014 by Ms. D'Amato

Unit 2 Lesson 19: Character Analysis

Unit 2 Lesson 19

Objectives: Students will be able to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play.

This exploration will be guided by a pair of complementary tools that prompt students to develop evidence-based claims about both Romeo and Juliet. Working first as a class and then in small groups, students will take note of textual details, establish a connection between these details, and finally draw upon these connections to make a claim about the text. These tools will act as a framework for the final writing assignment in Lesson 20, in which students will choose either Romeo or Juliet as their focus character, and craft a formal written response. This response will serve as their End-of-Unit Assessment. For homework students will continue to review their text and gather evidence in preparation for their End-of-Unit Assessment.

Aim: How do 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?

CCS

RL.9-10.3	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.
RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Assessment

Romeo and Juliet evidence-based claims tools

Vocabulary

jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband
enmity (n.) – the state of being hostile/angry
sacrifices (n.) – lives offered for a higher purpose

Learning Sequence

The Lesson 19 tools provide you with the key excerpts that will help structure your final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, you will make an inference about character. Finally, you will be asked to make connections between these details and inferences. You will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play.
You will begin these tools as a class, and then finish them in groups of four. You will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20.
Review and Contextualize the EBC Process:

The EBC is a three-step process in making evidence-based claims (EBC):

Textual details: First take note of textual details that tell you about Romeo or Juliet
Text-to-text connections: Explain a connection you have made between these details
Make a claim: Draw a conclusion about Romeo or Juliet’s character development that can be referenced back to the textual details and text-to-text connections.

Read aloud 5.3.296–310, or play an audio recording. Discuss the TBQs- What does Capulet ask from Montague? What is Capulet offering in return?

Read lines 298–302. Discuss the TBQs- What does Montague offer to give Capulet? Hint: What is Montague really offering here?
Read lines to lines 303–304 and discuss the TBQs- According to Capulet, who/what to lines 303–304 is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?
Read lines 305–310 and respond: Who has made peace? Why might the Prince describe this peace as “glooming”?
Pass out copies of both the Romeo Tool and the Juliet Tool. 1. turn back in your text to the text selection written on your tool . 2. Offer examples of textual details you see in these lines that may offer insight into Romeo as a character. C. begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice? D. draw upon these connections to make an observation about Romeo’s character in this passage.
Work in small groups: working as a group to find textual details and make a second inference about Romeo’s character.
After completing the first two boxes in the second row, we’ll compare this second inference with the one that you generated as a class. What has changed? What has stayed the same?
Repeat this activity for the remainder of class. The goal is for groups to complete both tools. You hey may use their past assignments and notes for reference.
Teacher models the process.

Homework:

Review your tools and decide which character you will focus on in your End-of-Unit Assessment.

Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.
Complete the evidence-based tool. Bring it to the class to assist you in the final assessment tomorrow.

Romeo Tool

Claim:

ROMEO
Text Selection(Act, Scene, Lines)	Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Romeo?	Observations: What can you infer about Romeo from these details?	How does your observation compare to your understanding of Romeo in the previous acts?
1.1.206-236(Romeo talks to Benvolio about Rosaline)
2.2.1-32(Balcony scene soliloquy)
3.1.59-138(Mercutio and Tybalt death scenes)
5.3.70-120*(Romeo commits suicide)
*Romeo does not appear in Act 4 of Romeo and Juliet

Juliet’s Tool

Claim:

JULIET
Text Selection(Act, Scene, Lines)	Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Juliet?	Observations: What can you infer about Juliet from these details?	How does your observation compare to your understanding of Juliet in the previous acts?
1.3.64-100 (Juliet talks to Lady Capulet about marriage)
2.2.107-138(Balcony scene exchange of vows)
3.2.1-31 (Juliet’s speech while she waits for Romeo)
4.1.50-88(Juliet threatens to kill herself)
5.3.139-170(Juliet commits suicide)

Posted on January 20, 2014 by Ms. D'Amato

Unit 3 Lesson 7: Wizard of Lies

Introductions : students will finish reading the excerpt from The Wizard of Lies by Diana B. Henriques. Students will read from where they left off (paragraph 10: “But this wizard behind the curtain”) to the end of the excerpt (paragraph 18: “the most dangerous ones are those we tell ourselves”). Students will use text-dependent questions as the basis for a small-group discussion in preparation for the End-of-Unit Assessment.

Texts: Excerpt from The Wizard of Lies

Materials:

1. Copies of the article

2. Copies of Speaking and Listening rubric

3. Short Response Rubric

CCS ( Common Core Standards Tool)

RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.5

Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

W.9-10.9.b

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SL.9-10.1.a, c

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.

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.
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.

Aim: Who does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?Objectives:Students will draw a claim on who is to blame for Madoff’s crime and how the author develops the claim.

Voc.

delusion (n.) – a belief or impression that is firmly believed despite obvious evidence against it
day of reckoning (n.) – day of judgment, or a day when one’s deeds reap consequences
implacable (adj.) – unstoppable; inevitable; relentless

Do Now

Discuss the main ideas in pairs and share their questions about the text. Then, pairs share their ideas with the entire class.

Write a short paragraph explaining how Madoff and his clients “selectively observed” the facts and how this contributed to the crime.

Mini Lesson

Read Para.1-6 and annotate while listening to the reading with special attention to

pay attention to Henriques’ discussion of “trust” and “self-deception.” Put CI to indicate the development of a central idea.

Respond to the TDQs-

1.In the first paragraph (“The Madoff case demonstrated…”), explain what was “demonstrated with brutal clarity”?

2. What does Henriques mean by in our midst?

3. According to Henriques what is “exactly the profile of a Ponzi schemer”?

4. Why did people trust Bernie Madoff?

5. How do “we flatter ourselves” by thinking that only a “soulless, heartless monster” could commit a crime like Bernie Madoff and hurt the ones he loves?

6.In paragraph 5 (from “We flatter ourselves” through “we cannot see our own blind spots”), what is Henriques’ claim?

7. How does Henriques support that claim?

8. How is the fact that we deceive ourselves related to Bernie Madoff?

9.What is a delusion?

10.What does Henriques mean by, “Madoff was not inhumanly monstrous. He was monstrously human”? What makes him monstrous?

11.What does Henriques argue was different about Madoff?

12 How did Madoff and his clients “selectively observe” daily experience?

13.What does it mean to “selectively observe” something?

We will be using discussion norms and procedures- ask and answer questions, move the discussion forward, relate ideas in the discussion to bigger ideas, facilitate discussion without teacher intervention, draw on specific textual evidence, and create a safe and respectful environment for the exchange of ideas.

To score a “2” in a discussion-You should prepare for the discussion before class by researching the material and reading the necessary texts well, and you should respond thoughtfully to other students, even those who disagree with you. See the Listening and Speaking Rubric.

Mid-Lesson Assessment

How does Henriques develop a profile of the Ponzi schemer and Madoff through specific details in paragraphs 1–6?

Write a short paragraph explaining how Madoff and his clients “selectively observed” the facts and how this contributed to the crime.

Independent Practice

Step 1

In small groups, read paragraphs 10–18

Use the following questions as discussion questions. Work together to look for evidence and record your responses. Draw evidence from the text to use in their writing.

a. Who is the “wizard behind the curtain”?

b. Who is Henriques comparing Madoff to by calling him a “wizard” and describing his “Emerald City”?

c. Why does Henriques argue so many people decided to follow Madoff even though he was a fraud?

d. Based on the context, what does day of reckoning mean?

e. Why did people give Madoff the “benefit of the doubt”?

f. How was Madoff like every “opportunistic cheat” and every “impulsive risk-taker”?

g. What does implacable mean in this context?.”

h.What does Henriques mean by “the next Bernie Madoff”?

i. How does Henriques argue that there will always be people like Bernie Madoff? Explain her reasoning in your own words.

j.Why couldn’t a world without trust exist?

k. What point is Henriques making with her descriptions of “the next Bernie Madoff” and the people around him?

l. Why are the most dangerous lies the ones we tell ourselves?

Step 2

Use the following discussion prompt to engage in a full-class discussion. You will continue the work of collaborative discussion outlined in SL.9-10.1.a and 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. You should also refer explicitly to the text when making a point.

Who does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?

This is a question that has more than one correct answer, and that lends itself well to discussion that incorporates multiple viewpoints.

Quick Write:

Respond briefly in writing to the following prompt:

Whom does Henriques suggest is to blame for Madoff’s crime? How does the author support this suggestion?

Homework:

Review and expand their notes from all three texts in this unit: “True Crime,” “How Bernie Madoff Did It,” and The Wizard of Lies excerpt. Write a one-paragraph response to the following: Does the information you know about the Bernie Madoff scandal confirm or challenge Mosley’s claims in “True Crime?” Use the Short Response Rubric and Checklist to guide their written responses.

Posted on January 16, 2014 by Ms. D'Amato

Unit 3 Lesson 7: travails of the rich and famous

Introduction: Students will also begin reading the second informational text in this unit, “How Bernard Madoff Did It,” a book review that explains the nature of Madoff’s crime.

CCS

RI.9-10.2

W.9-10.9.b

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SL.9-10.1

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

Objectives: Students will determine the central idea of the article ” How Bernard Madoff Did It” and how the author Ahamed shapes and develops the CI in the article.

Aim: What is the central idea of the article ” How Bernard Madoff Did It” and how does the author Ahamed shape and develop it throughout the article?

Materials:

Student copies of the Speaking and Listening Rubric and Checklist
Copies of the article

Vocabulary

stock market (n.) – a place where shares of a company are bought and sold
hedge fund (n.) – an investment fund that invests large amounts of money using risky methods
fluctuation (n.) – irregular rising and falling in number or amount
voyeuristic (adj.) – having the quality of being an obsessive observer of sordid or sensational subjects
morbidly (adv.) – unhealthily; unwholesomely gloomy or extreme
travails (n.) – pains and suffering because of hardships
broker-dealer firm (n.) – an organization that trades stocks for customers; when acting for the customer the organization is the “broker,” and when acting for themselves they are the “dealer”
downside risks (n.) – the risks between the return you hope to get and the return you actually receive
hedge the portfolio (v.) – to reduce losses of the combined investments
cottage industry (n.) – any small-scale, loosely organized industry
feeder funds (n.) – smaller amounts of money that invest into a larger “master fund”
channeled assets (n.) – moved assets (money or stocks)
Potemkin-like (adj.) – apparently impressive but actually false; named after the Russian soldier and statesman who was Empress Catherine II’s lover and is supposed to have built fake villages along the route of her tour of the Crimea
Sophoclean family tragedy (n.) – reference to Sophocles the playwright; a terrible thing happening to a family on a dramatic scope
chasm (n.) – a deep divide or gap
Securities and Exchange Commission (n.) – a U.S. federal agency that regulates the stock market and other financial exchanges in the United States
option trading (n.) – buying and selling a very risky financial asset
derivatives market (n.) – a market for a type of asset
incarceration (n.) – the state of being in prison
recession (n.) – a period of economic contraction or decline
plausible (adj.) – appearing to be true and believable
viability (n.) – capacity to operate and sustain
engrossing (adj.) – fully occupying the mind
embodiment (n.) – a concrete or physical representation

Mini Lesson

A book review, a type of informational text, is meant to give information about a book and its topic, as well as an opinion about the quality and scope of the book.

Read the 1st paragraph of the article and determine the central idea in the first paragraph of “How Bernard Madoff Did It.” How does this idea emerge and what details shape its development? Identify textual evidence that addresses the development of central ideas in the text.

Use questions to deepen the understanding-

According to Ahamed what makes the Madoff scandal different from others?
What does Ahamed mean by “others found a certain voyeuristic pleasure in the financial travails of the rich and famous”?
Why was the public “morbidly fascinated” by the Madoff scandal?

Independent Practice

Through a jigsaw activity, students will present central ideas and supporting evidence that develop and/or refine the ideas from selected paragraphs from the text. Students will be assessed on their presentation as well as the written response of their given portion of text.

Discuss and present the key portions of your paragraphs, definitions of the academic vocabulary present, and will take notes on others’ presentations. You will determine the development of the central idea in this portion of text through the presentations. We will use the Speaking and Listening Rubric and Checklist to evaluate your own presentation before presenting to the rest of the class.

Your presentation needs to –

provide a clear and organized summary of the paragraph, as well as highlight the main ideas present in each portion of text.
Use introductory language such as “In this paragraph Ahamed states…” as well as organizational language to logically connect their understanding of the text.
underscore the importance of academic vocabulary present in their portion of text, “This word means…and functions to do…in the text.”
provide an objective summary of the text and identify the central ideas present in your portion of text.

Students should be evaluated on their presentations using the Speaking and Listening Rubric and Checklist.

The Text: How Bernard Madoff Did It

Groups 1-paragraph 2-3 , Group 2- Paragraphs 4-6, Group 3 -para. 7-8, Group 4 -para. 9, Group 5 -para 10 .

Use the guided steps & questions to help deepen understand the text-

Read in pairs and annotate the text using the code CI to note the development of a central idea in the text.
Identify a central idea in “How Bernard Madoff Did It.” How does this idea emerge and develop in this portion of text?
Use the questions to guide your discussion-
a. How does Ahamed refine his idea that the Madoff scandal grabbed public attention? Cite evidence Ahamed uses to refine this idea.
b. What might Ahamed mean by “Sophoclean family tragedy” in reference to the Madoff scandal?What was the reason Madoff “fudged the numbers”?c. Why did Madoff stop “even bothering to invest the cash”?
d. Based on your understanding of a Ponzi scheme from the video, write the last sentence of paragraph 4 (“After a while, the chasm…”) in your own words.
e. How is Henriques able to add “significant detail to the story”?
f. What context clues can be used to help determine the meaning of Potemkin-like?
g. Explain how Madoff’s actions would require a writer like Henriques to be knowledgeable about “the mechanics of the fraud.”
h. What can threaten the viability of a Ponzi scheme?
i. What circumstances lead to the scheme being “on the verge of breaking down”?
j. Why did Madoff constantly need to find “a new source of money”?

Assessment: Make one connection between a central idea in “How Bernard Madoff Did It” and a central idea in “ America’s Obsession with Crime.” Write a brief explanation that includes supporting evidence from each text. Use the Short Response Checklist and Rubric to guide your written responses.

————————————————————————————————-

Homework:

Watch a text-based video, http://youtu.be/52nYNE9DYYQ “$50bn Ponzi scheme – How Madoff Did It,” that explains that nature of Bernard Madoff’s crime and outlines the concept of a Ponzi scheme. Answer some comprehension questions before finishing the viewing. Consider these focus questions while viewing the video: Who is Bernard Madoff? What did he do? In two to three sentences describe how a Ponzi scheme works. What makes a Ponzi scheme a crime?

Posted on January 14, 2014 by Ms. D'Amato

Unit 3 Lesson 6: Writing a Multi-Paragraph response

Introduction

In this lesson students will reread the full text of “True Crime” in groups and complete an Evidence Collection Tool. They will then independently draft a multi-paragraph response based on Mosley’s central idea that humans are fascinated with true and fictional crime stories. This lesson is the first half of the Mid-Unit Assessment.

Students have reviewed and practiced making independent evidence-based claims in the previous units. This lesson will require students to reread the text, as well as their annotations, to identify how Mosley develops and refines his claim in this essay, and to draw connections between the central ideas in the text. Students will use the Evidence Collection Tool to gather evidence and explain how the given evidence reinforces Mosley’s claim and the connections between the evidence and central ideas.

In groups students will reread “True Crime” to analyze the development of Mosley’s claim: “Humans are fascinated with true and fictional crime stories.” Students will analyze how the author uses the text to develop and refine this central idea using an Evidence Collection Tool. Students will independently draft a multi-paragraph response to the following prompt: How does Mosley use particular sentences, paragraphs, or larger portions of the text to develop and refine his claim that “Humans are fascinated with true and fictional crime stories”? Student understanding of this claim and its development through the text will be assessed using the Text Analysis Rubric.

CCS

RI.9-10.2

W.9-10.2.a, b

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 important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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.

L.9-10.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

RI.9-10.5

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

W.9-10.9.b

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Assessment

Students will draft a multi-paragraph response to the following prompt:

How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

Student understanding will be assessed using the Text Analysis Rubric.

Agenda

Introduction to Lesson Agenda
Homework Accountability
Introduction to the Evidence Collection Tool
Evidence Collection
Drafting a Response (Assessment)
Closing

Objectives: Students will write a muti-paragraph response based on Mosley’s central idea that humans are fascinated with true and fictional crime stories.

Aim; How does Mosely develop his central idea ( claim) that humans are fascinated with true and fictional crime stories in his article “America’s Obsession with Crimes”?

Do Now: Share your worksheet on making an EBC supported by evidence. Share the paragraph and evaluate it using the Short-Response rubric

Mini Lesson

the Mid-Unit Assessment prompt : How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

What does the prompt ask you to do? Howe do we approach this task?

Reread “America’s Obsession with Crime” and using their annotations and responses to discussion questions in order to select relevant and sufficient evidence.
Use the Model Evidence Collection Tool to collect and analyze the evidence
Claim: Humans are fascinated with true and fictional crime stories.

For example-Claim: Humans are fascinated with true and fictional crime stories.

Quote (Paragraph Number)	How the evidence develops the author’s claim	Connections to central ideas in the article
“We have also been guilty of our religion, national origin, skin color…and, now and then, of the blood in our veins.” (2)	Mosley believes that throughout history, all people have been guilty of something, sometimes even things beyond their control. Because of this, we relate to characters who are guilty, and also to those who are thought to be guilty due to forces beyond their control.	Guilt is a central theme that contributes to our feeling of vulnerability as well as mistrust of the world around us.
“…most of us see ourselves as powerless cogs in a greater machine…” (5)	We see ourselves as small and insignificant, this also pushes us to read crime stories.	Our vulnerability comes from feeling powerless and interplays with our guilt, which in turn contributes to our interest in crime fiction.

Independent Practice

Use the Evidence Collection Tool to r gather your thoughts as well as analyze the connections between Mosley’s central ideas and how they are developed in the article.

Use the tool to record the evidence to support the writing of your multi-paragraph response. Write your evidence in the first column. look at columns two and three. Record your thoughts about the evidence in note form. Column two is a space to record how the evidence develops Mosley’s claim: Humans are fascinated with true and fictional crime stories. Column three is a space to record how the evidence is connected to the central ideas in the article.

Discuss the differences between columns two and three.

Use the Evidence Collection Tool to gather needed information

Claim:

Quote (Paragraph Number)	How the evidence develops the author’s claim	Connections to central ideas in the article

Because the Mid-Unit Assessment is a formal writing task, your writing should include introductory and concluding statements; well-chosen, relevant, and sufficient textual evidence; and precise language and domain-specific vocabulary. In addition, you should use proper grammar capitalization, punctuation, and spelling.

Assessment: Write a multi-paragraph response to the following prompt using the Tool

How does Mosley shape and develop his claim that “Humans are fascinated with true and fictional crime stories”?

Use the Text Analysis Rubric to guide your written responses.

Homework: Use the tools to find two additional pieces of evidence to use in the revision process in the next lesson.

Posted on January 13, 2014 by Ms. D'Amato

Unit 3 Lesson 5: Practice Making EBC

Unit/Topic: Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
Guilt is as old as the DNA that defines our species.
Human greed contributes to most of the crimes in the world throughout history.
Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

Why is the western civilization based on guilt?
Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
Why does the Ponzi scheme such as Madoff’s hold us not because of the engrossing details of the scam, but because of its human dimension?
Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.5 Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

RI.9-10.2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

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.

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.

W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a 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.

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.

Materials/Resources (1D):

Copies of Walter Mosley’s “True Crime” essay for each student
EBC Worksheets and examples

Agenda

Check homework
Point out the objectives and aim and Do Now
Mini Lesson
Student Independent practice
Assessment
Closing

Objectives: Students will demonstrate their understanding of making an EBC by completing the worksheet provided.

Aim: How do we make a make a compelling claim that is clearly articulated?

Do Now: Lead a brief discussion based on the revision experiences of the Quick Write and share some of the comments you have written.

How do particular sentences in the text develop and refine Mosley’s claim that “fiction…can offer escape” from our guilt and vulnerability?

Mini Lesson: EBC-Based Writing rubric

1. Read the Content and Analysis criterion from the rubric : “The extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text”, which means the written responses should be clear and make sense to the reader; complicated ideas should come across easily in their writing.

2. Read the Command of Evidence rubric : ”The extent to which the response presents evidence from the provided text to support analysis”(W.9-10.2.a, W.9-10.9), which means evidence needs to be text-based . You can use a direct quotation or s set of words and phrases to show pattern or connection of the evidence.

3. Use an example in the handout to exemplify the rubric.

Prompt: Mosley writes, “We are fascinated with stories of crime, real or imagined.” Think about how this claim relates to the short story ”The Tell-Tale Heart” and write a paragraph explaining the connection.

a.. Read the following examples and give it a score according to the rubric-” The Tell-Tale Heart” connects to Mosley. It supports Mosley’s claim about fascination of crime. This story and point of view makes us see the mind of a bad guy. Also, this point of view also connects to the idea by Mosley that we need “someone to blame.” It makes us feel like we are better than the main character in “The Tell-Tale Heart.”

b.According to the rubric, what would make this response better? Provide an example of how you would re-write the first sentence.

The writer could introduce more evidence to support the idea that “The Tell-Tale Heart” lets us see into the mind of a criminal, and also use a quote from Mosley to connect this idea back to Mosley’s claim that “we are fascinated by stories of crime, real or imagined.” The writer also needs to make sure their writing is clearer. For example, the first sentence could become: The point of view in “The Tell-Tale Heart” supports Mosley’s claim that “we are fascinated by stories of crime, real or imagined.”

4. Review “Writing Evidence-Based Claims”

a. State your claim clearly

b. Paraphrase and Quote

c. Reference your evidence

Independent Practice:

Complete the worksheet in the packet ( page 3) ” Organizing Evidence-Based Claims” based on Mosely article “Americans’ Obsession with Crime”.

The claim can be a direct quotation from the article or in your own words based on your overall understanding of the article.

Assessment: Reflect- How does the worksheet help you articulate your claim and support it?

Homework: Write a paragraph using the EBC worksheet. Be sure to include a topic sentence, three points that connect to your claim and “so what” sentence to conclude the paragraph.

Posted on January 9, 2014 by Ms. D'Amato

Unit 3 Lesson 4: Evaluating short responses

Unit/Topic: Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
Guilt is as old as the DNA that defines our species.
Human greed contributes to most of the crimes in the world throughout history.
Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

Why is the western civilization based on guilt?
Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
Why does the Ponzi scheme such as Madoff’s hold us not because of the engrossing details of the scam, but because of its human dimension?
Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.5 Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

RI.9-10.2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

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.

W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a 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.

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.

Objectives: students will work with the Text Analysis Rubric to determine the qualities of a strong written response, evaluate their own responses from the previous lesson, and then revise their written responses.

Aim: How do we select the most appropriate evidence to support or illustrate a claim?

Materials:

Copies of Mosely’s essay
copies of EBC worksheets
copies of the textual analysis rubric
copies of revision sheet

Agenda

Introduction to Lesson Agenda
Homework Accountability
Rubric Introduction
Self-Review
Revision
Closing

Do Now:

Lead a brief discussion on the previous lesson’s homework assignment: Mosley writes, “We are fascinated with stories of crime, real or imagined.” How does the author develop the claim in this article?

Mini Lesson: EBC-Based Writing rubric

We’ll work on revising your written response to the previous lesson’s Quick-Write prompt:

How do particular sentences in the text develop and refine Mosley’s claim that “fiction…can offer escape” from our guilt and vulnerability?

After working through the Text Analysis Rubric, you will review and improve your own analysis of how Mosley’s claim is developed and refined by specific details in the text. We will use the Text Analysis Rubric to develop and strengthen the writing as needed by revising, editing, rewriting, or trying a new approach.

2. Read the Command of Evidence rubric : “The extent to which the response presents evidence from the provided text to support analysis”(W.9-10.2.a, W.9-10.9), which means evidence needs to be text-based . You can use a direct quotation or s set of words and phrases to show pattern or connection of the evidence.

3. Use an example in the handout to exemplify the rubric.

1. Read the following examples and give it a score according to the rubric-” The Tell-Tale Heart” connects to Mosley. It supports Mosley’s claim about fascination of crime. This story and point of view makes us see the mind of a bad guy. Also, this point of view also connects to the idea by Mosley that we need “someone to blame.” It makes us feel like we are better than the main character in “The Tell-Tale Heart.”

2.According to the rubric, what would make this response better? Provide an example of how you would re-write the first sentence.

Independent Practice:

Use the rubric to score your written analysis
Use the revision sheet to make specific comments and help you revise. Write comments in the worksheet.
Once you have finished reviewing your work using the rubric, get into pairs and briefly take turns explaining your self-reviews to each other.

Assessment: Use one of the blank EBC Worksheet to practice making a claim based on the CI of Mosely’s article.

Homework: Write a paragraph applying what you have learned today in class about textual analysis and EBC on the topic of ” why does Mosely assert that Americans are obsessed with crime. You will need to use at least two points to support your claim.

Posted on January 7, 2014 by Ms. D'Amato

Unit 3 Lesson 3: Use Questioning Techniques to delve deeper into a text

Unit 3 Lesson 3

Unit/Topic: Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
Guilt is as old as the DNA that defines our species.
Human greed contributes to most of the crimes in the world throughout history.
Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

Why is the western civilization based on guilt?
Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
Why does the Ponzi scheme such as Madoff’s hold us not because of the engrossing details of the scam, but because of its human dimension?
Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.5 Analyze in detail how an author’s ideas and claims are developed and refined by particular sentences, paragraphs, or larger portions of the text (e.g., a section or chapter).

RI.9-10.2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

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.

W.9-10.9.b

Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a

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.

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.

Academic Vocabulary/Key Concepts (1A)

corroborate (v.) – to confirm or give support to

Materials/Resources (1D):

Copies of Walter Mosley’s “True Crime” essay for each student
salvation (n.) – the act of saving or being saved

Agenda

Review standards
Check homework
Point out the objectives and aim and Do Now
Mini Lesson
Student Independent practice
Assessment- Quick Write
Closing

Objectives: Students will analyze and discuss in small groups how Mosley introduces and develops another central idea—the notion that fictional accounts of crime can help us cope with our inherent guilt

Aim: How do particular sentences in the text develop and refine Mosley’s claim regarding what fiction can offer?

Do Now: Share homework assignments in small groups

Mini Lesson/Guided Practice (1E)

How do we use questioning techniques to uncover an author’s purpose or the central idea s/he tries to convey?

Example 1: Read paragraph 5 and identify the key idea in the paragraph, which is people who are powerless become victims of a wicked society or caught in between good and evil.

Based on the key idea, use a question format to raise the issue implied-

Why does a society victimize its innocent bystanders? ( What issue is implied in the question? What do we know about the society? its people? what causes them to be victims?)

Example 2: Read paragraph 6 and identify the key idea in the paragraph, which is people are vulnerable and can get hurt or become guilty for doing the right thing.

Based on the key idea, use a question format to raise the issue implied-

Why are we “vulnerable”? Can someone be guilty of doing what he believes is right? What make people vulnerable in a society? Why is someone guilty for doing the right thing? Again what does it reveal about ” everyone is guilty of something” central idea?

The questions reveal that the society can’t protect its people who may be guilty of stupidity (due to our vulnerability )for doing something right, which connects to the CI that due to this fear for losing safety, we can be guilty of not doing the right thing when called upon, in other words, we can be cowards because we need to protect ourselves first.

Independent Practice/Group Activity Questions (3D):

In pairs, read assigned paragraphs and do the following. Write your responses on a loose leaf. Share in class.

group 1:Paragraphs 7 &8; group 2: paragraphs 9 & 10; Group 3: paragraphs 11 & 12

Group 4: Paragraphs 13-14 Group 5: Paragraphs 15-16

What’s the key idea in the paragraph? Write a sentence or two to express it.
Based on the key idea, what issues are being addressed or discussed?
What kind questions can we raise or ask based on the issue, implied or stated?
What do the questions reveal about how the author is developing his central idea that “everyone is guilty of something” and “This is the truism of the west”.

Assessment: Quick Write- How do particular sentences in the text develop and refine Mosley’s claim regarding what fiction can offer?

Homework: Respond to the following TBQs-

According to Mosley, why do we turn to fiction for truth? According to Mosley, what do fiction and entertainment provide for us?(para. 12)
What role do fictional “heroes” play for us in our lives, and how are they limited? What does Mosley mean when he says dilemmas? Give an example of a dilemma from the text. (para 13)
What does Mosley mean by salvation? What is the “machine that covers the world with its cold, gray shadow”? How does Mosley’s use of “cold, gray shadow” refine the central idea of vulnerability?( para.14)
Why, according to Mosley, do “We need forgiveness and someone to blame”?How is guilt related to our fascination with real and fictional crime stories? ( Para. 15 & 16)
What is the central idea ( claim) Mosely has made through this article? How does he evolve the claim? What are the most relevant evidence does Mosely use to develop his claim?

Posted on December 31, 2013 by Ms. D'Amato

Unit 3 Lesson 2: EBC Practice

Unit 3 Lesson 2

Unit/Topic: Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
Guilt is as old as the DNA that defines our species.
Human greed contributes to most of the crimes in the world throughout history.
Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

Why is the western civilization based on guilt?
Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
Why does the Ponzi scheme such as Madoff’s hold us not because of the engrossing details of the scam, but because of its human dimension?
Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.2.b

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.

W.9-10.9.b

Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.9-10.4.a

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.

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.

Academic Vocabulary/Key Concepts (1A)

vengeance (n.) – punishment inflicted or retribution enacted for an injury or wrong
urban dweller (n.) – someone who lives in a city
misinform (v.) – to give false or inaccurate information
impartial (adj.) – objective; fair and just
vulnerability (n.) – the state of being susceptible to physical or emotional attack or harm
objective (adj.) – not influenced by feelings or opinions

Materials/Resources (1D):

Copies of Walter Mosley’s “True Crime” essay for each student
Student copies of the 9.2 Common Core Learning Standards Tool
Student copies of the Short Response Checklist and Rubric

Grouping Rationale: (1B)

Students are grouped based on the data collected on each student’s reading, writing , social interactive and self-discipline abilities, time management and leadership skills. Students are grouped heterogeneously to help each other succeed and in the meantime to warrant their individual growth.

Multiple Entry Points: (1B)

Questions are designed at various level so all students with various abilities can participate in discussion.
More advanced students can take turns to paraphrase challenging questions to ensure all group members understand the tasks.
Students can type or take notes by pen.
The lesson is provided with definitions for possible new vocabulary words in the text
Reading can be done by a more advanced reader in a group to help those who may have trouble with reading
Audio is used.

Objectives: (1C) SWBAT identify details to develop a central idea in paragraphs 5–11

Aim: What details does Mosley use to develop a central idea in paragraphs 5–11?

Agenda

Introduction to Lesson Agenda
Do Now
Exemplary Reading by a leading reader from the class
“ True Crime,” paragraphs 5–11 Reading and Discussion
Teacher modeling
Students hands –on practice
Quick Write
Closing

Procedures

Do Now (1A)

1.Pair up and share the results of the research you conducted for homework on one of the historical references from paragraph one. Consider how what you learned relates to Mosley’s essay.

2. Share the Quick Write from Lesson 1

A High Performance Response may include the following:

Mosley’s first sentence in this essay is, “Everybody is guilty of something.” This is an idea he develops in the first four paragraphs. He references historical acts that were wrong, as well as individual actions that perpetuate our relationship to guilt. Mosley continues to develop this idea of inescapable guilt by saying that guilt is part of our “undeniable destiny,” and “as old as the DNA that defines our species.” Mosley believes we are all guilty and have done things for which we are culpable, and this relationship with guilt is ingrained in everyone.

3.Respond to the following question, in writing: In your own words explain why Mosley says, “Everybody is guilty of something.” Be ready to share your responses.

Mini Lesson/Guided Practice (1E)

1.Introduce the Quick Write assessment (What details does Mosley use to develop a central idea in paragraphs 5–11?). Explain to students that this is the lesson assessment and the focus for today’s reading.

2. Mini Lesson-

Selecting relevant evidence to support your claim is an important part of writing and will be a part of the Mid-Unit Assessment. Relevant evidence refers to the facts or quotes from the text that most effectively support a claim or develop a response.

Discuss

–Forming EBC HANDOUT (http://litstudies.org/SUPAAcademyEBCHandouts/Forming%20EBC.pdf)

-Organizing EBC handout (http://litstudies.org/SUPAAcademyEBCHandouts/Organizing%20EBC%20(2%20Pts).pdf)

Now let’s practice together-Here is a claim, “Mosley claims that everyone is guilty of something.” Locate two pieces of relevant evidence that supports this claim.

Possible evidence may include:

“It goes all the way back to Cain and original sin and has been a central topic of discourse among members of society.”
“We have also been guilty of our religion, national origin, skin color…and, now and then, of the blood in our veins.”
“Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our
undeniable destiny, along with Death and Taxes.”

Pick two pieces of evidence and discuss how your evidence supports the claim. Use EBC Criteria Checklist 1 to guide your discussion. (http://litstudies.org/SUPAAcademyEBCHandouts/EBC%20Criteria%20Checklist%20I%20-%20G9-10.pdf)

Independent Practice/Group Activity Questions (3D):

1. In pairs, read paragraphs 5–7 from “This is because most of us see ourselves” through “the words of political, religious, corporate, and social leaders?” Then direct pairs to discuss the following questions and record their answers in writing.

a. What is Mosley referring to by “This” when he writes, “This is because most of us see ourselves as powerless cogs in a greater machine”?

b. What images in paragraph 5 could help you determine the meaning of vulnerability in paragraph 6? What does vulnerability mean?

c. Why would someone “feel stupid for doing what they were taught was right”? How this does relate to our vulnerability?

2. Lead a brief class discussion of these questions. Remind students to take notes during the discussion.

3. In small groups, students will continue reading “True Crime,” paragraphs 8–11 from “In smaller societies we worked side by side” through “and the world in general, getting worse” and discuss their responses to the following TBQs before recording them in writing. Continue to annotate the text for evidence of the development of a new central idea. Write the code CI in the margin.

a. Explain Mosley’s claim about life in “smaller societies.” What is different today?

B. What does Mosley mean by “the media misinform”?

C. Why might we distrust an “objective opinion source”?

D. How does the author connect vulnerability to guilt in paragraphs 5–11?

4.Lead a brief class discussion of these questions. Remind students to take notes during the discussion.

Assessment ((1F/3D): Quick Write

What details does Mosley use to develop a central idea in paragraphs 5–11?

Remind students to use the Short Response Checklist and Rubric to guide their written responses.

Summary/Closure/ (1F/3D)

Preview paragraph 12 (from “This dissatisfaction brings us to fictional accounts” through “wouldn’t even be aware of us getting crushed under its collective weight”) and write one question they have about the paragraph for clarification in the next class. This question can be related to overall comprehension or vocabulary.

Also, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Homework (1E)

Preview paragraph 12 (from “This dissatisfaction brings us to fictional accounts” through “wouldn’t even be aware of us getting crushed under its collective weight”), and write one question about the paragraph for clarification in the next class. This question can be related to overall comprehension or vocabulary.

Continue to read your Accountable Independent Reading text through the lens of a focus standard of your choice, and prepare for a 3–5 minute discussion of your text based on that standard.

Posted on December 31, 2013 by Ms. D'Amato

Unit 3 Lesson 1: The West is built on guilt

Unit/Topic: Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

Guilt is the mainstay of who we are and how we are organized, and is, seemingly, our undeniable destiny. This is a truism of the West.
Guilt is as old as the DNA that defines our species.
Human greed contributes to most of the crimes in the world throughout history.
Ponzi scheme is an embodiment of our infinite capacity for self-delusion.

Essential Question(s):

Why is the western civilization based on guilt?
Why did Madoff emerge not as some master criminal, but as a sad, hapless man who, lacking the character to tell the truth at the critical moment, stumbled foolishly and blindly into one of the crimes of the century?
Why does the Ponzi scheme such as Madoff’s hold us not because of the engrossing details of the scam, but because of its human dimension?
Were Ponzi scheme victims innocent? Why or why not?

CCS Standards & Skills (1A/1E):

RI.9-10.2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.9.b

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

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.

L.9-10.4.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.

Academic Vocabulary (1A)

heresy (n.) – an opinion or belief, which seriously disagrees with the principles of a church or religion
endangerment (v.) – to put someone or something in danger
predicament (n.) – an unpleasant situation that is hard to get out of
perversion (n.) – any abnormal means of obtaining sexual satisfaction
lusting (v.) – having intense sexual desire
innuendo (n.) – an indirect reference to something rude or unpleasant
truism (n.) – an obvious truth
original sin (n.) – the Christian notion that humans are born sinful and will always struggle with their own immoral tendencies
discourse (n.) – written or spoken communication
culpable (adj.) – deserving blame

Materials/Resources (1D):

Copies of Walter Mosley’s “True Crime” essay for each student
Student copies of the 9.2 Common Core Learning Standards Tool (refer to 9.2.1 Lesson 1)
Student copies of the Short Response Checklist and Rubric (refer to 9.2.1 Lesson 1)

Grouping Rationale: (1B)

Multiple Entry Points: (1B)

Questions are designed at various level so all students with various abilities can participate in discussion.
More advanced students can take turns to paraphrase challenging questions to ensure all group members understand the tasks.
Students can type or take notes by pen.
The lesson is provided with definitions for possible new vocabulary words in the text
Reading can be done by a more advanced reader in a group to help those who may have trouble with reading
Audio is used.

Objectives: (1C) Students will be able to use evidence to support their response to the question of “How does Mosley develop a central idea in paragraphs 1–4? “

Aim: Why is the western civilization based on guilt?

Agenda

Introduction to Lesson Agenda
Do Now
Exemplary Reading by a leading reader from the class
Paragraphs 1–4 Reading and Discussion
Quick Write
Closing

Procedures

Do Now (1A)

1. Review assessed standard for this lesson: RI.9-10.2. What do you notice the differences between this lesson’s writing standard and the ones we have learned from Unit 1 & 2 ( literature)?

2. How can you apply your focus standard to your independent reading text and write an effective AIR log?

3. What are the differences between informational and literary texts?

Mini Lesson/Guided Practice (1E)

About the author- that the author of this essay is Walter Mosley, an accomplished writer of crime fiction. ( More about the author-http://www.roycecarlton.com/speaker/in-the-news/Walter-Mosley.html )
What can be identified about this text from the title?( Students briefly discuss in pairs)
Introduce the Quick Write assessment (How does Mosley develop a central idea in paragraphs 1–4?). This is the lesson assessment and the focus for today’s reading
Read paragraph 1, from “Everybody is guilty of something” through “going right to the rotted heart of the race laws of Nazi Germany.” Annotate while rereading to identify unfamiliar vocabulary, as well as note important points in the text.
Discuss in pairs the following questions and record your responses in the notebooks: What is Mosley referring to when he writes, “This is a truism of the West”?

Notes: the West” refers to Western Civilization, specifically European culture, as well as countries settled by Europeans (e.g. Australia, Canada, and the United States). This is in contrast to “the East,” or Eastern Civilization, specifically Asian societies (e.g. China and India). This is an important concept because some cultures do not share this collective sense of guilt.

6. Based on context, what is the definition of truism? ( Apply standard L.9-10.4.a through the process of determining word meaning through the use of context clues. )

7. Original sin is the Christian explanation of the human condition—sin is with us when we come into the world and will always be with us. How does Mosley connect guilt and original sin?

8. Which historical references in paragraph 1 have you recognized?

Notes: the race laws of Nazi Germany (the laws that oppressed the Jews and other minorities in Germany during the time of Hitler) .

9. Why does Mosley include all of these historical references?

10. Lead a brief whole-class discussion to ensure students understand key words and concepts.

11. Review responses to the previous two questions and annotate the text for evidence of the development of a central idea. Write the code CI in the margin. As you annotate for central idea, you are beginning to identify textual evidence that may be used in the lesson assessment as well as the Mid-Unit and End-of-Unit Assessments, which address the development of central ideas in the text. This focused annotation will support your engagement with W.9-10.9.b, as you draw evidence from the text to use in your writing.

Independent Practice/Group Activity Questions (3D):

In each small group, students will do the following-

Read paragraph 2 to paragraph 4.
Annotate according to the protocols established in 9.1.1, and continue to use the annotation code CI to indicate the development of a central idea in the text.
Discuss the following questions before sharing out with the class. We’ll have a whole-class discussion on these questions. Remind students to take notes during the discussion:

For paragraph 2 (read in pairs):

A. According to Mosley, what have we been guilty of “in 2,000 years of Western Civilization”?

B. How can the sentence structure in paragraph 2 (“In 2,000 years of Western civilization we have been guilty”) help you understand the meaning of the word culpable?

C. How does paragraph 2 relate to the claim and historical references in paragraph 1?

For paragraphs 3 and 4 – from “Guilt is the mainstay of who we are” through “faster than any call for justice, human rights, or ceasefires.”( read in the whole group)

A.According to Mosley how is guilt related to “Death and Taxes”?
B. Mosley claims, “our relationship with guilt is as old as the DNA that defines our species.” How does this relationship change over time?
C. What is the “predicament” we “seek to understand”?

Assessment ((1F/3D): Quick Write

How does Mosley develop a central idea in paragraphs 1–4? Use the Short Response Checklist and Rubric to guide your written responses.

Summary/Closure/ (1F/3D)

Remind students to write down any question they may still have about the lesson and leave it in the “Park my Questions” folder by the group.
Explain homework assignment. For homework, research one of the historical references in paragraph 1 and list three facts you learned as a result of their research.
Continue you Accountable Independent Reading through the lens of their focus standard.
Resources: More about the author Walter Mosely (http://www.roycecarlton.com/speaker/in-the-news/Walter-Mosley.html)

Homework (1E)

Research one of the historical references in paragraph 1 and list three facts you learned as a result of your research.

Continue to read your Accountable Independent Reading text through the lens of a focus standard of your choice.

Short Response Rubric

Assessed Standard(s):

	2-Point Response	1-Point response	0-Point Response
Inferences/Claims	Includes valid inferences or claims from the text.Fully and directly responds to the prompt.	Includes inferences or claims that are loosely based on the text.Responds partially to the prompt or does not address all elements of the prompt.	Does not address any of the requirements of the prompt or is totally inaccurate.
Analysis	Includes evidence of reflection and analysis of the text.	A mostly literal recounting of events or details from the text(s).	The response is blank.
Evidence	Includes relevant and sufficient textual evidence to develop response according to the requirements of the Quick Write.	Includes some relevant facts, definitions, concrete details, or other information from the text(s) to develop an analysis of the text according to the requirements of the Quick Write.	The response includes no evidence from the text.
Conventions	Uses complete sentences where errors do not impact readability.	Includes incomplete sentences or bullets.	The response is unintelligible or indecipherable.

Short Response Checklist

Assessed Standard(s):

Does my writing…	Did I…	✔
Include valid inferences and/or claims from the text(s)?	Closely read the prompt and address the whole prompt in my response?
	Clearly state a text-based claim I want the reader to consider?
	Confirm that my claim is directly supported by what I read in the text?
Develop an analysis of the text(s)?	Did I consider the author’s choices, impact of word choices, the text’s central ideas, etc.?
Include evidence from the text(s)?	Directly quote or paraphrase evidence from the text?
	Arrange my evidence in an order that makes sense and supports my claim?
	Reflect on the text to ensure the evidence I used is the best evidence to support my claim?
Use complete sentences, correct punctuation, and spelling?	Reread my writing to ensure it means exactly what I want it to mean?
	Review my writing for correct grammar, spelling, and punctuation?

Posted on December 9, 2013 by Ms. D'Amato

Unit 2 Lesson 19: Character Analysis Tool

Unit 2 Lesson 19

Aim: How do 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?

CCS

RL.9-10.3	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.
RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Assessment

Romeo and Juliet evidence-based claims tools

Vocabulary

jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband
enmity (n.) – the state of being hostile/angry
sacrifices (n.) – lives offered for a higher purpose

Learning Sequence

The Lesson 19 tools provide you with the key excerpts that will help structure your final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, you will make an inference about character. Finally, you will be asked to make connections between these details and inferences. You will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play.
You will begin these tools as a class, and then finish them in groups of four. You will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20.
Review and Contextualize the EBC Process:

The EBC is a three-step process in making evidence-based claims (EBC):

Textual details: First take note of textual details that tell you about Romeo or Juliet
Text-to-text connections: Explain a connection you have made between these details
Make a claim: Draw a conclusion about Romeo or Juliet’s character development that can be referenced back to the textual details and text-to-text connections.

Read aloud 5.3.296–310, or play an audio recording. Discuss the TBQs- What does Capulet ask from Montague? What is Capulet offering in return?

Read lines 298–302. Discuss the TBQs- What does Montague offer to give Capulet? Hint: What is Montague really offering here?
Read lines to lines 303–304 and discuss the TBQs- According to Capulet, who/what to lines 303–304 is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?
Read lines 305–310 and respond: Who has made peace? Why might the Prince describe this peace as “glooming”?
Pass out copies of both the Romeo Tool and the Juliet Tool. 1. turn back in your text to the text selection written on your tool . 2. Offer examples of textual details you see in these lines that may offer insight into Romeo as a character. C. begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice? D. draw upon these connections to make an observation about Romeo’s character in this passage.
Work in small groups: working as a group to find textual details and make a second inference about Romeo’s character.
After completing the first two boxes in the second row, we’ll compare this second inference with the one that you generated as a class. What has changed? What has stayed the same?
Repeat this activity for the remainder of class. The goal is for groups to complete both tools. You hey may use their past assignments and notes for reference.
Teacher models the process.

Homework:

Review your tools and decide which character you will focus on in your End-of-Unit Assessment.

Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.
Complete the evidence-based tool. Bring it to the class to assist you in the final assessment tomorrow.

Click the Link to Access the Analysis Tool

Posted on December 9, 2013 by Ms. D'Amato

Unit 2 Lesson 18: Juliet’s Death

Unit 2 Lesson 18 : Juliet’s Death

Introduction

In this lesson, students will draw upon the close reading skills that they have developed over the course of Module 1 as they work carefully through the short excerpt Act 5.3.139–170. In this passage, Juliet wakes up to find Romeo lying dead next to her in the Capulet tomb. Juliet then kills herself with Romeo’s dagger.

Objectives: Students will analyze word choice, figurative language, and the structure of events to explore Juliet’s final act. As the culminating excerpt of Unit 3, this passage functions as the final point of comparison for an analysis of Juliet’s character development across the five acts of Shakespeare’s play.

Aim: Who or what do you think is responsible for Juliet’s death? Why?

Standards

RL.9-10.3	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.
RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on each others’ ideas and expressing their own clearly and persuasively.

Assessment

Brief written response to Round Robin Discussion question: Who or what do you think is responsible for Juliet’s death? Why? Use evidence from the text to support your response.

Vocabulary

alack (interj.) – an expression of sorrow
sepulchre (n.) – a burial chamber
lamentable (adj.) – regrettable
contagion (n.) – a contagious (communicable by contact) disease
thwarted (v.) – defeated the hopes or aspirations of
churl (n.) – a stingy person
sheath (n.) – a case for a knife
restorative (adj.) – having the power to restore (to bring something back, or return something to its former condition)

Learning Sequence

Today’s excerpt will be explored in five chunks. There will be a series of text-dependent questions for each chunk. Questions will be explored as a group and then discussed with the class.
Introduce this lesson’s focusing question: Who or what is responsible for Juliet’s death?
Read 5.3.139–170 aloud. Students are grouped based on small, heterogeneous groups according to established protocols.
Students read aloud lines 140–146 and discuss the TBQs- a. What familiar word do you see in discoloured? How does the prefix dis- change the meaning of this word? B.Why are the swords discoloured? Why are they masterless? C. Review the definition of lamentable provided to you. As a group, develop a definition of chance. Now reread lines 145–146. What is Friar Laurence implying about recent events in this statement? D. According to Friar Laurence, who/what is responsible for the deaths of Romeo and Paris?
Lead a class discussion of lines 140–146, calling on groups to offer their answers
Read aloud lines 148–150 and discuss the TBQs- a. What is Juliet unaware of that both the audience and Friar Laurence know? What effect does this create?
Lead a class discussion of lines 148–150, calling on groups to offer their answers
Read aloud lines 151–159 and discuss the TBQs- According to Friar Laurence, who/what is to blame for the tragic events that have transpired? What is Friar Laurence suggesting about the power of individual choice in this situation?
Lead class discussion of lines 151–159.
Read aloud lines 160–167 and discuss the TBQs- a. How does Juliet respond to Friar Laurence’s counsel? What does she see as a better alternative? Why? Hint: What do you know about Juliet that might make a nunnery a fate worse than death? B. Why does Juliet describe the poison as a “restorative”? What does she think it will restore? C. What does Juliet realize in line 167? How does this compound the tragedy of the scene?
Lead a class discussion of lines 160–167.
Read aloud lines 168–170 and discuss the TBQs- Whose dagger kills Juliet? What might this symbolize?
Lead a class discussion of lines 168–170.
We will conclude our exploration of 5.3 with a Round Robin discussion of the lesson’s focusing question: Who or what is responsible for Juliet’s death?

Directions for Round Robin: Instruct students to arrange themselves into two concentric circles. Each circle should contain the same number of students, creating pairs between the two circles. Student pairs should be facing each other. The Round Robin begins with each student in the inner circle discussing their answer to the following prompt for 1 minute: Who or what do you think is responsible for Juliet’s death? Why? Each student’s counterpart on the outer circle first listens and then responds with his or her own answer to the focusing question for 1 minute. Then, students in the outer circle rotate to the right one spot and repeat the protocols established with a new partner. This Round Robin will include three rotations. Once three rotations have been completed, briefly record your response to the Round Robin discussion question, using evidence from the text to support your response. Collect these written responses to assess for comprehension as students exit the class.

Circulate and observe student discussions and assess comprehension.

Posted on December 5, 2013 by Ms. D'Amato

Unit 2 Lesson 17: Romeo’s Death

Unit 2 Lesson 17

Introduction: This lesson continues to build students’ skills in making cumulative connections across the text. The text selection for this lesson is Act 5.3.85–120. In this scene, Romeo commits suicide in Juliet’s tomb. Students will complete a close reading for this passage and then work through a series of text-dependent questions that help them build meaning by connecting elements of this passage with passages read earlier in the unit.

CCS

RL.9-10.3	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.
RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5	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.

Assessment

Quick Write: Make an observation about Romeo’s character development using the comparison tool and your notes from today’s close reading. Use evidence from the text to support your answer.

Vocabulary

interred (v.) – placed a dead body in a tomb
ensign (n.) – a banner, or standard (this definition offered in footnotes)
abhorred (v.) – loathed utterly
paramour (n.) – lover, suitor
yoke (n.) – agency of oppression (this definition offered in footnotes)
engrossing (v.) – devouring (this definition offered in footnotes)
lightening (v.) – cheering or gladdening
inauspicious (adj.) – unlucky
unsavory (adj.) – unpleasant

Materials

Film: Romeo + Juliet (1:37:49–1:39:36)
Film Tool: Stylistic Choices (see Lesson 2)
Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334
Annotation Tool

Learning Sequence

Hand out blank copies of the Film Tool: Stylistic Choices (see Lesson 2), or instruct students to draw the categories in their books. Play film (1:37:49–1:39:36 on the DVD; see Unit Overview). Briefly discuss using the film tool.
Listen to a masterful reading of 5.3.85–120.
In small groups, discuss and record your responses to the TBQs: A. At this point in the play, what does the audience know that Romeo does not? Reread lines 87–96 aloud. B. What words or phrases in these lines can help you make meaning of the word lightening? C. What is causing Romeo to feel merry in this moment?
Agency is a term that refers to the power that a character or thing possesses. A.In line 92–96, what agency does Romeo attribute to Juliet? B. How does the audience’s awareness of Juliet’s state affect the way you understand Romeo’s description of Juliet? reread lines 97–101 aloud. C. What does Romeo offer to do for Tybalt? What does this reveal about how Romeo is feeling? read aloud lines 101–115 aloud. D. What does Romeo refer to as inauspicious? E. Where else in the text does Shakespeare describe stars in this way? read lines 116–120 aloud. F. What is Romeo’s attitude toward death? Take into consideration how Romeo describes death and also what Romeo expects from death.
Complete a comparison activity using an annotation tool similar to the one you completed in Lesson 16. Hand out tool for Lesson 17.
Work in your small groups and read aloud each passage, and then annotate connections, similarities, and differences they notice in word choice and content.
Quick Write; Respond in writing to the following prompt:
Make an observation about Romeo’s character development using the comparison worksheet and your notes from today’s close reading.

Homework: Gather and organize notes for the unit. Be prepared to write our Summative Assessment Essay on Wednesday.

Quickwrite: Make a claim about Romeo’s development as a character.

Re-read these excerpts, and compare.

Consider what you know about Romeo’s character, and his interactions in these two scenes.
Use this sheet for annotation and brainstorming.

Write 3–5 sentences.

Romeo – Act 2, Scene 2, 15–25

Two of the fairest stars in all the heaven,                        15
…
…
…
…
…                                                                                             20
…
…
…
…
…That I might touch that cheek!                                       25

Romeo – Act 2, Scene 2, 75–78

I have night’s cloak to hide me from their eyes 75
…
…
…Than death prorogued, wanting of thy love.

Romeo – Act 2, Scene 2, 82–84

I am no pilot, yet wert thou as far
…
…I should adventure for such merchandise.

Posted on December 5, 2013 by Ms. D'Amato

Unit 2 Lesson 16: Juliet’s Despair

Unit 2 Lesson 16

Introduction

This lesson is the second in a two-lesson arc that addresses Juliet’s conversation with Friar Laurence, during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest of the play. The arc will address Act 4.1.44–126. This lesson will focus on a close reading of lines 89–126 and guide students to comprehend the tragic events that are to come through an understanding of the Friar’s plan.

Stndards

RL.9-10.3	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.
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Assessment

Quick Write: How do Romeo and Juliet’s conversations with the Friar compare and contrast? What can you infer about Romeo and Juliet’s character development? Use evidence from the text and your annotation tool to support your answer.

Vocabulary

distilling liquor (n.) – drug, potion
borne (v.) – to be carried, taken
vault (n.) – tomb

Material

Audio clip: http://etc.usf.edu/lit2go/201/romeo-and-juliet/4351/act-4-scene-1/

Learning Sequence

Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.
Springboard Question: What reason(s) does Juliet have for wanting to commit suicide? T We’ll learn to build on each other’s answers.
Listen to a masterful reading.
In pre-assigned small groups, read lines 91- 122 ( Act 4 Scene 1)closely and discuss questions before sharing with the class TDQs: a. What is Juliet supposed to do immediately? What is Juliet supposed to do tomorrow night?* b. What words and phrases in lines 95–104 can you find to illustrate the effect the drug will have on Juliet? Circle these words in your text. According to the Friar in line 105, how long will the effects last? C. Where will Juliet be borne after she is found in this state? D. . What, according to Friar Laurence, could prevent the plan from taking place? E. How does Juliet respond? What can you infer about Juliet’s character from her response?
Read lines 123-128, do Think-Pair-Share to discuss the responses- a. What is the final step in the Friar’s plan? How has Juliet’s attitude changed over the course of this scene? Consider both this lesson’s close reading, and the close reading from the last lesson.
Hand out copies of the Annotation and Comparison Tool. Have student groups read aloud each passage and annotate connections, similarities, and differences they notice in word choice and content. Encourage students to discuss inferences they are making as a group, but remind them that they will be responsible for generating their Quick Write responses independently.

Quick Write

Prompt: How do Romeo and Juliet’s conversations with the Friar compare? What can you infer about Romeo’s and Juliet’s character development?

Collect Quick Write and the Annotation and Comparison Tool to assess student comprehension.

Posted on November 26, 2013 by Ms. D'Amato

Unit 2 Lesson 15: Juliet’s “Threat” & Challenge

Unit 2 Lesson 15: Juliet’s Threat and Challenge

Introduction: This lesson is the first in a two-lesson arc that addresses Juliet’s conversation with Friar Laurence, during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest of the play. The arc will address Act 4 Scene 1. In this lesson, students will focus on a close reading of lines 45–90, ending right before the Friar lays out his plan for Juliet’s escape. The next lesson will focus on a close reading of lines 91–128 and guide students to develop their understanding of the Friar’s plan. This understanding is crucial for complex comprehension of the tragic sequence of events that are to come.

This lesson focuses on Juliet’s character development through an exploration of her word choice and rich imagery. Students will read Juliet’s conversation with the Friar and engage in both small group and whole class discussions.

Standards

RL.9-10.3	Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning.

Assessment: Quick Write:

How is Juliet’s character further developed in this scene through word choice and imagery. How does Juliet’s character development contribute to the theme of the play, i.e. “star-crossed lovers” or “the battle of love and hate”? Cite strong and thorough textual evidence to support your analysis.

Vocabulary

umpire (v.) – to decide or settle a dispute
commission ( n.) – authority
chide (v.) – to disapprove of
charnel-house (n.) – building next to graveyard where old bones are stored

Agenda

Introduction of Lesson Agenda
Discuss homework briefly
Film: Romeo + Juliet (1:22:19–1:26:38)
Text-Dependent Questions and Activities
Quick Write
Closing

Materials:

Film: Baz Luhrmann’s Romeo + Juliet
Film Tool: Stylistic choices
Lesson Tool

Objectives: Students will examine Juliet’s character development through an exploration of her word choice and rich imagery.

Aim: How does Shakespeare use diction and imagery in Act 4 Scene 1 to further develop Juliet’s character after her cousin Tybalt’s death and Romeo’s banishment?

Learning Sequence:

Homework Accountability- Review the homework from lesson 14-write an objective summary of this excerpt ((3.2.70–78 from “What storm is this” through “alas the day, it did”). While students are sharing their homework in groups, the teacher walks around to update homework records.
Hand out blank copies of the Film Tool: Stylistic Choices. Use the Film Tool to take notes while watching the film clip. This portion of the film addresses the plot gap between the last lesson (14) and this Lesson (15).
Play film (1:22:19–1:26:38). Briefly discuss the notes you have taken in a small group. Share in class the events portrayed in the clip.
Give a quick review of Juliet’s character based on the previous scenes: a. Juliet’s reaction to Lady Montague on marriage; b. the balcony scene with Romeo; c. (Act 3 Scene 2) Calling for the nightfall scene (“Gallop apace, you fiery-footed steeds, /Towards Phoebus’ lodging) d. the refusal to marrying Paris scene( today’s film clip) . Students write their responses on a post-it and share it with the class .Leave the written responses on a Poster Board for future references.
Today we will study Act 4 scene 1 where Juliet escapes from her parents and seeks help from Friar Lawrence. We’ll listen to a masterful reading of 4.1. 45–90 ( 2:49-5:26) (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4351/act-4-scene-1/). While following the reading, mark the text ( unfamiliar words, outstanding lines & expressions, interesting diction, examples of figures of speech, words rich in connotative meanings, question marks, etc.)
Now in each designated small group, read out the assigned lines with attention to repeating words and phrases and discuss TBQs. Be sure one of the group members will jot down the group responses in the lesson tool.. Keep in mind how Juliet’s character is continuously being developed by Shakespeare through word choice and imagery.
The class is divided into five heterogeneous groups. Hand out the Lesson Tool to each group. The text is divided into two sections: part 1 ( lines 47-68) & part 2 ( lines 69-90).
Students work in small groups to respond to the TBQs in Part 1.
For Group 1: Lines 45-50 Act 4, Scene 1 Respond to TBQs- a. Which line(s )explain the cause of Juliet’s grief and her reaction to it? Describe her reactions in your own words. B. How does the repetition you identified reveal about Juliet’s emotions or state of mind
For Group 2: Read Lines 51-55 Act 4, Scene 1 and respond to the TBQ: According to Juliet, what is her reason for coming to see the Friar? What does the pronoun “this” refer to ( line 51)? What is Juliet’s “resolution”? Why does she call is “wise”? How does her “resolution” reveal about her character?
For Group 3: Read Lines 56-60 Act 4 Scene 1 & Respond to TBQs: According to Juliet, what role did the Friar play in her relationship with Romeo? How does the word “hand” mean differently in lines 56 & 57 “joined…our hand” & “…hand…shall be the label to another deed”? How does the word choice reveal a new aspect of Juliet’s character?
For Group 4: Read Lines 61-68 Act 4 Scene 1 & respond to TBQs : Which specific word choice reveal Juliet’s threat to committing suicide if she receives no “remedy”? What does the word choice “extremes” mean in the context? How does Juliet describe the knife? What power is Juliet attributing to the knife? What and how does the word choice in these lines reveal about Juliet’s character
For GROUP 5: Read Lines 67-68 Act 4 Scene 1 & respond to TBQs: How is Juliet using long? (line 67) Consider the possibility of multiple meanings here. What can you infer about Juliet’s resolve based on this repetition? Her character?
While each group works on its task, the teacher will circulate around the room to observe and do an informal assessment based on the role each student plays in the small group discussion.
After each group has completed Part 1 TBQs, share out the responses in class. The teacher leads the class discussion.

Quick Write #1: In lines 47-68, what word choice demonstrates Juliet’s resolute and fearless character? ( formative assessment)

Now the class moves on to the 2^nd part of the text ( lines 67-90). We’ll do the same activity based on the 2nd half of the scene.
Group 1: Read Lines 69-71 Act 4, Scene 1 and circle repeating words and phrases. Respond to TBQ: What does the repetition you identified imply about how Friar Laurence views the “hope” that he sees? Does the word “desperate” carry the same meaning in both lines? Why or why not? According to the Friar, what will this “desperate hope” prevent?
Group 2: Read lines 72-77 Act 4, Scene 1 and respond to the TBQ: a. According to the Friar, what kind of strength allows Juliet to consider his plan? Cite the evidence to support your answer. B. What type of literary technique is used in line 76 and how does it enhance the challenge Juliet is going to face? C. What word choice does Friar use to challenge Juliet’s “resolve”?
Group 3: Read lines 77-84. Circle the images in this passage. Respond to the TBQs: What do these images have in common? What effects do the imagery create? How do they help reveal Juliet’s character?
Group 4: Read lines 77-84 and underline the verbs. Respond to the TBQs: a. What do verbs have in common? Is there a pattern? b. What effect do the verbs create?
For Group 5: Read lines 89-90 Act 4 Scene 1 & respond to the TBQs: a. What does Juliet mean by “unstained” wife? B. What tone is revealed in the two lines “And I will do it without fear or doubt,/To live an unstained wife to my sweet love”?
Make informal assessments while students are engaged in the small group discussion.
After each group has completed Part 2 TBQs, share out the responses in class. The teacher leads the class discussion.

Quick Write #2:

Collect Quick Write at the end of the lesson to assess student comprehension.

Homework: Continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard. Two AIR logs are due this Friday.

Posted on November 26, 2013 by Ms. D'Amato

Unit 2 Lesson 14: Romeo’s Banishment

Unit 2 Lesson 14

Introduction: This lesson is a close reading of Romeo’s reaction to his banishment, in conversation with Friar Laurence. The text for this lesson is Act 3 Scene 3. Students will read lines 1–11 for comprehension and focus on lines 12–70 for their close reading. The lesson focuses on word meaning, with an emphasis on Romeo’s state of mind and his attitude toward his banishment. Students will participate in rich discussions in small groups and with the whole class, including a definition activity using a Vocabulary Activity Tool that asks them to explore multiple meanings and repetition. Students will conclude with a discussion that asks them to use this information to make an inference about Shakespeare’s language use and their understanding of Romeo’s character development. For homework students will independently read from Romeo and Juliet and briefly reflect on their understanding in writing.

Stndard

RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.3	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.

Assessment: Complete the Vocabulary Tool

Vocabulary

validity (n.) – legal acceptability or soundness (this definition offered in footnotes)
carrion (n.) – dead or rotting flesh
displant (v.) – to uproot, transplant (this definition offered in footnotes)
estate (n.) – situation (this definition offered in footnotes)
prevail (v.) – to succeed
mean* (n.) – instrument, method; (adj.) – offensive, nasty, malicious
adversity (n.) – disastrous fortune or fate

Agenda

Homework Accountability
Masterful Reading
Text-Dependent Questions and Activities
Vocabulary Activity
Full Class Discussion

Aim: How does Romeo react to his banishment?

Learning Sequence:

Listen to a listen to a masterful reading of 3.3.5–73 (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4347/act-3-scene-3/)
annotate with special consideration to repeating words and phrases while listening
In your small groups, read aloud lines 5–13 and be prepared to offer a key plot point that summarizes the content of these lines.
Discuss these questions in groups before sharing out with the whole class. One member of the group will record the responses in writing. A. What can you infer about how Romeo is feeling from his repetition of banished? ( LINES 13-30) B. . How does the Friar think Romeo should view his situation? What can you infer about the Friar’s attitude toward Romeo’s situation? C. Where is “heaven” according to Romeo? Who gets to live there? Who does not get to live there?(LINES 31-54) D. Where is “heaven” according to Romeo? Who gets to live there? Who does not get to live there? E. What does carrion mean? F. According to Romeo, what attributes does the carrion fly have that he does not? G. . What imagery does Romeo use involving the carrion fly? What effect is created by this image? Lines (55-73) H. According to Romeo, what can the word banished do to him? What does Romeo compare the word to? I. How does Romeo compare himself and the Friar in lines 65–70? Of what is Romeo trying to convince the Friar through this comparison? J. What can you infer about Romeo’s state of mind from this interaction?

Assessment: Complete the Vocabulary Activity Tool.

Discuss-

How might Romeo define banishment?
How might the Friar define banishment?
How do the two definitions compare?

Homework:

1.Read lines 3.2.70–78 (from “What storm is this” through “alas the day, it did”) and write an objective summary of this excerpt.

2. Analyze Romeo’s character based on scene 3 act Be sure to cite evidence to support your claim.

Posted on November 25, 2013 by Ms. D'Amato

Unit 2 Lesson 13: Chagall’s Painting of Romeo and Juliet

Unit 2 Lesson 13

Introduction

This lesson is a close reading of Act 3.2.1–31, Juliet’s speech while she waits for Romeo, before she has found out that Romeo killed her cousin Tybalt. The lesson will ask students to draw a comparison between a close reading of this passage and Marc Chagall’s painting Romeo and Juliet (link in the Materials box), with a focus on structural choices and the effects they create.

Students will engage in rich discussion in small groups and with the whole class before completing a short, evidence-based writing assignment at the end of class. For homework, students will continue to read their Accountable Independent Reading texts.

Standards

RL.9-10.7	Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RL.9-10.7	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 des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Assessment

Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet
Quick Write: In 3.2.1–31 and Chagall’s painting Romeo and Juliet, both author and artist structure their work with intention. What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play? Use evidence from the text and the painting to support your claim.

Vocabulary

apace (adv.) – quickly
steeds (n.) – horses
Pheobus (n.) – Apollo, god of the Sun, the sun personified
Phaeton (n.) – son of Apollo
bating (v.) – coursing, running through

Materials

Marc Chagall’s Romeo and Juliet: http://www.masterworksfineart.com/inventory/2039
Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet

Agenda

Homework Accountability
Opening Activity
Introduction of RL.9-10.7
Text-Dependent Questions and Activities
Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet
Quick Write

Aim: What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play?

Learning Sequence

Clarify the requirements for AIR logs
Review the new CC Standards. Underline the key words in each standard and paraphrase them. Considering- a. 1. What clues in this standard can help you to determine the meaning of mediums in this context? B. Why might an artist choose to emphasize or leave absent certain details when representing a subject or a scene? C. . How might the comparison of two representations of the same subject/scene enrich our understanding of this subject/scene?
Discuss: Why has the Prince banished Romeo?
listen to a masterful reading of 3.2.1–31 (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4345/act-3-scene-2/). Use the Think-Pair-Share to share thoughts on the TBQs-a. What desire is Juliet expressing through her use of imagery in these lines1-7? B. What relationship is being established between Juliet and the night? 8-16 c. What desire is being expressed through this repetition? What does Juliet want to happen? (17-25) d. What imagery does Juliet create to talk about Romeo? What can you infer about Juliet’s feelings for Romeo based on this imagery? E. What does Juliet compare herself to? What can this comparison reveal about how she is feeling?(lines 26-31)
Discuss questions that address Shakespeare’s structural choices and the context surrounding this passage. A. What does the audience know that Juliet does not yet know? Consider what key plot points immediately precede this scene. b. What effect does Shakespeare create by ordering the events in this way? Consider how your knowledge of what has just happened influences the way you understand this passage. This is an example of dramatic irony. This is irony that is inherent in the structure and events of the play; the meaning is understood by the audience but not by the characters.
Look closely at a copy of Marc Chagall’s Romeo and Juliet. Use the Stylistic Choices Tool to record your observations. Work through the tool in your groups, discussing each question and recording their observations. The tool will be collected at the end of the lesson to assess your comprehension.

Quick Write

After you have had time to complete their Stylistic Choices Tool, you will independently respond in writing to the following question:

In 3.2.1–31 and Chagall’s painting Romeo and Juliet, both author and artist structure their work with intention. What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play?

Homework: should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet

Name:

What are the predominant colors in the painting? What is the quality of the color (e.g., bright, muted, or dark)?
Identify the figures. Who are they? What do you notice about how they are represented? Is their representation realistic?
What other symbols or imagery can you identify in the painting?
What is the emotion of the painting? How do you know?
Where are Romeo and Juliet in relation to the city? What can you infer from their position in the painting?
Hint: Recall what is happening inside the city.
What has Chagall chosen not to represent in this painting? Consider what you know about the events of the play thus far.
How does your knowledge of what Chagall chose not to represent influence your understanding of the painting?

Posted on November 21, 2013 by Ms. D'Amato

Unit 2 Lessons 11-12: Fortune’s Fool

Unit 2 Lessons 11-12

Introduction : In this lesson, students will continue their exploration of Romeo’s character development as they begin to work carefully through the Act 3 excerpt 3.1.114–143, in which Romeo kills Tybalt. This passage is a critical turning point in the play and functions as a catalyst for the tragic events that unfold in subsequent scenes.

Standards

RL.9-10.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3	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.

Assessment

Quick Write: What is Romeo implying about his own role in the events to come? : Is Romeo “fortune’s fool”? Use evidence from the text to support your response.

Vocabulary

mortal (adj.) – causing or having caused death (1)
temper (n.) – disposition; (v.) – to soften something by adding the influence of something else (1)
aspire (v.) – to rise, climb, or soar (2)
woe (n.) – great sorrow or distress (2)
respective (adj.) – partial (obsolete) (3)
conduct (n.) – guide (obsolete) (3)
consort (v.) – accompany, escort (obsolete) (4)
slander (n.) – the utterance of false charges which damage another person’s reputation (4)
effeminate (adj.) – having feminine qualities; not manly in appearance or manner (5)
valour (n.) – strength of mind or spirit that enables a person to encounter danger bravely(5)
lenity (n.) – the quality or state of being tolerant (5)

Agenda

Homework Accountability
Masterful Reading: Act 3.1 .114–143
Text-Dependent Questions and Activities
Quick Write
Assessment

Aim: What is Romeo implying about his own role in the events to come? Is Romeo “fortune’s fool”?

Learning Sequence:

Go over quick write assignments from lesson 10
Review: Line 102. The word grave can have several meanings. Offer two that you think are appropriate in the context of line 102, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself?
Listen to the recording of Act 3.1 . 114–143 (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4343/act-3-scene-1/)
In small groups, work on the assigned new vocabulary. Find at least a synonym or antonym of the word and make a sentence using the word.
Vocabulary Quiz
In pairs, discuss the TBQs based on lines 114-121: A. 1. Whom does Romeo blame for Mercutio’s injury? Underline the part of the text that tells you. B. What is “Tybalt’s slander” (114)? C. According to Romeo, what are the consequences of Tybalt’s slander? D. What familiar word do you see within effeminate (116)? How can this word help you to understand what Romeo feels Juliet’s beauty has done to him? E. Review the definition of valour on your vocabulary chart (n. strength of mind or spirit that enables a person to encounter danger bravely). What do valour and steel have in common? F. In your own words, what has Juliet’s beauty done to Romeo’s “temper”? G. According to Romeo, why didn’t he defend himself against Tybalt’s slander? Support your answer with evidence from lines 114-121 H. Why does Romeo blame himself for Mercutio’s injury?
Share responses in class.
In pairs, read lines 121-125 and respond to : a. What recent event is Romeo describing when he says “this day’s black fate”? b. According to Romeo, who will end the “woe” that has just begun?
1^st Quick Write: What is Romeo implying about his own role in the events to come?
Share responses in class.
Reread lines 126-136 in pairs and discuss the TBQs. Pairs should be prepared to share their answers with the class. A. What clues in line 129 can help you to determine the meaning of lenity in line 128? B. What choice is Romeo making in lines 129–130? C. What choice is Romeo making in lines 128–129? D. What three possible paths to justice does Romeo propose in line 134? E. What do you notice about the pacing of this fight sequence? Hint: How does it compare to Mercutio and Tybalt’s duel?
In pairs, read lines 138-143. Respond to: a. In what contexts have you heard the word fortune before? Consider the meaning of fortune in these different scenarios. What do you think fortune means in the context of this passage? B. What might it mean to be “fortune’s fool”

Assessment: Write a brief independent response to the unifying focusing question- Is Romeo “fortune’s fool” (142)? Use evidence from the text to support your response.

Homework:

1.Complete your response to Is Romeo “fortune’s fool” (142)? Use evidence from the text to support your response.

2. Prepare for a Vocabulary Quiz up to Lesson 12

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Syracuse University Academy English

“WE READ TO KNOW WE ARE NOT ALONE.” – C.S. LEWIS

Writer’s Workshop

English Capstone Project

Unit 3 Lesson 8: Fish Bowl

Unit 2 Lesson 19: Character Analysis

Unit 3 Lesson 7: Wizard of Lies

Unit 3 Lesson 7: travails of the rich and famous

Unit 3 Lesson 6: Writing a Multi-Paragraph response

Introduction

Unit 3 Lesson 5: Practice Making EBC

Unit 3 Lesson 4: Evaluating short responses

Unit 3 Lesson 3: Use Questioning Techniques to delve deeper into a text

Unit 3 Lesson 2: EBC Practice

Unit 3 Lesson 1: The West is built on guilt

Short Response Rubric

Short Response Checklist

Unit 2 Lesson 19: Character Analysis Tool

Unit 2 Lesson 18: Juliet’s Death

Unit 2 Lesson 17: Romeo’s Death

Unit 2 Lesson 16: Juliet’s Despair

Unit 2 Lesson 15: Juliet’s “Threat” & Challenge

Unit 2 Lesson 14: Romeo’s Banishment

Unit 2 Lesson 13: Chagall’s Painting of Romeo and Juliet

Unit 2 Lessons 11-12: Fortune’s Fool